Hands-On STEAM Science Big Book Gr. 1-5 [1 ed.] 9781771676380, 9781771673938

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HANDS-ON SCIENCE BIG BOOK 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: 978-1-77167-393-8 © 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 Science Big Book CC4103

STEAM & NGSS Skills ..................

Hands-On Science Big Book PHYSICAL Science – LIFE Science – EARTH & SPACE Science – All three

Section 5

Section 6

Hands-on Experiments 3 3 3 3

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

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Section 4

Technology

• Application to Own Life 3 3 3 3 3 3 • Create and Construct 33 33 33 3 3 33 • Recall Information 3 3 3 3 3 3 3 3 • Integration of Technology and 3 33 33 Virtual Learning • Utilize Alternative Research Tools 3 3 3 3 3 33 3

Section 3

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Section 2

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Skills for STEAM and NGSS

Section 1

Science

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Mathematics

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

Arts

Reading

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Based on STEAM and Next Generation Science ©

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Hands-On Science Big Book CC4103

Contents

.................. TEACHER GUIDE • Assessment Rubric.................................................................................... 5 • How Is Our Resource Organized? ............................................................. 6 • STEAM & Next Generation Science.......................................................... 7 • Vocabulary................................................................................................ 7-8

STUDENT HANDOUTS

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PHYSICAL Science 1. Force and Motion ................................................................................... 2. Energy .................................................................................................. 3. Light and Sound ..................................................................................... 4. Electricity and Magnetism ...................................................................... 5. Matter and Materials ............................................................................. 6. Simple Machines .................................................................................... • Hands-on Experiments................................................................................. • Crossword.................................................................................................... • Word Search ................................................................................................ • Comprehension Quiz ..................................................................................

9 15 20 26 31 36 42 48 49 50

LIFE Science 1. Ecosystems ............................................................................................ 2. Food and Energy .................................................................................... 3. Food Chains .......................................................................................... 4. Adaptations ........................................................................................... 5. Life Cycle .............................................................................................. 6. The Brain .............................................................................................. • Hands-on Experiments................................................................................. • Crossword.................................................................................................... • Word Search ................................................................................................ • Comprehension Quiz ..................................................................................

52 58 63 69 74 80 85 91 92 93

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Hands-On Science Big Book CC4103

Contents

.................. EARTH & SPACE Science 1. Weather .............................................................................................. 2. Seasons ............................................................................................... 3. Air and Water ..................................................................................... 4. Rocks and Minerals .............................................................................. 5. Humans and the Environment ............................................................... 6. Solar System ....................................................................................... • Hands-on Experiments............................................................................... • Crossword.................................................................................................. • Word Search .............................................................................................. • Comprehension Quiz ................................................................................ EZ

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EASY-MARKING™ ANSWER KEY ............................................................ 138 COLOR MINI POSTERS ........................................................................... 153

FREE! 4 6 BONUS Activity Pages! Additional worksheets for your students

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Activity Five

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Activity Six Build a Compound Machine

You have seen pictures of compound machines in the last section of this book. Here is one you can build. It will combine an inclined plane and a pulley. This is what you will need:

Growing Crystals

You read about crystals in this book. You can grow crystals from things you • a board long enough to use for a find around the house or in a store. These are ramp the materials you can use to grow crystals: NAME: Student Worksheet A magnet is made up of lots of little magnets that you can’t see. The magnet • something to prop up one end has magnetic force because all the little magnets are pointing the same • table salt • about two feet of string way. A piece of iron also has little magnets in it. It doesn’t act like a magnet • white sugar • a wooden block because the little magnets are pointing in all directions. If you•bring Boraxa piece • a spring scale of iron close to a magnet, the little magnets in the iron turn around and line • a screw eye up. When you take the iron away, they go back to being mixed upwill again. Three Kinds of Levers You also In need: this activity, you will turn a piece of iron into a magnet that stays magnetic. • Three clean, wide shallow bowls. There are three kinds of levers. They are called class 1, class 2, and class 3. There NAME: This pure is what you do: Distilled water.). north andwater south (You can also get this at the store. It is just very effort. you Loadwill do is take a piece of iron and line it up with the • Student Worksheet are three words you need to know about levers: load, fulcrum, and What A clean container to mix the water and crystals in. a magnet. Then, whack one end of the piece of iron • with a hammer. is the thing you are lifting. Fulcrum is the thing under the lever that it poles movesofup This will line up the little magnets in the iron. Here is what you will need: and down on. Effort is where you push or pull. 1. Prop up one end of the board to make an inclined plane. Thisfeet is what • An iron rod about as big around as your finger and about two long. you Be do: 2. Screw the screw eye into the middle of one side of the block. (Putting Get a board and a block and make all three classes of levers. Class 1 is like a 1. Warm the distilled water a little (not hot). sure it is iron and not steel. A metal working shop could sell you one cheap. soap on the point end of the screw eye will make it go in easier.) hammer pulling a nail. Class 2 is like lifting the handles of a wheelbarrow. Class 2. Start with salt. Add about a cup of warm water to a container. Start Energy from the Sun to Electrical Energy NAME: You might also find one at a hardware store. 3. Hook the hook of the scale into the screw eye. Pull the block up the 3 is like pounding a nail with a hammer or swinging a baseball bat. For class Student Worksheet adding salt until it • A other compass. (A compass is a tool with a needle in it that always points salt while stirring. The salt will disappear. Keep adding You learned that almost all the energy we use came from the Sun. Most inclined plane. The scale will tell you how much force was needed. Write 3, one of your hands is the effort and the other is the fulcrum. Try to find all disappear. toward the North Pole of Earth. This is because the needle is a doesn’t little magnet of the energy we use we get from coal, oil and natural gas (a gas from the number down. examples of each class. and Earth is really a big magnet.) 3. Let the salt settle to the bottom. underground). These fuels have a lot of energy in them. They are easy to find 4. Put the block back at the bottom of the inclined plane. • Aclass hammer. Try lifting a weight with all three classes. How does effort change from to and easy to use. 4. Carefully pour the liquid off the top into one of the bowls. It doesn’t need 5. Tie one end of the string to something at the top of the inclined plane. • A few feet of string. How does the direction of the push or pull change? to be very deep. Write a Short Report about Gravity of the MoonIn this activity, you will visit a place where people are getting energy class? from the 6. Pass the other end of the string through the screw eye and bring it back 5. Carefully set the bowl where it won’t be disturbed. This is what you do: Sun in new ways. Here are places you could visit: What happens if you put the fulcrum close to the effort for a class 1 lever? How toward the top of the inclined plane. In this lesson, you learned that the 1. Use the compass to find the direction North. 6. Repeat steps 2 to 5 with the sugar, then with the Borax. does 1. Visit a place with solar cells. Solar cells soak up sunlight and change it the effort change? If you push down fast, how does the load move? Moon’s gravity doesn’t pull nearly 7. Tie a loop in the free end of the string. Put the hook on the scale into the 2. Tie the string around the middle of the iron rod. Slide the 7. Wait. If no crystals show up in the bowls, try adding one small grain of the into electrical energy. There are no other steps—light energy goes right into as hard as Earth’s gravity. We also loop. This is the kind of lever used many years ago by string back and forth until you find the place where the rod material you started with. electrical energy. There are some very big places, called solar farms. They are learned that mass is not quite the an army attacking a castle. The lever was part of balances. usually in the desert. You can find smaller versions closer to home. See if any of same thing as weight. Mass is how a machine called a “catapult.” Catapults were 3. Turn the rod around until one end is pointing north. your neighbors have solar cells on their roofs, or solar lights in their yard. Some You should have grown some crystals. They should be much larger than the much stuff you are made of. Weight used to throw stones over the castle wall. Here is a 4. Hold the rod up by the string. Whack one end of the rod with calculators are powered by tiny solar cells aslo. small grains you started with. Look at the crystals closely. Are© they all the 6A is how hard gravity pulls on your picture of a catapult: Physical Science CC4100 the hammer a few times. This lines up the little magnets in the rod. same shape? Describe the shapes. A magnifying glass will help. mass. As long as we stay on Earth, 2. Visit a wind farm. These are found in windy places. You will see hills covered 5. Find out if you made a magnet. If you turned the rod into a magnet, it will Takethe your lever and fulcrum outside. Take with windmills. These are also called “wind turbines.” When the wind spins we can pretend that mass and be able to pick up small iron things. Here is another test: Hold the bar up by something blades of the windmill, it changes this energy of motion into electrical energy. small and soft to throw with the weight are the same thing without the string so that it is not pointing North. If you made a magnet, one end of People have been getting energy from windmills for many years. Youcatapult. might (You don’t want to hurt anyone.) This getting mixed up. the magnet will swing around to point North. 5A willones be your load. Put the fulcrum close to one want to find pictures of the old kind to see how they are different from © Physical Science CC4100 But what if you went to the Moon? Do you think this would work better if the iron rod were warm? Why? end. parts Put the small, soft thing on the other end. Hit you see today. Here is what the Sun has to do with it: The Sun heats some You would be made of just as much stuff, so you would have the of same the end the Earth more than others. Air rises from the hotter parts and this pulls in airclose to the fulcrum with your fist or a 4A © Physical Science CC4100 mass. But how much would you weigh? hammer. from the cooler parts. This causes wind. How to Make a Magnet

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Activity One

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3. “Hydroelectric” means “electricity from water.” Hydroelectric dams have For this activity, you will learn about gravity on the Moon. Read about trips • What happens to the load? been around for a long time. Water backs up behind a dam and a big lake that people took to the moon. Find out what experiments they did there • How much effort did you need? forms. to show that the Moon has less gravity. Also, read about gravity on the When the water runs out of the dam it spins a machine like the one in windthe turbines. This makes electricity. So stored energy is changed to energy space station or on spaceships going to the Moon and back. Try the to find of motion. This then changes to electrical energy. Here is what the Sun answers to these questions: © has to do with it: When the Sun warms water, it evaporates. Evaporating is when water turns into vapor (or gas) and rises into the air. When there is enough 1. How much weaker is the Moon’s gravity than Earth’s gravity? water vapor in the air, a cloud forms. Then it rains and water runs downhill into the dam. So it is the energy of the Sun that lifts the water from below the dam 2. How much would you weigh on the Moon? up into the dam. 3. How high could you throw a ball on the Moon?

4. How high could you jump on the Moon?

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• What was the speed of the load? • How far did it go? 3A

Physical Science CC4100

Physical Science CC4100

5. When there is no gravity it is called weightlessness. Where are people weightless? 6. What is that like? For example, how are eating and drinking different? 1A

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Physical Science CC4100

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Activity Five NAME:

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Activity Six Ant Brains

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

Life Cycle of a Frog

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 Frogs live in ponds and even puddles. They live in water that is still. They

and senses. usually don’t live in fast flowing streams. They like to eat bugs. Look for a buggy puddle or a pond. Look for frogs in it. In the spring, frogs lay eggs that float on the water. The picture shows what frog eggs look like. First you will have to find an anthill. It will have a small hole where ants go Plant Seed Adaptations in and out. It may be at the top of a pile of soil. Some ants also live under NAME: Student Worksheet It is good for most plants to spread their seeds. Plants have several ways to do rocks and logs. If you can’t find an anthill, find an ant. Follow the ant back this. In this activity you will collect seeds. You will look for the adaptation that to its anthill. 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: 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 NAME: Spread by Animals: Learn About an Arctic Food Web Student Worksheet them to the food and back. They mark the trail to the food with smells. You will be the animal. You will use your clothes to collect the kind of seeds that The arctic is far in the north where it is very cold. A food web is like astick lot ofto animal fur. Go out and walk through fields with many kinds of plants. food chains put together. A food web shows as many of the living things anfuzziest pair of pants and the fuzziest socks you have. Seeds will stick Ants smell with their feelers (antennae). Two feelers come out of the head. Wearinthe ecosystem as it can. Arrows point from what is doing the eating to what it eats. Can you see them? Their sense of touch is also in the feelers. Ants also have to your pants and socks the way they stick to animal fur. When you get home, The arrows also show which way energy flows. a sense of sight. They can see, but not as well as we can. They can also hear pick the seeds off of your clothes. Look at them closely. What made Whenthem you stick? find some eggs, wait for them to hatch. Come back every few How the Sun Gives Energy to Plants sounds with their feelers. They use smell and touch to talk to each other. days to look. After the eggs hatch, you will see tadpoles in the water. The Ants can learn things. They can teach each other. An old ant can teach a The parts of plants that make food are green. This is where air, water, and Read about members of an arctic food web. You can search for “arctic food Spread by Wind: picture shows what they look like. sunlight are working together. The green color is something called chlorophyll young ant how to get to food. web” online, or you can look for books in the library. Much arctic life Look is in the for seeds that are spread by wind. They will be very small seeds with (CLOR-o-fill). Chlorophyll must be there for a plant to store energy as ocean. food. Part Other life stays on land. Some animals and birds live both onsomething land and that helps them fly through the air when it is windy. Look for a tree of chlorophyll is the mineral magnesium (mag-NEE-zee-um) that the plant in thegets ocean. that has seeds with two wings. These spin as they fly through the air. Watch the ants closely. Try to see them talking with their feelers. Watch

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Activity One

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

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Tell where the animals get their food.

them following a smell trail. See if you can see one ant teaching something to another ant. How do ants use their senses differently than we do?

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Hands-On - Life Science CC4101

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.

