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© 2014 Laura Markley
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5-2
Units
Grade 4
Fusion Science
UNIT 2 STUDY GUIDE
“Day and Night” And “Seasons”
3. How long does it take Earth to rotate on its axis? _______________________ 4. Look at the “Do the Math!” text box. How much longer is a day on Venus
than a day on Earth? _____________ How much shorter is a day on Neptune than a day on Earth? _____________
5. How is Earth rotating on its axis DIFFERENT from Earth revolving around its orbit? _________________________________________________________ ______________________________________________________________ ____________________________________________________________________________________________________________________________
6. How long does it take Earth to orbit once around the sun? __________________ 7. What causes the seasons? __________________________________________
8. Name two effects of the northern hemisphere being tilted toward the sun: * *
© 2014 L. Markley
The sun seems to rise and set. 2. Day and Night happens. 1.
Effect Cause
__________________
pointing to.Label what the arrow below is 2.
67-esson 1: Science textbook pp. 64Unit 2 L
9. Name two effects of the southern hemisphere being tilted away from the sun: * *
“Patterns in the Sky” Unit 2 Lesson 1: Science textbook pp. 68-69
What is a constellation? ________________________________________________________________________________________________________________________________________________________________________
2. How did constellations get their name? _________________________________ ____________________________________________________________________________________________________________________________
3. What causes constellations to look like they’re moving across the night sky? _____ ____________________________________________________________________________________________________________________________
4. Why does the Big Dipper constellation appear to change positions? _________________________________________________ ______________________________________________________________ ______________________________________________________________
5. What is this constellation called? _________________
© 2014 L. Markley
Circle the Big Dipper.
“Our Moon” Unit 2 Lesson 3: Science textbook pp. 80-81
What is a satellite? _____________________________________________________________________________________________________________ ______________________________________________________________
2. Give 4 characteristics of the moon: * * * *
3. The moon appears to “glow”. Tell why we’re able to see the moon at night. ______________________________________________________________
______________________________________________________________ ______________________________________________________________
4. What is one effect of the Earth’s gravity on the moon?
*
5. How did craters, or pits in the ground, form on the moon? ___________________
____________________________________________________________________________________________________________________________
6. What are “maria” on the moon? _____________________________________________________________
7. Fill in the chart with characteristics of the moon and Earth.
Moon EarthWhat does it orbit?Does it have air?
Does it have wind?Does it have water?Does it have gravity?Does it produce light?
© 2014 L. Markley
What landforms does it have?
“Moon Phases” and “Lunar and Solar
Calendars” Unit 2 Lesson 3: Science textbook pp. 82-85
1. What are “moon phases”? ____________________________________________________________________________________________________________________________
2. Why can’t we see the moon during the new moon phase? ____________________ ____________________________________________________________________________________________________________________________
3. When can we see a full moon? ___________________________________________________________________________________________________________________________
4. If you lived where the letter A is pointing, what time of day would it be? ___________ 5. What would the moon phase be? ____________________________|
6. If you lived where the letter B is pointing, what time of day would it be? ___________
7. What would the moon phase be? ____________________________
Look at pp. 84-85 to fill in the chart below.
© 2014 L. Markley
Look at the model above.
Chinese zodiac calendar
Aztec calendar Our modern calendar
what it’s based on
8. 9. 10.
fun fact about it 11. 12. 13.
© 2014 L. Markley
“Early Astronomers” and “Humans on the Moon!” Unit 2 Lesson 4: Science textbook pp. 90-93
1. What are three ancient civilizations who built pyramids based on their observations of the sky? _____________________________________________________
______________________________________________________________ ______________________________________________________________
2. What misconception did there used to be about the Earth’s position in the universe? _______________________________________________________ ______________________________________________________________
3. What is a telescope? ______________________________________________ ______________________________________________________________ When was the first one invented? ____________________________________
4. An early model of the solar system is known as an ________________________.
5. __________________ was the first astronomer to use a telescope to study space. 6. What significant event happened in 1957? ______________________________
______________________________________________________________ 7. What role did John F. Kennedy play in the space race? _____________________
______________________________________________________________ ______________________________________________________________ ______________________________________________________________
8. Six of the nine Apollo space missions landed on the _______________________.
9. What are space probes? ___________________________________________ ____________________________________________________________________________________________________________________________
What is their function? ____________________________________________ ____________________________________________________________ 10.An __________________________ is a building where huge telescopes are kept.
“Technology in Space!” and “Florida’s Role in Space”
Unit 2 Lesson 4: Science textbook pp. 94-97
1. The International Space Station (ISS):
© 2014 L. Markley
What: Who: Where: Why:
2. What is the job of the Hubble Space Telescope? ______________________________________________________________
3. ___________ and __________ are two planets space probes visited.
4. Think about what astronomers could see with early telescopes. How is this different from what we can see with the Hubble Space Telescope?
__________________________________________________________________________________________________________________________________________________________________________________________
5. The International Space Station has solar panels on it. What do you think they are used for?
_______________________________________________________ ______________________________________________________________6. What change was made to Cape Canaveral in 1963?
