TP6 RdWrt SC07 - macmillanmh.commacmillanmh.com/science/2009/student/na/te/rwa/Gr6_NAT_RW_TE.pdf · TP6_RdWrt_SC07.indd 1 11/2/06 9:36:28 AM. ... Match the correct letter with the

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ContentsLIFE SCIENCE

Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Chapter 1 Classifying Living Things

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1

Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15




Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20


Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23


Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25

Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Chapter 2 Cells

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30



Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34




Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40






Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48


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iiiReading and Writing


ContentsUnit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Chapter 3 Genetics

















Chapter 4 Ecosystems




Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80













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iv Reading and Writing


ContentsEARTH SCIENCE

Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Chapter 5 Changes over Time

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100



Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104







Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113




Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119




Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125

Chapter 6 Conserving Our Resources

















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vReading and Writing


ContentsUnit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

Chapter 7 Weather and Climate

















Chapter 8 Astronomy





















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vi Reading and Writing


ContentsPHYSICAL SCIENCE

Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203

Chapter 9 Classifying Matter

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204

Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205

Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207

Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208










Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .223



Chapter 10 Chemistry


Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .228









Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240




Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246


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viiReading and Writing


ContentsUnit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .250

Chapter 11 Exploring Forces











Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264






Chapter 12 Exploring Energy








Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .283











Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .299

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viii Reading and Writing


UNIT

Literature

Frozen FrogsRead the Literature feature in your textbook.

Write About ItResponse to Literature This article describes a frog during winter. What is the frog doing? What has happened to its body? Choose an animal to write about. Write an essay describing the process that this animal goes through to survive severe weather conditions, such as cold winters or hot summers.

Students’ essays should be written in a logical order with an introductory

sentence about the animal they have chosen, details about the process

the animal goes through to survive severe weather conditions, and a

closing sentence.

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Name Date

Unit A • Diversity of Life Reading and Writing

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Name Date Concept MapCHAPTER

Classifying Living ThingsComplete the concept map on the characteristics that describe all living things, including both plants and animals, using terms and phrases from your textbook.

Living Things

Animals

The Diversity of Life

Living things are

, they respond to their

, and they obtain and

use .

Classifications of plants are broken down by kingdom,

, class, order,

, genus, and species.

Examples of plant adaptations include thorns,

, and two methods of

.

Plants

Structures of plants include

, stems, and

.

Living things also

, grow, and

.

Examples of animal adaptions include camouflage,

, and insulation.

Animals can be vertebrates or

. Animals have either endoskeletons or

.

Classifications of animals are broken down by kingdom,

, class, order, family, genus, and

.

roots

leaves

division

family

tropisms

reproduction

made of cells

environment

energy

reproduce

develop

invertebrates

exoskeletons

mimicryphylum

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LESSON

Outline

Classifying Plants and AnimalsUse your textbook to help you fill in the blanks.

What are living things?

1. Living things are made of one or more , which are the building blocks of life.

2. All organisms obtain and use in order to live.

3. All living things must be able to , or make more of their own kind.

4. All organisms have life cycles in which they

and .

5. If a plant turns its leaves toward the Sun, the plant is

responding to its .

How are organisms classified?

6. The system we use to name and classify organisms was

developed by a Swedish botanist named .

7. From largest to smallest group, each living thing is organized

into a kingdom, phylum or division, ,

order, family, genus, and .

8. Linnaeus divided organisms into just two kingdoms, but most

scientists today agree that there are kingdoms of living things.

9. A species is always properly identified by both its

and its species name.

cells

energy

reproduce

grow develop

environment

Carolus Linnaeus

class

species

six

genus

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Name Date OutlineLESSON

What are some other kingdoms?

10. If an organism can make its own and has many cells, it belongs in the plant kingdom.

11. Because so many species of plants have been identified,

scientists organize plants into groups called .

12. A plant that has veins or tubes in its roots, stems, and

leaves is a plant, and a plant without veins or tubes in its roots, stems, and leaves is called a

plant.

13. Yeast, mushrooms, and molds are examples of .

14. Fungi are important to the environment because they break

down organisms.

15. Some organisms in the kingdom make their own food, but others obtain their food from the surrounding environment.

What are bacteria and viruses?

16. Eubacteria can live almost anywhere, but archaebacteria live

only in conditions.

17. Once inside a(n) cell, a virus instructs the cell to reproduce copies of the virus.

Critical Thinking

18. How are ways of classifying plants different from ways of classifying animals?

food

divisions

vascular

nonvascular

fungi

dead

protist

extreme

host

The animal kingdom is divided into phyla, but the plant kingdom is

divided into divisions.

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LESSON

Vocabulary

Classifying Living ThingsMatch the correct letter with the description.

1. the largest and most general grouping of living things

2. a living thing

3. plants that do not have veins or tubes in their roots, stems, and leaves

4. a group of similar organisms that reproduce more of their own kind

5. a way of describing an organism, using both its genus and species together

6. plants that have veins or tubes in their roots, stems, and leaves

7. the second-largest grouping of organisms, made up of several classes of living things

8. a multicelled organism that can make its own food

a. kingdom

b. nonvascular

c. organism

d. phylum

e. plant

f. scientific name

g. species

h. vascular

a

c

b

g

f

h

d

e

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Name Date Cloze ActivityLESSON

Classifying Plants and AnimalsFill in the blanks.

archaebacteria

divisions

kingdoms

nonvascular

species

vascular

Our world is populated with diverse life. Living things,

or , can be categorized into six

, the largest and most general units of

classification. From there each organism is further sorted

into a phylum (or division), a class, an order, a family, a

genus, and finally a(n) , the smallest

unit of classification. Two of the six kingdoms are called

eubacteria and .

The more than 260,000 species in the plant kingdom are

grouped into . Plants with veins or tubes

in their roots, stems, and leaves are

plants. Plants without veins or tubes in their roots, stems, and

leaves are plants. By classifying living

things, we can better understand how organisms are similar

to and different from one another.

organisms

kingdoms

species

archaebacteria

divisions

vascular

nonvascular

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LESSON

Outline

PlantsUse your textbook to help you fill in the blanks.

What are roots and stems for?

1. Vascular plants use a to move water and minerals from the soil upward.

2. The moves food back down through the plant.

3. The leaves of a plant are supported by a .

4. The of a plant draw water and nutrients from the soil and anchor the plant in the ground.

5. Plants release water into the atmosphere through their leaves

in a process called .

How do leaves function?

6. Some plants have single or simple leaves, and some have

clustered or leaves.

7. Plant leaves have tiny pores called , through which air enters and water exits the plant.

8. The cells that regulate how much air and water pass through

the stomata are called cells.

9. Many plants have leaves that capture sunlight to make their

own food in a process called .

xylem

phloem

stem

roots

transpiration

compound

stomata

guard

photosynthesis

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How do plants reproduce?

10. In pollination, pollen grains must travel from the anther

of a flower to the ovary at the bottom of the .

11. Birds and insects that transfer pollen from one flower to

another are called .

12. Some plants grow from single cells, called , that can develop into new organisms.

What are some plant life cycles?

13. Two kinds of plants that have life cycles with two separate

parts are mosses and .

14. In the life cycle of gymnosperms, seeds are produced in

rather than in flowers.

How do plants store food?

15. Celery is a plant that stores food in its .

16. Cabbage plants store food in their .

Critical Thinking

17. How do the roots, stems, and leaves of a plant help the plant survive?

stigma

pollinators

spores

ferns

cones

leaves

stem

Roots keep plants anchored in the ground. They absorb water and

nutrients from the soil. Stems transport water, nutrients, and food

throughout the plant. They support the leaves. Leaves use energy

from the Sun to produce food for the plant.

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LESSON

Vocabulary

PlantsMatch the correct letter with the description.

1. I occur when pollen is transferred from an anther to a stigma. What am I?

2. I am a structure that holds up a plant and supports its leaves. What am I?

3. I am a male sex cell that is found in pollen grains. What am I?

4. I am a process in plants that uses sunlight, water, minerals, and carbon dioxide to make food. What am I?

5. I anchor a plant in the ground, store food, and absorb water and nutrients from the soil. What am I?

6. I am found in the ovary of a flower. When I am fertilized, a seed grows. What am I?

7. I make more individuals of the same species when male and female sex cells are united. What am I?

8. I contain a tiny plant and some stored food to help it grow. If I am lucky and find the right conditions, I will grow into a new plant. What am I?

a. egg

b. photosynthesis

c. pollination

d. root

e. seed

f. sexual reproduction

g. sperm

h. stem

c

h

g

b

d

a

f

e

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PlantsFill in the blanks.

asexual

carbon dioxide

egg

glucose

minerals

photosynthesis

roots

seeds

sexual

spores

xylem

Like other organisms plants need to eat and to reproduce in

order to survive. Plants use a process called

to make their own food. Leaves and have

different roles in making food. Roots absorb water and

from the soil. Inside the stem these

materials travel up small tubes called until

they reach the leaves. In the leaves water, minerals, and

combine to make , the

plant’s food.

Some plants grow from , and others

grow from . Plants that have spores are

associated with reproduction. Seed-

bearing plants, however, multiply through

reproduction. Sexual reproduction requires a(n)

cell and a sperm cell to produce a new

plant. Mosses and ferns use both types of reproduction.

photosynthesis

roots

minerals

xylem

glucosecarbon dioxide

spores

asexual

sexual

egg

seeds

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Readingin Science

Meet Richard PearsonRead the Reading in Science feature in your textbook. Look for information about the way plants adapt to changes in climate.

Classify

Use the graphic organizer to classify or group related items together.

How Plants Survive in Extremely Wet or Dry Places

How Plants Move to New Locations

1.

2.

3.

In dry areas cactuses store

water in their stems.

Wind can disperse seeds.

Water can carry seeds.In wet areas drip tips prevent

fungi and bacteria from

growing on leaves.

Plants have leaves of different

shapes and sizes that regulate

the amount of surface area

from which water can

evaporate.

Seeds can stick to animal fur,

feathers, and claws. Animals

can also eat seeds and excrete

them in new places.

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Name Date Readingin Science

Planning and Organizing

1. What is a desert environment like?

2. How are dandelion seeds dispersed?

3. How are coconuts dispersed?

4. How do animals disperse seeds?

Drafting

Describe the type of plant that survives well in a desert environment.

List the main categories of seed dispersal that are explained here.

Write About ItClassify

1. What types of plants survive well in a desert environment?

2. What main categories of seed dispersal are addressed here?

It is very dry, with little or no rainfall.

The wind carries them.

They fall from a tree, roll into the ocean, and are carried to other

locations by ocean currents.

Seeds stick to an animal’s fur or feathers. Birds eat seeds and fly to

new places, where they excrete the seeds.

Seeds are dispersed by wind, water, and animals.

Cactuses store water in their stems to survive the dry desert environment.

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LESSON

Outline

AnimalsUse your textbook to help you fill in the blanks.

What are vertebrates?

1. Vertebrates are animals that have segmented .

2. Vertebrates include the animals on land and in the sea.

3. Animals with nerve cords running down their backs are

classified as .

4. An endoskeleton is used for

and .

5. Endoskeletons are made of

and .

6. The seven classes of vertebrates are jawless fish, bony

fish, soft-boned fish, , mammals,

, and reptiles.

7. Mammals, one class of vertebrates, have fur or hair, breathe

through lungs, and feed their young with .

8. Amphibians breathe through when they are young and through lungs when they are fully grown.

What are invertebrates?

9. Invertebrates are animals without .

10. Of all the animals in the world, more than 95 percent are

.

backbones

largest

chordates

protection

movement

bone

cartilage

amphibians

birds

mother’s milk

gills

backbones

invertebrates

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11. Clams, snails, oysters, and scallops belong to a group of

invertebrates called .

12. Starfish and sea urchins are examples of , which live in the ocean, have spiny skins, and move very slowly.

13. The largest group of invertebrates, the , includes insects, spiders, and shellfish.

What are arthropods?

14. Arthropods have a tough exoskeleton, which must be

as the animal grows.

15. Arthropods can also be identified by their

legs and bodies.

16. The three largest groups of arthropods are crustaceans,

, and .

17. The first animals to live on land were probably .

18. Insects have pairs of legs, but

arachnids have pairs.

Critical Thinking

19. Explain the difference between a vertebrate and an invertebrate, and include two examples of each group of animals.

Vertebrates have backbones; invertebrates do not. Vertebrates

include the largest animals in the world, such as whales and

elephants. Invertebrates make up more than 95 percent of the

world’s animals. Invertebrates include squids and spiders.

shed

jointed

segmented

insects arachnids

three

arachnids

four

mollusks

echinoderms

arthropods

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LESSON

Vocabulary

Animals

N O T E L E K S O X E E

C D C H O R D A T E T N

P O L A C B D T G E A D

Q D J H W F J A D K R O

E A M Q I P L T Q I B S

P G R C D I E E B C E K

T N S X T A Y T V R T E

E T A R B E T R E V R L

I U A E Z H F A S H E E

V C L Z J F T P B M V T

W F H C G M B O Z Y N O

G O K A X U G D L K I N

Write the correct answers on the lines provided, and circle the answers in the grid.

Clues

1. outer skeleton

2. animal with a nerve cord running down its back

3. soft, bonelike material

4. inner skeleton

5. animal with a segmented backbone

6. animal with four feet

7. animal without a backbone

cartilage

chordate

endoskeleton

exoskeleton

invertebrate

tetrapod

vertebrate

exoskeleton

chordate

cartilage

endoskeleton

vertebrate

tetrapod

invertebrate

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AnimalsFill in the blanks.

amphibians

animals

birds

bony fish

environments

internal organs

invertebrates

jointed

segmented

vertebrates

One of the many ways that scientists classify animals is

by determining whether the animal has a backbone. Animals

with segmented backbones are called ,

and animals without backbones are called .

The seven classes of vertebrates are jawless fish,

, soft-boned fish, ,

mammals, , and reptiles. Vertebrates

include the largest on land or in the sea.

Invertebrates are found in a wide range of

. Arthropods, the largest group of

invertebrates, can be identified by their

legs and bodies. All arthropods also have

exoskeletons, which protect their and are

shed as the animal grows. Invertebrates make up more than

95 percent of all of the animals in the world.

vertebrates

invertebrates

bony fish amphibians

birds

environments

jointed

segmented

internal organs

animals

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LESSON

Outline

Animal SystemsUse your textbook to help you fill in the blanks.

What are digestion and excretion?

1. Living things use from food.

2. The process of excretion involves removing from the body.

3. Human digestion occurs in the mouth, stomach,

and .

4. In humans, organs that help eliminate wastes from the body

are the , lungs, liver, and skin.

What is respiration?

5. In most organisms the food molecule that results from

digestion is .

6. Respiration, which releases the energy in food molecules,

usually involves .

7. The purpose of is to provide the oxygen needed to unlock the energy in food.

8. For some soft-bodied invertebrates, respiration is an

exchange of gases by a process called .

9. Larger organisms need special for respiration.

energy

wastes

small intestine

kidneys

glucose

breathing

oxygen

diffusion

organs

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10. The three classes of vertebrates that use only lungs for

respiration are reptiles, , and mammals.