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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

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Activity Five Student Worksheet

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Wind Direction

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This is what you need: • a straw • a sheet of thick paper • a pin • a pencil • some clay

Binoculars

Telescope

This is what you do: Get some binoculars or a telescope. 1. Cut a slit in each end of the straw. Your school or your parents might 2. Cut shapes out of the paper that look have them. Look at the moon. Try to This is what a weather like the ends of an arrow. The tail end makevane sure it is a full moon. looks like. should be bigger than the pointy end. 3. Put the pieces of paper in the slits in the What do you see? straw. Is the Moon smooth or bumpy? 4. Make a ball of clay and stick the pointy end of the pencil in it.Does You could it look like big things have been also stick the pencil in the ground or in the dirt of a flower pot.hitting the Moon? 5. Push the pin half way through the middle of the straw. 6. Push the pin into the eraser on the end of the pencil. Did you know that you can only see one side of the Moon? You will never When there is wind, the weather vane will point to the direction see the wind is side unless you go there. the other blowing from. Why is the same side of the Moon always facing Earth? What direction is the wind blowing? ©

How many times does the direction change?

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Life “Down Under” This is what you will need: A globe is a map of the Earth in the shape of a ball. A • a baseball, a softball or a grapefruit globe looks more like the real Earth than a flat map does. It • a globe should be the kind of globe that is on a stand and can spin. part. Six months later it is winter. This is because the north half is tilted away from It will be tilted the way Earth is tilted. A globe is a map of the Earth in the shape of a ball. A the Sun. globe looks more like the real Earth than a flat map does. It should be the kind of globe that is on a stand and can spin.This is what you do: 1. Get into groups. One person is in charge of the Sun It will be tilted the way Earth is tilted. (flashlight). One person is in charge of the Earth (globe). One person is in charge of the Moon (ball or grapefruit). This is what you do: 2. See day and night. In a dark room, place the flashlight so that it shines on 1. Get into groups. One person is in charge of the Sun the globe. (flashlight). One person is in charge of the Earth (globe). One person is The in flashlight is the Sun. Slowly turn the globe. As you face it, turn it so it spins toward your right hand. See how the part of Earth in sunlight changes. charge of the Moon (ball or grapefruit). Can you find 2. See day and night. In a dark room, place the flashlight so 3. that it shines on where you live on the globe? If not, just pick a spot. Slowly spin the face globe. the globe. The flashlight is the Sun. Slowly turn the globe. As you it, Watch turn it sohow the Sun rises on that spot. Spin it more and watch how the Sun changes. sets. it spins toward your right hand. See how the part of Earth in sunlight globe 3. Can you find where you live on the globe? If not, just pick4. a Turn spot.the Slowly spinstand so that the top is tipped toward the flashlight. This is Christmas, they like to go to the beach. They in the north and winter in the south. Spin the globe. Can you find a the globe. how the Sun rises on that spot. Spin it moresummer and watch how A sandman—instead ofWatch a build sandmen instead of snowmen. They sing place that is never dark? Can you find a place that is always dark? Can you the Sun sets. Australian the same holiday songs but they change some snowman—on4.an so that it is winter in the north and summer in the south? Turn the globe stand so that the top is tipped toward the change flashlight.the Thisglobe is beach in December. of the words. They don’t sing about snow. Theyou ballfind or grapefruit is the Moon. The Moon circles the Earth about where summer in the north and winter in the south. Spin the globe. 5. Can a the middle (equator) is. Carry the ball (the Moon) around the globe with the place that is never dark? Can you find a place that is always dark? Can you Read about the holiday season in Australia. You will learn some change interesting flashlight shining. Watch how the lit and shaded parts of the Moon change. the globe so that it is winter in the north and summer in the south? things. Try to find the answers to these questions: Where is the Moon when it looks full? Where is the moon when it is all dark? 5. The ball or grapefruit is the Moon. The Moon circles the Earth about where • When do students have their summer vacation? Where the Moon the middle (equator) is. Carry the ball (the Moon) around the globeis with the when it is half lit? • What kind of trees do Australians use to decorate their houses? flashlight shining. Watch how the lit and shaded parts of the Moon change. 5A • What kind of holiday food do people eat? © it is all dark? Hands-On - Earth & Space Science CC4102 Where is the Moon when it looks full? Where is the moon when • What pulls Santa’s sleigh? Where is the Moon when it is half lit?

• a bright flashlight Student Worksheet You know that the Earth is tilted to one side. This makes the seasons change.

Take a Close Look at the Moon

A weather vane tells which way the wind is blowing. Some are very fancy. You can make a simple one.

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Study a Tilted Earth

But what about the southern half of the Earth? Look at Fossils in a Museum They have their summer when we have our Visit a museum that has a lot of fossils. The fossils of the big animals winter. are theAustralia most is a big country in the southern exciting. There will also be fossils of small things, like plants, fish and half bugs. ofThey the Earth. They have the same holidays are all interesting. The ones in the picture are called dinosaurs. They died in the northern half. They have them asall people many years ago. They are like the lizards we see today, but they were much at the same time. In Australia, Christmas is in bigger. Most of the fossils in the museum will be of things that no longer live on This is because it is summer in their summer. The Moon looks a lot different when you look at it more closely. The Earth. picture December for them. below shows what it looks like through binoculars or a telescope. These are things that make things look closer. You can see these here: They change a few things. On the day after

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Activity Five

It this activity, you will study how the light of the Sun falls on Earth and the Moon. You will learn what makes day, night, sunrise, and sunset. You will learn how the light of the Sun falling on the Moon makes it seem to change shape.

ThisYou is what you will need: Moon. You will learn what makes day, night, sunrise, and sunset. will learn • a baseball, a softball or a grapefruit • a bright flashlight how the light of the Sun falling on the Moon makes it seem to change shape. • a globe • a dark room

• a dark room ................... When the north half of the Earth is tilted toward the Sun, it is summer in that

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Study a Tilted Earth

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Activity Four

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Hands-On - Life Science CC4101

Hands-On - Life Science CC4101

a spiral filaree seed

Not Enough Air

Tell whether the animals eat the plants. Name any decomposers you see.

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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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These are fossils. They are from dinosaurs.

Here is another interesting thing to think about. Australia is called © “Down Under.” But is it? If you look at a map, you will see that America is on top and While at the museum, find all the different fossils you can find. For each fossil, Australia is on the bottom. This is because the first people to make maps lived answer the following questions: in the northern part. They thought they lived on the top. Earth really has no top or bottom, though. Earth just floats through space, and there is no up or down 1. What is the fossil of? in space. Think about it. 2. Where was it found? 4A ©

3. How old is it?

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Hands-On - Earth & Space Science CC4102

Hands-On - Earth & Space Science CC4102

4. Does it still live today? 5. If it’s no longer on Earth, how did it disappear? 6. What is 1 interesting fact about it? This is what the Moon looks like © through binoculars or a telescope.

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Hands-On - Earth & Space Science CC4102

Hands-On - Earth & Space Science CC4102

Hands-On - Earth & Space Science CC4102

Hands-On Science Big Book CC4103

Assessment Rubric ..................

Hands-On Science Big Book 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:

5

NEXT STEPS:

Hands-On Science Big Book CC4103

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

• The AFTER YOU READ activities check students’ 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.

his combined resource provides ready-touse information and activities for primary students in grades 1-5. We provide vital information to get your students started on physical, life, earth and space science concepts like Force and Motion, Light and Sound, Ecosystems, Life Cycle, Weather, and Rocks and Minerals. 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.

T

Hands-on Experiments for each chapter topic are included to further develop students’ thinking skills and understanding of the concepts. The Assessment Rubric (page 5) is a useful tool for evaluating students’ responses to many of the activities in our resource. The Comprehension Quiz (pages 50, 93, 136) 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

EZ

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! Light and Sound ©

1. Circle

• 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.

3.

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

T T

F F

a) Light travels in waves.

a)

T

b) Sound travels out from our ears.

b)

F

T T

F F

c) light. c) An apple is red because it reflects red T

T T

F F

e) Sound cannot travel through air.

T T

F F

g) Light travels out from our eyes.

d) d) If something is vibrating, it must be hot.

f) Reflection is a kind of bouncing.

F T

e)

the sun changes into heat energy when it hits the ground.

h) Sound travels in waves.

2.

amplitude reflection vibration wavelength

a) Answers will vary, but may include: an apple falling from a right. tree, gasoline making a car move.

F

c)

T

The drum vibrates. That makes the air vibrate. We hear the drum when the vibrations enter our ear.

1. a) 4 D

F

d) e)

F

f)

T

g)

F

h)

T

b) 4 A

2. a) 4 A

2.

18

e) 3

a) sound, light

b) Sound: (any sound) You can hear it with your ears. Something is vibrating.

b) air

c) Light: (any light source) it is bright. It goes in a straight line.

b) 4 B

lifting a book onto a shelf, eating food and then running.

a) Water: (any body of water with waves) move up and down.

c) energy

EZ

amplitude reflection vibration wavelength

b) Light passes through a window. Light bounces off a mirror. Only yellow light bounces off the shirt. 4.

c) 5 b) Answers will vary,

3. a) The bell vibrates. This causes the air around it to vibrate. The vibrations travel through the air and enter our ear. A little drum in our ear vibrates.

c) 4 A

b) 1

Physical Science CC4100

6

T

b)

a) 4

d) _____________. 2 but may include: b) When light bounces off a mirror, it is called a(n)

A B C D

1. a)

4.

a) The height of a wave is called its ____________. A B C D

a) As the drop falls, stored energy is changed into energy of motion. The farther it falls, the less stored energy it has. Energy of motion increases as long as speed increases. b) Light energy from

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

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©

Every question matches up with its answer!

NAME:

Before You Read

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

d) vibration 16

17

18

20

21

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Physical Science CC4100

Hands-On Science Big Book CC4103

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.

M

tics a m e ath

Arts

Engineering

Techn o

enc e

Sci

Dis

cip l

ine

logy

STEAM

Co Co nte Phyncept nt s, P s i c Ear s, roc B th & io ess Spa logy, es, In ce Che qui Desig mis ry, n try, Com , Inform muni a t i o n, Manu c factu ate, Cons Power, tr re, Tr anspouct, rt Construct, Computer, Materials, Mechanical, Test, Create a, c, Dram i s u M , l Visua n e, Desig Languag s, tion ility, a r e ab Op ers, is, Prob b m Nu lys Ana f a t a D roo er, P d r O

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 PHYSICAL Science – LIFE Science – EARTH & SPACE Science – All three

adaptation amplitude arctic balanced caterpillar chrysalis climate cloud consumer current ©

decomposer desert drought dune ecosystem electric charge electric force electrons energy energy of motion 7

environment equator erosion evaporation flood fog food chain food energy force force of gravity Hands-On Science Big Book CC4103

Before You Teach

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Vocabulary

fossil fresh water fuel gravity hail heat energy hurricane inclined plane instinct lava layer lever life cycle light energy light waves limestone magma magnet magnetic force mass matter Mediterranean memory mineral monsoon

©

moon negative charge nerve nervous system north pole nutrients particles planet pollen pollination positive charge precipitation producer properties pulley pupa reflection rock rock cycle salt water sandstone screw season sense sense organ

8

solar cells solar system sound waves south pole stars static stored energy storm cellar survival trait tadpole tornado trait tropical unbalanced vibrating volcano water vapor water wheel wavelength waves weather wedge wheel and axle windmill

Hands-On Science Big Book CC4103

NAME:

Before You Read

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

T F a)

Down means the same thing as south.

T T T T

A force is a push or a pull.

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

Solid things do not move. Force is the same thing as energy. Gravity is a force.

2.  Put a check mark (3 ) next to the answer that is the most right. a) Which of these keeps you from floating off into space? A air  B electricity  C gravity  D magnetism b) Which way does the force of gravity pull? A south  B down  C north  D up c) An unbalanced force can make a thing do all of these, except ____________. A  B  C  D ©

sit still slow down move faster change direction 9

Hands-On Science Big Book CC4103

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ReadinG PassaGe

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Force and Motion force is a push or a pull. You use a pulling force to pull a carrot out of the ground. You use a pushing force to push a lawnmower. Right now there is one force pulling you and another force pushing you. Can you feel the forces?

A

The force pulling you down is called the force of gravity. If you are sitting down, gravity is holding you in the chair. Gravity is always pulling. Don’t worry that gravity might shut off and cause you to float up out of the chair. Actually, everything pulls on everything else. We don’t feel the pull unless one of the things is very big. The Earth is very big. It is the Earth pulling on you and on other things that causes gravity. What would you say the word “down” means? Gravity tells us the answer. Down is the direction that gravity pulls. That direction is towards the center of the Earth.

Isaac Newton lived a long time ago. A story says he found gravity when an apple hit him on the head. Really he thought, ‘Why do apples always fall down?

When a force acts on something, it can make it move. The thing won’t move if there is a force just as strong acting against the first force. Then we say the forces are balanced. This means the forces add up to zero. The forces on something moving can also be balanced. Then the moving thing will just go on moving at the same speed.

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Hands-On Science Big Book CC4103

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ReadinG PassaGe

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Force and Motion ravity is pulling on you, and you aren’t moving. That is because another force is balancing gravity. Are you sitting in a chair? Then it is the force of the chair pushing up on you that balances gravity. Can you feel it?

G

Forces on something can also be unbalanced. This changes the way the thing moves. It might go faster, it might slow down, or it might change direction. For example, when something starts to fall it speeds up. This is because the force of gravity is stronger than the forces slowing it down.

STO P

The force of gravity is less on the Moon. This is because the Moon is smaller than the Earth.

When you drop a ball, it moves faster and faster until it hits the ground. Are the forces acting on the ball balanced? Explain.

Putting it all together: When forces on a thing are balanced, the thing doesn’t change its motion. When forces are unbalanced, the thing changes its motion.

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Hands-On Science Big Book CC4103

NAME:

After You Read

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Force and Motion 1.  Put a check mark (3 ) next to the answer that is the most right. a) Something is sitting still. What do you know about the forces acting on it? A  B  C  D

The forces on it are balanced. All the forces are pulling it down. Only the force of gravity is acting on it. Forces are pushing on it from every direction.

b) Something changes the direction an object is moving. What do you know about the forces acting on it? A  B  C  D

The The The The

forces add up to zero. force of gravity is zero. forces are unbalanced. forces are all pushing from one direction.