______________________________________________________________ 7. Why is Florida a good location for the space center?
____________________________________________________________________________________________________________________________
8. What is the purpose of the Vehicle Assembly Building? _________________________________________________________
9. What do engineers and scientists do at the Kennedy Space Center? ____________________________________________________________________________________________________________________________
10. What effect does KSC have on Florida’s tourism? ____________________ ______________________________________________________________
UNIT 3 STUDY GUIDE
“What Can Break a Boulder?”Unit 3 Lesson 1: Science textbook pp. 110-111
1. What is weathering? ______________________________________________________________
Look on p. 111. Find 5 causes of weathering and write them in the chart.
Causes
© 2014 L. Markley
Effect
7. How can rainy and snowy weather cause weathering on a road?
___________________________________________________________________
___________________________________________________________________8. Think about a hill located in our town. What kind of weathering could happen on
the hill? Explain 2 KINDS of weathering that is possible on the hill. ___________________________________________________________________ ___________________________________________________________________
© 2014 L. Markley
2.
3.
Rocks break apart.
(weathering!)
4.
5.
6.
“Rocks on the Move”Unit 3 Lesson 1: Science textbook pp. 112-113
1. What is erosion? ______________________________________________________________
2. Look on p. 112. What is one of the most common causes of erosion? ___________ ______________________________________________________________
3. Look on p. 112. Fill in the box with the Cause.
Cause Effect
SO
4. What is deposition? _______________________________________________ ______________________________________________________________
5. How does deposition happen? ________________________________________ ______________________________________________________________ ______________________________________________________________
6. How is deposition DIFFERENT from erosion? ____________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
7. What are sediments? ______________________________________________ ______________________________________________________________
8. Why are a lot of sediments dropped as rivers reach the ocean? _______________ ____________________________________________________________________________________________________________________________
9. How is a delta formed? ____________________________________________
“Wind….Ice…Gravity…Water”Unit 3 Lesson 1: Science textbook pp. 114-117
© 2014 L. Markley
Rocks move downhill.
(Erosion!)
1. How can WIND affect sediments? __________________________________________________________________________________________________
2. Look at the photograph and caption on p. 114. How did wind affect that big boulder a long time ago? __________________________________________________ ____________________________________________________________________________________________________________________________
3. What are glaciers? _______________________________________________
4. True or False: Ice does not move. ___________
5. How can ICE cause erosion? Use p. 115 to fill in the missing words in the sequence:
Ice flows like a very As the glacier flows, The moving ice picks
slow ____________. it _______________ up rock and soil
_________________ under it, causing_____. ______________.
6. How can GRAVITY cause erosion? ____________________________________ ______________________________________________________________
7. What is a landslide? _______________________________________________ ______________________________________________________________
8. How can crashing waves cause erosion? Name 3 ways. ______________________ ______________________________________________________________ ______________________________________________________________
9. How might a sea arch form? ________________________________________
_____________________________________________________________What are Minerals?....Which Mineral is Which?
Unit 3 Lesson 2: Science textbook pp. 124-127
1. What is a mineral? _____________________________________________ 2. How would you describe the pattern or shape of a crystal? ________________
___________________________________________________________3. What are two things that are the same about minerals?
© 2014 L. Markley
When the glacier begins to melt, ____ _________________ ________________.
1. 2.
4. Look at p. 125. Name 6 examples/types of minerals: 1. 2. 3. 4. 5. 6.
5. Name TWO properties used to identify minerals: ___________________________ ___________________________
6. What is Mohs’ scale, AND what is it used for? ________________________ __________________________________________________________
7. What is unique about a diamond’s hardness? ___________________________ ___________________________________________________________
8. Name one similarity between hardness and luster: ___________________________________________________________ ___________________________________________________________
9. Name one difference between hardness and luster: ____________________________________________________________________-____________________________________________________
10.Why do you think copper, gold, and silver have a “metallic” luster? __________ ______________________________________________________________________________________________________________________
11.How is a mineral that rates a 3 on Mohs’ scale DIFFERENT than a mineral that rates a 9? ___________________________________________________ ___________________________________________________________
© 2014 L. Markley
Name ____________________________________ # _______ Date _____________
“Unique Properties of Minerals”
Unit 3 Lesson 2: Science textbook pp. 128-129
1. When minerals break, they can either break with smooth straight sides… or rough, jagged edges. What is the difference between “cleavage” and “fracture”? ______ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. What is a streak plate? ____________________________________________ ______________________________________________________________ ______________________________________________________________
3. What is a streak plate used for? _____________________________________ ______________________________________________________________ ______________________________________________________________
4. What is a mineral’s “streak”? ________________________________________ ______________________________________________________________ ______________________________________________________________
5. Pyrite, a.k.a. “fool’s gold”, has a streak that is ___________________________. 6. What is unique about the streak of corundum? ___________________________
______________________________________________________________ ______________________________________________________________ ______________________________________________________________
7. So how do scientists know when a mineral is corundum, based on its streak? _____ ____________________________________________________________________________________________________________________________ ______________________________________________________________ ______________________________________________________________
8. What are two ways you could tell if a mineral is calcite? ____________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ______________________________________________________________
“Igneous Rock” and “Sedimentary Rock”Unit 3 Lesson 4: Science textbook pp. 136-
139 1. _________________ is a solid in nature that is made of one or more minerals.