What is circulation?

11. Circulation is the system that brings and glucose to each cell and takes wastes away from the cells.

12. Invertebrates can have an open circulatory system or

a(n) circulatory system.

13. In an open circulatory system, blood is released by the

directly into tissues in the body.

14. In a closed circulatory system, is

contained within , which are spread throughout the body.

What are support and movement?

15. Animals must move in order to obtain

and escape from .

16. Whether the skeleton is inside or outside an animal’s body,

it is important because it provides and support.

Critical Thinking

17. How are digestion, respiration, and circulation related?

birds

oxygen

closed

heart

blood

blood vessels

food

enemies

protection

Digestion breaks down ingested food into glucose. Respiration

provides oxygen that helps release the energy from the glucose.

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LESSON

Vocabulary

Animal SystemsFill in the blanks.

1. Humans are considered , because their body temperature does not change with the surrounding air or water.

2. In the process of , molecules from areas of higher concentration move to areas of lower concentration.

3. After an organism ingests food, takes place, turning the food into simpler substances that cells can use.

4. The delivery system that brings oxygen and glucose to cells and carries waste materials away from cells is

called .

5. Snakes cannot keep their body at a constant temperature

because they are animals.

6. Because waste materials may be poisonous to cells

and tissues, is very important in maintaining health.

7. When oxygen is present, energy from food molecules is

released during cellular in animals.

8. In most organisms digestion creates a simple sugar called

that is used for energy.

circulation

cold-blooded

diffusion

digestion

excretion

glucose

respiration

warm-blooded

warm-blooded

diffusion

digestion

circulation

cold-blooded

excretion

respiration

glucose

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Animal SystemsFill in the blanks.

cells

circulation

digestion

double-loop

earthworm

excretion

glucose

liver

waste

To stay healthy, animals use energy from food. After

animals obtain food, changes the stored

food into simpler substances such as .

Respiration takes place inside the and

releases energy from broken-down food molecules.

The delivery system that moves these materials around

is called . Excretion is the process that

removes from the body. The simple

digestive system of the consists of one

long tube. The complex human digestive system uses

substances made in organs such as the

and pancreas. All animals use some systems of digestion,

, respiration, and circulation to obtain and

use energy. These systems work together to fuel all of the

processes of life.

digestion

glucose

cells

circulation

waste

earthworm

liver

excretion

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LESSON

Outline

Plant and Animal AdaptationsUse your textbook to help you fill in the blanks.

What are adaptations?

1. Something that helps an organism survive and reproduce is

called a(n) .

2. Something that causes plants and animals to respond to their

environments is called a(n) .

3. An organism’s response to move toward or away from a

stimulus is called a(n) .

4. Chemicals called stimulate parts of a plant to grow quickly or slowly in response to stimuli such as sunlight.

How are animals adapted to their surroundings?

5. Two adaptations that allow animals to eat without being

eaten are camouflage and .

6. Camouflage helps chameleons avoid being detected

by .

7. Hoverflies are a good example of mimicry; they bees or wasps, so other animals are tricked into staying away.

8. A camel’s humps allow it to survive when is scarce.

9. Insulation is an adaptation to that helps animals stay warm.

adaptation

stimulus

tropism

auxins

mimicry

predators

resemble

food

climate

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What are some adaptive behaviors of animals?

10. Animal behaviors that are not learned but done automatically

are called .

11. A cricket chirping by rubbing its wings together is an

example of an instinctive behavior.

12. Examples of defense mechanisms, or adaptations for physical

protection, include a(n) spraying a foul-smelling liquid.

13. When autumn comes some animals respond to the cooler temperatures by collecting and storing food for winter, some

, and others migrate.

How do animals migrate?

14. Some of the reasons that animals migrate include changes

in climate, , and availability of food.

15. Some of the things that help migratory birds find their way

are wind direction, the position of the

and stars, and Earth’s .

Critical Thinking

16. How do adaptations help plants and animals survive?

instincts

courtship

skunk

hibernate

habitat

Sun

magnetic field

Adaptations are physical and behavioral changes that enable plants

and animals to survive in their environment. An adaptation helps

a living thing find food, avoid danger, find a mate, or survive in

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LESSON

Vocabulary

Plant and Animal AdaptationsUse the clues to fill in the crossword puzzle.

adaptation

auxins

camouflage

chameleon

instinct

insulation

migrate

tropism

Across

1. move from one place to another

6. response of an organism toward or away from a stimulus

7. disguise used to make something look like its surroundings

8. chemicals that can stimulate parts of a plant to grow quickly or slowly

Down

2. an inherited behavior, one that is not learned but is done automatically

3. something that enables an organism to survive and reproduce

4. material that does not conduct heat well

5. reptile that can change its color to blend in with its environment

3

5

6

42

8

7

1m i g r a t e

t r o p i s m

i

a u x i sn

c a m o u f l a g e

n

s

i

n

c

t

d

a

t

t

o

i

n

s

u

l

t

i

o

n

c

h

a

m

l

e

o

n

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Plant and Animal AdaptationsFill in the blanks.

behavioral

camouflage

climate

hydrotropism

mate

predators

reproduce

sunlight

Adaptations help plants and animals survive and

reproduce. Some adaptations are physical, and others are

. Adaptations that have helped plants

survive include and phototropism, which

help plants find water and . The

chameleon is noted for its ability to itself

or blend in with its surroundings.

Animals have adaptations that protect them from

and from changes in .

Because it is important for animals to in

order for their species to survive, many animals have

instinctive courtship behaviors that help them find a

. Plants and animals need to adapt to

their environments, because a dramatic climate change might

mean that a species will not survive.

behavioral

hydrotropism

sunlight

camouflage

climatepredators

reproduce

mate

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Writingin Science

Life in the DeepRead the Writing in Science feature in your textbook.

Getting Ideas

Sometimes you choose your own topic to write about. Other times your teacher specifies the topic. Underline the topic in the assignment above. Now think about what you know about this topic, and gather information.

Write what you already know in the first column of the chart below. In the second column, write questions you have about the topic. This is the information you want to find out for your report. Then do some research to find answers to your questions. In the third column, write what you found out from your print and online research.

Topic: How Sunlight Supports Your Life

What I Already Know What I Want to Know What I Learned

Write About ItExpository Writing Write a report telling how sunlight helps support your life. Engage your reader right away, and clearly state your purpose for writing. Introduce the main idea, and develop it with facts. Use supporting details and precise verbs, nouns, and adjectives to describe and explain your subject. Do print and online research. Summarize your findings at the end of the report.

Students should

clearly identify what

they already know,

what they want to

know, and what they

learned about how

sunlight supports life.

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Name Date Writingin Science

Drafting

A good report begins with a thesis statement that focuses the topic and tells readers what to expect. It gives important information about a topic. Circle the thesis statement that is a better way for Armando to begin his report.

I do not like to think about what the world would be like without sunlight.

Without sunlight the world as we know it would cease to exist.

Now write your first draft. Use a separate piece of paper. Begin with a strong thesis statement, introduce your main idea, explain your subject, and end with a summary of your findings.

Revising and Proofreading

Replace the underlined word in Armando’s sentence with a precise adjective. Rewrite the sentence on the lines below it.

The Sun heats Earth, causing seawater to dry and form clouds.

Now revise and proofread your report. Ask these questions:

Have I written a thesis statement?

Does my introductory paragraph engage readers?

Have I supported my ideas with facts and details?

Have I used precise verbs, nouns, and adjectives?

Have I used transition words to connect ideas?

Have I ended with a conclusion that summarizes my ideas?

Have I corrected all grammar, spelling, punctuation, and capitalization errors?

▶

▶

▶

▶

▶

▶

▶

The Sun heats Earth, causing seawater to evaporate and form clouds.

Students should begin with a strong thesis statement, clearly state their main idea and develop it with facts, and end with a concise summary.

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CHAPTER

Vocabulary

Classifying Living ThingsCircle the letter of the best answer.

1. People, plants, and animals are all

A chordates.

B warm-blooded.

C tetrapods.

D organisms.

2. A group of similar organisms that reproduce more of their own kind is called

A a phylum.

B a kingdom.

C a species.

D an order.

3. Plants with veins or tubes in their roots, stems, and leaves are classified as

A vascular.

B seeds.

C pollinators.

D arthropods.

4. A plant uses sunlight to make food during a process called

A mimicry.

B photosynthesis.

C reproduction.

D diffusion.

5. A bird or an insect transfers pollen from one flower to another during

A respiration.

B migration.

C pollination.

D circulation.

6. The parts of plants that absorb water and nutrients from the soil are the

A roots.

B stems.

C leaves.

D flowers.

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Name Date VocabularyCHAPTER

7. An animal with a segmented backbone is

A an endoskeleton.

B a vertebrate.

C an exoskeleton.

D an invertebrate.

8. Sponges, flatworms, and mollusks are examples of

A invertebrates.

B exoskeletons.

C arthropods.

D chordates.

9. Food is broken down into molecules that cells can use, such as glucose, during

A diffusion.

B digestion.

C adaptation.

D excretion.

10. Oxygen is used to release energy from food molecules during

A digestion.

B respiration.

C insulation.

D excretion.

11. The system that moves oxygen, glucose, and wastes throughout the body is called

A digestion.

B respiration.

C circulation.

D reproduction.

12. When a plant grows toward a light source, it is demonstrating a type of

A camouflage.

B mimicry.

C migration.

D tropism.

13. A spider spinning a web hours after it is born is an example of

A instinct.

B mimicry.

C insulation.

D diffusion.

14. An organism blends into its surroundings through

A mimicry.

B camouflage.

C migration.

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CHAPTER

Concept Map

CellsComplete the concept map on cells, using words and phrases from your textbook.

In single-celled organisms, the cell contains everything the organism needs to

survive and .

Multicellular organisms have different types of cells; each type performs a

special .

Every animal cell and plant cell has a(n) that gives it shape

and a(n) that contains information about the cell’s function.

All living things are made of one or more that are part of a

cycle of growth, division, and replacement called the .

Cells can reproduce by a kind of cell division called , in which a cell copies its chromosomes before it divides into two identical cells.

Most plants and animals, including humans, reproduce by combining the

from a male sex cell and a female sex cell.

Sex cells are produced by , in which the nucleus of the cell divides twice, producing four cells with half as many chromosomes as the original cell.

reproduce

function

membrane

nucleus

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Chapter 2 • Cells Reading and Writing

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Cell TheoryUse your textbook to help you fill in the blanks.

How were cells discovered?

1. An English scientist named Robert Hooke was the first person

to see and describe cells, using a(n) he made.

2. A Dutch merchant named Anton van Leeuwenhoek was the

first person to observe .

3. Scottish scientist Robert Brown was the first person to

discover the of a plant cell.

4. Two German scientists, Matthias Schleiden and Theodor Schwann, built upon the work of Hooke, Leeuwenhoek, and

Brown and developed .

5. According to cell theory, all are made of one or more cells.

6. Cell theory also states that all cells come from .

7. Some living things that are made of just one cell include

, paramecia, and euglenas.

How are cells organized?

8. The single cell of a unicellular organism contains all that it

needs to survive and .

9. In organisms that are made of many cells, each cell performs

a special job, or .

microscope

nucleus

unicellular organisms

cell theory

living things

bacteria

reproduce

function

existing cells

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LESSON

Outline

10. Animals are mostly made up of epithelial, muscle,

, and nerve tissue.

11. Your is your body’s largest organ.

12. The circulatory system in animals and the root system in

plants are two examples of that perform life functions.

What substances are found in all organisms?

13. Everything in the world is made up of tiny particles

called .

14. Two or more elements can combine chemically to form

a(n) .

15. Carbohydrates provide energy to cells, but lipids

and release more energy because of the way they are structured.

16. The types of compounds needed for cell growth and repair

are .

Critical Thinking

17. Describe how cells are organized into larger and larger groups to help living things survive.

skin

organ systems

atoms

compound

store

proteins

A group of similar cells form a tissue. Two or more types of tissue

combine to make an organ, which has a specific job. Organs combine

in organ systems to perform a process, such as circulation. Together,

a group of organ systems carries out all of the processes that an

organism needs to survive.

connective

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Name Date VocabularyLESSON

Cell TheoryMatch the correct letter with the description.

1. I am a group of similar cells that work together to perform the same function. What am I?

2. I am a pure substance that cannot be broken down into a simpler substance, and I am made of only one type of atom. What am I?

3. I am a group of organs that work together to perform a particular life process. What am I?

4. I am the basic unit of life and the smallest part of a living thing that is capable of life. What am I?

5. I am a new substance formed by the chemical combination of two or more elements. What am I?

6. I am a living thing that performs its life functions on its own. What am I?

7. I am a group of two or more types of tissue that work together to carry out one specific function. What am I?

a. cell

b. compound

c. element

d. organ

e. organism

f. organ system

g. tissue

g

c

f

a

b

e

d

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LESSON

Cloze Activity

Cell TheoryFill in the blanks.

atoms

compounds

element

hydrogen

organ

organ system

tissue

All living things are made up of one or more cells. Groups

of similar cells that work together to perform a function make

up a(n) . A group of two or more types of

tissue that work together to perform a function make up a(n)

. A group of organs that work together to

carry out a life process make up a(n) .

Tiny particles called make up

everything in the world. A group of only one type of atom

that cannot be broken down into a simpler substance is a(n)

. Elements can combine chemically with

other elements to form . Carbon,

, oxygen, nitrogen, and phosphorus are

part of the main compounds used by cells to carry out life

functions. These compounds are carbohydrates, lipids,

proteins, and nucleic acids.

tissue

organ

organ system

atoms

element

compounds

hydrogen

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Plant and Animal CellsUse your textbook to help you fill in the blanks.

How do plant and animal cells compare?

1. Plant cells and animal cells both have that give cells their shape.

2. The part of the cell that is sometimes called the control

center is the .

3. Between a cell’s nucleus and its membrane is a gel-like

substance called .

4. A cell that needs a constant supply of energy contains

many .

5. The structures and chemicals found in plant cells but not in

animal cells are , chloroplasts, and chlorophyll.

What is passive transport?

6. The food and oxygen that cells in our body need are

delivered by the , which also carries

away waste products such as .

7. Diffusion and are two types of passive transport.

8. In diffusion, molecules of sugar, oxygen, and carbon dioxide

pass through the .

9. Osmosis is the movement of through a cell membrane.

cell membranes

blood

nucleus

cytoplasm

mitochondria

cell walls

carbon dioxide

osmosis

cell membrane

water

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LESSON

Outline

What are photosynthesis and respiration?

10. In order for plants to make food, they need three main

ingredients: , , and energy from the Sun.

11. The products of photosynthesis are

and .

12. Plants and animals access the energy in molecules of glucose

through .

13. Cells use oxygen to break down glucose in order to obtain

usable energy in a process called respiration.

14. Cellular respiration that does not use oxygen to release

energy is called respiration.

15. Cellular respiration takes place in the of plant and animal cells.

What is active transport?