2. Use the words below to finish each sentence. Use each word once. Some words won’t be used. gravity

unbalanced

balanced

speeding up

sitting still

a) A moving car is slowing down because the forces on it are ________________.



b) As an apple hangs from a tree, the stem is pulling up on it. The force pulling down on it is ________________. c) An airplane flies through the air without changing its height or its speed. The forces on the plane are ________________. d) The forces on a rock are balanced. The rock is either moving in one direction at the same speed or it is ________________.

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Hands-On Science Big Book CC4103

NAME:

After You Read

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Force and Motion 3. Answer the questions in full sentences. 

a) Explain how you can be sitting still when there are two forces acting on you.

b) Explain how an unbalanced force can make a moving thing change direction. Give an example.

Extension & Application

4. A skydiver jumps from an airplane. Two forces act on her as she falls. One is gravity and the other is called air resistance. Air resistance is the air pushing up on her. The faster she goes, the harder it pushes. It is the same push you feel when you try to walk into a strong wind. These are the ways her speed changes on the way down: 1) First she speeds up. 2) Soon the push of air resistance is the same as the pull of gravity. Now her speed stays the same. 3) When she opens her parachute, air resistance pushes harder. Now she slows down. 4) Again, she reaches a speed that stays the same. 5) Near the ground a wind is blowing. Now she drifts to one side. 6) She lands on the ground. She sits there and thinks about the fun she had. Think about each of the six parts of her fall from the airplane to the ground. For each part, tell whether the forces on her were balanced or unbalanced. Describe the forces acting on her in each part. Use the graphic organizer on page 14 to write your answers. ©

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Hands-On Science Big Book CC4103

Graphic Organizer

NAME:

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Force and Motion Balanced and Unbalanced Forces on a Skydiver Part of Her Fall

Were Forces Balanced or Unbalanced?

Explanation

1. She jumps out of the plane. She speeds up. 2. She is falling at a constant speed. Air resistance equals gravity. 3. She opens her parachute and slows down. Air resistance is greater than gravity. 4. She is falling at a constant speed. Air resistance equals gravity. 5. Wind blows from the side.

6. She lands and sits still.

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14

Hands-On Science Big Book CC4103

NAME:

Before You Read

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

T F a)

The kind of energy the Sun sends to Earth is called energy of motion.

T T

F b) F c)

We get energy from an apple when we eat it.

T T

F F

d)

Energy is a kind of force.

e)

Plants store energy. Animals don’t.



Some animals get energy when they eat other animals.

2. Put a check mark (3 ) next to the answer that is the most right. a) What is energy? A Force.  B Power.  C Very high speed.  D What is needed to change things. b) What kind of energy travels from the Sun to the Earth? A light  B food energy  C stored energy  D energy of motion c) Food energy is a kind of _________ energy. A heat  B light  C motion  D stored ©

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Hands-On Science Big Book CC4103

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ReadinG PassaGe

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Energy nergy is like happiness. It’s hard to say what it is, but you know when you’ve got it. People say that energy is what you need to change things. But let’s wait until we have looked at all the kinds of energy. That is the best way to get a feel for what energy is.

E

We need a lot of energy here on Earth. We need energy to get up in the morning. We need it to cook breakfast. We need it to travel to school. You may be surprised to learn that almost all of the energy we use came from just one place—the Sun! The Sun sends energy to Earth in the form of light energy.

The plant stores energy from the sun. The bug gets energy when it eats the plant. The frog gets energy when it eats the bug.

When light energy meets the ground, some of it changes into heat energy. That is how Earth stays warm enough for us to live here. Some of the light energy is also changed into food energy These are called solar cells. The Sun by green plants. This is a kind beats down on them. They take in of stored energy. It is stored in energy from the Sun. They change this plants until we eat them. Then, into electricity. we have energy to do things. If we eat meat, the energy we get comes from what is stored in the animal. The animal got it from eating plants. ©

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Hands-On Science Big Book CC4103

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ReadinG PassaGe

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Energy ven the stored energy in fuels came from the Sun. This is true of oil and coal. This energy was also stored by plants a very long time ago. The plants died and ended up underground. The weight of rocks on top made the plants into oil and coal. This was done very slowly.

E

This plant died and ended up underground. Over time the rocks on top turned it into oil and coal.

Where do plants get their energy?

STO P Gasoline is what we put in a car to give it energy. Gasoline is made from oil. The energy that was stored in oil goes into the gasoline. The energy in gasoline makes a car speed up. After the car is moving, it has another kind of energy. This is called energy of motion. This energy came from the gasoline. The energy in gasoline came from oil. The energy in oil came from plants. The energy in plants came from the sun. It is easy to see stored energy and energy of motion changing back and forth. You go up on a swing. Now you have stored energy. You come back down on a swing. Now you have energy of motion. The two kinds of energy change back and forth on a swing. ©

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Hands-On Science Big Book CC4103

NAME:

After You Read

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

T F a)

A falling leaf has energy of motion.

T T T

F b) F c) F d)

Food energy is energy of motion.



A bird in the sky has energy of motion but not stored energy.

T

F

Coal has stored energy.

e)

Light energy can change into heat energy.

2. Five energy changes are shown. Put the changes in order from 1 to 5 . a)  A man gets energy by eating meat from the cow.



b)  Light travels from the Sun to the Earth.

c)  The man uses energy stored in his body to run. d)  Grass changes light into stored energy. e)  A cow eats the grass.

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Hands-On Science Big Book CC4103

NAME:

After You Read

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Energy 3. Answer the questions in full sentences. a) A raindrop falls from the sky into a lake. The stored energy and energy of motion changes as the drop falls. Explain how.



b) Explain what keeps the Earth warm enough for us to live here.

Extension & Application 4. a) Find a place where stored energy is changing into energy of motion. Look for the place around your house or outside. Tell about the change.

b) Find a place where energy of motion is changing into stored energy. Look for the place around your house or outside. Tell about the change.



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Hands-On Science Big Book CC4103

NAME:

Before You Read

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

T F a) Light travels in waves. T F b) Sound travels out from our ears. T F c) An apple is red because it reflects red light. T F d) If something is vibrating, it must be hot. T F e) Sound cannot travel through air. T F f) Reflection is a kind of bouncing. T F g) Light travels out from our eyes. T F h) Sound travels in waves.

2.  Put a check mark (3 ) next to the answer that is the most right. a) The height of a wave is called its ____________. A amplitude  B reflection  C vibration  D wavelength b) When light bounces off a mirror, it is called a(n) _____________. A amplitude  B reflection  C vibration  D wavelength ©

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Hands-On Science Big Book CC4103

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ReadinG PassaGe

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Light and Sound ropping a pebble in a pond makes waves. The bottom picture shows how the waves would look if you were in the pond up to your eyes. This view shows two important things about waves: amplitude and wavelength. Amplitude is how far the wave rises above the middle of the wave. Wavelength is how far it is between tops of waves.

D

We can see water waves. There are two other important kinds of waves that we can’t see. These are sound waves and light waves. Stretch a rubber band as far as you can between your thumbs. Ask someone to pluck the stretched rubber band. You will hear a nice sound. You will also see the rubber band moving back and forth so fast it is just a blur. This back and forth motion is called vibrating. This vibration makes the air next to it vibrate too. You can’t see the air vibrate because it is made up of little bits too small to see. The vibration in the air spreads out away from the rubber band until it reaches your ears. This makes a little drum in your ear vibrate and you hear the sound. All sounds you hear get to your ears this way.

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Hands-On Science Big Book CC4103

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ReadinG PassaGe

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Light and Sound STO P

Why do you hear a noise when you hit a drum with a drumstick?

ight also travels in waves. There is no easy way to show this. We think of light as being just white. Actually, light is made up of all the colors in a rainbow. Each color has a different wavelength. When light is split into its different wavelengths, we see a rainbow.

L

The white light turns into a rainbow on the left. A rainbow seen outside on the right.

Light travels in a straight line through the air. Light can pass right through some things, like glass or water. Light bounces off of other things, like a mirror. This is called reflection. Some things reflect only one color of light. For example, a green leaf reflects only green light. Sound waves travel much faster than water waves. Light waves travel much faster than sound waves. Waves carry energy from one place to another. They don’t carry things from place to place. This clover looks green. This is because it reflects only green light.

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Hands-On Science Big Book CC4103

NAME:

After You Read

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Light and Sound 1. Put a check mark (3 ) next to the answer that is the most right. a) Light and sound both travel in __________. A currents  B streams  C rays  D waves b) Which waves shows speeds from slowest to fastest? A  B  C  D

water, sound, light sound, water, light light, sound, water water, light, sound

c) What do sound waves and light waves carry from place to place? A energy  B force  C heat  D material 2. Use the words below to finish each sentence. energy

vibration

sound

air

light

a) We can see waves on a lake. We cannot see __________ or ___________ waves. b) Sound waves travel through the __________ to our ears. c) Waves carry __________ from one place to another. d) Sound waves are caused by a __________.

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Hands-On Science Big Book CC4103

NAME:

After You Read

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Light and Sound 3. Answer the questions in full sentences. 

a) Someone hits a bell and it rings. Explain how you hear the ringing from across the room.

b) Explain what happens to light when it meets each of these things: a window, a mirror, a yellow shirt.

Extension & Application

4. Get into groups and use the graphic organizer on page 25. Show how kinds of waves are the same and how they are different. Use the internet to help you. Make small models of each type with your group. Describe your models below. a) Water:

b) Sound:

c) Light:

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Hands-On Science Big Book CC4103

Graphic Organizer

NAME:

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Light and Sound How Three Kinds of Waves are the Same and How they are Different Water Sound Light Waves

Waves

Waves

Which is fastest? Which is slowest? Which is in between?

Do these waves carry energy? (Yes or No) Give examples.

Do these waves carry material? (Yes or No) Give examples.

Can you see these waves? (Yes or No) Give examples.

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Hands-On Science Big Book CC4103

NAME:

Before You Read

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Electricity and Magnetism 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) Magnetic force pulls, but it can’t push. b) A lightning bolt is a stream of electrons. c) Magnets don’t have to touch to affect each other. d) An iron nail will stick to a magnet. e) Electrical wires can shock you when you touch them. f) Two things with minus charges push away from each other.

2. Use the words below to finish each sentence. north pole

south pole push

negative

electrical spark

positive pull

a) A flash of lightning is like a(n) _____________, only bigger. b) Magnetic force can _____________ or _____________. c) The ends of a magnet are called the _____________ and the _____________. d) A(n) _____________ charge connects to a negative charge. e) A(n) _____________ charge is pushed away from a negative charge. ©

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Hands-On Science Big Book CC4103

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ReadinG PassaGe

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Electricity and Magnetism lot of people didn’t like Isaac Newton’s ideas about gravity. He said gravity could pull on something across empty space without touching it. That was just too weird for some people. It sounded like magic.

A

But it’s true. The Moon and the Earth are thousands of miles (kilometers) apart. If Earth’s gravity didn’t pull on the Moon, the Moon would just float away. There are two other forces that act without touching. They are electric force and magnetic force. The force of gravity only pulls. Electric and magnetic forces can push and pull. Do you have magnets stuck to your fridge? This is because the outside of a fridge is made of iron. Iron is a type of metal. All things made of iron are pulled toward a magnet. Two magnets can push or pull each other. One end of a magnet is called the north pole. The other is called the south pole. The north pole of one magnet is pulled to the south pole of another. Two magnet poles that are the same push each other away. So, the north pole of one magnet pushes away the north pole of another. ©

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Hands-On Science Big Book CC4103

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ReadinG PassaGe

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Electricity and Magnetism

E

lectric forces work the same way. This happens between things that have electric charges. A positive charge is pulled to a negative charge. Positive means plus. Negative means minus. Charges that are the same push each other away. Charges are caused by things called electrons. You can’t see these. Extra electrons give a thing a negative charge. Less gives something a positive charge. What if a very big positive charge comes close to a big negative charge? A spark jumps between them like a lightning bolt. Electrons jump from the clouds to the ground. The same thing happens when you touch a metal doorknob. You get a small “zap”. This is because you have been charged. The zap is like a very small lightning bolt.

STO P

If you rub a rubber balloon on wool cloth, you can stick it to the wall or ceiling. Why does it stick? Try it!

These things have to do with static electricity. Static means not moving. Electricity that goes through wires is called current electricity. Here the electrons are moving. There will be no zaps from this. The electrons move down a wire to your lamp. Then, electrical energy turns into light energy. ©

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Hands-On Science Big Book CC4103

NAME:

After You Read

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Electricity and Magnetism 1.  Put a check mark (3 ) next to the answer that is the most right. a) Which of these can pull but not push? A  B  C  D

The The The The

force force force force

of of of of

magnets. positive charges. gravity. electrons.

b) What is a bolt of lightning? A  B  C  D

The force of gravity. The force of magnets. Electrons moving through a wire. A stream of electrons.

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

©

1

electrical force

force between poles of magnets

A

2

force of gravity

electrons flowing in a wire

B

3

magnetic force

the pull of Earth on other things

C

4

current electricity

the ends of a magnet

D

5

north and south poles

force between charges

E

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Hands-On Science Big Book CC4103

NAME:

After You Read

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Electricity and Magnetism 3. Answer the questions in full sentences. a) Explain what causes a bolt of lightning. b) Name the poles of a magnet. Use the names of the poles to explain when magnets push and when they pull.

Extension & Application

4. Look for static electricity. Try rubbing a blown up balloon on something. Then, see if it will stick to the wall. Rub it on different things. Rub it on wool. Rub it on your hair. Rub it on a cat. Try other things. a) Which rubbing made the balloon stick? Which rubbing worked best? b) Was there electrical force when the balloon stuck to the wall? Explain. ©

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Hands-On Science Big Book CC4103

NAME:

Before You Read

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Matter and Materials 1.  Put a check mark (3 ) next to the answer that is the most right. a) All things we can touch are made of ___________. A energy  B force  C matter  D solids b) How many different forms can water have? A one  B two  C three  D four c) These can all be properties of matter, except ___________. A  B  C  D

is blue is hard can burn has energy

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

T F a) When wood burns, it turns into ashes and smoke.