2. Fill in the box below to show the cause of igneous rock forming.
© 2014 L. Markley
3. Fill in the chart with details about 3 kinds of igneous rock on pp. 136-137.
Pegmatite Granite Pumicewhere it formeddescribe its mineral crystals
4. ____________________________ are pieces of broken rock. 5. _____________________________________ forms from sediment that is cemented
together. 6. _____________________, such as bones or a shell, may leave traces behind in
sedimentary rock. 7. Use p. 138 to fill in the flow map that explains how sedimentary rock
forms.
More sediment is laid down The _____________________ _____________________ is on top. The additional weight at the bottom become laid down in loose _________________________ cemented, or ____________ ___________________. ________________________. ______________________.
8. Look at the diagram. Which layer of rock is the oldest? How do you know?
__________________________ ______________________________________________________________
“Metamorphic Rock”, “Useful Rocks”, and “The Rock Cycle” Unit 3 Lesson 4: Science textbook pp. 140-145
1. What does the word metamorphic mean? _____________________________
© 2014 L. Markley
Igneous rock forms.
Effect
Cause
Name ____________________________________ # _______ Date _____________
2. What causes a rock to turn into metamorphic rock? _____________________ ____________________________________________________________ ____________________________________________________________
3. The rock marble forms from __________________________. 4. The rock quartzite forms from ____________________________. 5. Why is it unlikely that you will find a metamorphic rock when you’re
looking for rocks on the ground? ___________________________________________ ______________________________________________________________________________________________________________________
6. Look at the “Do the Math!” text box. What fraction of Earth’s surface is sedimentary rock? _____________
7. What fraction is igneous and metamorphic rocks? _____________
8. Look on pp. 142-143. Tell what each rock can be used for. -obsidian _______________________________________ -marble ________________________________________ -limestone ______________________________________
9. The continuous process in which one type of rock changes into another type is known as the _________________________________. Use the rock cycle diagram on pp. 144-145 to complete #’s 9-11.
10.An igneous rock like granite can become a metamorphic rock like quartzite through _________________ and _____________________.
11.A sedimentary rock like shale can become an igneous rock like granite through ____________________ and _____________________.
12.An igneous rock like granite can become a sedimentary rock like shale through ________________________ and _______________________.
© 2014 L. Markley
“Resources You can Rely On” and “Non-renewable Resources” Unit 3 Lesson 5: Science textbook pp. 152-155
1. What are resources? ___________________________________________ ___________________________________________________________
2. Name 4 examples of natural resources. (Use bullets.)
3. What is a renewable resource? ___________________________________ ______________________________________________________________________________________________________________________
4. Name 3 examples of renewable resources. (Use bullets.)
5. Why is conservation important? ___________________________________ _____________________________________________________________________________________________________________________
6. What are non-renewable resources? _______________________________ ______________________________________________________________________________________________________________________
7. Name 3 fossil fuels. (Use bullets.)
8. Why are fossil fuels important to us? _______________________________ ______________________________________________________________________________________________________________________
9. Why is there a limited amount of fossil fuels? _________________________ ___________________________________________________________
10. Name 5 non-renewable resources. (Use bullets.)
11. What is soil made of?
12. What is limestone used for?
13. What is aluminum used for?
14. Look at the “Do the Math” graph. How much comes from non-renewable resources? _______________
“Resources in Florida” Unit 3 Lesson 5: Science textbook pp. 156-157
Tell what each Florida natural resource can be used for. Then, label each resource as NR for non-renewable resource, or R for renewable resource. USED FOR NR or R
© 2014 L. Markley
1. silica ___________________________________________ _______ 2. phosphate _______________________________________ _______ 3. limestone _______________________________________ _______ 4. soil ____________________________________________ _______ 5. water __________________________________________ _______
“Why it Matters” Science textbook pp. 158-159 1. How can you prevent pollution on our school campus? ____________________
______________________________________________________________________________________________________________________
2. How can you help cut down on air pollution caused by cars and trucks? _______ ______________________________________________________________________________________________________________________
Tell a way you can reuse each of the following items:
3. glass bottle 4. 2-liter plastic soda bottle 5. tin can
__________________ ______________________ __________________
“Use Your Senses” and “Describe That!” Unit 4 Lesson 1: Science textbook pp. 172-175
1. What is matter? _________________________________________________ ______________________________________________________________ ______________________________________________________________
2. What is mass? ___________________________________________________ ______________________________________________________________ ______________________________________________________________
3. What physical properties can you use to describe the sandwich? (think 5 senses!) ______________________________________________________________
© 2014 L. Markley
____________________________________________________________________________________________________________________________ ______________________________________________________________
4. How can a pan balance help you find out about matter? ___________________________ ________________________________________________________________________________________________________________________________________ ____________________________________________________________________
5. How are mass and matter related? __________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________
6. List 5 properties that describe the banana on p. 175. • * • *
7. Which of the properties on pp. 174-175 can you observe with your eyes? (there are 4)
8. Which sense would be most helpful to you in learning more about an object’s hardness and texture? ____________________________
“Pump Up the Volume! And Don’t Be So Dense!” Unit 4 Lesson 1: Science textbook pp. 176-178
1. What is volume? _________________________________________________ ______________________________________________________________ ______________________________________________________________