16. Active transport is a process that uses energy to move

materials through a(n) .

Critical Thinking

17. What structures do plant and animal cells have in common?

water

oxygen

carbon dioxide

cellular respiration

glucose

aerobic

anaerobic

mitochondria

cell membrane

Plant and animal cells both have cell membranes, nuclei, cytoplasm,

mitochondria, and vacuoles.

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Plant and Animal CellsFill in the blanks.

1. The gel-like substance between the nucleus and the cell

membrane is called .

2. When cells have to use energy to move materials through the

cell membrane, they use a process called .

3. The process in which plants use energy from the Sun to

produce food in the form of glucose is called .

4. The movement of substances through cell membranes

without the use of the cell’s energy is called .

5. Plants and animals access the energy in molecules of glucose

through .

6. The green pigment inside chloroplasts that absorbs light and

gives many plants their green color is called .

7. The movement of water particles through a cell membrane

is .

8. Saclike structures that store water and food inside cells are

called .

active transport


chlorophyll

cytoplasm

osmosis

passive transport

photosynthesis

vacuoles

cytoplasm

active transport

photosynthesis

passive transport


chlorophyll

osmosis

vacuoles

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LESSON

Cloze Activity

Plant and Animal CellsFill in the blanks.

cell membrane

cell walls


chlorophyll

cytoplasm

mitochondria

nucleus

photosynthesis

vacuoles

Plant and animal cells have many of the same parts. Every

cell has a(n) that helps it keep its shape.

Most cells have a(n) that contains the

organism’s genetic information. Between these two cell parts,

both plant and animal cells contain a gel-like substance called

. Both plants and animals use a process

called to convert food to energy. The

rod-shaped structures that help carry out this process are

. Both plant and animal cells contain saclike

storage structures called .

Because plants make their own food in a process called

, their cells have some structures that

animal cells do not have. The pigment that makes some

plants green is called . The membranes in

plant cells are surrounded by . Animal

cells do not have these structures.

cell membrane

nucleus

cytoplasm


mitochondria

vacuoles

photosynthesis

chlorophyll

cell walls

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Cell DivisionUse your textbook to help you fill in the blanks.

What is the cell cycle?

1. In the cell cycle, all cells for some period; then some cells die, but others divide, producing new

cells that the cells that have died.

2. As a cell grows, its does not grow at

the same rate as its .

3. When cell growth and division run out of control,

may occur.

What is mitosis?

4. The number of chromosomes in a typical human cell

is .

5. Before cells divide, they make a second set of .

6. When mitosis is complete, two cells have been produced.

7. The stages of mitosis are interphase, prophase, metaphase,

, and telophase.

8. Because plant cells have cell walls, a(n) forms between two new plant cells that result from mitosis.

What is meiosis?

9. Most animals and plants combine

from two parents during a process called reproduction.

replace

grow

surface area

cancer

volume

chromosomes

cell plate

identical

46

anaphase

sexual

chromosomes

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LESSON

Outline

10. When meiosis is complete, there are

cells, each containing as many chromosomes as are found in the original cell.

11. When the and egg join together, the

resulting contains the correct number of chromosomes.

How do organisms reproduce?

12. In asexual reproduction, one parent produces a(n)

that is to itself.

13. When most fish reproduce, fertilization takes place

the female’s body.

What is a life span?

14. An animal’s life cycle includes birth, ,

reproductive age, old age, and .

15. The longest an animal can live under the best of conditions

is its .

Critical Thinking

16. How are mitosis and meiosis similar? How are they different?

zygote

sperm

offspring

life span

death

half

outside

identical

youth

four

Both processes begin in the nucleus and result in more cells than they

started with. The most important difference between these processes

is that mitosis produces cells with the same number of chromosomes

as the parent cells, but meiosis produces cells with half as many

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Cell DivisionUse the clues to fill in the crossword puzzle.

cell cycle

egg

fertilization

meiosis

mitosis

reproduction

sperm

zygote

Across

3. the process that occurs when a sperm cell joins an egg cell

4. the special kind of cell division that produces sex cells

6. the cell’s process of growth, division, and replacement

8. the male sex cell

Down

1. the process of producing new organisms

2. cell division that produces two cells identical to the original cell

5. the type of cell formed when a sperm and an egg join together

7. the female sex cell

3

4

5

1

6 7

2

8

e r t i l i z a t i of n

e i o s i sm

e l l c y c l ec

r

p

r

d

u

t

i

o

n

z

m

g

o

t

e

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s

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LESSON

Cloze Activity

Cell DivisionFill in the blanks.

cell

cell cycle

cycle

expectancy

fertilization

meiosis

parent

sexually

span

zygote

All living things have cycles of growth, reproduction, and

death. Cells grow, divide, and replace other cells in a process

called the . Cells can reproduce through

mitosis or .

All living things begin as a single .

Organisms can reproduce either or

asexually. In asexual reproduction one cell

makes an identical copy of itself. In sexual reproduction a

sperm cell combines with an egg cell through a process

called to form a(n) .

The stages of an animal’s development make up the animal’s

life . The longest an animal can live is its

life , and the average time that an

individual animal will live is its life .

All of life happens in cycles.

cell cycle

meiosis

cell

sexually

parent

fertilization zygote

cycle

span

expectancy

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Growing Hybrid PlantsRead the Writing in Science feature in your textbook.

Getting Ideas

Choose a hybrid plant. Think about how this plant was made. Use the sequence chart below to record the steps of the process.

Step 1

Step 2

Step 3

Step 4

Write About ItExplanatory Writing Choose a hybrid plant—a vegetable or a flower. Write an explanation of how hybrids of this plant are made.

Students should clearly identify the hybrid plant chosen. The steps

involved in making this hybrid plant should be listed in a logical order.

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Writingin Science

Drafting

Good explanatory writing gives clear details that are easy to follow and uses time-order words or spatial words to make the process clear. Armando chose to write about hybrid roses. Help him put his steps in order. Write 1 by the step that comes first, 2 by the step that comes second, and so on. The last step should be numbered 4.

1. Then, collect the pollen sacs and spread them on a sheet to ripen.

2. Remove the petals from the buds of two different varieties of roses.

3. Finally, brush the pollen from one variety of rose onto the other.

4. Next, remove the stamens that surround the pistil.

Now write your first draft. Use a separate piece of paper. Begin with a sentence that clearly states the process you will be explaining. Be sure to list the steps of the process in time order. Use transition words such as first, next, then, and finally to help readers understand the steps.


Now revise and proofread your essay. Ask these questions:

Have I written an introduction that clearly explains how hybrids of a plant are made?

Have I listed the steps in a logical order?

Have I used transition words to connect ideas?


▶

▶

▶

▶

3

1

4

2

Students should begin with a strong opening sentence that clearly states the hybrid chosen and explains how the hybrid was made.

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MicroorganismsUse your textbook to help you fill in the blanks.

What are microorganisms?

1. An organism that is not visible to the unaided eye is called

a(n) or a(n) .

2. If an organism has just one cell, it is ,

and if it has more than one cell, it is .

3. Mold and yeast are two types of microscopic .

4. Euglenas, diatoms, and amoebas are all microscopic

.

5. Flagella, cilia, and pseudopods are structures that help

different protists and obtain food.

6. There are two kingdoms of bacteria:

and .

7. Acidophilus bacteria in are important for good health.

How do microorganisms reproduce?

8. In binary fission microorganisms reproduce asexually

by .

9. Conjugation is a type of sexual reproduction in which microorganisms attach to each other, exchange

, split apart, and divide by binary fission.

microbemicroorganism

multicellular

fungi

move

protists

eubacteria

unicellular

archaebacteria

yogurt

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Chapter 2 • Cells Use with Lesson 4Reading and Writing Microorganisms

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LESSON

Outline

10. Some fungi reproduce by , and other

fungi reproduce by producing .

11. During spore formation in some fungi, male and female cells fuse together, share genetic information, and produce

, which are protected inside a coating

and then .

12. E. coli, bacteria that live in your intestines, reproduce

by .

What is bread mold?

13. Mold spores grow very in an

environment that is warm and .

14. If you look closely at bread mold, you will see tiny filaments

called that grow down to anchor the mold to the bread.

15. Bread mold releases , or special proteins that help it digest food.

Critical Thinking

16. Name three types of microorganisms and four different ways that microorganisms can reproduce.

binary fission

spores

spores

distributed

moist

hyphae

enzymes

Possible answer: Three types of microorganisms are bacteria,

protists, and fungi. They reproduce by binary fission, conjugation,

spore formation, and budding.

budding

quickly

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MicroorganismsMatch the correct letter with the description.

1. I am produced when male and female cells fuse together, and then I carry genetic information within a protective coating. What am I?

2. I am a type of asexual reproduction in which a microorganism divides into two equal parts. What am I?

3. I am an organism that is not visible to the unaided eye. What am I?

4. I am a form of sexual reproduction in which organisms fuse, exchange genetic information, separate, and then divide. What am I?

5. I am another way to describe a single-celled organism. What am I?

6. I am a form of asexual reproduction in which the offspring first forms as a small growth on the parent cell. What am I?

7. I am not a fungus or a bacteria, but I am a microorganism. What am I?

a. binary fission

b. budding

c. conjugation

d. protist

e. microorganism

f. spore

g. unicellular

f

a

e

c

g

b

d

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LESSON

Cloze Activity

MicroorganismsFill in the blanks.

binary fission

conjugation

eubacteria

filaments

food

kingdoms

microscope

protists

pseudopods

Microorganisms are tiny living things. In order to see

them, you need a(n) . They represent four

different of living things: protists, fungi,

, and archaebacteria. Three of the most

commonly found microorganisms are microscopic fungi,

, and bacteria. Plantlike protists such as

euglenas can produce their own . Other

kinds of protists have flagella, cilia, or to

help them move around and obtain food.

The three types of asexual reproduction used by

microorganisms are , budding, and spore

formation. Microorganisms also use a form of sexual

reproduction called .

Bread mold is made up of tiny called

hyphae. Sexual reproduction in bread mold happens when

two hyphae fuse and form a new hypha.

microscope

food

kingdoms

eubacteria

protists

pseudopods

binary fission

conjugation

filaments

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Meet Maria Pia Di BonaventuraRead the Reading in Science feature in your textbook. As you read, look for the topic sentence in each paragraph. Then look for supporting details about each topic sentence.

Main Idea

Use the graphic organizer to record the topic sentence and supporting details for each paragraph of the article.

Topic Sentence Supporting Details

What do museums do when their artwork and other cultural artifacts are being slowly eaten away by organisms they can’t even see?

Paintings made of wood, ink, oils, and canvas can be perfect environments for some microorganisms to grow in.

Fungi don’t just live on paintings. They live in all kinds of environments on our planet.

To study the microorganisms that are making their home in the art, Maria Pia first takes a sample of them.

Maria Pia is not a detective, but she knows how to unlock mysteries like these, where the main suspects are microorganisms such as fungi and bacteria.

They give themselves away by their green, blue, and yellow tints and the black markings they leave behind.

There are more than 100,000 species of fungi and more are being discovered all the time.

The different species respond to different treatments.

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Readingin Science


Write the problem that museums sometimes have with their artifacts and works of art.

Write a one-sentence summary of Maria Pia’s job.

Drafting

Now explain how Maria Pia’s area of expertise can help museums protect their works of art.

Write About ItMain Idea and Details

1. Why do museums ask for help from scientists like Maria Pia Di Bonaventura?

2. How does Maria Pia’s work help protect works of art and other artifacts?

Students should clearly identify the problem that museums sometimes

have with paintings and other artifacts. Sample answer: Museums

sometimes have trouble with microscopic organisms living and feeding on

their artifacts and works of art.

Students should write a properly constructed sentence clearly stating

the basics of Maria Pia’s job. Sample answer: Maria Pia studies the

microscopic fungi that live and feed on the museum’s artifacts.

Maria Pia takes samples of the microorganisms that live on the artifacts

and then figures out the best way to protect them from being destroyed

by the fungi.

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1. The smallest units of living things that can carry out life processes are

A elements.

B cells.

C compounds.

D microbes.

2. A living thing that can perform its life functions independently is called

A a zygote.

B an organ.

C an organism.

D a microbe.

3. When a group of similar cells works together to perform a specific function, they form

A an organ.

B a tissue.

C an organ system.

D an organism.

4. Oxygen, carbon, nitrogen, and hydrogen are all examples of

A nucleic acids.

B lipids.

C carbohydrates.

D elements.

5. A new substance formed when two or more elements combine chemically is called

A a compound.

B a protein.

C an atom.

D an organ system.

6. Water passes through cell membranes by

A mitosis.

B meiosis.

C osmosis.

D binary fission.

CellsCircle the letter of the best answer.

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CHAPTER

Vocabulary

7. The process that occurs when plants use energy from the Sun to make food is

A diffusion.

B active transport.

C fertilization.

D photosynthesis.

8. The process that describes the spreading out of molecules from areas of higher concentration to areas of lower concentration is

A reproduction.

B transpiration.

C respiration.

D diffusion.

9. The process that occurs when molecules, such as glucose, release energy that cells can use is called

A fermentation.

B cellular respiration.

C transpiration.

D equilibrium.

10. The process through which a cell makes an exact copy of itself is called

A mitosis.

B meiosis.

C the cell cycle.

D a vacuole.

11. The process that produces new sex cells is called

A mitosis.

B meiosis.

C the sperm.

D the zygote.

12. When a male sex cell and a female sex cell join together, they form a new cell called

A a sperm. C a zygote.

B an egg. D a bud.

13. Microscopic fungi, protists, and bacteria are different types of

A flagella.

B molds.

C yeasts.

D microorganisms.

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Name Date LiteratureUNIT

Trouble on the Table by David Bjerklie

Write About ItResponse to Literature This article discusses genetically modified foods. What are some of the issues related to the use of these foods? What do you think about them? Write an essay explaining your point of view about GM foods. Provide details to support your argument.


sentence giving their opinion of genetically modified foods, details from

the article that support their arguments, and a closing sentence.

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CHAPTER

Concept Map

GeneticsComplete the concept map on genetics, using words and phrases from your textbook.

Inherited Traits

We receive one gene for each trait from each of our .

Traits can be either dominant or .

The history of a family trait is called a(n) .

How They Work in People

Genes

How They Can Change

Gender

A pair of X chromosomes is present in a(n)

.

An X chromosome and a Y chromosome are present in a(n)

.

DNA

The double-helix shape of a DNA molecule is made up of pairs of chemicals called

.

The sequence of base pairs in our DNA determines our genetic

.

Accidentally

Genetic disorders occur when a gene

.

Hemophilia is a genetic disorder of the

.

Intentionally

Scientists use genetic

to intentionally change a genetic sequence in DNA to ensure that a specific trait is produced.

recessive

pedigree

female

male

mutates

blood

bases

engineering

characteristics

parents

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How Traits Are ControlledUse your textbook to help you fill in the blanks.

What is heredity?

1. The passing of an inherited trait, such as dimples,

from parents to their offspring is known as .