Cooling the ashes and smoke turn them back into wood.

T F b) Matter is made of little things too small to see. T F c) Heating ice turns it into liquid water. T F d) All solid things have the same properties.

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Hands-On Science Big Book CC4103

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ReadinG PassaGe

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Matter and Materials

M

atter is easy to understand. Matter is just stuff. Pretty much everything is matter, except energy. We say all matter has mass and takes up space. Mass is a measure of how much matter is in a thing. Mass is not the same as weight, but it is what gives a thing weight. Water, rocks, air, and even you are all made of matter. Each kind of matter has its own special properties. Properties are how we tell what something is like. To find out what kind of matter a thing is made of, we can look at its properties. Is it hard? What color is it? Does it burn? Does it float? For example, rocks are hard, water flows, and paper burns.

gas

liquid

solid The balls show what particles would look like if you could see them.

Crystals are solid materials with interesting properties. We can tell a crystal by its color, shape, and hardness. Look at the pictures of three different crystals. How would you describe them? Quartz

Amethyst

Diamond Matter is made of little particles (bits of matter) much too small to see. It is the particles that give a thing its properties. Properties depend on three things: • Which kind of particles a thing is made of. • How tightly they are packed together. • Whether the particles are stuck in fixed places or can move around. ©

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Hands-On Science Big Book CC4103

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Matter and Materials

T

he shape of a crystal is based on how its particles are put together. If you look at a grain of salt, you will see that it is square. This is because its particles are in square layers.

Air and water flow because their particles can move around. A rock is hard and heavy. This is because its particles are tight and can’t move around. Heating and cooling something can make it change. Heating water makes it boil. It changes into a gas. This gas is called water vapor. Cooling water makes it freeze. It turns into a solid. This solid is called ice. Heating paper makes it burn. This changes the paper into ashes, smoke and gases. Explain how you could change ice into water vapor. Try this with your teacher or parent.

STO P

Many people think the cloud above boiling water is water vapor. It is not. It is made of tiny drops of water, like all clouds. We cannot see water vapor.

©

There are different kinds of changes. Frozen water can melt. It turns back into a liquid. Smoke and ashes can’t turn back into paper. There is another difference. Some changes can make something new. Ice, water and vapor are all just different forms of water. Ashes and smoke are different than paper. This is because the particles have been moved around. If there is a flame, it means something new has been made. If something changes color or gives off a gas, it might also mean something new has been made—but not always.

33

Hands-On Science Big Book CC4103

NAME:

After You Read

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

Matter and Materials 1. Use the words below to finish each sentence. solid

gas

mass

liquid

particles

a) Water can be a _______________, a _______________ or a gas. b) All matter has _______________ and takes up space. c) All matter is made of _______________ too small to see. d) Water vapor is a _______________.

2.  Put a check mark (3 ) next to the answer that is the most right. a) Water flows because its particles _____________. A  B  C  D

are wet are small cannot freeze can move around

b) Which is always a sign that a new material has been formed? A  B  C  D

A A A A

flame is seen. gas is given off. liquid gets hard. solid becomes liquid.

c) All these changes can go back the way they were, except ______________. A  B  C  D ©

when when when when

a a a a

solid melts liquid boils solid burns liquid freezes 34

Hands-On Science Big Book CC4103

NAME:

After You Read

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

Matter and Materials 3. Answer the questions in full sentences. a) Explain what matter is. Explain what mass is.



b) Tell two ways that burning wood is different from boiling water.

Extension & Application 4. Look around your house. Find a solid. Find a liquid. Find a gas. Tell what each thing is like by its properties. a) What are the properties of the solid?

b) What are the properties of the liquid?

c) What are the properties of the gas?



©

35

Hands-On Science Big Book CC4103

NAME:

Before You Read

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

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

T F a)

A small car is a simple machine.

T T T

F b) F c) F d)

A ball is a simple machine.



We can sit back and watch while a simple machine does our work.

T

F

Simple machines make work easier.

e)

A hammer is a simple machine.

2.  Put a check mark (3 ) next to the answer that is the most right. a) Which is a simple machine? A  B  C  D

a rope a wedge eye glasses an electric fan

b) All of these are simple machines, except ______________. A  B  C  D

a pulley a screw a fence an inclined plane

c) What kind of simple machine is an oar that is used to row a boat? A  B  C  D ©

a lever a wedge a wheel and axle an inclined plane 36

Hands-On Science Big Book CC4103

NAME:

ReadinG PassaGe

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

Simple Machines

S

imple machines really are simple. They are hand tools we use every day. The bad news is that simple machines don’t do the work for us. The good news is that they make the work easier. When we use one of these machines, we push or pull with a small force over a long distance. The machine then gives us a big force A hammer is a lever. over a small distance. A doorknob is a wheel and axle.

There are 6 simple machines. They are: lever, wheel and axle, inclined plane, screw, wedge, and pulley. For the machines shown, you push or pull a little bit over a long distance. The other end of the lever then makes a big force push or pull over a short distance. Have you ever tried to pull a nail out of a board with your fingers? Can you see why the wheel and axle is really a lever that can spin all the way around? Now look at the pictures of the inclined plane, the wedge and the screw. These are all also really the same machine. The wedge is just two inclined planes back to back. The screw is a very long inclined plane wound around and around. screw wedge inclined plane ©

37

Hands-On Science Big Book CC4103

NAME:

ReadinG PassaGe

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

Simple Machines What kind of simple machine is a knife?

STO P

F

inally, we have pulleys. Pulleys are made of ropes and wheels. You pull with a small force on a rope and the thing you are lifting is pulled with a large force. If it is easy to pull the rope, you will have to pull a lot of rope to raise the load a little bit. Usually we use a simple machine to turn a small force into a big force. Sometimes it is the other way around. We use a big force to make a small force that acts over a big distance. Think about using a hammer to pound a nail instead of pulling one out. You swing the hammer with a big force, and the hammerhead hits the nail head. It drives the nail in because we have made the hammerhead go very fast. You couldn’t push a nail into wood with your thumb, could you? Baseball bats work the same way. We put a lot of force on one end so that the other end is going very fast when it hits the ball (…unless we miss).

The crane uses a pulley to lift heavy things.

Sometimes putting together two or more simple machines makes a new machine. These new machines are called compound machines. One example is an axe. The handle is a lever, and the head is a wedge. Another is a can opener. We turn the wheel of a wheel and axle with our fingers while a wedge cuts through the top of the can. ©

38

Hands-On Science Big Book CC4103

NAME:

After You Read

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

Simple Machines 1. Look at the picture of the person raising a flag. Which simple machine is he using?



A lever B pulley C screw D wedge

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

T F a)

Simple machines can increase force.

T T T

F b) F c) F d)

The head of an axe is a wedge.

T

F



e)

©

An inclined plane is two wedges side by side. When we pull a nail from a board with a hammer, we are using a pulley. A wheel and axle can also be seen as a kind of lever.

39

Hands-On Science Big Book CC4103

NAME:

After You Read

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

Simple Machines 3. Answer the questions in full sentences. a) Explain why a wedge is a kind of inclined plane.



b) Pick a simple machine. Explain its main advantage and its main disadvantage.

Extension & Application 4. Use the graphic organizer on page 41 to finish this activity. Draw each of the simple machines. The drawing can be very simple. For each simple machine, show where you would push or pull when you use it. Draw an arrow pointing to that spot and the letter F, like this: F ----->. Then, get into groups and experiment with each simple machine. Make a compound machine. Use at least two simple machines. How does your machine work? How does it help you?

©

40

Hands-On Science Big Book CC4103

NAME:

Graphic Organizer

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

Simple Machines The Six Simple Machines

Lever

Wheel and Axle

Pulley

Inclined Plane

Wedge

©

Screw 41

Hands-On Science Big Book CC4103

Hands-On Experiment # 1

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Study of Balanced and Unbalanced Forces You will study the forces of gravity and air resistance. This is what you will need: • A rubber balloon • A feather • A small ball, like a golf ball, tennis ball, or baseball

• A stepladder • A stopwatch • A tape measure

You will see what happens when you drop the balloon, the feather, and the ball from different heights. Work with a friend. Think about these ideas: • Gravity pulls things to the ground when they fall. • Air resistance pushes up on falling things. • The faster something falls, the greater the air resistance is pushing up on it. • If there were no air resistance, the force of gravity would always be an unbalanced force for falling things. This is what you do: 1. Work with a friend. One person will drop things. The other will try to measure how long it takes them to hit the ground. Write down your measurements and what you see. 2. Blow up the balloon and tie a knot to keep the air in. 3. Drop the balloon from 4 feet above the floor. Stand on the stepladder and drop it from 8 feet above the floor. 4. Use the stopwatch to time how long it took to fall. 5. Did the balloon speed up all the way to the ground? If it did, the forces were always unbalanced. Did the balloon seem to fall at the same speed after a while? If it did, the forces were balanced after that point. 6. Did it take twice as long to fall 8 feet as it did 4 feet? If it did, the forces were balanced all the way. If it took less than twice as long, the forces were unbalanced all or part of the time. 7. Repeat steps 3, 4, 5, 6 for the feather and the ball. Explain what happened. Explain what the measurements you took mean. Explain using what you know about balanced and unbalanced forces. ©

42

Hands-On Science Big Book CC4103

Hands-On Experiment # 2

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Measuring the Speed of Sound and Distance of Lightning Speed of Sound: Have you heard an echo? We hear an echo when sound bounces off something in the distance. Work with a friend. This is what you will need: • A stopwatch. • Something tall, hard, and flat near a big empty space. The tall flat thing could be a wall of your school. The empty space could be a playing field. • A tape measure or meter stick to measure the distance to the wall. • Two flat, smooth blocks of wood about the size of bricks. This is what you do: • Clap the blocks together and listen for the echo. • One person will clap the blocks. The other person will measure the time from the clap to the echo. • Find the speed of sound. (Distance there and back ÷ Time) How Far Away Was the Lightning? If the echo study is hard to do, try this. In this study you will find out how far away a lightning bolt struck. This is what you will need: • A stopwatch. • A thunderstorm. • A dry, safe place to watch the storm. The light from a lightning bolt travels very fast. It is too fast to measure easily. For this study, you can pretend that the light took no time at all to get to you. The thunderclap happens at the same time as the lightning. The sound takes longer to reach you—long enough to measure the time. It takes the sound of thunder about 5 seconds to travel 1 mile (1.6 km). This is what you do: 1. Hold the stopwatch, and be ready to click it. 2. When you see a lightning flash, click the watch button. 3. When you hear the thunder, click it again. The time on the watch will be how long it took the sound to reach you.

©

43

Hands-On Science Big Book CC4103

Hands-On Experiment # 3

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Electric and Magnetic Forces in Action Part 1. Electric Force You will see how electric forces push and pull. This is what you will need: • a roll of clear plastic tape • a balloon • something made of wool or a cat This is what you do: 1. Tear off two pieces of tape about as long as your hand. Stick them to a desk or tabletop. Smooth them down. Leave one end free so you can peel them off. 2. Peel one strip of tape off with your right hand. Peel the other strip off with your left hand. 3. Let the strips hang down. Bring them slowly toward each other. Watch what happens. 4. Blow up the balloon and tie it shut. 5. Rub the balloon on the wool or the cat. 6. Try to stick the balloon to the wall or the ceiling. Which things had the same charge (both positive or both negative)? Which things had different charges (one positive, the other negative)? Part 2. Magnetic Force You will see how the same poles on a magnet push each other away. You will also see how different poles pull each other together. This is what you will need: • three bar magnets—bar magnets look like this: • a glass or plastic tube that the magnets will just fit into. This is what you do: 1. Hold the tube up on end. Drop the magnets in one at a time. 2. What do you see? Are any of the magnets “floating”? 3. Try putting the magnets in different ways. Try to find a way that makes the top two magnets float above the others. What does it mean when the top magnets float? What does it tell you about the magnet poles of the different magnets? ©

44

Hands-On Science Big Book CC4103

Hands-On Experiment # 4

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

Getting a Little Help From Simple Machines This is what you will need: • A long flat board and a short square block. They should look like this: • About 10 feet (3 meters) of string. • A one-pint (500 ml) plastic water bottle. The bottle will have one pint or 16 oz. (500 ml) written on the label. • A spring scale. The scale should be marked in ounces (ml). It should go up to at least 16 ounces (500 ml). This is what you do: 1. Tie a small loop of string around the neck of the bottle. 2. Put the hook on the scale through the loop and lift the bottle. Read the weight of the bottle on the scale. Change the water level in the bottle until the weight is 16 ounces (500 ml). 3. Making an inclined plane: Put the small block under one end of the board. 4. Lay the bottle on the low end. Hook the scale hook through the loop of string on the bottle. 5. Pull the bottle up the inclined plane. 6. Read the scale to see how much force is needed to move the bottle. 7. Making a lever: Put the board, block, bottle, and scale on a table top like this:

8. Pull down on the scale. How much force is needed to lift the bottle? Is it less than 16 ounces (500 ml)? ©

45

Hands-On Science Big Book CC4103

Hands-On Experiment # 5

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

How the Sun Warms the Earth When sunlight strikes the surface of the Earth, some of the energy is changed into heat energy. Light energy goes through Earth’s air easily. Heat energy does not go through air as easily. Some of the heat is trapped here. This makes the Earth warmer. This is called the “greenhouse effect.” Have you been to a greenhouse? It is a glass house. It works like Earth’s air. Light comes in through the windows and warms the inside. The windows then trap the heat. Plants can grow inside the greenhouse that could not grow outside in the winter. You can make a little greenhouse. This is what you will need: • a large glass bowl • something black, like black paper or cloth • two thermometers (Thermometers measure temperature. Temperature measures how hot something is.) This is what you do: 1. Go outside on a sunny day. 2. Put the black paper or cloth down and cover it with the bowl. 3. Put one thermometer inside the bowl and one outside. 4. Read the temperature on both thermometers and write down the readings. 5. Come back in an hour and read the thermometers again. Write the readings down.