2. There are 2 ways to measure the volume of an object. One way is to use water displacement (drop the object in a beaker of water). What units do we use for this process? ____________________ The other way to find volume is to measure the length, width, and height of the object and multiply them together. Which units do we use for this process? _______________________________
3. Look at the picture of the dog on p. 177. Would more water be pushed out of the tub by a big dog or small dog? Why? __________________________________________________________________________________________________________________________________________________________________________________________
© 2014 L. Markley
______________________________________________________________ 4. Think about the 2 ways to find volume. What is one way they are the SAME? What is
one way that they’re DIFFERENT? ____________________________________________ ________________________________________________________________________________________________________________________________________ ____________________________________________________________________
5. What is density?_______________________________________________________ ________________________________________________________________________________________________________________________________________
6. Picture a forest that is very “dense”. How would that forest be different from a forest that is not dense at all? _______________________________________ __________________________________________________________________________________________________________________________________________________________________________________________
7. How can density of an object be tested? _______________________________ ______________________________________________________________ ___________________________________________________________________________________________________________________________
“Solids, Liquids, and Gases” and “Water’s Forms” Unit 4 Lesson 4: Science textbook pp. 194-197
1. What are the 3 states of matter? ____________________________________ 2. A solid has definite ___________________ and __________________. Explain what
this means: _________________________________________________ ______________________________________________________________
3. A liquid has definite __________________ but not a definite ______________. Explain what this means: ___________________________________________ ______________________________________________________________
4. Gas doesn’t have a definite _____________________ or __________________. Explain what this means: ________________________________________________ ________________________________________________________________________________________________________________________________________
5. What percent of your body is made up of water? _______________________
6. Describe what the particles are like in a SOLID:
7. Describe what the particles are like in a LIQUID: * *
© 2014 L. Markley
What particles in a solid look like:
What particles in a liquid look like:
8. Describe what the particles are like in a GAS:
* *
“Water Changes Form” Unit 4 Lesson 4 Directions: Use pp. 198-199 to fill in the chart.
Freezing (H20 - energy) Melting (ice + energy)
Water can freeze as ____________________ is removed (taken away).
Water changes from a _______________ to a ______________.
Adding _____________________ causes ice to __________________.
Water melts when it changes from a______________ to a _________________.
Evaporation (H20 + energy) Condensation (gas – energy)
When ___________________ is added to water, its particles ____________________.
____________________ is the process by which a __________________ changes to a ______________________.
When __________________ is removed from a gas, its particles ___________________ and clump together.
_______________________ is the process by which a ______________ changes into a __________________________.
1. Draw a tree map with 4 branches on your paper. 2. Label the top “Water Changes Form”. 3. Label one branch “freezing”, one branch “melting”, one branch
“evaporation”, and one “condensation”.
© 2014 L. Markley
What particles in a gas look like:
4. Look at each picture on your other paper. Decide if the picture shows freezing, melting, evaporation, or condensation. Cut out the picture and classify it under the correct branch of your tree map. Glue it.
Ice cube dripping icicles steam from boiling water “sweaty” glass
dew on grass foggy mirror icy waterfall
chocolate skating on a lake cloud forming
© 2014 L. Markley
popcicle steam coming from train engine dripping crayons
Cut out and classify the pictures above on your tree map.
Freezing? Melting? Evaporation? Condensation?
© 2014 L. Markley
“Magnets are Everywhere” and “Magnetic Fields and Poles” Unit 4 Lesson 5: Science textbook pp. 204-207
1. Name 4 every day electronic devices that contain magnets.
2. What is a magnet? _______________________________________________ ______________________________________________________________
3. What are two factors that affect a magnet’s pull? * *
4. Look at the two magnets on p. 204. What are 2 effects of adding more paper to the magnet? * *
5. Look at the magnets on p. 205. What is the effect of the objects being too far away from the magnet? ____________________________________________ ______________________________________________________________
6. What is a magnetic field? ______________________________________________________________
7. What is a magnetic pole? ____________________________________________________________________
8. Label the 3 parts of this picture:
9. Label the poles with either an N or an S. Tell whether the poles are LIKE or
UNLIKE. __________________
__________________
“Magnetic Force” and “Magnetic Planet” Unit 4 Lesson 5: Science textbook pp. 208-211
1. Look at the battery electromagnet on p. 208. Explain what makes the nail an electromagnet: __________________________________________________ ______________________________________________________________
© 2014 L. Markley
____________________________________________________________________________________________________________________________
2. How could you make the magnetic field even stronger? _____________________ ______________________________________________________________ ______________________________________________________________
3. What would happen if the flow of electricity from the battery would stop? ______ ______________________________________________________________ ______________________________________________________________
4. Name 3 everyday items in which electromagnets are found: * * *
5. What is a motor? _________________________________________________ ______________________________________________________________
6. Why does the needle of a compass point North? __________________________ ______________________________________________________________ ______________________________________________________________
7. True or False? _____________ The exact geographic location of the South Pole is in the same place as the South magnetic pole.