2. An acquired trait comes from or

from the .

What did Mendel do?

3. Gregor Mendel is considered by many to be the founder

of .

4. Mendel experimented with to study how traits were passed from parents to offspring.

5. Purebred organisms always produce with the same traits.

6. Hybrid organisms may not always look the same,

because each has provided a

different form of a .

7. When the hybrid pea plants produced more tall plants than short plants, Mendel decided that tall was the

for height.

8. Mendel called the short form of the trait the , which may be hidden for a generation.

heredity

experience

genetics

environment

pea plants

parent

dominant trait

offspring

trait

recessive trait

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LESSON

Outline

Why is Mendel’s work important?

9. What Mendel called a factor is today called a(n)

, which is a part of a(n)

that contains many factors.

10. Punnett squares can be used to determine the

, or likelihood, that an offspring will inherit a particular trait in a genetic cross.

11. In a genetic cross, there are

genes, one from each parent, and different ways in which the genes can combine.

What is selective breeding?

12. Drought resistance in plants and strength in animals are

examples of traits.

13. In selective breeding, people choose organisms with

desirable traits and them to

produce with the same traits.

Critical Thinking

14. Would selective breeding work for an acquired trait? Why or why not?

gene

chromosome

probability

two

four

desirable

No; acquired traits are not inherited from parents, so they cannot be

controlled in the same way that inherited traits can, and they come

instead from experience and the environment.

mate

offspring

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How Traits Are ControlledFill in the blanks.

1. The study of heredity is called .

2. Organisms that have inherited two different forms of the

same trait, one from each parent, are called .

3. The form of a trait that can be hidden is called a(n)

.

4. A characteristic that is passed from parent to offspring

is a(n) .

5. A trait that is influenced by experience or the

environment is called a(n) .

6. A portion of a chromosome that controls a particular

inherited trait is called a(n) .

7. The passing of inherited traits from parents to offspring

is called .

8. When one form of a trait masks the other form of the

trait, the trait that appears is called the .

acquired trait

dominant trait

gene

genetics

heredity

hybrids

inherited trait

recessive trait

genetics

hybrids

recessive trait

inherited trait

acquired trait

gene

heredity

dominant trait

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LESSON

Cloze Activity

How Traits Are ControlledFill in the blanks.

desirable

dominant

factors

genes

inherited

Mendel

pea plants

Punnett

recessive

selective breeding

Genetics is the study of the traits parents pass on to

their offspring. Some traits are dominant, and others are

. Recessive traits will appear only in

the absence of genes.

Gregor experimented with

to understand heredity. He learned

that in reproduction each parent gives a set of

to its offspring. Today, these factors are called .

Genes control which traits are passed

from parents to their offspring. squares

are used to predict the outcome of a genetic cross.

Some traits, such as strength, height, or resistance to

weather extremes, are considered

traits. These traits can be produced intentionally in offspring

through a process called . This is how

many breeds of animals get their distinctive features.

dominant

Mendel

pea plants

factors

inherited

recessive

genes

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Human GeneticsUse your textbook to help you fill in the blanks.

What are genes?

1. The basic units of heredity are called .

2. Human genes are located inside each cell’s

on threadlike structures called .

3. Organisms that reproduce sexually receive one gene

from each for a particular trait.

4. The chromosomes that determine the sex of an

organism are called the and

the .

5. The sex of an organism depends on the parent.

6. The male cell can contribute

either type of chromosome, but the female cell always contributes an X chromosome.

7. A genotype describes the genes for a particular trait

that an organism has from its parents.

8. The way that an organism shows a particular trait is

called its .

genes

nucleus

parent

chromosomes

X chromosome

egg

inherited

Y chromosome

male

sperm

phenotype

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LESSON

Outline

What is a pedigree?

9. A pedigree is a record of a or

that runs in a particular family.

10. In a pedigree, symbols are used to identify family

members and their patterns of .

11. A pedigree shows which family members possess a trait

as part of their and how that

trait is expressed in their .

12. Circles and squares on a pedigree represent the

of each family member, and lines show relationships between them.

What disorders are inherited?

13. Conditions caused by mutations or changes in a gene

or set of genes are known as .

14. Some examples of genetic disorders include hemophilia,

sickle-cell anemia, and .

Critical Thinking

15. Given that long eyelashes are dominant and short eyelashes are recessive, what might your genotype for this trait be?

trait

genetic disorder

genotypes

inheritance

Possible answer: I have long eyelashes. My genotype probably

shows one dominant and one recessive gene. My mother has short

eyelashes, so she has two recessive genes. The dominant gene

would come from my father.

phenotypes

gender

genetic disorders

Down syndrome

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Human GeneticsMatch the correct letter with the description.

a. carrier

b. chromosome

c. genetic disorder

d. genotype

e. pedigree

f. phenotype

g. X chromosome

h. Y chromosome

1. the sex chromosome always found in female egg cells

2. a threadlike structure in the cell nucleus that contains directions for cell activities

3. a chart that traces the history of a trait within a particular family

4. the sex chromosome that is passed on to offspring by the male parent

5. someone who has inherited the gene for a particular trait but does not express that trait

6. the way in which an organism expresses its traits

7. a condition caused by mutations in a gene or set of genes

8. the genes that are inherited by an organism for a particular trait

g

b

h

e

a

c

f

d

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LESSON

Cloze Activity

Human GeneticsFill in the blanks.

carriers

chromosomes

genetic disorders

genotype

pedigree

phenotype

recessive

Information about a person is carried in that person’s

genes. Genes are carried by in the

nucleus of each human cell. The genes passed on by each

parent are the offspring’s . The

offspring’s is how the traits are shown

in that offspring. A child whose phenotype does not

express the same trait as his or her parents has inherited

a(n) gene from each parent.

A family can track which family members have a

recessive trait in a(n) . These charts

can also be used to track a history of

in a particular family. Because hemophilia is a recessive

trait, people who do not have this disorder can still be

of it. Knowing family histories can

help doctors diagnose and treat disorders quickly.

chromosomes

genotype

phenotype

pedigree

genetic disorders

carriers

recessive

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The Dangers of AntibioticsRead the Writing in Science feature in your textbook.

Getting Ideas

Good persuasive writing includes reasons that support an opinion. Use the chart below to develop your ideas for your public-health announcement. Write an opinion statement in the top box. Write reasons that support this opinion in the bottom boxes. You may add boxes if you have more than three reasons.

Write About ItPersuasive Writing Do some online research. Find more information about the dangers of overusing antibiotics. Then write a one-minute public-health announcement to be broadcast over your local radio station. Give reasons that people should limit their use of antibiotics. Save your most important reason for last.

Opinion

Reason 1 Reason 2 Reason 3

Students should state a clear opinion in the top box. Each lower

box should contain a reason, based on research, that supports the

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Writingin Science

Drafting

To get started, Anwar jotted down some sentences about antibiotics. Read his sentences. Write Yes if the sentence contains a reason that supports his opinion that people should limit their use of antibiotics. Write No if it does not.

1. Antibiotics are powerful drugs that can save lives.

2. Over time bacteria can become resistant to an antibiotic.

3. Antibiotics are one of the great advances in medicine.

Now write your first draft. Use a separate piece of paper. Begin with a sentence that grabs the attention of your listeners, and include reasons that support your opinion. To make sure your message sticks with your listeners, save your most powerful reason for last.


Here is the way Anwar began his announcement. He made six errors in spelling, punctuation, and capitalization. Proofread the passage and correct the errors.

Is your medacine cabinet filled to the brim with antibiotics.

Like many other americans you may be doing yourself more

harm than good. In addition you may be developeing

superbugs!

Now revise and proofread your announcement. Ask these questions:

Have I clearly stated my opinion?

Have I provided convincing reasons for this opinion?

Have I saved my most compelling reason for last?


▶

▶

▶

▶

Students’ drafts should grab their listeners’ attention, include detailed reasons from their research that support their opinion.

No

Yes

No

medicine?

Americans,

,developing

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Modern GeneticsUse your textbook to help you fill in the blanks.

What is DNA?

1. DNA is an acronym for the term .

2. DNA’s shape is a(n) , which looks like a twisted ladder.

3. The four base chemicals in DNA are cytosine, , thymine, and adenine.

4. Cytosine bonds only with its specific match, guanine, and

thymine bonds only with its specific match, .

5. An organism’s genetic characteristics are determined

by the order of the in its DNA.

6. The specific way in which your 3 billion base pairs are

ordered forms your unique .

What is genetic engineering?

7. Genetic engineering is a way of intentionally

a genetic sequence in DNA to produce a particular trait.

8. People who study the way heredity works are called

.

deoxyribonucleic acid

double helix

base pairs

guanine

adenine

genome

changing

geneticists

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LESSON

Outline

9. The process in which genes are removed from one organism and added to the DNA of another organism

is called .

10. An organism that receives all of its DNA from one

parent is a(n) .

11. The first cloned animal was a(n) named Dolly.

What are genetically engineered crops?

12. Scientists have made genetic changes to crops to

improve their and .

13. Bt corn is an example of a genetically engineered crop that was injected with a gene from a(n)

that is poisonous to insects.

Critical Thinking

14. Describe the structure of DNA. Be sure to use the words double helix, bases, and base pairs.

clone

lamb

bacterium

productivity nutrient content

The DNA molecule looks like a twisted ladder, or double helix. The

molecule contains four different bases: guanine, thymine, cytosine,

and adenine. In the base pairs, cytosine bonds only to guanine, and

thymine bonds only to adenine. The order of the base pairs is the

same in every cell of an organism’s body.

gene splicing

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Modern GeneticsMatch the correct letter with the description.

1. I am a scientist who studies how heredity works. Who am I?

2. I am an organism that received all of my DNA from one parent, and I am genetically identical to my parent. What am I?

3. I am a long, complex molecule that contains the genetic code of an organism. What am I?

4. I am a genetically engineered crop that has been injected with a gene that makes me poisonous to harmful insects. What am I?

5. I am a small, circular structure found in bacteria that plays an important role in gene splicing. What am I?

6. I am a way of intentionally changing a genetic sequence in DNA so that a particular trait is produced. What am I?

7. I am the name for all the base pairs of the DNA of an organism. What am I?

8. I am a process in which genes are taken from one organism and added to the DNA of another organism. What am I?

a. Bt corn

b. clone

c. DNA

d. gene splicing

e. genetic engineering

f. geneticist

g. genome

h. plasmid

f

b

a

c

h

g

e

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LESSON

Cloze Activity

Modern GeneticsFill in the blanks.

bases

Bt corn

DNA

double helix

gene splicing

genetic engineering

geneticists

insects

plasmid

The study of genes has led to advances in medicine

and agriculture. Scientists who study heredity are

. The genetic material in genes and

chromosomes is called , which is

shaped like a twisted ladder, or .

Each step in this ladder is made up of a pair of chemicals

called .

To produce drugs and medicines, scientists combine

parts of genes with a in a process

called . Scientists can also

intentionally change the sequence of DNA to produce

a particular trait through a process called .

An example of this process in agriculture is ,

which is altered to be poisonous to

and pests. Without genetics, these advances in science

would not be possible.

geneticists

DNA

bases

gene splicing

plasmid

double helix

genetic engineering

Bt corn

insects

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Genetic Change over TimeUse your textbook to help you fill in the blanks.

What are variations?

1. Darwin studied different types of finches while visiting

the .

2. The birds were similar in every aspect except for their

, which were suited to different environments.

3. Darwin thought that the finches might all have come

from one .

4. Variations that favor survival are likely to be passed on to the next generation, and

variations that do not favor survival are likely to be passed on.

5. Variations can help a species live long enough to

successfully .

What is natural selection?

6. In nature organisms compete for natural resources such

as food, , sunlight, and space.

7. “Survival of the fittest” is another way to describe the

process of .

8. Plants and animals have more offspring than their environments can support to ensure that enough will

to carry the species into the future.

Galapagos Islands

beaks

ancestor

more

less

reproduce

water

natural selection

survive

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LESSON

Outline

9. Animals whose fur or skin color blends in with their

surroundings are much more likely to predators than are more noticeable animals.

10. In some species vivid coloring can warn predators that

an organism is , tastes bad, or is poisonous.

What is bacterial resistance?

11. Bacteria can cause diseases and infections such as ear

infections, , pneumonia, and meningitis.

12. The first antibiotic to be discovered was .

13. Doctors prescribe antibiotics to treat .

14. It is important to finish taking all of a prescribed

antibiotic in order to prevent bacteria from reproducing.

15. Over time antibiotics have become in fighting bacterial infections.

Critical Thinking

16. If the climate were suddenly to become colder, what variations do you think would most help animals to survive?

escape

dangerous

strep throat

penicillin

bacterial infections

resistant

less effective

Thick fur and layers of fat would protect animals from the cold, and

this would allow them to survive and reproduce.

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Genetic Change over TimeUse the clues to fill in the crossword puzzle.

antibiotic

camouflage

Darwin

mutation

natural selection

resistant

variation

Down

1. a difference among members of the same species that enables some individuals to better survive and reproduce

2. a change in an organism’s DNA

5. a type of bacteria that antibiotics do not work against

Across

3. the ability to blend in with surroundings

4. the process that occurs when the organisms that are best suited to their environment survive and reproduce successfully

6. a medicine that kills disease-causing bacteria without harming the host

7. the first person to recognize genetic variations

3

5

6

4

2

7

1

a t u r a l s e l e cn i

a r w i nD

v

r

a

i

o

e

o

a

t

i

o

e

s

i

s

m

n

u

t

c

n

n t i b i o t ia

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LESSON

Cloze Activity

Genetic Change over TimeFill in the blanks.

ancestor

antibiotics

changed

environments

Galapagos

reproduce

resistant

resources

variation

The first person to recognize and document

variations was Charles Darwin. While visiting the

Islands, Darwin noticed that the beaks

of different finches were suited to different types of food.

He believed that the different types of finches all came

from one . Over time the birds that

lived on the different islands to adapt

to their particular .

In order to survive, organisms must find enough

to support life. Those that survive

will successfully, and their species will

continue. Sometimes a difference, mutation, or

can help a species to survive. In bacteria overexposure to

, such as penicillin, can lead to

forms of the bacteria. This can make

people more vulnerable to bacterial infections.

Galapagos

ancestor

changed

environments

resources

reproduce

variation

antibiotics

resistant

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Meet Joel CracraftRead the Reading in Science feature in your textbook. Look for facts and opinions.

Fact and Opinion

Use the fact and opinion chart below to list two opinions and two related facts discussed in the article.

Opinions Facts

1.

2.

In its forests live some of

the most spectacular and

colorful birds in the world.

Geography plays an

important role in the way

new species evolve.

Joel Cracraft, a scientist at

the American Museum of

Natural History, researches

these birds.

There are more than 90 kinds

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Readingin Science


1. What are the two adjectives the writer uses to describe the birds in the second sentence of the article?

2. What does the writer tell us about the birds in the second sentence of the second paragraph of the article?

Drafting

Now evaluate the two sentences you looked at in the questions above. Based only on the information in the sentence referenced in question 1, how does the author seem to feel about the birds?