This is a greenhouse you would see at a store.

What did the temperatures you read tell you? Was it hotter inside the bowl than outside? Explain. ©

46

Hands-On Science Big Book CC4103

Hands-On Experiment # 6

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Air is Something. (It is not Nothing.) We walk into an empty room. We say that there is nothing in the room. This is not true. The room is filled with air. Air is something. It is matter because it has mass and takes up space. In this activity, we will see that air takes up space and that it can flow like water. This is what you will need: • a plastic spring water bottle (It should be very light and be able to bend easily.) • a sink with a hot water tap • a refrigerator This is what you do: 1. Empty as much of the water out of the bottle as you can. (Now it is filled with just air.) 2. Fill the sink with hot water from the tap. It should be just a little deeper than the height of the bottle. 3. Take the top off the bottle and hold it in the hot water. Don’t let any water get inside. 4. While the bottle is still in the hot water put the cap on tightly. 5. Put the bottle in the freezer. Leave it there for about 15 minutes. 6. Take the bottle out and look for any changes in its shape. 7. Take the cap off. Make the bottle the shape it was before you put it in the freezer. 8. Put the bottle back in the freezer with the cap off. 9. After 15 minutes, take the bottle out and quickly put the cap on. 10. Take the cap off. Right away pretend you are pouring water from it onto your hand. 11. Notice what you feel. Cold air takes up less space than hot air. How does this explain what you saw in step 6? Cold air is heavier than hot air. How does this explain what you felt in step 11?

©

47

Hands-On Science Big Book CC4103

NAME:

After You Read

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

Crossword Puzzle! Across

1

1 . The head of an axe is one.

2

4

5. Make one with a board and a block.

3

5

6

9. Not static electricity—the other kind. 11. A ramp is an __________ plane. 13. Sound ___________ come from a ringing bell.

7 9

8

10

15. It has mass and takes up space. 16. Some of the Sun’s energy changes into _________ energy.

11

Down

13

12

14

15

2. Some are positive and some are negative. 3. It keeps you from floating off into space.

16

4. The color of grass is an example of this. 6. This simple machine has a lever that spins all the way around. 7. When light bounces, it is called a ___________. 8 . This simple machine is like a long ramp going in a circle. 10. The kind of force that makes something change how it is moving. 12. A push or a pull. 14. Light and heat are kinds of __________.

©

Word List current electricity electric charge energy force gravity heat

48

inclined lever matter properties reflection screw

unbalanced waves wedge wheel and axle

Hands-On Science Big Book CC4103

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. amplitude balanced charge energy food force gravity

©

heat energy lever light energy magnet mass matter motion

negative charge particles positive properties screw sound sound waves

stored vapor wedge wheel and axle

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49

Hands-On Science Big Book CC4103

NAME:

After You Read

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Comprehension Quiz

Part A Circle



22

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

T F 1)

Gravity only pulls on things sitting on the ground.



T

F 2)

If something is moving in a straight line without changing speed, the forces on it are balanced.

T T T T T

F 3) F 4) F 5) F 6) F 7)

Light is a kind of energy. We cannot see sound waves. Light travels faster than sound. 7

Lightning is a kind of current electricity. Particles in ice can change places with each other.

Part B  Put a check mark (3 ) next to the answer that is the most right. a) Which two simple machines could you make with just a board and a brick? A  B  C  D

A pulley and a lever. A lever and an inclined plane. An inclined plane and a screw. A screw and a wheel and axle.

b) What do we know about the forces acting on something that is falling without changing its speed? A  B  C  D ©

No forces are acting on it. Only gravity is acting on it. There is no force of air resistance. The forces acting on it are balanced. 50

2

SUBTOTAL:

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Hands-On Science Big Book CC4103

NAME:

Part C

After You Read

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Comprehension Quiz

Answer each question in full sentences. 1. Wavelength and amplitude have to do with waves. Explain what wavelength means. Explain what amplitude means.

2



2. Explain two things that light can do when it meets a solid object.

2



3. Explain what happens when a bolt of lightning jumps from a cloud to the ground.

2



4. Explain how a solid, a liquid, and a gas are different. Talk about particles to explain the differences.

3



5. Explain how you would use two pulleys and a rope to lift a heavy object.

4



©

51

SUBTOTAL:

/13

Hands-On Science Big Book CC4103

NAME:

Before You Read

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

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 ©

52

Hands-On Science Big Book CC4103

NAME:

ReadinG PassaGe

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

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.

H

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 Science Big Book CC4103

NAME:

ReadinG PassaGe

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

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.

T

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. ©

54

Hands-On Science Big Book CC4103

NAME:

After You Read

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

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 Science Big Book CC4103

NAME:

After You Read

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

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 57. 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?

©

56

Hands-On Science Big Book CC4103

Graphic Organizer

NAME:

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

Ecosystems

PLANTS

©

ANIMALS

Things Plants and Animals Need

57

Hands-On Science Big Book CC4103

NAME:

Before You Read

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

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 58

Hands-On Science Big Book CC4103

NAME:

ReadinG PassaGe

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

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

©

59

Hands-On Science Big Book CC4103

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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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.

©

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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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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Before You Read

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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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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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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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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 68 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

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NAME:

Food Chains Sun

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Producer

First Consumer

Decomposer

Second Consumer 68

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Before You Read

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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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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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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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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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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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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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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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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.

>

>

76

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 Science Big Book CC4103

NAME:

After You Read

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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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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 79. 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

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Ant Pupa

Ant Egg

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Ant Larva

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NAME:

Before You Read

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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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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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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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After You Read

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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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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

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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

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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

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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

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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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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.

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Word List consumer decomposer ecosystem energy food chain fossil

91

life matter nerve nervous system nutrient pollination

pollen producer pupa sense organ tadpole trait

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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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energy

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pollination

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survival trait

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adaptation

decomposer ecosystem

life cycle matter

nutrients pollen

sense sense organ

trait

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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: ©

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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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Weather

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

T F a)

Fog is like a low cloud.

T T T T

Snow is water.

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

Deserts get a lot of rain. Ten inches of rain in one day is a small rainstorm. People like to keep their home at about 104°F (40°C).

2.  Put a check mark (3 ) next to the answer that is the most right. a) When it doesn’t rain for a long time it is called a __________. A blizzard  B drought  C monsoon  D tornado b) What does a tornado have? A fast winds  B slow winds  C cold  D heat c) It almost never rains when it is _________. A clear  B cloudy  C cold  D hot ©

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Weather

W

eather can be either: wet or dry, hot or cold, cloudy or clear, windy or still.

Wet or Dry Wet weather means rain. The air is full of water we can’t see, called water vapor. Water vapor is water that is a gas. When air filled with this gas rises, it cools. When it cools enough, it turns into water. This starts as very small drops of water. When lots of little drops end up in the same place, a cloud appears. When the drops get big enough, rain falls from the cloud.

A thunderstorm can have a lot of rain.

A kind of rainstorm is a thunderstorm. These happen on hot summer days. We hear the boom of thunder and see flashes of lightning. Sometimes it rains so much there is a flood. A flood is when there is too much water. Streams and rivers rise above their banks. Sometimes a whole town is under water. Snow happens when it’s cold outside. Water vapor changes into little pieces of ice instead of drops of rain. These are called snowflakes. Rain and snow are kinds of precipitation. Precipitation is any kind of water that falls to the ground. Another kind is hail. Hail is little balls of ice that fall from the clouds. Fog is like a cloud that is near the ground. You can’t see very well in a fog. What’s the difference between rain, snow and hail?

STO P Rainfall is measured in inches (millimeters). If it rained 1 in (25 mm) and you left a pot outside, the water in the bottom would be 1 in (25 mm) deep. Snow is fluffy, so it is deeper than 1 in (25 mm). 10 in (254 mm) of snow has just as much water in it as 1 in (25 mm) of rain. Places that get very little rain are called deserts. A desert in South America only gets about half an inch (12.7 mm) of rain in a year. When a place has several dry years, it is called a drought. This means there’s no rain to grow food. ©

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Weather Hot or Cold Most people don’t like to be too hot or too cold. A good temperature is about 70° Fahrenheit (21° Celsius). 100°F (37.8°C) is very hot. 32°F (0°C) is very cold. Water freezes at this temperature. In North America, it is warmer in the summer. It is also warmer during the day. It is warmer when there are no clouds and no wind. It is colder in the winter. It is also colder at night. It is colder when it is cloudy, and when it is windy.

The south pole is the coldest place.

Cloudy or Clear It almost never rains when no clouds are in the sky. Although, it can be cloudy and not rain. If the sky is clear and blue, then it’s safe to say there’s no rain coming. Windy or Still The Sun heats some parts of the Earth more than others. When air is warm it rises. When air is cool it sinks. This makes the air move from a cool place to a warm place. That movement is called wind. High winds can cause problems. It can blow dust or sand at high speeds. This makes it hard to breathe or see. Very high winds often come with storms. A storm called a hurricane can have winds as high as 100 miles per hour (161 kilometers per hour). That’s a lot faster than a car on a highway. Hurricanes can blow down trees and houses. They can start out over the ocean and come into land. A tornado is another kind of storm with high winds. Tornadoes happen with a thunderstorm. The wind spins around into a tall round shape. This starts up in the clouds and touches the ground. It can take roofs off of houses and pick up cars.

A hurricane with strong winds.

Still weather means there’s no wind. This isn’t a big problem. With no wind, there’s no storm. Unless you’re in the middle of the ocean with a sail boat. With no wind to push the boat, you’ll be stuck. ©

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Weather 1.  Put a check mark (3 ) next to the answer that is the most right. a) Which is the shape of a tornado? A  B  C  D

Narrow and flat. Tall and round. Short and wide. Long and crooked.

b) What is a cloud made of? A Smoke.  B Lightning.  C Wind.  D Small drops of water. c) When air is warm it _____________. A falls  B rains  C rises  D snows 2. Finish each sentence with a word from the list. hurricane

hail

precipitation

desert

a) Little balls of ice that fall from the sky are called ___________. b) A storm with high winds that starts over the ocean is called a ___________. c) A place that gets 1 inch (25 mm) of rain each year is called a ___________. d) Rain and snow are two kinds of ___________. ©

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Weather 3. Answer the questions in full sentences. 

a) How does a cloud form?

b) What is the weather like for a nice day. What is the temperature and wind like? What is the precipitation and clouds like?

Extension & Application

4.

Part 1: When someone says what the weather will be like tomorrow, this is called a weather forecast. Find the forecast for the week. You can find this in a newspaper, on TV, or on the internet. For each day, write down what the real weather was like. Was the forecast you found right?



Part 2: Make your own forecast. Get into groups of 5. Each person will make a forecast for one day in the next week. Use your forecast from last week in Part 1 to help you. See if you were right with any of your days.



Use the graphic organizer on page 100. Write down the forecast that you find for Part 1. Write down the forecast you think it will be for Part 2. There’s room to write what the actual weather was as well.

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Graphic Organizer

NAME:

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Weather Part 1: Day of the week

Monday

Tuesday

Wednesday

Thursday

Friday

Thursday

Friday

Forecast Real Weather Part 2: Day of the week

Monday

Tuesday

Wednesday

Your Forecast Real Weather

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Cold

Mild

Hot

Sunny

Cloudy

Rain

Thunder

Snow

Fog

Windy

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

T F a)

Weather is the same as climate.

T T

F b) F c)

It is cold at the equator.

T T

F F

d)

Fall is before winter.

e)

Seasons happen at the same time all over the world.

Earth is tipped sideways.

2. Put a check mark (3 ) next to the answer that is the most right. a) How many seasons are there in all? A one  B two  C three  D four b) Which is the coldest season? A winter  B spring  C summer  D fall c) Which shows the right order? A  B  C  D ©

Summer comes after fall. Winter comes before fall. Winter comes before spring. Spring comes after summer. 101

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Seasons ost places have four seasons. A season is a time of year that always has the same kind of weather.

M

Spring Summer • Winter: The coldest season. Days are short, and nights are long. In many places, there is snow, and trees lose there leaves. Winter comes after fall. • Spring: The weather is getting Fall Winter warmer. Days are getting longer. Trees get new leaves and flowers bloom. In many places it rains a lot. Spring comes after winter. • Summer: The warmest season. Days are long and nights are short. Kids are out of school. Summer comes after spring. • Fall: The weather is getting cooler. Days are getting shorter. Leaves change color. Fall comes after summer. Fall is also called “autumn.”

STO P

How does temperature change during Spring? How does it change during Fall?

Weather is not the same as climate. Weather tells what it is like today. Climate tells what it is like over the whole year. The four seasons tell what the climate is like for one kind of place. Other places have different climates than this. A Mediterranean Climate gets rain in the winter and has dry summers. Winters are cool, but not cold. Summers are warm, but not hot. A monsoon climate has rain in the summer and has dry winters. It is a little cooler in winter than in summer. A tropical climate is warm all year long. Rain can come at any time of year. Places with long, cold winters and short cool summers have an arctic climate. Places that get almost no rain have a desert climate. ©

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Seasons hy do we have seasons? Because of the Sun. Seasons depend on the changing amount of sunlight. When there’s lots of sun, you get warm seasons. When there’s not a lot of sun, you get cold seasons. You learned that days are longer in the summer and shorter in the winter. But why are days longer? The pictures below help explain this.