8. What creates a magnetic field inside Earth? ________________________________ ____________________________________________________________________
9. Tell how magnets are used in each of the following things: * Computer - * Train - * MRI - * At a junkyard -
“Physical Changes are All Around” And “Chemical Changes are All Around”
Unit 5 Lesson 1: Science textbook pp. 226-229
1. What is a physical change? _________________________________________ ______________________________________________________________ ______________________________________________________________
2. Pretend you have a piece of clay to work with in Art class. What are 5 different physical changes you can do to that piece of clay? (use bullets)
© 2014 L. Markley
3. Changing a physical property, such as __________, __________, ___________, or _______________, is a physical change.
4. Pretend you are making a homemade Valentine card for someone. Explain some of the physical changes you would do while making the card: ___________________ __________________________________________________________________________________________________________________________________________________________________________________________
5. How is a physical change DIFFERENT from a chemical change? _______________ ______________________________________________________________
______________________________________________________________ ______________________________________________________________
6.
7. How is the burning of a candle wick a chemical change? _____________________ ______________________________________________________________
______________________________________________________________ ______________________________________________________________
8. Fill in the chart showing examples of the following chemical changes. Rusts Breaks Down Rots
Example
“Chemical vs. Physical” And “Chemical Changes at
Home” Unit 5 Lesson 1: Science textbook pp. 230-233
© 2014 L. Markley
3. 2. 1.
Effect
long. the refrigerator too An orange is left in
Cause
1.
Cause Effect
Rust forms.
2.____________________________ and ____________________________ are two clues you see/smell to know that an orange is undergoing a chemical change.
3. Cutting an orange = _________________ change Mold on an orange = _________________ change
4. Label each change below with either a P for physical change or C for chemical change. a rusty nail ______ a melting popsicle _______ rotten tire ______ burnt toast ________ a burnt matchstick ______ sliced apple _____ a fried egg ________ folded laundry _______ Fill in the chart explaining how some chemical changes happen.
Compost Pile of food waste
Fireworks A tarnished coin
Explain how the chemical change
happens.
5. 6. 7.
8. What are 4 clues that a chemical change has occurred? (use bullets)
9. Is boiling water a chemical change? Why or why not? Explain your answer. ___ ____________________________________________________________________________________________________________________ Science Fusion Study Guide Answer Key
“Day and Night” And “Seasons” Unit 2 Lesson 1: Science textbook pp. 64-67
1. The Earth rotates, or spins. 2. Axis 3. 24 hours 4. approximately 224 days; approximately 8 hours 5. Earth rotates on its axis in approximately 24 hours, while it revolves
around the sun in approximately 365 days (or allow other acceptable answers)
6. 365 days 7. The tilt of the Earth’s axis and its orbit around the sun causes the
seasons 8. Any two of these answers are correct:
© 2014 L. Markley
*more hours of daylight *it’s warmer *it’s summer
9. Any two of these answers are correct: *there’s less sunlight *there are fewer hours of daylight *it’s cooler *it’s winter
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“Patterns in the Sky” Unit 2 Lesson 1: Science textbook pp. 68-69
1. A constellation is a star pattern, or a group of stars that seem to form a pattern in the night sky.
2. The early Greeks named constellations after animals or people from stories called myths.
3. The Earth rotating on its axis causes the constellations to look like they’re moving across the night sky.
4. As Earth revolves around the sun, we see different parts of space, so it makes the constellation change position with the seasons.
5. Ursa Major (a.k.a. Great Bear) Check student papers to see that the Big Dipper is circled.
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“Our Moon” Unit 2 Lesson 3: Science textbook pp. 80-81
1. A satellite is an object that moves around another object in space. 2. Possible answers: * it’s ¼ the size of the Earth * it’s close to Earth
*it’s the largest, brightest object in the night sky * it has no air, wind, or liquid water
3. Light from the sun reflects off of the moon and back to Earth. 4. *the moon stays in its orbit around Earth 5. Rocks and chunks of debris from space slammed into the moon. 6. Maria are plains on the moon’s surface. 7. See chart below.
Moon EarthWhat does it orbit? Earth The sunDoes it have air? No Yes
Does it have wind? No Yes
© 2014 L. Markley
Does it have water?
No Yes
Does it have gravity?
No Yes
Does it produce light? No NoWhat landforms
does it have?Plains, mountains, craters
Plains, hills, mountains, islands, plateaus
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“Moon Phases” and “Lunar and Solar Calendars” Unit 2 Lesson 3: Science textbook pp. 82-85
1. The moon phases are the changes in the appearance of the moon’s shape.
2. The moon is between the Earth and the sun. Therefore, we can’t see the side of the moon that the sun shines on. The part of the moon that is lit faces away from Earth.
3. When all of the lit part of the moon faces Earth is when we can see a full moon.
4. Midnight 5. full moon 6. noon 7. new moon (no visible moon)
For #’s 8-13, see chart below.