Based only on the information in the sentence referenced in question 2, how does the writer feel about the birds?

Write About ItFact and Opinion

1. What opinion does the writer express in this statement: “In its forests live some of the most spectacular and colorful birds in the world”?

2. “There are more than 90 kinds of birds of paradise on New Guinea.” Is this statement a fact or an opinion?

The writer calls them spectacular and colorful.

The writer says there are more than 90 kinds of birds of paradise on

New Guinea.

Possible answer: The author enjoys looking at the birds. He thinks they

are pretty.

Possible answer: It is unclear how the author feels. The information is

simply a fact and does not include any emotion or a personal point of

view.

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1. The study of heredity is called

A genes.

B genetics.

C genotypes.

D genomes.

2. Characteristics that are passed from parent to offspring are called

A breeding characteristics.

B Punnet squares.

C acquired traits.

D inherited traits.

3. The hidden form of a trait is called

A a recessive trait.

B a dominant trait.

C an acquired trait.

D an inherited trait.

4. A portion of a chromosome that controls an inherited trait is

A an X chromosome.

B a Y chromosome.

C a gene.

D a factor.

5. When a tall pea plant is crossed with a short pea plant, the resulting offspring are called

A purebreds.

B hybrids.

C adaptations.

D heredities.

6. Human cells contain 23 pairs of

A chromosomes.

B genomes.

C genes.

D traits.

7. The genes that an organism inherits for a particular trait make up its

A genome.

B pedigree.

C phenotype.

D genotype.

GeneticsCircle the letter of the best answer.

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CHAPTER

Vocabulary

8. The cell structures found in males but not in females are called

A genes.

B X chromosomes.

C Y chromosomes.

D traits.

9. An organism that has inherited a gene for a particular trait but does not show that trait is called a

A variation.

B genotype.

C mutation.

D carrier.

10. Hemophilia and sickle-cell anemia are examples of

A selective breeding.

B genetic disorders.

C Down syndrome.

D early diagnosis.

11. The long, complex molecule that contains the genetic code of an organism is called

A a bacterium.

B insulin.

C DNA.

D a plasmid.

12. A living organism that is genetically identical to its parent because it has received all of its DNA from that parent is

A a clone.

B a geneticist.

C cytosine.

D adenine.

13. All of an organism’s DNA makes up its

A phenotype.

B thymine.

C genome.

D guanine.

14. A change in an organism’s DNA is called

A an acquired trait.

B an inherited trait.

C an adaptation.

D a mutation.

15. The process sometimes referred to as “survival of the fittest” is commonly called

A natural selection.

B genetic variation.

C selective breeding.

D genetic engineering.

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EcosystemsComplete the concept map on ecosystems, using words and phrases from your textbook.

Cause Effect

A rabbit eats grass.

Energy is transferred from the

to the

.

A certain type of food becomes a(n)

.

The population of the organism that eats that food

.

in the soil “fix” nitrogen from the air.

Nitrogen from the air is changed into a form that

can use.

People fill in wetlands.

The land is more likely to

, and water will not be filtered naturally.

grass

rabbit

decreaseslimiting factor

plants

Bacteria

flood

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LESSON

Outline

Earth’s EcosystemsUse your textbook to help you fill in the blanks.

What makes up an ecosystem?

1. A group of living things and nonliving things that work

together as a whole is a(n) .

2. All of the living and nonliving things in an area make

up a(n) .

3. All of the otters that live in an area make up a(n)

of otters.

4. All of the populations in an area form a(n) .

5. Plants and animals are examples of in an ecosystem, and water, minerals, and soil are examples

of .

What are cycles in an ecosystem?

6. Events that happen in the same order again and again

form a(n) .

7. As part of the oxygen–carbon dioxide cycle, green plants

use and give off .

8. As part of the nitrogen cycle, in the soil change nitrogen into a form that can be used by plants.

system

ecosystem

community

population

biotic factors

cycle

carbon dioxide oxygen

bacteria

abiotic factors

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What kinds of interactions exist in an ecosystem?

9. A relationship between two kinds of organisms that

lasts over time is called .

10. A symbiotic relationship in which one organism benefits at the expense of the other organism

is .

11. In a relationship known as , one organism benefits from another organism without harming it.

12. In both of the organisms involved benefit from their relationship.

How do organisms compete and survive in an ecosystem?

13. Organisms against one another for limited resources.

14. The role that a species plays in its community is its

.

15. Competition among species is reduced when different

species obtain their in unique ways.

Critical Thinking

16. What part does a fox play in an ecosystem?

symbiosis

parasitism

commensalism

mutualism

compete

niche

resources

A fox is a part of a fox population and has its own niche. It is a biotic

factor. It breathes in oxygen and releases carbon dioxide, so it is

part of the oxygen–carbon dioxide cycle. If food is scarce, the fox

competes with other animal-eaters.

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LESSON

Vocabulary

Earth’s EcosystemsMatch the correct letter with the description.

1. I am all of the living and nonliving things in a certain area. What am I?

2. I am what organisms must go through to obtain a resource that is available in a limited supply. What am I?

3. I am the relationship between two kinds of organisms that lasts over time. What am I?

4. I am any nonliving part of an ecosystem. What am I?

5. I am the role that a species has in a community. What am I?

6. I am any living thing in an ecosystem. What am I?

7. I am all of the populations in a certain area. What am I?

8. I am all of the organisms of the same kind that live in a particular area. What am I?

a. abiotic factor

b. biotic factor

c. community

d. competition

e. ecosystem

f. niche

g. population

h. symbiosis

e

d

h

a

f

b

g

c

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Earth’s EcosystemsFill in the blanks.

abiotic factors

biotic factors

commensalism

ecosystem

mutualism

niche

parasitism

populations

symbiosis

A system is made up of parts that interact closely and

affect one another. Life on Earth is based on the interactions

between living, or , factors and nonliving,

or factors. Together these two factors form

a(n) . A community in an ecosystem is made

up of all of the in that area. Each organism

in a population has a certain role, or .

Some living organisms have relationships with other

organisms over time, and this is known as .

In some of these relationships, one organism benefits

itself but hurts the other; this is called .

When one organism benefits without hurting the other,

the relationship is called . In a

relationship called , both organisms

benefit. In other situations, organisms compete against

one another to obtain resources from their ecosystem.

biotic

abiotic

ecosystem

niche

parasitism

populations

symbiosis

commensalism

mutualism

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LESSON

Outline

Food Chains, Webs, and PyramidsUse your textbook to help you fill in the blanks.

What are food chains?

1. The energy used by almost all living things originally

comes from the .

2. A model of the path that energy in takes as it moves from one organism to the next in an

ecosystem is called a(n) .

3. Organisms that make their own food through

are called .

4. Living things that do not make their own food and must

therefore eat other organisms are called .

5. Organisms are if they eat

producers, and they are if they eat primary consumers.

6. An organism that eats a secondary consumer is

a(n) .

7. An organism that breaks down the remains of other

organisms is a(n) .

What are food webs?

8. A model that shows how food chains overlap in an

ecosystem is called a(n) .

9. An animal that eats only producers is a(n) .

Sun

food

food chain

photosynthesis producers

consumers

secondary consumers

primary consumers

tertiary consumer

decomposer

food web

herbivore

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10. Animals that eat other animals are .

11. Humans are , because they eat both producers and other consumers.

12. An animal that eats dead animals that it did not hunt

and kill is called a(n) .

What is an energy pyramid?

13. A model that shows how energy flows through a food

chain is called a(n) .

14. About percent of the energy from one level of an energy pyramid is available to consumers at the next level.

Critical Thinking

15. Explain the places occupied by grass, a rabbit, and a wolf in an energy pyramid.

omnivores

carnivores

scavenger

energy pyramid

10

Grass is a producer, so it is on the bottom level. A rabbit eats

producers, so it is a primary consumer on the second level. A wolf

eats other animals, so it is a tertiary consumer on the top level.

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LESSON

Vocabulary

Food Chains, Webs, and PyramidsUse the clues to unscramble each word. Then unscramble the circled letters to answer the last question.

1. YERPYDMEGNRIA a model that shows how energy flows through a food chain

2. PATRODER a living thing that hunts and kills other living things for food

3. COOPREMEDS an organism that breaks down the remains of dead organisms into simpler substances

4. FCOHOADIN a model of the path that the energy in food takes as it moves through an ecosystem

5. GVSERNAEC an animal that feeds on the remains of dead animals that it did not hunt or kill

6. REDRUPCO an organism that uses the Sun’s energy to make its own food through photosynthesis

7. BOWDEFO a model that shows how food chains overlap in an ecosystem

8. What do you call an animal that eats animals that eat plants?

a(n)

decomposer

energy pyramid

food chain

food web

predator

producer

scavenger

E N E R G Y DP IMARY

P R E D A T O R

D E C O M P O S E R

F O O D C H A I N

S C A V E N G E R

P R O D U C E R

F O O D W E B

S E C O N D A R Y

C O N S U M E R

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Food Chains, Webs, and PyramidsFill in the blanks.

consumers

decomposers

food chain

food web

primary consumers

producers

scavenger

secondary consumers

tertiary consumers

The Sun is the main source of energy for most living

things. Living things that make their own food from the

Sun’s energy are called . Animals that

eat other living organisms are called .

The energy flow from one organism to another is shown

in a(n) . Food chains overlap in

a(n) .

Animals that eat producers are .

Primary consumers are food for .

Secondary consumers are eaten by .

An organism that eats dead animals that it did not hunt is

a(n) . Dead animals are also broken

down by . These relationships can be

seen both on land and in the water.

producers

consumers

food chain

primary consumers

tertiary consumers

food web

secondary consumers

scavenger

decomposers

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LESSON

Outline

Comparing EcosystemsUse your textbook to help you fill in the blanks.

What are biomes?

1. The average weather pattern for a particular region

over time is its .

2. The two main factors that determine climate are

and .

3. A region that contains certain types of living things

and has a particular climate is called a(n) .

4. A region’s climate is partly based on the amount of

that the region receives.

What are tundras, taigas, and deserts?

5. The biomes found in far northern regions are

, which have

temperatures and little .

6. Cool forests south of the tundras are .

7. Biomes that receive less than 25 centimeters

(10 inches) of rain per year are .

What are grasslands and forests?

8. In , the main form of plant life is grass.

9. Forests that contain trees that lose their leaves during

autumn and winter are forests.

climate

temperature precipitation

biome

sunlight

tundras

taigas

cold

precipitation

deserts

grasslands

deciduous

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10. Forests near the equator that support an enormous

variety of plant and animal species are called

forests.

What are freshwater ecosystems?

11. Freshwater ecosystems are found in and near bodies

of water that contain little .

12. Streams and rivers have water, which makes them different from ponds and lakes.

13. Marshes and bogs are examples of .

14. Where rivers flow into the ocean, form.

What lives in the ocean?

15. Tiny organisms near the ocean’s surface are ,

animals that swim in the ocean are ,

and organisms on or near the ocean floor are .

Critical Thinking

16. What adaptations would an animal require to survive in a tundra?

tropical rain

moving

salt

wetlands

estuaries

It would have to withstand very cold winters, need little water, and

eat a limited diet.

plankton

nekton

benthos

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LESSON

Vocabulary

Comparing EcosystemsFill in the blanks.

1. a water ecosystem located where a river runs into an ocean

2. a biome in northern regions with very cold winters and short summers

3. a biome that receives less than 25 centimeters (10 inches) of precipitation per year

4. a biome in which various species of grasses are the main form of plant life

5. a cool forest of cone-bearing evergreen trees

6. a biome in which many trees lose their leaves when winter approaches

7. the average weather pattern of a region over time

8. a region that has a particular climate and contains certain types of plants and animals

9. a biome located relatively close to the equator that has a hot, humid climate and abundant rainfall

a. biome

b. climate

c. deciduous forest

d. desert

e. estuary

f. grassland

g. taiga

h. tropical rain forest

i. tundra

e

i

d

f

c

b

h

a

g

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Comparing EcosystemsFill in the blanks.

benthos

biomes

deciduous

deserts

equator

estuaries

nekton

plankton

taigas

tundra

wetland

Land on Earth can be classified into several major climate

areas. Land regions, which contain different living things, are

called . Biomes called

forests contain trees that lose leaves in the winter; other

biomes called contain forests of

evergreen trees. Biomes with very little water are .

The biome in the far north is the . The

biome nearest the is a tropical rain forest.

Water ecosystems contain different forms of life, such

as near the surface,

swimming through the water, and near

the ocean floor. An ecosystem such as a bog, in which water

is near the surface of the soil, is a(n) .

Water ecosystems called form where

rivers enter the ocean. These water ecosystems have more

salt than a river but less salt than the ocean.

biomes deciduous

taigas

deserts

tundra

plankton nekton

benthos

equator

wetland

estuaries

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Writingin Science

A Trip to a “New” Rain ForestRead the Writing in Science feature in your textbook.

Getting Ideas

Brainstorm a list of places about which to write. Then choose one. Fill in the sequence chart below. Write the things you did there in time order.

Write About ItPersonal Narrative Write a personal narrative about a trip you made to a distinct environment, or ecosystem. It can be a desert, a tropical rain forest, or an ice-covered land. It can be the beach or the marshlands outside of town. Use the first-person point of view (I) to tell what you observed and what you did there.

First

Next

Then

Last

I saw light from a blue sponge.

I put on my snorkeling gear and jumped into the water.

I saw mangrove shorelines and grass flats.

Students’ answers will vary. Sample answer:

I took a boat out to Pennekamp Park.

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Drafting

Write a sentence to begin your personal narrative. Tell where you went and why this place is special. Remember to use the pronoun I.

Now write your personal narrative. Use a separate piece of paper. Begin with the sentence you wrote above. Tell what you did and observed in time order. Do not forget to use details and describe your own feelings. Tell what this event meant to you.


Here are some sentences that Geraldo wrote. He forgot to use the first-person pronoun I to write about his experiences. Rewrite each sentence in the first person.

1. He was very careful not to touch the living coral.

2. He enjoyed floating in the warm, shallow water of the inner reefs.

Now revise and proofread your story.

Ask these questions:

Have I told a story from my personal experience in the first-person point of view?

Have I told what I did and observed there in time order?

Have I corrected all grammar, spelling, capitalization, and punctuation errors?

▶

▶

▶

Students should write in the first-person point of view with details. Their stories should be written in chronological order and should include a clear beginning, middle, and end.

Students’ sentences will vary. Sample sentence: My trip to Pennekamp

Park was an unforgettable experience because of all the remarkable

things I saw.

Possible answer: I was very careful not to touch the living coral.

I enjoyed floating in the warm, shallow water of the inner reefs.

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LESSON

Outline

Changes in EcosystemsUse your textbook to help you fill in the blanks.

What changes affect the environment?

1. A predator is an example of a(n)

because it controls the size or of a population.

2. Some limiting factors are living, or ,

and some are nonliving, or .

What happens after changes in the environment?