W

Spring/Summer

Fall/Winter

Earth

Earth Sun

Sun

Fall/Winter

Spring/Summer

The Earth is tipped at an angle. When it is tipped toward the Sun, it is warm. This is spring and summer. When it is tipped away from the Sun, it is cold. This is fall and winter. The line around the middle of Earth is called the equator. The part above this line is called the north half of Earth. The part below this line is called the south half. If you live in the north half, you are tipped toward the Sun in the summer and away from the Sun in the winter. When your half is tipped toward the Sun, sunlight hits you more straight on. This makes things warmer. The tipping also makes the days longer in the summer. This also makes it warmer. The tipping also explains why the north half is colder in the winter. The picture on the left shows how the Earth is tipped for one half of the year. The picture on the right shows how the Earth is tipped the other half of the year. The time between the middle of winter and the middle of summer is one half year. But what if you lived in the bottom half? Then you would be having winter when the top half is having summer. You can tell this by looking at the picture. ©

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After You Read

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

T F a)

Summer is warm.

T T T T

The Earth is tipped toward the Sun in winter.

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

A desert climate is dry. An arctic climate is warm. When it is summer in the North, it is winter in the South.

2. The four seasons are shown. Put them in the order that they happen from 1 to 4 . Start with the coldest season.

©

a) spring

b) winter

c) fall

d) summer

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Seasons 3. Answer the questions in full sentences. a) Rain is different in different places. Pick two climates. How is the rain different?



b) Why is it warmer in the North half of Earth in the summer?

Extension & Application 4. Think back over the last year. What was the weather like where you live? How did the weather change with the seasons? When was it hot? When was it rainy? When was it windy? Write down everything you can remember about each of the four seasons. Use the graphic organizer on page 106 to write your answers. Draw a picture of each season as it looks to you where you live. Do you know what type of climate you live in? Are you in the North or South part of the Earth? Do you see all 4 seasons or just a few?

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Graphic Organizer

NAME:

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Seasons Season

Was it Did it Was it Windy Hot or Rain or or Still? Cold? Snow?

Picture

Winter

Spring

Summer

Fall

Type of Climate: _________________________________________________________ North or South? North South Seasons: Winter Spring Summer Fall ©

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Before You Read

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

T F a) Water cannot change a rock. T F b) Water flows down. T F c) Ocean water is good to drink. T F d) There is no water in the air. T F e) Farmers don’t need rain. T F f) Sand dunes are made by wind. T F g) A lot of water is under the ground. T F h) Snow is made of fresh water.

2.  Put a check mark (3 ) next to the answer that is the most right. a) Where is most of Earth’s water? A  B  C  D

In rivers. In oceans. In snow and ice. Under the ground.

b) When water evaporates, it changes from ____________. A  B  C  D

liquid to gas gas to liquid solid to liquid liquid to solid

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ReadinG PassaGe

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Air and Water ater can be solid ice, liquid water, or the gas called water vapor. It seems like there is a lot of water everywhere. There is a lot of water, but most of it we can’t use. Most water is liquid water in the oceans. Ocean water has salt in it. We can’t drink salt water or use it to water plants. Water without salt in it is called fresh water. There is a small amount of water vapor in the air. This is fresh water too, but we can’t drink a gas.

W

We can drink fresh water. We can also water plants with it. We can’t use most of the fresh water either. The problem is that most of the fresh water is frozen. This frozen water is mostly in the far north and far south. There it is in the forms of ice and snow. Most of the fresh water that isn’t frozen is under the ground. We can use this water, but we have to bring it up first. There is a problem here too. We are bringing it up faster than it is running back down. In some places we are using up all the underground water. Most of the fresh water that isn’t under the ground is in lakes. There is also some in rivers. The problem with this water is that many places in the world do not have enough.

An iceberg is fresh water in the form of ice.

Imagine you had 2,000 drops of water that you got from all over the world. Only 60 of those drops would be fresh. Only 20 of the fresh drops would be liquid. Of the 20 fresh, liquid drops, 1 drop would be above ground. So only 1 drop in every 2,000 is easy to drink.

STO P ©

Where is most of Earth’s water, and why can’t we drink it?

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ReadinG PassaGe

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Air and Water ater is always on the move. Let’s start with water in the ocean. Ocean water can freeze or evaporate. When water turns into a gas, it is called evaporation. It’s like boiling only much slower. Water vapor in the air can turn to rain or snow. Then, it can fall back to the ground. Liquid water runs down and ends up back in an ocean or a lake. Other rainwater slowly goes into the ground. After many years, it can end up in a big underground lake.

W

Plants and animals also use water on the ground. Plants need water to make food. Animals need water to stay alive. All the water that plants and animals take in will come back out some day. Then it will go into the ground or into an ocean or lake.

The hole through the rock was made by water.

All this moving, freezing, and raining can change the surface of the Earth. The changes can be slow or fast. A flood can make a fast change by washing away trees and dirt. When a little dirt is washed away with each rainfall, it is called erosion. This can make farmers lose the best dirt that is on top. Much of this dirt is moved all the way to the place where a river flows into an ocean. There it makes new land where people can live and have farms.

Over many years, water can even wear away rock. This means the water can make parts of the rock disappear. It can even make the whole rock go away. Deep canyons are made by water washing away rock. Rock is washed away faster if it is in smaller pieces. Water helps break up rock too. When water inside a rock freezes, the rock can break in two. Wind can change the way Earth’s surface looks too. When the wind blows sand against rock, the rock wears away. Like water, wind can take away the good dirt on top that farmers need. To make things worse, the farmers also have to put up with a nasty dust storm. In deserts, wind is always blowing the sand around. The sand gets blown into hills, called dunes. Sand dunes are always changing shape and slowly moving across the desert. ©

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Air and Water 1. Put a check mark (3 ) next to the answer that is the most right. a) Water washes away dirt. What is this called? A drought  B erosion  C evaporation  D precipitation b) What makes sand dunes in deserts? A animals  B snow  C water  D wind c) We can’t drink ocean water because it is too _______. A cold  B fishy  C muddy  D salty 2. Four kinds of water are shown. Put them in order from most water to least water.

a) fresh water in lakes ©

b) salt water in the oceans 110

c) fresh water under the ground

1

to

4

from

d) fresh water that is frozen

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Air and Water 3. Answer the questions in full sentences. 

a) What is erosion? What does it do to dirt? What happens to eroded dirt?

b) Why can’t we always get our water from under the ground?

Extension & Application

4. a) Get into pairs. Find a place where water has eroded the ground. Try to find a place close to your school. If not, find a place on the internet. What does it look like? Draw a picture below. What do you think it looked like before the water took away the ground? Where does the dirt go after it is washed away?

b) Get into pairs. Find a place where water is washing away rock. Try to find a place close to your school or home. Find stones that are in the water. Find stones that are out of the water. What differences do you see between the stones? Why are they different? Draw pictures to show the differences between the stones in the water and the ones outside.

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Before You Read

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Rocks and Minerals 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) Rocks can melt. b) Things can pile up in layers. The bottom layer is the oldest. c) Fossils are about one year old. d) Rock layers tell us what Earth was like a long time ago. e) Mud turns to rock when it dries out. f) You can ride on a rock cycle.

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

mineral

layers

fossil

cycle

a) Rocks form in _____________. b) The way rocks change over time is called the rock _____________. c) Melted rock comes out of a volcano. This is called _____________. d) A _____________ is hard and made of just one kind of thing. e) A _____________ is the bones of an animal turned to stone.

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Rocks and Minerals

R

ocks and minerals are both hard. A rock has different kinds of things in it. A mineral is made of just one thing.

On Monday, Sue wore a red shirt, blue pants, and white socks. That night she put all her clothes in a basket. Each day of the week, Sue wore different clothes. At the end of the day, she put them in the basket. By the end of the week, the basket had a history of what Sue wore that week. Looking at the layers of clothes, she can tell what she wore on each day. The layers don’t move around. The red shirt stays on the bottom under what she wore on Tuesday.

You can see all the layers in this rock. The bottom layers are the oldest.

People who look at rocks use the same rule of layers. It is a simple rule: The bottom layers are the oldest. The picture shows some rock layers. This is how rock layers form:

1. Water and wind wear away rock and dirt and move it to a new place. 2. The new place will be a lower place. It might be the bottom of a valley or the bottom of an ocean. 3. A long time passes. A new layer of rock and dirt covers the first layer. 4. As time goes by, more and more layers are added. The top layers push down hard on the bottom layers. 5. When they push hard enough, the bottom layers turn to rock. How can you tell which layers of rock are oldest?

STO P ©

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Rocks and Minerals layer will tell you what the Earth was like when the layer was first formed. If a layer is limestone, that layer formed at the bottom of an ocean. This rock is white because it is made up of bones and seashells. What if the layer above is sandstone? Sandstone is made out of sand. This could mean that the ocean dried up and turned into a desert. Sometimes a layer is coal. Coal forms from dead plants. The plant layer got buried under many other layers. The layers pushing down on the plants turned them into coal. Sometimes plants and the bones of dead animals turn to stone. These stones are called fossils. Fossils tell us what the plants and animals looked like. The layer they are in tells us when they lived.

A

As layers go deeper, they are pushed on with more and more force. When this happens, the rocks change into new kinds of rock made of different minerals. Rocks way down in the Earth can get hot enough to melt. Melted rock is called magma. Sometimes magma comes up through the Earth. Magma that comes out of the ground is called lava. It usually comes out of the top of a volcano. Lava cools when it comes out of a volcano, and turns back into rock. This new rock eventually starts to form a layer. We are right back where we started!

This is a volcano.

This is called the rock cycle. It goes like this: 1. Rocks wear away and make a layer. 2. More layers pile on top. 3. The force turns layers into rock. 4. It gets heavier and hotter with more layers. 5. Heat and force make a new kind of rock. 6. The rock melts when it gets hot enough. 7. Melted rock comes out of a volcano. 8. The melted rock cools and the cycle starts again. ©

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Rocks and Minerals 1.  Put a check mark (3 ) next to the answer that is the most right. a) Which could be a rock layer? A water  B dirt  C mud  D limestone b) Which rock layers are the oldest? A  B  C  D

The The The The

bottom ones. ones with coal. ones with fossils. ones made of limestone.

2.  With a straight line, match the words on the left with their meanings on the right.

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1

magma

all the changes that happen to rocks

A

2

rock cycle

a rock layer that was once a desert

B

3

sandstone

plants turned to stone

C

4

mineral

melted rock

D

5

fossil

something that is made of one kind of thing

E

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Rocks and Minerals 3. Answer the questions in full sentences. a) Pick a kind of rock. How was it formed?  b) A layer of rock is far under the ground. The things in the rock were once stones and dirt on the side of a hill. How did this happen?

Extension & Application



4. Make your own rock layer. Be creative. Describe what your rock layer is like. What color is it? What is it made of? What fossils are there? Give your rock layer a name and draw a picture of it below. Then, swap your rock layer with a classmate. Have your classmate guess how your rock layer came to be. How old is it? Was it an ocean or desert or something else? What lived there? ©

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Before You Read

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Humans and the Environment 1.  Put a check mark (3 ) next to the answer that is the most right. a) What do people build to keep towns from flooding? A  B  C  D

Small hills beside rivers. Solar cells. Water wheels. Storm cellars.

b) What is making Earth warmer? A  B  C  D

Burning fuels. Animals dying. Using solar cells. Windmills spinning.

c) Why is it better to use windmills than to burn wood? A  B  C  D

Wood fires are too hot. Burning wood is harmful. Windmills don’t change the air. Windmills make a nice breeze.

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

T F a) Coal is a fuel. T F b) Burning fuels changes the air. T F c) Many animals are moving south to get warm. T F d) Burning fuel is the only way to get energy.

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Humans and the Environment

P

eople can be found living almost everywhere except very cold places. It is very cold in the far north and far south. We know how to build houses that stay warm in cold places. We know how to build houses that stay cool in hot places. Plants and animals are not so lucky. Each plant and animal is meant for its own special place. All the things in a place put together are called an environment. In a cold place, animals have thick fur to keep them warm. Plants can get frozen and still live. In a hot, dry place, plants can save water to use when it doesn’t rain. Animals in hot places live under the ground. Some only come out at night when it is cool. People can live almost anywhere in the world. Why?

STO P Earth’s weather is changing. Most places are getting warmer. Some places are getting wetter. Some are getting drier. Some animals can move when the weather changes. Some animals can’t move, or they can’t find a place they like. Changing weather can kill some plants because they can’t move like animals can. People have many ways to be safe when weather changes. If it rains a lot, there can be floods. This can turn towns into lakes. To keep floodwater away, people build long hills along both sides of the rivers. In some places the wind can be strong enough to blow people away. In these places, people have built rooms under the ground, called storm cellars. When there is a big wind storm, people go into their storm cellars until the wind calms down. ©

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Hills next to rivers

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Humans and the Environment hen it is cold, people can make their homes warm. When it is hot, people can make their homes cool. Cooling and heating houses takes energy. We get energy by burning fuels. Coal, oil, and wood are fuels. We get coal and oil from under the ground. We get wood from forests. A problem with these fuels is that we could run out of them. Another problem is that burning fuels changes the air. Because the air is changing, Earth is getting warmer. We burn more fuel to keep cool. This changes the air even more and makes Earth even warmer.

W

There are other ways to get energy. These ways do not change the air. We can get energy from the Sun. We can get energy from wind. We can get energy from flowing water. Solar cells get energy from the Sun. Windmills get energy from the wind. Water wheels get energy from flowing water.

solar cells

windmills

water wheels

All over the world people are building new cities that get all their energy from the Sun, the wind, and flowing water. One of these is in Florida in the south of the United States. It is named Babcock Ranch. Babcock Ranch gets all its energy from the Sun. They have solar cells on the roofs. They also have gardens on the roof. This helps keep the buildings cool. It is also a good place to grow vegetables.