Chinese zodiac calendar
Aztec calendar Our modern calendar
what it’s based on
8. phases of the moon 9. Earth’s orbit around the sun
10. Earth’s orbit around the sun
fun fact about it 11. accept any reasonable fun fact
12. accept any reasonable fun fact
13. accept any reasonable fun fact
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“Early Astronomers” and “Humans on the Moon!” Unit 2 Lesson 4: Science textbook pp. 90-93
1. Ancient Egyptians, Aztecs, and Mayans
© 2014 L. Markley
2. Early astronomers believed that Earth was the center of the universe. 3. A telescope is a tool that uses lenses to make faraway objects appear closer
and larger. 4. Astrolabe 5. Galileo 6. Russia sent the satellite Sputnik into space in 1957. 7. John F. Kennedy challenged NASA to help the USA be the first country to put
a human on the moon. 8. Moon’s surface 9. Space probes are vehicles that move through space, but are controlled from
Earth. Their function is to take photos of faraway objects and send the data back to Earth.
10.Observatory
--------------------------------------------------------------------- “Technology in Space!” and “Florida’s Role in Space” Unit 2 Lesson 4: Science textbook pp. 94-97
1. What: giant space lab that orbits Earth Who: astronauts and scientists Where: outer space Why: they live there, conduct experiments and gather data
2. The Hubble Space telescope takes pictures of space that aren’t possible to get from Earth.
3. Mars; Venus 4. The Hubble Space telescope takes pictures of faraway galaxies but early
astronomers could only see 5 planets with a telescope. 5. The solar panels are likely used for creating electricity or power on the space
station. 6. In 1963 Cape Canaveral was renamed the Kennedy Space Center. 7. Florida is a good location for the space center because it has fair weather. 8. Rockets are built in the Vehicle Assembly Building. 9. Engineers design and build rockets. Scientists study data brought back by
astronauts and space probes. 10.KSC is a tourist attraction and helps the economy.
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© 2014 L. Markley
Science Fusion Study Guide Answer Key“What Can Break a Boulder?” Unit 3 Lesson 1: Science textbook pp. 110-111
1. Weathering is the process of rock breaking apart. For questions #’s 2-6, any 5 of the following are correct: chemicals in water, gravity, flowing water, blowing sand, tree roots, or animals digging
7. Water gets in cracks in the road. Then it freezes and expands. This widens the cracks and the road breaks apart.
8. Answers will vary. Gravity could cause rocks to fall down the hill and break. Tree roots can break apart rocks. Animals may dig up the rocks and break them.
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“Rocks on the Move” Unit 3 Lesson 1: Science textbook pp. 112-113
1. Erosion is the process of moving weathered rock from one place to another.
2. Moving water often causes erosion. 3. Moving water or gravity (can cause rocks to move down hill) 4. Deposition is the dropping on weathered rock by wind or moving water. 5. As water flows, it pulls bits of sediments along the riverbed. As water
slows down, rocks drop and are let behind. 6. Erosion is the moving of sediments. Deposition is the dropping of
sediments that were moving.
© 2014 L. Markley
7. Sediments are bits of rock. 8. Sediments are dropped because rivers slow down when they reach the
ocean. 9. A delta is formed over time as sediments pile up near the mouth of a
river.
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“Wind….Ice…Gravity…Water” Unit 3 Lesson 1: Science textbook pp. 114-117
1. Wind can carry away and move sediments. 2. Wind and sand eroded away the rock and left behind the mushroom
shape. 3. Glaciers are huge sheets of ice. 4. False 5. a slow river it picks up rocks as large as boulders erosion the rocks
and sediment drop out 6. Gravity causes rocks and sediments to fall or slide down mountains or
cliffs. 7. A landslide is when huge rocks and soil slide down a slope all at once. 8. Waves crash on rocks and break them apart. Waves cut cliffs. Waves
carry away sediment and deposit it in other places. 9. A sea arch may form when waves erode rock and cut through it.
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What are Minerals?....Which Mineral is Which? Unit 3 Lesson 2: Science textbook pp. 124-127
1. A mineral is any non-living solid that has a crystal form. 2. The pattern/shape of a crystal is repeating. 3. *Minerals all have repeating crystals.
*Each mineral is made up of the same elements. 4. Possible answers : pyrite, fluorite, beryl, rubies, diamonds, calcite 5. Hardness and luster 6. The Mohs’ scale is a scale that compares hardness of different
minerals. 7. A diamond is the hardest mineral. 8. Hardness and luster are similar because they’re both properties used
to describe minerals.
© 2014 L. Markley
9. Hardness and luster are different because hardness is how hard a mineral is and luster is how shiny it is.
10.They are shiny like metal. 11.A 3 is softer than a 9.
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“Unique Properties of Minerals” Unit 3 Lesson 2: Science textbook pp. 128-129
1. Cleavage is when the mineral breaks with smooth and straight edges. Fracture is when a mineral breaks with jagged edges.
2. A streak plate is a ceramic plate. 3. You scratch the plate with the mineral and use its color streak to
identify what mineral it is. 4. A “streak” is the color left behind on a streak plate after you rub a
mineral on it. 5. Greenish-black 6. No matter what color the corundum is, its streak is always white. 7. Its streak is white, even though its mineral color could be red, blue,
green, yellow, purple, or brown. 8. You could drop vinegar on it or see if it glows under a black light.