3. Organisms that remain in a region must to changes in the environment.

4. If a species’ numbers have declined to a level at which the species needs protection from becoming

endangered, it is considered .

5. When a species’ numbers have been so reduced that the

species may become extinct, it is considered .

6. When a species no longer exists in the wild or in

captivity, that species is considered .

7. The loss of any species affects the wide variety of life

on Earth, which is called .

What is succession?

8. The gradual replacement of one community by

another is called .

limiting factor

growth

biotic

abiotic

threatened

endangered

biodiversity

extinct

succession

adapt

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9. A community that is established in what was a lifeless

area is called a(n) community.

10. A stable community in which succession has slowed

down is called a(n) community.

11. Secondary succession can occur after a(n)

such as a forest fire.

What is evidence of change over time?

12. Similar features in different organisms are called

structures, and features that are similar but meet different needs are called

structures.

13. Scientists can determine the degree to which different

species are related by comparing their .

How do environments change over time?

14. Changes to ecosystems can be caused by

or by .

Critical Thinking

15. How do forest fires affect a deciduous-forest ecosystem?

pioneer

climax

natural disaster

comparative

homologous

people

DNA

nature

Possible answer: The forest will undergo secondary succession,

because the environment will have changed, although no new land

was formed. Food will become a limiting factor and populations of

surviving animals will decrease until resources have been replenished.

New species may move into the area.

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LESSON

Vocabulary

Changes in EcosystemsFill in the blanks.

1. A species that has decreased until it is almost

endangered is considered .

2. A species that no longer exists is considered .

3. The term used to describe the wide variety of life on

Earth is .

4. A species that may become extinct if its population

decreases further is considered .

5. A condition that controls the size or growth of a

population is called a(n) .

6. When a community has stabilized and succession

has slowed down or stopped, it is a(n) .

7. The gradual replacement of one community by another

is called .

8. The first species to establish themselves in a lifeless

area form a(n) .

biodiversity

climax community

endangered

extinct

limiting factor

pioneer community

succession

threatened

threatened

extinct

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endangered

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Changes in EcosystemsFill in the blanks.

climax community

DNA

endangered

extinct

fossils

homologous

limiting factors

pioneer community

succession

Ecosystems are constantly changing. The first community

to populate an ecosystem is a(n) .

This community is gradually replaced by others in a

process called . A(n)

occupies an ecosystem in which succession has slowed down.

To survive, organisms must adapt to changes in

, such as food and water, that control

the size and growth of populations. If environmental

changes cause a population to decrease, the population

can become threatened or . When

a population no longer exists, it is .

Changes in ecosystems over time can be studied by

examining , comparative and

structures, and the

of closely related species. These comparisons show

scientists how different species are related to one another.

pioneer community

succession climax community

endangered

limiting factors

extinct

fossils

homologous DNA

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Readingin Science

Meet Eleanor SterlingRead the Reading in Science feature in your textbook.

Cause and Effect

The article mentioned several things that could cause damage to the reef. List them in the left column of the chart below. Then list a possible effect of each of these dangers in the right column of the chart.

Cause Effect

Reefs are damaged. Organisms that live there are in danger.

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Write a sentence that summarizes the factors threatening coral reefs.

Write a one-sentence summary of what Eleanor Sterling is doing in the Palmyra Atoll.

Drafting

Now explain how Eleanor Sterling’s work can be used to protect marine ecosystems all over the world.

Write About ItCause and Effect

1. What factors cause damage to coral reefs?

2. How does damage to coral reefs affect the organisms that live in them?

Students should clearly identify the factors threatening coral reefs as

described in the article.

Students should write a properly constructed sentence clearly stating

that Eleanor Sterling is studying sea turtles and coral reefs in the

Palmyra Atoll.


sentence, details about how Eleanor Sterling’s work in the Palmyra Atoll

can affect other marine ecosystems, and a closing sentence.

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CHAPTER

Vocabulary

EcosystemsCircle the letter of the best answer.

1. All of the abiotic and biotic factors in a given area form

A a community.

B an ecosystem.

C a population.

D a species.

2. The path that energy takes as it moves from one organism to another in an ecosystem is

A a cycle.

B an energy pyramid.

C a food chain.

D a food web.

3. All biomes have specific

A climates and pioneer communities.

B climates and types of organisms.

C ecosystems and successions.

D limiting factors and types of organisms.

4. The size and growth of a population is controlled by

A a community.

B a food chain.

C a limiting factor.

D a population.

5. Bacteria in the soil change an element in the air into a form that plants can use during the

A carbon dioxide cycle.

B nitrogen cycle.

C oxygen cycle.

D water cycle.

6. A model of the way that food chains overlap in an ecosystem is called

A an energy pyramid.

B a food chain.

C a food web.

D an abiotic factor.

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7. The biome with the coldest climate is the

A grassland.

B deciduous forest.

C taiga.

D tundra.

8. When the population of a given species decreases until the species no longer exists, the species becomes

A endangered.

B extinct.

C limited.

D threatened.

9. When two organisms have a relationship from which both benefit, the relationship is called

A commensalism.

B competition.

C mutualism.

D parasitism.

10. The model that shows how much energy is passed from one organism to another is the

A energy pyramid.

B food chain.

C food web.

D symbiotic relationship.

11. The ecosystem that covers most of Earth’s surface is

A grassland.

B rain forest.

C taiga.

D ocean.

12. The first step in succession produces a

A climax community.

B deciduous forest.

C pioneer community.

D secondary community.

13. The type of ecosystem that forms where a river flows into the ocean is called

A an estuary.

B an ocean.

C a rain forest.

D a wetland.

14. Energy for most things on Earth originally comes from

A the Sun.

B a producer.

C the ocean.

D a community.

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UNIT

Literature

Understanding EarthquakesRead the Literature feature in your textbook.

Write About ItResponse to Literature This article describes the study of earthquakes over the centuries. It explains how human knowledge about earthquakes has changed. Research a major earthquake that occurred in the past. Then write an essay describing the earthquake and its effects on people’s lives.


sentence about the earthquake event they are describing, details about

the earthquake’s effects on people’s lives, and a closing sentence.

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Changes over TimeComplete the concept map on the five forces that shape Earth, using terms and phrases from your textbook.

Forces that Shape Earth

How are changes to Earth’s surface over time identified?

The

and of fossils and rocks tell Earth’s geologic history.

What is Earth made of?

Earth’s features include water,

, and atmosphere. Earth’s layers include the crust,

,

and .

What is the nature of Earth’s crust?

Earth’s crust is made of plates. Plate tectonics, including

and movement at plate boundaries, molds Earth’s surface.

How does Earth’s interior affect its surface?

Movement at Earth’s plate boundaries results in faults,

, earthquakes, and

.

What else affects Earth’s surface?

Weathering,

, and

, all caused by moving water and air, change the features of Earth’s surface.

relative age

absolute age

landforms

mantle

core

seafloor spreading

mountains

volcanoes

erosion

deposition

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LESSON

Outline

Features of EarthUse your textbook to help you fill in the blanks.

Where is water on Earth?

1. The part of Earth that contains water is the

.

2. Earth’s water can be found as a solid in ice, as a(n)

in oceans, and as water vapor in the atmosphere.

3. Two basic forms of Earth’s water are fresh water and

water.

4. Large sheets of moving ice composed of fresh water are

called .

What are Earth’s landforms?

5. Hills, mountains, rivers, lakes, and deserts are features

called .

6. Major landforms found in the low regions of the United States

include and basins.

7. All rivers west of the , a ridge that runs from Mexico to Canada, flow toward the Pacific Ocean.

8. A map that can be used to show regions of different

elevations is called a(n) map.

hydrosphere

liquid

glaciers

salt

landforms

plains

Continental Divide

relief

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How do we map Earth?

9. Horizontal lines located above and below the equator on a

globe are called lines of .

10. Vertical lines that meet at the poles on a globe are called

lines of .

11. A topographic map uses contour lines to show , or the height above or below sea level.

What is a model of Earth?

12. Continents and the ocean floor are part of Earth’s solid, rocky

surface called the .

13. The layer beneath the crust is called the .

14. Earth’s crust and the stiff, upper portion of the mantle make

up the .

15. The center part of Earth is made up of two parts: the molten

outer core and the inner core.

Critical Thinking

16. How can you use a map to learn about Earth’s features?

longitude

elevation

crust

mantle

lithosphere

solid

A map is a picture of Earth’s surface. It indicates landforms such

as plains, basins, deserts, and mountains. It also indicates bodies of

water and ice such as glaciers, lakes, rivers, and oceans. Longitude

and latitude lines are used to identify location. Contour lines on

topographic maps show elevation.

latitude

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LESSON

Vocabulary

Features of EarthMatch the correct letter with the description.

1. the central part of Earth that consists of an inner and outer portion

2. a measurement of location east or west of the prime meridian

3. height above or below sea level

4. the crust and the rigid part of the mantle

5. the part of Earth that contains water

6. a measurement of location north or south of the equator

7. Earth’s solid, rocky surface

8. the layer beneath Earth’s crust

9. the layer above Earth’s crust that contains nitrogen, oxygen, carbon dioxide, and argon

a. atmosphere

b. core

c. crust

d. elevation

e. hydrosphere

f. latitude

g. lithosphere

h. longitude

i. mantle

b

h

d

g

e

f

i

c

a

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Features of EarthFill in the blanks.

atmosphere

core

crust

elevation

hydrosphere

landforms

latitude

location

mantle

relief map

Earth’s surface includes many bodies of water and a wide

variety of landforms. The part of Earth that contains water is

called the . A portion of Earth’s water is

found in the form of water vapor or water droplets in Earth’s

.

Hills and mountains are examples of a feature of Earth

called . One way to show Earth’s

landforms is to use a(n) . Globes use lines

of and longitude to show

. Topographic maps use contour lines to

show of hills and mountains. Continents

and the ocean floor make up the outermost layer, called

the . The layer beneath the crust is called

the . The center part of Earth is called the

. It has a molten outer portion and a solid

inner portion.

hydrosphere

atmosphere

landforms

relief map

latitude

elevation

location

crust

core

mantle

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LESSON

Outline

Earth’s Moving ContinentsUse your textbook to help you fill in the blanks.

Are the continents moving?

1. On the basis of gathered evidence, Alfred Wegener concluded that all the continents had once been part of a

single .

2. Wegener’s concept that the continents drifted apart to their

present positions became known as .

3. A scientific model called explains that the surface of Earth is made up of plates that move.

4. Plates move over the hot, fluid rock, or , in Earth’s mantle.

How do oceans change size?

5. As some crustal plates move apart, magma flows outward and hardens to form raised structures called

on the ocean floor.

6. The process in which new rock forces the plates on the ocean

floor to move farther and farther apart is called .

7. Rock found at is younger than the rock that makes up the continents.

8. The ocean floor is largely made up of formed by magma from Earth’s mantle that cools and hardens.

9. Further evidence for seafloor spreading is provided by the

of seafloor rock.

supercontinent

continental drift

plate tectonics

magma

parallel ridges

seafloor spreading

mid-ocean ridges

volcanic rock

magnetism

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What happens at plate boundaries?

10. Places where plates move away from each other are

called .

11. Mountains form where plates collide, at boundaries.

12. In a process called , an oceanic plate slides under a continental plate, pushing part of the oceanic plate into the mantle, where it melts.

13. Earthquakes occur at boundaries, where plates slide past each other.

Where are the plates?

14. The divergent boundary at which the South American Plate is moving away from the African Plate is called

the .

15. An example of a transform boundary that is visible on land is

the , the site of many earthquakes.

Critical Thinking

16. Why do different landforms result at convergent boundaries and divergent boundaries?

divergent boundaries

convergent

subduction

transform

Mid-Atlantic Ridge

San Andreas Fault

At divergent boundaries, tectonic plates move apart, magma flows

up through the space between the plates, cools, hardens, and forms

new rock. At convergent boundaries the plates push into each other.

When oceanic plates collide, one may slide under the other to form a

deep ocean trench. On land, plates may collide and form mountains.

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LESSON

Vocabulary

Earth’s Moving ContinentsMatch the correct letter with the description

a. continental drift

b. convergent boundary

c. divergent boundary

d. magma

e. Pangaea

f. plate tectonics

g. seafloor spreading

h. subduction

i. transform boundary

1. the concept that Pangaea split apart and that the continents drifted to their current positions over time

2. the formation of new ocean floor caused by movement of oceanic plates away from each other as magma from the mantle continuously flows between the plates

3. the scientific model of Earth that explains how the continents and ocean floor can move

4. a place where plates collide

5. a place where plates move apart

6. a place where plates slide past each other

7. a process in which an oceanic plate slides under a continental plate

8. the hot, fluid rock beneath Earth’s surface

9. a single supercontinent that all the continents were once part of

a

g

f

b

c

i

d

h

e

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Earth’s Moving ContinentsFill in the blanks.

continental drift

convergent boundaries


magma

Pangaea

plate tectonics

subduction

transform boundaries

The continents of Earth are like pieces of a jigsaw puzzle.

German scientist Alfred Wegener believed that Earth’s

continents once formed a single supercontinent called

. His idea that this supercontinent broke

apart and the pieces drifted to their present positions

became known as . Once enough

evidence was found to support that concept, scientists

developed a model called . According

to plate tectonics, Earth’s continents rest on plates that

move over in Earth’s mantle. Plates

move away from each other at .

Plates collide with each other at .

When an oceanic plate slides under a continental plate,

occurs and volcanoes form. Some

plates slide past each other at .

This activity usually results in earthquakes.

Pangaea

continental drift

plate tectonics

magma


convergent boundaries

subduction

transform boundaries

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LESSON

Outline

Forces That Build the LandUse your textbook to help you fill in the blanks.

What forces change Earth’s crust?

1. The force that causes rocks to break as plates rub past each

other is called .

2. A break, or crack, in the rocks of the lithosphere along which

movements take place is called a(n) .

3. Three types of faults include a strike-slip fault, a(n)

fault, and a reverse fault.

What are earthquakes?

4. When ground near tectonic plates shifts and changes

position, occur.

5. An earthquake’s is the point below Earth’s surface where an earthquake begins.

6. Earthquakes and volcanic eruptions create a vibration called

a(n) that travels through Earth.

What can we learn from seismographs?

7. Earthquakes cause two main types of seismic waves:

and body waves.

8. Fast-moving body waves are called waves, or P waves, and slow-moving body waves are called

waves, or S waves.

shearing

fault

normal

earthquakes

focus

seismic wave

surface waves

primary

secondary

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How destructive is an earthquake?

9. The measure of the energy released during an earthquake is

called .

10. The scale used to measure an earthquake’s magnitude is the

scale; the Mercalli scale measures an

earthquake’s .

How do volcanoes form?

11. Volcanoes form along the boundaries of shifting plates where

one crustal plate moves another.

12. When magma reaches Earth’s surface through an opening

called a vent, it becomes .

What are other volcanic landforms?

13. The Aleutian Islands and the Philippine Islands are examples

of a string of island volcanoes called a(n) .