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Humans and the Environment 1. Finish each sentence with a word from the list. environment

fuels

solar

cellars

a) The Earth is getting warmer because people are burning ___________. b) In places with high winds, people have built storm ___________. c) We can get energy from the Sun with ___________ cells. d) All the things where an animal lives is its ___________. 2.  Put a check mark (3 ) next to the answer that is the most right. a) Which way of getting energy changes the air? A burning wood  B windmills  C solar cells  D water wheels b) Which helps some plants live in a desert? A  B  C  D

They They They They

can save water. have big leaves. have small roots. grow underground.

c) Which helps an animal live where it is cold? A  B  C  D

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big feet thick fur small ears good eyes

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Humans and the Environment 3. Answer the questions in full sentences. a) The weather can change in some places. Why is this harder for animals than for people?



b) A city can get all the energy it needs without burning fuels. How?

Extension & Application 4. Get into groups of 3 or 4. As a group, decide to make either a solar cell, a windmill, or a water wheel. When you’ve made your choice, do some research. Find out how it works. From there, make a basic version of your solar cell, windmill or water wheel. What are the basic functions? How does it turn the Sun, the wind, or water into energy? Test out your device. Does it work? What problems did your group have during this process? What would you have done differently? Show your device to the rest of the class. What did you do differently? Based on your experience, what do you now know about solar, wind, or water energy? What are you still not sure about?

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Before You Read

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

T F a)

Earth is a planet.

T T T T

Our Sun is the only sun.

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

Earth travels around the Sun in one day. You can’t tell time without clocks. The Moon always looks the same.

2.  Put a check mark (3 ) next to the answer that is the most right. a) Which is most like the Sun? A  B  C  D

a star a planet the Earth the Moon

b) Which motion is correct? A  B  C  D

The The The The

stars travel around the Earth. Earth travels around the Sun. Sun Travels around the Moon. Earth travels around the Moon.

c) What makes shadows? A air  B rain  C sunlight  D wind ©

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ReadinG PassaGe

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Solar System ou can only see the Sun in the daytime. You can only see the stars at night. You can usually see the Moon at night. Sometimes you can see the Moon in the daytime. The Sun, Moon and stars look like they are all about the same distance from us. They are not. It looks like the Moon and Sun are about the same size. They are not. The Sun is much bigger than the Moon. It is also much farther away from us than the Moon. That is why the Sun and Moon seem to be the same size.

Y

The stars are really other suns like our own. They look like tiny specks of light because they are so far away. We can’t see stars in the daytime because they are not bright enough. Even though we can’t see them they are up there all day long. The Moon does not make its own light. We can see it because sunlight bounces off of it. We don’t see the Sun at night because it is on the other side of the Earth. It looks like the Sun moves around behind the Earth. This is not true. It is Earth that is moving. Earth spins around once a day. When the Sun is shining, we see shadows. The shadows point away from the Sun. During the day, the length of shadows changes. This is because the Sun moves across the sky. In the early and late parts of the day, shadows are long. In the middle of the day, shadows are short. Shadows help tell time. One way is with a sundial. On a sundial, the shadow points to the time of day.

This is a sundial. The shadow says it is 4 o’clock.

You are watching a sunset. Where is your shadow?

STO P ©

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ReadinG PassaGe

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Solar System he Earth moves in two ways. It spins around to give night and day. It also moves all the way around the Sun. One year is the time it takes for the Earth to make one trip around the Sun. This trip takes about 365 days. A day is one spin, so it takes the Earth 365 spins to go around the Sun.

T

We also see the Moon rise and set. Again, this is because the Earth is spinning. The Moon does move around the Earth in a circle. It moves very slowly. It The different ‘shapes’ of the Moon. takes the Moon about 28 days to make a trip around Earth. This slow movement is why the Moon comes up at a different time each night. The Moon also seems to have a different shape each night. The Moon is actually always round. The shape we see is the part that the Sun is shining on. You now know that Earth is tipped to one side. This is what makes seasons. The tipping also makes it look like the stars change their places in the sky. They seem to change place because sometimes Earth is tipped one way and sometimes it is tipped the other way. A few of the stars we see at night are not suns. They are what are called planets. Planets circle the Sun, just as Earth does. Earth is the third planet from the Sun. There are seven other planets. We can see five of them with just our eyes. Some planets are closer to us than the Sun, and some are farther away. They are all farther away than the Moon. The Sun and everything that circles around it make up the solar system.

Mercury Venus

Earth

Mars

Jupiter

Saturn Uranus Neptune

Here are the planets in the Solar System. They are not to scale. ©

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.

Solar System 1.  Put a check mark (3 ) next to the answer that is the most right. a) How many days does it take the Moon to move around the Earth? A 1  B 4  C 28  D 365 b) Which is closest to Earth? A  B  C  D

the the the the

Sun stars Moon planets

c) How many planets are there? A three  B five  C seven  D eight 2. Circle    T if the sentence is True or  F if it is False.

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T F a)

Sundials are used to tell time.

T T T T

Shadows are short at sunrise.

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

The Moon is a planet. There are two planets between Earth and the Sun. The moon gives off its own light.

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Solar System 3. Answer the questions in full sentences. a) How does the Earth move? There are two ways. How long does each move take?



b) Why can’t we see the Sun at night? Why can’t we see the stars during the day?

Extension & Application 4. Make a lunar calendar. These are calendars that keep track of the Moon and how it moves. Make your own calendar to keep track of the Moon’s movements. Using the graphic organizer on page 127, watch the Moon. 1. Each night, write down when the Moon was first seen in the sky. This is the time the Moon rises. 2. Draw a picture to show the ‘shape’ of the Moon. 3. Check every day, or every 7 days. What do you notice about the change every 7 days? How many hours later does the Moon rise after 7 days? Do this activity alone or in groups of 7. If alone, either watch the Moon every night, or every 7 days to make it easier. If in groups, each student can be in charge of 1 day during the 7-day week. ©

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Graphic Organizer

NAME:

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Solar System Lunar Calendar Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Full Moon

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Hands-On Experiment # 1

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Make a Sundial In this experiment, you will make your own sundial. You will also learn how to use the Sun to tell the time. This is what you will need: • a paper plate • two pencils

• a watch or clock

This is what you do: 1. Turn the plate over. 2. Stick a pencil in the middle of the plate. 3. Try to get up when it is just starting to get light. It must be a sunny day. 4. Wait until it is an exact hour on the watch. It might be 5 o’clock or 6 o’clock. Whatever the time is, write the number where the shadow of the pencil falls. If it is 6 o’clock, write the number 6. 5. Do this every hour until the Sun sets. 6. Try out your sundial the next day. 7. Try out your sundial once a month. How does the Sun tell the time? What happens when you move your sundial to a different spot? What happens when you spin your sundial around? Does your sundial work at night? Why? Does your sundial tell the same time every month? Why? ©

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Hands-On Experiment # 2

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Make a Rain Gauge A rain gauge is something you can use to see how much rain falls. In this experiment you will make your own and test it on a rainy day. This is what you will need: • Find a glass with straight sides. The glass should look like this: • A ruler or tape measure. This is what you do: 1. Put the glass outside in a place that is open to the sky. 2. Wait for it to rain. 3. When it stops raining, use the measuring tool to see how deep the water in the glass is. 4. Find out how much rain fell. Go on the internet or TV to find out. 1. Does your measurement match what the actual amount of rain was?

2. How does evaporation work? Did it affect your reading?

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Hands-On Experiment # 3

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Make Sand Dunes In this experiment, you will see how wind makes sand dunes in the desert and at the beach. This is what you will need: • sand • a big electric fan This is what you do: 1. Get some sand. You won’t need much. A small bucket full will do. You could get some sand from the beach. You could also buy some at the store. 2. Pick a place where it will be easy to sweep up the sand after the experiment. It could be a driveway or sidewalk. Spread the sand out. Make it about one or two inches deep. 3. Plug in the fan. Place the fan so it will blow straight across the sand. 4. Watch for little dunes to form. 5. Try different fan speeds. 1. How does the sand move to form the dunes? _____________________________________________________________________________ _____________________________________________________________________________ 2. How long did it take for dunes to form? _____________________________________________________________________________ _____________________________________________________________________________ 3. What differences did you notice when changing to a different speed? _____________________________________________________________________________ _____________________________________________________________________________ 4. Do the dunes move after they are formed? _____________________________________________________________________________ ©

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Hands-On Experiment # 4

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Erosion Study In this experiment, you will see how ground erodes and how layers form. This is what you will need: • a small sloping hill beside a flat place • loose dirt • sand • a garden hose This is what you do: 1. Spread the dirt on the side of the hill. 2. Spray water from the hose on the dirt. Try to make the water fall as rain would. 3. Watch how the dirt washes down the hill. 4. Spread sand on the hill. Repeat steps 1, 2, and 3. 1. What did the erosion look like? How did the water run down the hill? __________________________________________________________________________ __________________________________________________________________________ 2. Did the sand erode the same way? __________________________________________________________________________ __________________________________________________________________________ 3. Did layers form? __________________________________________________________________________ __________________________________________________________________________ 4. Which layer was on the bottom? __________________________________________________________________________ __________________________________________________________________________ ©

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Hands-On Experiment # 5

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Energy from the Sun In this experiment, you will use energy from the Sun to heat water. This is what you will need: • a black plastic bag • a clear plastic bag

• water

This is what you do: 1. Put cold water in both bags. 2. Tie the tops of the bags shut so the water can’t get out. 3. Put both bags in bright sunlight. 4. Wait a few hours. 5. Open the clear bag and feel the water inside. 6. Open the black bag and feel the water inside.

1. How has the water in the bags changed after they were left in the sunlight? ________________________________________________________________________ ________________________________________________________________________ 2. How was the water in the two bags different? ________________________________________________________________________ ________________________________________________________________________ 3. Light energy bounces off light colored things. Light energy goes into dark colored things. How does this prove what you noticed about the differences? ________________________________________________________________________ ________________________________________________________________________

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Hands-On Experiment # 6

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Planet Tracking In this experiment, you will watch the movement of the planets. This will help you understand how planets move through space. Watch a planet. Planets move around the Sun the way Earth does. The planets move at different speeds. This is why planets are in a different place in the sky each night. This is what you will need: • Binoculars and telescopes are tools that make things look closer. If you can get a pair of binoculars or a telescope this might be Venus in the night sky. more fun, but you don’t need them. You can watch planets with your eyes. • A stargazing program (optional). You can get this for free on a tablet or phone. This is what you do: 1. First, try to find a planet in the sky. You can see five planets with your eyes. Three are easiest to see. They are called Venus, Mars, and Jupiter. They are brighter than most stars. A good time to look is just after sunset and just before sunrise. Look where the Sun just set or where it is about to rise. Look near the edge of the sky. If you still need help, use a free stargazing program on your tablet or phone. Point it to the sky to find a planet. 2. Mars is easy to spot because it is more red than the other stars. When you think you have found a planet, make a little star map. 3. Pick three bright stars near your planet and draw a picture of the stars and your planet. 4. Make a new map each night. Planets are in a different place each night because they are moving around the Sun. If you have found a planet, it will be in a different spot each night. The other stars on your star map will be in the same places. ©

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Crossword Puzzle! Across 1. Melted rock underground. 4. The kind of weather a place has over the whole year.

1

2

4

3

5 6

5. Melted rock that comes out of a volcano.

7

8

8. The home of plants and animals. 10. Water turning into a gas. 15. Water taking away dirt. 16. Rocks form with one __________ on top of another. 17. Rocks that formed from bones and shells.

9 10 11

Down

12

1. This climate has rainy winters and dry summers. 2. The oceans are full of it.

13

14

15

3. Energy from flowing water. 4. Fluffy things up in the sky.

16

6. Energy from the Sun through ____________ cells. 7. This place has sand dunes and not much rain. 9. “Partly cloudy with a chance of rain” is an example of a ___________ report. 11. A rock that is made of just one kind of thing. 12. This falls from the sky and can hurt if it hits you. 13. What is left of something that died long ago. It has turned to rock. 14. Winter is one of the four ______________s.

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17

Word List climate cloud desert environment erosion evaporation fossil

134

hail lava layer limestone magma Mediterranean

mineral salt water season solar water wheel weather

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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. climate cloud desert dune drought environment equator erosion flood fog fossil fuel hail lava layer Mediterranean monsoon planet precipitation rocks sandstone season tropical windmill

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Comprehension Quiz

Part A Circle



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

T F 1)

T T T T T T

F 2) F 3) F 4) F 5) F 6) F 7)

25

Clouds are a gas that we can see. Summer comes after spring. A Mediterranean climate has rainy winters. The Moon is a planet. All places on Earth get about the same amount of rain. Erosion is a problem for farmers.

7

A city can get all its energy from the Sun.

Part B  Put a check mark (3 ) next to the answer that is the most right. a) Which is precipitation? A evaporation  B lava  C shadow  D snow b) Most of Earth’s water is ____________. A frozen  B in rivers  C in the oceans  D under the ground

2

SUBTOTAL: ©

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Part C

After You Read

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Comprehension Quiz

Answer each question in full sentences. 1. Tell why we can’t drink the water in the ocean. Tell why we can’t drink most water that is not in oceans.

2



2. Tell which things are in the solar system.

3



3. What is the rule about the age of rock layers?

2



4. Tell about the rock cycle. Begin with, “Rocks wear away.”

6



5. Tell how the lengths of shadows change during the day. Begin with sunrise, and end with sunset.

3



SUBTOTAL: ©

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The forces are unbalanced because the speed is changing.

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d) sitting still

c) balanced

b) gravity

a) unbalanced

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6. Balanced – The force of the ground pushing up is the same as gravity. She is not moving.

5. Unbalanced – The wind changes her direction.

4. Balanced – Forces are equal. Her speed stays the same.

3. Unbalanced – Air resistance is stronger than gravity. She is slowing down.

2. Balanced – Forces are equal. Speed stays the same.

1. Unbalanced – Gravity is stronger than air resistance. She is speeding up.

4.

b) An unbalanced force means the two forces are different. Like a force from a direction that is not the direction of motion. This can make the thing change direction. Like a change in breeze can change the way a leaf falls.

a) Gravity is pulling you down. What you are sitting on is pushing up with an equal force.