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“Igneous Rock” and “Sedimentary Rock” Unit 3 Lesson 4: Science textbook pp. 136-139
1. A rock 2. Melted rock (magma) cools and hardens 3. See chart below.
Pegmatite Granite Pumicewhere it formed Deep
undergroundCloser to Earth’s surface
Near the surface
describe its mineral crystals
Large minerals have time to form
Small minerals form
Have no mineral crystals
4. Sediments 5. Sedimentary rock 6. Fossils 7. Sediment is laid down in loose layers.
More sediment is laid down on top. This additional weight presses on the layers underneath. The sediments at the bottom become cemented, or glued together.
© 2014 L. Markley
8. Layer A is older because it is located deeper in the ground.
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“Metamorphic Rock”, “Useful Rocks”, and “The Rock Cycle” Unit 3 Lesson 4: Science textbook pp. 140-145
1. “to change form” 2. Heat and pressure cause rocks to change from one form to another. 3. Limestone 4. Sandstone 5. Metamorphic rocks form deep inside the Earth, so they’re not on the
ground. 6. ¾ and ¼ 7. obsidian – tools for surgery marble – statues and monuments limestone
– used in/for buildings and monuments 8. rock cycle 9. heat and pressure 10.melting and cooling 11.erosion and deposition
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“Resources You can Rely On” and “Non-renewable Resources” Unit 3 Lesson 5: Science textbook pp. 152-155
1. Resources are materials found in nature that are used by living things. 2. Possible answers : water, air, trees, sunlight 3. A renewable resource is one that can be replaced quickly. 4. Possible answers : sunlight, trees, air, water 5. Conservation is important because if people use up a resource, there
might not be any left in/on the Earth. 6. Non-renewable resources are resources that aren’t replaced easily. 7. Coal, oil, natural gas 8. Fossil fuels are used to produce electricity and runs planes and cars. 9. There’s a limited amount of fossil fuels because they form so slowly. 10. Possible answers : soil, limestone, aluminum, coal, oil, natural
gas 11. Soil is made of weathered rock and once-living plants and animals.
12. Limestone is used to make cement. 13. Aluminum is used to make cans.
© 2014 L. Markley
14. 85% (or 93% if you include nuclear energy)
“Resources in Florida” Unit 3 Lesson 5: Science textbook pp. 156-157
1. Making solar panels – NR 2. Making fertilizers and detergents – NR 3. Making cement and buildings – NR 4. Farming and growing food – NR 5. Water – drinking, bathing, cooking, or swimming -- R
“Why it Matters” Unit 3 Lesson 5: Science textbook pp. 158-159
1. Answers may vary: pick up trash, recycle glass and plastic on campus 2. Answers may vary: walk more instead of drive, carpooling 3. Answers may vary 4. Answers may vary 5. Answers may vary
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Science Fusion Study Guide Answer Key
“Use Your Senses” and “Describe That!” Unit 4 Lesson 1: Science textbook pp. 172-175
1. Matter is anything that takes up space and has mass. 2. Mass is the amount of matter in an object. 3. Possible answers: the sandwich sounds crunchy, the sandwich looks
brown, green, red, and cream colored, the sandwich smells like onions, the sandwich is long and thin, the bread feels soft.
4. A pan balance can help you find the mass of an object, in other words how much matter is in an object.
© 2014 L. Markley
5. Mass and matter are related because matter is any object that takes up space, and mass is how much matter is in that object.
6. Possible answers : the banana is crescent shaped, yellow, firm, smooth, and tastes sweet
7. Color, size, texture, and shape 8. Your sense of touch
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“Pump Up the Volume! And Don’t Be So Dense!” Unit 4 Lesson 1: Science textbook pp. 176-178
1. Volume is how much space an object takes up. 2. Milliliters and cubic centimeters 3. A big dog would push more water out of the tub because he has a larger
volume, which means he takes up more space. 4. Possible answers : One way the two ways to find volume are similar is that
with both you have to read numbers on a measurement instrument – a graduated cylinder/beaker and a ruler – to calculate volume. Also, for both ways you have to do math: one calls for subtraction and the other calls for multiplication. They are different because one requires putting an object in water and one doesn’t. One requires more materials than the other. One is only for irregular shapes and the other is for cube or rectangular prism shapes.
5. Density is the amount of matter present in a certain volume of a substance. 6. A dense forest would have more trees, located closer together. 7. Density of an object can be tested by seeing if that object sinks or floats.
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“Solids, Liquids, and Gases” and “Water’s Forms” Unit 4 Lesson 4: Science textbook pp. 194-197
1. Solid, liquid, gas 2. A solid has definite volume and shape. This means that a solid takes up a
constant amount of space and will not change shape. 3. A liquid has a definite volume but not a definite shape. This means that a
liquid takes up a constant amount of space but it takes the shape of whatever container it’s in.
4. A gas does not have a definite volume or shape. This means that a gas will take up as much space as it can, and it takes the shape of whatever space it’s in.
5. 70%
© 2014 L. Markley
6. *Particles in a solid are close together *They are moving but they stay in the same spot *They vibrate back and forth Student drawing should show that particles are close together.