14. Volcanoes that form where plates move apart and form gaps

along the plates’ edges are called volcanoes.

Critical Thinking

15. What do earthquakes, volcanic eruptions, and tsunamis have in common?

magnitude

Richter

intensity

under

lava

island arc

rift

All three are natural events that can cause great destruction. All three

are caused by movements of tectonic plates. When stored energy

from forces that create faults is released, earthquakes occur. Eruptions

occur when magma flows break through the crust. An earthquake or

volcanic eruption beneath the ocean floor causes a tsunami to form.

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LESSON

Vocabulary

Forces That Build the LandMatch the correct letter with the description.

1. smaller earthquakes that follow a major earthquake

2. the location on Earth’s surface above the focus of an earthquake

3. an instrument that detects, measures, and records the energy of earthquake vibrations at a given location

4. an opening on Earth’s surface through which magma erupts

5. a break or crack in the rocks of the lithosphere along which movement takes place

6. a vibration that travels through Earth and is produced by earthquakes and volcanic eruptions

7. the measure of the energy released during an earthquake

8. the point below the surface of Earth where an earthquake begins

a. aftershocks

b. epicenter

c. fault

d. focus

e. magnitude

f. seismic wave

g. seismograph

h. vent

a

b

g

h

c

f

d

e

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Forces That Build the LandFill in the blanks.

earthquake

focus

intensity

mantle

Richter

rock

seismic waves

The forces that move continents can also change the shape

of the land. Forces at plate boundaries stretch, push, and bend

large sections of . This energy builds up

over time, and when the rock breaks or slips, the energy is

released, and a(n) occurs. Earthquakes

cause vibrations, called , that travel

through Earth from a point below the surface called the

, where the earthquake began. An

earthquake’s magnitude is measured according to the

scale, while the Mercalli scale measures

the , or what people feel and observe

when an earthquake occurs.

When one crustal plate moves under another, a piece of

the lower plate is pushed into the , where

it melts and turns to magma. The movement of plates within

Earth’s crust is constantly shaping the land.

rock

earthquake

seismic waves

focus

Richter

intensity

mantle

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Readingin Science

Quake PredictorsRead the Reading in Science feature in your textbook. Look for clues in the article that help you draw conclusions about earthquakes.

Draw Conclusions

Use the graphic organizer to draw conclusions.

Text Clues Conclusions

Students should list text clues

from their reading and list the

conclusions they draw based on

the text clues.

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Explain one way to measure earthquakes that people could have used before the seismometer was invented.

Drafting

Now draw a conclusion about how satellites provide information about movements on Earth’s surface.

Write About ItDraw Conclusions

1. Before the invention of the seismometer, how do you think people measured earthquakes?

2. Why are satellites a useful source of information about movement on Earth’s surface?

Students should clearly explain another method that people could have

used to estimate the intensity of an earthquake and the damage it caused.

Students should clearly explain how the combination of satellites and

receivers gives valuable information and should explain how this helps

researchers.

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LESSON

Outline

Forces That Shape EarthUse your textbook to help you fill in the blanks.

What is weathering?

1. A force that breaks down rocks into smaller pieces by natural

processes is called .

2. Freezing water, moving water, plants, and animals cause the

breaking down of rock called .

3. Oxygen and acids cause the breaking down of rock by changes

in its chemical composition called .

Which forces carry and drop?

4. The picking up and removing of rock pieces and other

particles is called .

5. The dropping off of particles in another location is

called .

6. Erosion and deposition are primarily caused by

and water.

How does moving water change the land?

7. Rivers that flow from a high elevation carve and cut through layers of rock to shape the land.

8. When a glacier melts, the rocks it carried fall to the ground in

a jumble called .

9. When a glacier melts, the rocks and sediment it held pile in front

of or alongside the glacier, forming a(n) .

weathering

mechanical weathering

chemical weathering

erosion

deposition

wind

till

channels

moraine

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How is soil formed?

10. Weathering results in , a mixture of weathered rock, air, water, living things, and humus that can support the growth of rooted plants.

11. Decayed plant and animal remains make up , which can be found in topsoil.

12. Water passes through soil easily, because pores in the soil are connected.

Why is soil important?

13. Rain, runoff, and decaying plants and animals naturally

resupply the soil with .

14. Improper care of soil, developing land for building, and dumping wastes into soil do not allow the soil’s minerals to

be .

Critical Thinking

15. What role does gravity play in weathering, erosion, and deposition?

soil

humus

permeable

minerals

replenished

Gravity pulls water downhill. In flowing water, hard grains of sand

gradually carve through the underlying rock layers. As snow falls

onto a glacier, its weight packs the snow and turns it to ice. Then

gravity pulls on the glacier so it slowly grinds its way down the

slope. This contributes to mass wasting, which is a form of erosion.

Gravity’s role in deposition is to make the sediment fall to the ground

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LESSON

Vocabulary

Forces That Shape EarthMatch the correct letter with the description.

1. I am loose pieces of minerals, rock, and organic material carried and deposited by rivers. What am I?

2. I am a process that happens when gravity pulls materials slowly downhill. What am I?

3. I drop off particles carried by erosion from another location. What am I?

4. I am the breaking down of rocks into smaller pieces by natural processes. What am I?

5. I form along the sides of and in front of glaciers and am left behind when they melt. What am I?

6. I pick up and remove rock pieces and other particles. What am I?

7. Glaciers carry me, and I fall to the ground in a jumble when they melt. What am I?

8. I am a material made of decayed plant and animal remains. What am I?

9. I am made up of weathered rock, air, water, living things, and humus. What am I?

a. deposition

b. erosion

c. humus

d. mass wasting

e. moraine

f. sediment

g. soil

h. till

i. weathering

f

d

a

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c

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Forces That Shape EarthFill in the blanks.

chemical

deposition

erosion

humus

mechanical

sediment

till

wind

Weathering, erosion, and deposition shape Earth’s

surface. Weathering that breaks down rock through physical

changes is called weathering, and

weathering that breaks down rock through chemical changes

is called weathering. When pieces of

weathered or broken rock are picked up and carried away,

occurs. When eroded pieces are dropped

in another location, occurs. Moving water

and are the primary causes of erosion and

deposition.

Moving water, such as a river, carries ,

or loose pieces of minerals, rock, and organic material. When

glaciers melt, the sediment they deposit is called

. Weathered rock mixes with air, water,

living things, and to form soil. Soil is a

valuable resource that must be respected and conserved.

mechanical

chemical

erosion

deposition

wind

sediment

till

humus

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Writingin Science

The Danger of Shifting SandRead the Writing in Science feature in your textbook.

Getting Ideas

Write the words beach erosion in the center of the star web below. Then think of as many ideas as you can about beach erosion. Write these ideas in the outer circles. You can add circles to the web if you like.

Write About ItNarrative Writing Tell a personal story about the effects of beach erosion and protecting beaches. Use descriptive details, and retell events in a logical order. Use the first-person point of view, and use dialogue, if appropriate. Using print and online research, include information about why beaches are important.

Students should write a concise

idea relevant to beach erosion in each of the outer circles.

beach erosion

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Drafting

A personal story usually begins with an attention-grabbing sentence that makes readers want to read on to find out more. Circle the sentence below that is the better way for Jasmine to begin her narrative.

I learned a lot about erosion by watching the public beach.

I thought beaches were forever, but like everything else, they are not!

Now write your first draft. Use a separate piece of paper. Remember to write in the first-person point of view. Begin with your attention-grabbing sentence, and use ideas from your star web throughout your story.


When you write a personal narrative, you must maintain a consistent point of view. Make sure that the events are in chronological order, from first to last.

Revise and proofread your narrative. Ask these questions:

Have I described a personal experience?

Have I told events in a logical order?

Have I provided facts and details about erosion and protection?

Have I expressed my feelings clearly?

Have I maintained a consistent first-person point of view?

Have I corrected all grammar mistakes?

Have I corrected all spelling, punctuation, and capitalization errors?

▶

▶

▶

▶

▶

▶

▶

Students should write in the

first-person point of view about

the effects of beach erosion and

protecting beaches. Their story

should be written in chronological

order and should include a

beginning, middle, and end.

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LESSON

Outline

Changes in Geology over TimeUse your textbook to help you fill in the blanks.

What is relative age?

1. Two ideas that help scientists determine the age of rock

layers are original horizontality and .

2. Scientists compare the age of one rock layer to the age of

another to find its .

3. Layers of rock can be tilted, folded, or by forces within Earth, making it difficult to determine their relative ages.

What are fossils?

4. Fossils can form when organisms die and are buried by

, which replaces the hard parts of the body and hardens to form rock.

5. Some fossils are formed when organisms are trapped

in flowing tree sap, which hardens to form .

6. Other fossils are formed when footprints or other

quickly dry and become covered with sediment and preserved.

What is absolute age?

7. The discovery of allowed scientists to determine how old a rock layer or fossil really is.

8. Rocks contain radioactive elements that decay into other

elements at a constant rate called .

superposition

relative age

overturned

amber

sediment

imprints

radioactivity

half-life

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9. By comparing the amount of the original element to the amount of decay product in a rock layer, scientists can

determine a rock’s age in years, or its .

Is Earth still changing?

10. The formation of a new landform by plate movement, such

as the island of near Iceland, is proof that Earth is constantly changing.

11. Changes in Earth’s surface bring about changes in Earth’s

; some become extinct when they are unable to adapt to new surface conditions.

12. Today some living organisms are in danger of becoming extinct as a result of changes to Earth caused by

activity.

Critical Thinking

13. How does radioactivity and fossil formation help tell Earth’s geologic story?

absolute age

Surtsey

organisms

human

Rock contains radioactive elements that decay at a constant rate

called half-life. Scientists compare the ratio of original element to

decay product to determine the absolute age of rock layers. Fossils

are found in rock layers, which helps scientists determine the fossils’

relative ages. Fossils also indicate how life existed in earlier time

periods at specific locations and how those locations have changed

over time.

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LESSON

Vocabulary

Changes in Geology over TimeMatch the correct letter with the description.

1. a list of Earth’s rock layers in order from oldest to youngest

2. a shorter time measurement that divides eras into smaller parts

3. inferred by using the ideas of original horizontality and superposition

4. the remains of a living thing preserved in Earth’s crust

5. a measurement of a long stretch of time in Earth’s geologic history

6. the idea that the bottom layer in a series of rock layers is the oldest and the top layer is the youngest

7. described as the time it takes for half the mass of an original element to change into a new product

8. a rock layer’s age in years

a. absolute age

b. era

c. fossil

d. geologic column

e. half-life

f. period

g. relative age

h. superposition

d

f

g

c

b

h

a

e

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Changes in Geology over TimeFill in the blanks.

absolute age

extinct

fossils

original horizontality

rediscovered

relative age

superposition

volcanoes

Rock layers help tell Earth’s geologic story. Scientists use

two ideas to find a rock’s , or its age

compared to that of other rocks. The first idea is called

, a concept indicating that sedimentary

rock forms in horizontal layers. The second idea scientists use

to determine relative age is , which states

that the oldest layer in a series of rock layers is at the bottom.

The remains, traces, or imprints of organisms are called

. Scientists can use an element’s half-life to

find the of a fossil or rock layer.

Earth’s continuous changes are evidenced by new islands

and new . When animals cannot adapt to

Earth’s changes, they may become .

Some species of animals that were once extinct are being

. There are also new species of plants and

animals being discovered all the time.

relative age

original horizonality

superposition

fossils

absolute age

volcanoes

extinct

rediscovered

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CHAPTER

Vocabulary

Changes over TimeCircle the letter of the best answer.

1. In Earth’s hydrosphere one might find

A a mountain.

B a plateau.

C an ocean.

D a desert.

2. Wind and water drop the particles they are carrying at another location during

A deposition.

B erosion.

C mass wasting.

D continental drift.

3. The measure of energy released during an earthquake is called

A temperature.

B magnitude.

C velocity.

D amplitude.

4. Alfred Wegener’s concept that Pangaea split apart is called

A seafloor spreading.

B extinction.

C plate tectonics.

D continental drift.

5. The half-life of elements in rocks is used to find

A relative age.

B magnitude.

C absolute age.

D elevation.

6. A vibration that is produced by earthquakes and volcanoes and travels through Earth is called a

A seismic wave.

B geologic history.

C seismograph.

D half-life.

7. Earth’s solid, rocky surface is called the

A core.

B crust.

C lithosphere.

D mantle.

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8. A trilobite is an example of a

A moraine.

B till.

C horizon.

D fossil.

9. Rock is broken down by

A weathering.

B deposition.

C superposition.

D sedimentation.

10. A scientific model of Earth in which Earth’s surface is broken into pieces is called

A continental drift.

B plate tectonics.

C subduction.

D seafloor spreading.

11. Earth’s lithosphere includes part of the

A core.

B magma.

C mantle.

D atmosphere.

12. When Earth’s plates move, the cracks that form in the lithosphere are called

A valleys.

B canyons.

C mountains.

D faults.

13. New ocean floor forms from

A seafloor spreading.

B mass wasting.

C magnetism.

D erosion.

14. Mass wasting is an example of

A sediment.

B erosion.

C deposition.

D elevation.

15. Original horizontality and superposition are used to find

A absolute age.

B relative age.

C continental drift.

D soil horizon.

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CHAPTER

Concept Map

Conserving Our ResourcesComplete the concept map on conserving Earth’s resources, using words and phrases from your textbook.

Water

Practice the 3 Rs to conserve nonrenewable resources:

, reuse , and

.

To conserve renewable resources, protect the land, water, and air from

and

.

Air

Land

Earth’s Resources

Resources Where They Come From Ways to Conserve

Ozone is an element found in Earth’s

that protects us from the Sun’s radiation.

Energy from the wind is captured and converted into electricity by

.

Energy that comes from running water is called

power.

Water that plants, animals, and humans need to survive is called

water.

Farmers need

to grow crops.

Minerals most frequently mined from the land include

fuels.

hydroelectric

potablereduce

topsoil

fossil

recycle

wastes

pollution

windmills

atmosphere

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Minerals and RocksUse your textbook to help you fill in the blanks.

What are minerals?

1. Minerals are the naturally occurring materials found in Earth’s crust.

2. Minerals, like all kinds of matter, are made up of .

3. The properties of minerals include color, , and crystal structure.

4. The way a mineral breaks apart is called .

What are some other properties of minerals?

5. On Mohs’ scale, a low number indicates a(n) mineral, and a high number indicates a hard mineral.

6. The best way to differentiate iron pyrite and gold is to

perform a(n) .

7. The way that a mineral reflects light is referred to

as .

How do rocks differ?

8. Rock is a naturally formed solid material made up of one or

more .

9. The three main types of rock are , sedimentary, and metamorphic.

10. Types of rock are identified by the minerals that they contain

and the under which they were formed.

solid

elements

texture

cleavage

soft

streak test

luster

igneous

conditions

minerals

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LESSON

Outline

11. Intrusive rock and extrusive rock are two kinds of

rock.

What are sedimentary and metamorphic rock?