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Plants get their energy from the sun.

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Hands-On Science Big Book CC4103

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b) Light energy comes from the Sun. It changes into heat energy when it hits the ground.

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b) Answers will vary, but may include: Lifting a book onto a shelf. Eating food and then running.

a) Answers will vary, but may include: An apple falling from a tree. Gasoline making a car move.

4.

Stored energy is changed into energy of motion. The more it falls, the less stored energy it has. Energy of motion goes up as long as speed goes up.

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The drum vibrates. That makes the air vibrate. We hear the drum when the vibrations enter our ear.

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d) vibration

c) e  nergy

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a) sound, light

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c) Light: (any light source) it is bright. It goes in a straight line.

b) Sound: (any sound) You can hear it with your ears. Something is vibrating.

a) Water: (any body of water with waves) move up and down.

4.

b) Light passes through a window. Light bounces off a mirror. Only yellow light bounces off the shirt.

a) The bell vibrates. This causes the air around it to vibrate. The vibrations travel through the air and enter our ear. A little drum in our ear vibrates.

3.

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e) negative

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When you rub a balloon with wool, it picks up extra electrons. It now has a negative charge. It sticks because the wall has a positive charge.

5

4

D

B

A

C

2

3

E

D

C

1

29

2.

b) 4

a) 4

1.

30

b) Yes there was force. Force is needed to keep the balloon stuck to the wall.

a) Answers will vary, but may include: wool, hair

4.

b) North and south. A north pole and a south pole pull at each other. Two north poles or two south poles push each other away.

a) A cloud gets a large negative charge. A positive charge builds up in the ground under it. When electrons jump from the cloud to the ground, we see a lightning bolt.

3.

F

d) 31

T

T

F

D

C

C

c)

b)

a)

2.

c) 4

b) 4

a) 4

1.

33

Heat the ice until it melts. Heat the liquid water until it boils.

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a) solid, liquid

34

C

A

b) 4

c) 4

D

2.

a) 4

d) gas

c) particles

35

c) Gas: No color, flows, can’t see it.

b) Liquid: Clear, can change shape, wet, flows.

a) Solid: Hard, smooth, keeps its shape.

Answers will vary, but may include:

4.

b) Water vapor can change back to liquid water. Smoke and ashes can’t change back to wood. Burning wood makes something new. Boiling water doesn’t.

a) Matter is anything that has mass and takes up space. Mass is how much matter is in something.

b) mass

3.

1.

T F

c) d)

36

c) 4

b) 4

a) 4

e)

F

b)

A

C

B

T

F

a)

2.

1.

38

A knife is a wedge.

T e)

39

F

d)

F

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2.

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1.

40

Drawings will vary.

4.

b) A simple machine has the advantage that it increases force. A simple machine has the disadvantage that the force must be done over a long distance.

a) A wedge is two inclined planes back to back.

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Down

2. electric charge

4. properties

6. wheel and axle

12. force

14. energy

48

10. unbalanced

8. screw

7. reflection

3. gravity

16. heat

15. matter

13. waves

S

11. inclined

9. current electricity

5. lever

1. wedge

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b) 4

a) 4

D

B

Part B

7) F

6) F

5) T

4) T

3) T

2) T

1) F

Part A

51

5. Attach one pulley to the object and the other to the ceiling. Tie the rope to the upper pulley. Pass the rope around the lower pulley and up over the upper pulley. Let the rope hang down and pull down on it.

4. A solid has particles close together that can’t move around. A liquid has particles close together that can move around. A gas has particles far apart that can move around.

3. Electrons go from the cloud to the ground.

2. Answers will vary, but may include: Light can pass through the object. Light can bounce off (be reflected by) the object.

1. Wavelength is the distance between waves. Amplitude is the height of a wave.

Part C

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T

F

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b)

c)

d)

e)

52

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b) 4

c) 4

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1.

53

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

B

A

A

55

d) plants, animals

c) water

b) Sun

a) rock

2.

c) 4

b) 4

a) 4

1.

56

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.

58

c) 4

b) 4

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Plants need air, water and sunlight to make food.

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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)

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a) 4

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C

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1.

64

A producer is a plant.

C

D

B

66

d) Consumers

c) M  atter

b) n  utrients

a) pollen

2.

c) 4

b) 4

a) 4

1.

67

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.

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T

T

F

F

b)

c)

d)

e)

f)

69

d) group

c) instinct

b) trait

a) survival

2.

T

a)

1.

70

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

72

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d)

e)

T

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b) c)

F

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A

a)

2.

b) 4

a) 4

1.

73

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.

74

T

F c) d)

F

T

D

D

C

b)

a)

2.

c) 4

b) 4

a) 4

1.

75

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

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5

4

3

c)

d)

e)

B

77

c) 4

B

b) 4 C

a) 4

1

b)

2.

2

a)

1.

78

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

80

c) 4

B

b) 4A

a) 4

e)

d)

c)

b)

a)

1.

82

You use your eyes and ears to watch TV.

T e)

83

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T

F b) c)

F

2.

a)

5

4

3

2

1

1.

D

C

A

B

E

84

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.

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91

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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93

b) 4

a) 4

C

D

Part B

7) T

6) F

5) T

4) F

3) T

2) T

1) F

Part A

94

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.

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T

F

F

F

b)

c)

d)

e)

95

A

A

b) 4

c) 4

B

a) 4

2.

T

a)

1.

96

Rain is water that falls from the sky. Snow is small pieces of ice that fall from the sky. Hail is little balls of ice that fall from the sky.

C

D

B

98

d) precipitation

c) desert

b) hurricane

a) hail

2.

c) 4

b) 4

a) 4

1.

99

Answers will vary.

4.

b) Answers will vary, but may include: 70°F (21°C), little or no wind, no rain, a few clouds.

a) Air cools as it rises. Cooling water vapor turns to liquid water. Small drops of water make a cloud.

3.

T

c)

101

c) 4

b) 4

C

A

D

F

a) 4

e)

T

F

b)

d)

F

a)

2.

1.

102

It is getting warmer in spring. It is getting cooler in the fall.

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c)

a)

F

T

d)

e)

4

104

d)

b)

T

c)

2

F

b)

2.

T

a)

1.

3

1

105

Answers will vary.

4.

of Earth is tipped toward the Sun in the summer. Sunlight shines straight towards that part of Earth.

b) The north half

but may include: A monsoon climate gets most of its rain in the summer. A Mediterranean climate gets most of its rain in the winter.

a) Answers will vary,

3.

T

h)

A b) 4

107

B

a) 4

2.

T

T

F

g)

f)

e)

F

F

c) d)

T

F

b)

a)

1.

108

Most of Earth’s water is in the oceans. It is too salty to drink.

3

c)

110

2

1

b)

d)

4

a)

2.

c) 4

b) 4

a) 4

1.

D

D

B

111

b) Answers will vary, but may include: The stones in the water are smooth and rounded. The stones outside of the water are rough and jagged. They are different because the water washes over the stones in the water. This makes the stones smooth and rounded.

a) Answers will vary, but may include: There were deep grooves in the ground. The soil goes to a stream. Then it goes to a river. Then it goes to the ocean.

4.

b) Water doesn’t run back down as fast as we bring it up. We could use it all.

a) Erosion is water washing away dirt. The dirt goes down rivers. It can form new land at the mouth of the river.

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T

F

T

F

F

b)

c)

d)

e)

f)

112

e) fossil

d) mineral

c) lava

b) cycle

a) layers

2.

T

a)

1.

113

The oldest layers are at the bottom.

5 115

C

E

B

3 4

A

D

A

D

2

1

2.

b) 4

a) 4

1.

116

Answers will vary, but may include: The layer is brown and red. It is thick and looks like hard sand. It looks like sandstone. There were seashells and fern fossils.

4.

b) Water wears away the rock and washes away the dirt. The stuff washes downhill to a low place. More layers pile on top. The top layers push down. The force of pushing down turns the layer to rock.

a) Answers will vary, but may include: Limestone - Animals in the ocean die. Their shells and bones fall to the bottom. More layers pile on top. The top layers push down. When they push hard enough, the bones and shells turn to limestone.

3.

F d)

117

F

T

T

C

A

A

c)

b)

a)

2.

c) 4

b) 4

a) 4

1.

118

People can make houses warm when it is cold. They can make houses cool when it is hot.

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120

B

A

b) 4

c) 4

A

a) 4

2.

d) environment

c) s olar

b) c  ellars

a) fuels

1.

121

Devices and answers will vary.

4.

b) Cities can get energy from windmills. They can also get energy from the Sun with solar cells. They can get energy from flowing water with water wheels.

a) People can make their homes cooler or warmer if the weather gets hotter or colder. Animals have to move to a different place.

3.

2.

122

c) 4

b) 4

a) 4

e)

d)

C

B

A

F

F

F

F

b) c)

T

a)

1.

123

Your shadow is behind you. It is long.

T F

d) e)

125

F

F b) c)

T a)

2.

c) 4

b) 4

a) 4

1.

D

C

C

126

The full moon rises just as the Sun sets. After 7 days, the Moon will rise 6 hours later. After another 7 days, the Moon will rise 6 more hours later. After 4 weeks, the full moon will be back and the cycle starts over.

4.

b) We can’t see the Sun at night because it is on the other side of the Earth. We can’t see the stars in the daytime because they are not bright enough.

a) Earth spins around once a day. Earth moves around the Sun once a year. It takes 1 day for earth to spin. It takes 1 year, or 365 days for earth to move around the Sun.

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134

14. season

13. fossil

12. hail

11. mineral

9. weather

7. desert

6. solar

4. cloud

3. water wheel

2. salt water

1. Mediterranean

Down

17. limestone

16. layer

15. erosion

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8. environment

10. evaporation

p

5. lava

4. climate

1. magma

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Word Search Answers

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136

b) 4

a) 4

C

D

Part B

7) T

6) T

5) F

4) F

3) T

2) T

1) F

Part A

137

5. Shadows are long in the morning, short in the middle of the day, and long again at night.

4. Rocks wear away and the bits collect in a low place. Layers pile on top of each other. The force turns the bottom layers to rock. Rocks deep in the Earth melt and come out of volcanoes. The lava cools and becomes rock.

3. The deepest layers are the oldest layers.

2. Planets, the Sun, and Moons (or the Moon) are in the solar system.

1. Ocean water is too salty to drink. Most water that is not in the oceans is frozen.

Part C

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High Tide

Earth

High Tide

Gravitational Force of the Moon

Moon

Tides Caused by Gravitational Force of the Moon

Gravity and Tides ..................

153

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Coal Formation Timeline ............................ 300 million years ago 100 million years ago

Plants died in swamps.

Plants were covered by water and dirt.

Heat and weight turned plants into coal.

©

Over millions of years

154

Hands-On Science Big Book CC4103

Drive-Through Lights and Prisms Menu A

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

©

155

Hands-On Science Big Book CC4103

How Lightning Works .......................

HOW LIGHTNING IS FORMED

HOW LIGHTNING IS FORMED Positive charges collect near the top of the thundercloud

Cold air Hot air

Negative charges

Positive charges

©

156

Hands-On Science Big Book CC4103

Solid, Liquid, Gas

.............................. Gas

g Rainin

Vapor

ing

ink

Shr st

Fro

Solid

g

in z e e

Fr

g

in elt

M

Liquid ©

157

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The Six Simple Machines

............................... LEVER

INCLINED PLANE Force Force

PULLEYS Force

WEDGE Fixed Pulley

Movable Pulley

Combined Pulley

WHEEL and AXLE

SCREW

Force

Ridges

(Inclined plane wrapped around.)

©

158

Hands-On Science Big Book CC4103

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

©

159

Hands-On Science Big Book CC4103

Energy Flow in an Ecosystem

Sun

energy nutrients

Producers

Plant Roots

Heat

Heat

Consumers

Decomposers

Heat

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

©

160

Hands-On Science Big Book CC4103

Drive-Through Forest Food Menu Web A

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

Earthworm

Bracket Fungus

Rotting Log

©

Hawk

Fox

Robin

Lizard

Millipede

Bacteria

Puffball

Dead Leaves

Maggots

Dead Animals

161

Cricket

Maple Tree Leaves

Hands-On Science Big Book CC4103

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

©

Ground Finch

Warbler Finch

Tree Finch

Cactus Finch

162

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Life Cycle of a Mosquito

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

Mosquito Eggs

Mosquito Larva

Mosquito Pupa

Adult Mosquito

©

163

Hands-On Science Big Book CC4103

The Nervous System

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

Brain

Spinal Cord Nerves

Nerves

©

164

Hands-On Science Big Book CC4103

Weather Forecast ..................

You might see these pictures on a map that tells what the weather is going to be like.

©

Sunny

Partly Cloudy

Cloudy

Light Rain

Heavy Rain

Thunderstorm

Snow & Rain

Snow

Windy

165

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The Four Seasons

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

©

WINTER

SPRING

SUMMER

FALL

166

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Where Drive-Through is all theMenu Water? A

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

ALL WATER Oceans 97%

Freshwater 3%

FRESHWATER Underground 29%

Frozen 79%

Plants 1%

ABOVE GROUND

©

Lakes 52%

Above Ground 1%

Rivers 1% Vapor 8% Ground 38%

167

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Types of Rocks and Minerals ....................... Volcanic Rocks

Basalt

Gabbro

Granite

Obsidian

Pumice

Formed Rocks

Breccia

Conglomerate

Shale

Sandstone

Limestone

Changed Rocks

Gneiss

Marble

Quartzite

Schist

Slate

Quartz

Silver

Minerals

Copper

©

Diamond

Gold

168

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Alternative Energy

.............................. Nuclear

Wind

Plants & Animals

Water

Sun

©

Ground

169

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Our Solar System

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

Mercury

Venus

Jupiter

Earth Mars

Neptune

Saturn

©

Uranus

170

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