7. *Particles are farther apart than in a solid *Particles move around more *Particles slide past each other Student drawing should show that particles are farther apart.
8. *Particles are far apart. *Particles move very quickly in all directions. Student drawing should show that particles are very far apart.
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“Water Changes Form” Unit 4 Lesson 4
Freezing (H20 - energy) Melting (ice + energy)
Water can freeze as ______energy______ is removed (taken away).
Water changes from a ____liquid______ to a ___solid_____.
Adding ____energy_____ causes ice to ____melts______.
Water melts when it changes from a__solid___ to a ____liquid_____.
Evaporation (H20 + energy) Condensation (gas – energy)
When ____energy_____ is added to water, its particles ____evaporate_________.
_Evaporation__ is the process by which a___liquid____ changes to a ____gas____.
When ___energy____ is removed from a gas, its particles ___slow down____ and clump together.
__Condensation______ is the process by which a __gas__ changes into a __liquid___.
Tree Map Answer Key: Freezing Melting Evaporation Condensation
© 2014 L. Markley
Popsicle dripping crayons steam from a train clouds forming skating on a lake melted chocolate steam from boiling water dew on grass icy waterfall dripping icicles sweaty glass ice cube* ice cube* foggy mirror
* ice cube could be categorized in freezing or melting based on the puddle underneath it
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“Magnets are Everywhere” and “Magnetic Fields and Poles” Unit 4 Lesson 5: Science textbook pp. 204-207
1. Computers, televisions, speakers, and microwaves 2. A magnet is an object that attracts iron and a few other metals. 3. *barriers *distance 4. *the magnet’s pull becomes weaker *fewer objects are stuck to
the magnet 5. The magnet is unable to pull the objects. 6. A magnetic field is the space around a magnet in which the force of
the magnet acts. 7. A magnetic pole is the part of the magnet where the force is the
strongest. 8. Label the 3 parts of this picture:
9. Label the poles with either an N or an S. Tell whether the poles are LIKE or UNLIKE.
_____unlike______ _____like________
© 2014 L. Markley
S
N N
N
--------------------------------------------------------------------- “Magnetic Force” and “Magnetic Planet” Unit 4 Lesson 5: Science textbook pp. 208-211
1. The nail is an electromagnet because wire is wrapped around the nail and a weak magnetic field is made around the wire.
2. You could make the magnetic field even stronger by wrapping more coils of wire around the nail.
3. If the flow of electricity from the battery stopped, the nail would no longer be a magnet.
4. Telephones, televisions, and motors 5. A motor is a device that uses electricity to make things move. 6. The needle of a compass points North because its north-seeking pole is unlike
the magnetic pole near Earth’s North Pole. They attract. 7. False. 8. Earth’s magnetic field is because Earth has iron inside it that moves around
as Earth rotates each day. 9. * Computer - hard drives use magnets to spin; speakers use magnets, too
* Train - magnets lift up trains and push them forward * MRI - the machine that takes pictures of us uses magnets * At a junkyard - huge magnets pick things up
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© 2014 L. Markley
Science Fusion Study Guide Answer Key
“Physical Changes are All Around” And “Chemical Changes are All Around” Unit 5 Lesson 1: Science textbook pp. 226-229
1. A physical change is a change in which a new substance is not formed. 2. Possible answers: fold, bend, smash, roll out, poke, model, form, or any other
acceptable answer… 3. size, shape, texture or mass 4. Possible answers: fold paper, cut paper, glue paper, color on paper 5. A physical change is different from a chemical change because a physical
change doesn’t change the substance, but a chemical change does change a substance into something new.
6. Metal reacts with oxygen 7. The burning of a candle wick is a chemical change because the wick burns
and turns into a new substance (smoke).
8. See chart below. Rusts Breaks Down Rots
Example Accept any answer that includes a metal object
Accept any answer that includes breaking down of an object
Accept any answer that includes rotting of an object
--------------------------------------------------------------------- “Chemical vs. Physical” And “Chemical Changes at Home” Unit 5 Lesson 1: Science textbook pp. 230-233
1. *Mold begins to grow on the orange. *It gets very soft. *White fuzz appears on the skin. *It begins to smell funny.
2. White fuzzy mold and rotten gas 3. Physical; chemical
© 2014 L. Markley
4. a rusty nail ____C____ a melting popsicle ____P___ rotten tire ___C___ burnt toast ____C____ a burnt matchstick __C____ sliced apple __P___ a fried egg ____C____ folded laundry ____P___ See chart below.
Compost Pile of food waste
Fireworks A tarnished coin
Explain how the chemical change
happens.
5. food waste breaks down into soil and fertilizer
6. a lit fuse sets off some gun powder, which makes the firecracker explode; the explosion causes other chemicals to burn, which makes sparkles
7. metal reacts with substances in the air
8. smell, color, heat, and a substance given off
9. Boiling water is NOT a chemical change because when steam rises off of the hot water, that steam is NOT a new substance. Steam is still water, but in a different state.
© 2014 L. Markley
Credits *Dash Frames* by Ci-
MeTeach
*Rowdy Font* by Rowdy
in Room 300