12. Of the three types of rock, rock is the most likely to contain fossils.

13. Rock that is changed by heat, pressure, or a chemical

reaction becomes rock.

What is the rock cycle?

14. It is hard to know which type of rock came first, because all

rock comes from .

15. Weathering breaks down all three types of rock into

, which may then become sedimentary rock.

16. Both sedimentary and igneous rock can become

metamorphic rock under high and pressure.

Critical Thinking

17. What can be learned about a type of rock by studying its physical properties?

igneous

sedimentary

metamorphic

sediment

other rock

You can describe a type of rock by its physical properties, such

as size, color, shape, texture, and luster. You can also discuss its

hardness, its crystal structure, and the color it leaves when it is

rubbed against a rough surface. These properties can tell you what

the rock is made of and how it was formed.

temperature

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Minerals and RocksMatch the correct letter with the description.

1. naturally occurring solid materials that make up Earth’s crust

2. the process that describes how rock can continuously change from one kind of rock into another over long periods of time

3. the type of rock that includes intrusive rock and extrusive rock

4. the process in which the structure and texture of rock in a large area is changed by high heat and pressure

5. the type of rock that is most likely to contain fossils

6. a solid that has a structure arranged in orderly, fixed patterns

7. a naturally formed solid material made up of one or more minerals

8. the type of rock formed under high temperature and high pressure

a. crystal

b. igneous rock

c. metamorphic rock

d. minerals

e. regional metamorphism

f. rock

g. rock cycle

h. sedimentary rock

d

g

b

e

h

a

c

f

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LESSON

Cloze Activity

Minerals and RocksFill in the blanks.

igneous

luster

magma

metamorphic

properties

shells

streak test

structure

Minerals, the solid materials of Earth’s crust, are made of

one or more elements. Minerals are differentiated by their

physical . The way that the minerals in

rock fit together gives the rock its . If you

identify the color of the mark left when a mineral is rubbed

against a rough surface, you are performing a(n)

. The way that a mineral reflects light is

called .

There are three types of rock: rock,

sedimentary rock, and metamorphic rock. Igneous rock

forms when or lava cools and hardens.

Sedimentary rock forms when small pieces of rock, minerals,

and are deposited, buried, and cemented

together. rock forms when any type of

rock is changed by heat or pressure. Rock continually

changes into other kinds of rock through the rock cycle.

properties

structure

streak test

luster

igneous

magma

Metamorphic

shells

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Air and WaterUse your textbook to help you fill in the blanks.

How is air useful?

1. Air is part of the , the layer of gases that surrounds Earth.

2. Air consists mostly of and oxygen.

3. When people and animals breathe, their cells take in

from the air and release carbon

dioxide, which take in to make food.

4. Clouds help moderate extremes in Earth’s

by blocking sunlight during the day and keeping heat from escaping into space at night.

Where do we find water?

5. The small amount of Earth’s usable fresh water is renewed

constantly by the .

6. The water cycle begins with water that evaporates from

and other bodies of water on land.

7. When water droplets in clouds become too heavy, they fall to

the ground as .

8. The region that contributes water to a river or a river system

is called a(n) .

How is water useful?

9. Of all the water on Earth, less than 3% is water.

atmosphere

nitrogen

oxygen

plants

temperature

water cycle

oceans

precipitation

watershed

fresh

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LESSON

Outline

10. The process scientists use to turn salt water into fresh water

is called .

11. When groundwater is blocked by tightly packed rocks, it fills the spaces between the rocks and the soil above to form a water-filled space, the top of which is called the

water .

12. Underground areas of rock and soil that are filled with water squeezed between tightly packed layers of rock are called

.

13. Reservoirs are natural or man-made lakes that store fresh water,

which is supplied to cities and towns by .

What are droughts and floods?

14. In the “dust bowl” of the 1930s, the ground became so dry

that the blew away.

15. To help minimize soil erosion, farmers changed the

way they , and they planted

to block the wind.

16. Floods occur when a stream, river, or lake receives more

water than its can hold.

Critical Thinking

17. How do air and water support life on Earth?

desalination

table

aquifers

pipelines

topsoil

plowed

banks

trees

People and animals need oxygen from air in order to live. Plants

need carbon dioxide from air in order to make food. All organisms

need water to live.

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Air and WaterUse the clues to unscramble each word. Then unscramble the circled letters to answer the last question.

aquifer

atmosphere

ozone layer

precipitation

reservoir

water cycle

watershed

water table

1. DHRTWESEA a region that contributes water to a river

2. PERSOTEAMH a layer of gases that surrounds Earth

3. SERERIROV a natural or man-made lake that stores fresh water

4. ABETTERLAW the top of a water-filled space in rock and soil

5. ANYELOOZER the special form of oxygen gas found in the atmosphere

6. CLETWERCYA the continuous movement of water between Earth’s surface and the air

7. FURIQEA an underground, water-filled area of rock and soil between two packed layers of rock

8. TITIPIROCENAP what occurs when water droplets in clouds become too heavy and fall to the ground

9. How can scientists make salt water drinkable?

through a called

W A T E R S H E D

R E S E R V O I R

A Q U I F E R

A T M O S P H E R E

W A T E R T A B L E

O Z O N E L A Y E R

W A T E R C Y C L E

P R E C I P I T A T I O N

D E S A L I N A T I O N

P R O C E S S

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LESSON

Cloze Activity

Air and WaterFill in the blanks.

carbon dioxide

fresh

ocean

oxygen

pipelines

precipitation

reservoirs

respiration

ultraviolet

water cycle

Air is the part of the atmosphere that makes life on Earth

possible. Air contains , which living things

use for , the breaking down of food to

produce energy. As a waste product of respiration, organisms

give off , which plants take in to make

food. The atmosphere protects us from

radiation and regulates air temperature.

In addition to breathable air, people also need

water to drink. Fresh water is constantly

cycled between Earth’s surface and the air by the

. The water cycle’s phases include

evaporation, condensation, and . Most

water on Earth is found in the . Cities and

large towns store fresh water in and supply

the fresh water to homes through . Both of

these events can affect a city or town’s supply of fresh water.

oxygen

respiration

carbon dioxide

ultraviolet

fresh

water cycle

precipitation

ocean

reservoirs

pipelines

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Clean Up Our Watershed!Read the Writing in Science feature in your textbook.

Getting Ideas

Choose two actions for saving the watershed. Write them in the left-hand column of the chart below. In the right-hand column, write reasons that would persuade people to take these actions.

Actions Reasons

Write About ItPersuasive Writing Find out what actions people can take to make watersheds less polluted. Write a persuasive essay urging people to do two of these actions.

Students’ answers will vary.

Sample answer: Pick up after

your pet.


Sample answer: Rain carries pet

waste into storm drains.

Water from storm drains is not

treated.

Reduce your use of pesticides. Pesticides are washed into

gutters and storm drains.

The pesticides then flow into

rivers and creeks.

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Writingin Science

Drafting

Write a sentence to begin your persuasive essay. Tell why you think it is important to keep your watershed clean.

Now write your first draft. Use a separate piece of paper. Begin with the sentence you wrote above. Provide two different actions you want people to take. Give convincing reasons for taking each action.


Tina also wanted to urge people to reduce their use of pesticides. Use the word in parentheses to combine the pair of sentences Tina wrote. Write the new sentence on the lines.

Using pesticides may be an easy solution for dealing with pests in our gardens. It is not a safe solution for our water supply. (but)


Have I clearly stated my opinion about the importance of keeping the watershed clean?

Have I provided examples of actions to take and reasons to take those actions?


▶

▶

▶

Students’ sentences will vary. Sample answer: If we want to stay healthy,

we need to keep our watershed clean.

Students should state what actions they want their readers to take, and should clearly explain two reasons for taking each action.

Using pesticides may be an easy solution for dealing with pests in our

gardens, but it is not a safe solution for our water supply.

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Other Land ResourcesUse your textbook to help you fill in the blanks.

What are renewable resources?

1. Two examples of renewable resources are

and energy.

2. Some examples of nonrenewable resources are copper,

, petroleum, and other minerals.

3. Renewable resources can be quickly, but nonrenewable resources cannot.

How do fuels form?

4. Coal, oil, and natural gas are classified as

fuels.

5. Because fossil fuels take millions of years to form, they are

considered resources.

6. As time passes, heat and pressure turn peat, or decayed plant

matter, into either lignite or coal.

7. Coal is used to generate energy.

8. Oil and natural gas come from the remains of tiny

that once lived in the .

9. The most common use for petroleum products is as fuel

for .

10. Scientists believe that most oil and natural gas have already been discovered.

solar

water

coal

replaced

fossil

electrical

nonrenewable

bituminous

organisms ocean

transportation

deposits

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LESSON

Outline

How do people affect the environment?

11. Pollution is a(n) change in the natural environment.

12. Strip mining and poor farming practices cause soil

and depletion of important nutrients.

13. Air pollution from burning fuels has caused to form over some cities.

How do people affect the land?

14. Most garbage ends up in landfills, but in some places it is

burned in .

15. Some household garbage breaks down, but some garbage is

not .

16. Industrial waste that contains poisonous chemicals and

metals is called .

Critical Thinking

17. What are some of the ways that people misuse land resources and cause harm to the land?

harmful

erosion

incinerators

smog

biodegradable

People use too many nonrenewable resources, burn garbage or leave

it in unlined pits, develop strip mines that erode topsoil, farm in ways

that deplete soil, and use chemicals that poison the land, the water,

and plants and animals nearby.

toxic waste

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Other Land ResourcesMatch the correct letter with the description.

1. I formed when decaying swamp plants were buried and subjected to heat and pressure over millions of years. What am I?

2. I am a natural resource that cannot be reused or quickly replaced. What am I?

3. I am a mixture of smoke and fog that usually forms over cities. What am I?

4. I am a place with a special lining where garbage is collected, and I get covered with soil. What am I?

5. I form when nitrogen and sulfur from burning fossil fuels combine with moisture in the air. What am I?

6. I am a natural resource that can be reused or replaced quickly. What am I?

7. I am the word used to describe garbage that breaks down quickly and naturally. What am I?

8. I am a collection of poisonous materials that must be handled very carefully. What am I?

a. acid rain

b. biodegradable

c. coal

d. landfill

e. nonrenewable resource

f. renewable resource

g. smog

h. toxic waste

c

e

g

d

a

b

f

h

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LESSON

Cloze Activity

Other Land ResourcesFill in the blanks.

biodegradable

farming

landfills

nonrenewable

oil

pollution

renewable

soil

Many objects used around the world every day are made

from natural resources. Some natural resources are

, which means that they are easily

replaced or replenished. Other resources, such as copper and

other minerals, are resources.

People need to grow food, but strip

mining and poor practices can make the

soil unusable. Natural gas and are fossil

fuels. The burning of fossil fuels causes .

People produce a lot of garbage that is ,

but garbage that does not break down quickly goes into

, where it decomposes slowly under soil.

Limiting waste and disposing of it properly are important to

preserving our environment.

renewable

nonrenewable

farming

oil

pollution

biodegradable

soil

landfills

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Clean SteamRead the Reading in Science feature in your textbook.

Summarize

Use the graphic organizer to summarize the information in the article, listing three main points from the article at left and writing a summary at right.

Students should list three main points from the article in the top boxes

and write a clear and concise summary using details from the article in the

large bottom box.

Summary

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Readingin Science


Write a brief sentence explaining the disadvantages of using geothermal energy.

Write a brief sentence explaining the advantages of using geothermal energy.

Drafting

Now write a brief summary about how geothermal energy is used to generate electricity. Include only the most important details in your summary.

Write About ItSummarize

1. In general, how does the use of fossil fuels affect the environment?

2. How is geothermal energy used to generate electricity?

It is not readily available in most areas.

It does not produce air pollution or carbon dioxide emissions.

Students’ summaries should explain how geothermal energy is used to

generate electricity. Summaries should include only essential information.

Sample answer: Hot steam from geysers and hot underground water are

used to turn turbines in power plants in order to generate electricity.

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Saving ResourcesUse your textbook to help you fill in the blanks.

How can we save Earth’s land, water, and air?

1. Farmers can preserve soil by adding to replace the minerals that crops remove and

to help crops grow.

2. To prevent soil from being washed away, farmers can

plant between rows of crops or plant

in a row across the top of a hill.

3. Some towns and cities reduce waste by collecting paper,

glass, and plastic at centers.

4. Polluted water can be made clean enough to drink if it goes

through a water or purification plant.

5. Some countries have laws that protect the oceans by keeping

, chemicals, and other wastes out of the water.

How can we reduce the burning of fossil fuels?

6. As our population increases, so does our use of .

7. Geothermal energy and wind are two examples of

energy sources.

8. To produce energy from wind, a windmill spins a wind

that generates electricity.

humus

manure

trees

recycling

treatment

sewage

alternative

fossil fuels

turbine

grass

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Chapter 6 • Conserving Our Resources Use with Lesson 4Reading and Writing Saving Resources

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LESSON

Outline

9. Plant and animal wastes, including corn or sugar cane, can

be turned into by a process called

conversion.

10. Running water is used to produce energy in plants.

What are the 3 Rs?

11. The 3 Rs of conservation are reduce, reuse, and .

12. We can reduce the amount of fuel that we consume by insulating our homes, using less air conditioning in summer,

and using less in winter.

13. Reusing materials saves the that would have been used to make new materials.

14. Recycling reduces the amount of that would otherwise be buried in landfills.

15. It is especially important to recycle old electronic

components because of the materials they contain.

Critical Thinking

16. What are some things that you and your family can do to conserve resources?

fuel

biomass

hydroelectric

recycle

heat

energy

waste

hazardous

Possible answers: I can keep the temperature in my house warmer

during summer and cooler during winter. My family can make sure

that our house is well insulated and that we drive a car with good fuel

economy. I can recycle glass, paper, and plastic, and I can reuse as

many things as possible.

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Saving ResourcesFill in the blanks.

1. Heat inside Earth can provide .

2. To change sunlight into electricity to power a home, people

use devices called .

3. After a magazine has been read, it could be , to save space in landfills.

4. Plant and animal wastes that can be processed to make fuel

are called .

5. Metal spoons reduce the amount of waste because they

allow .

6. You produce more waste when you use products that are

.

7. Many dams use water power to produce .

8. If you keep your house colder in the winter and wear a

sweater, you will air pollution and conserve a nonrenewable resource.

biomass

disposable

geothermal energy

hydroelectricity

recycled

reduce

reuse

solar cells

geothermal energy

solar cells

recycled

biomass

reuse

hydroelectricity

reduce

disposable©

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LESSON

Cloze Activity

Saving ResourcesFill in the blanks.

Earth’s resources must be protected and used efficiently.

Farmers should protect the they depend

on to grow food. This can be done by adding humus and

to the soil to replace the minerals and

organic matter that are needed to help crops grow.

Most of our nonbiodegradable trash ends up in

. We can limit how much trash we throw

away by materials such as paper, plastic,

and glass. Fossil fuel use can be limited by converting

energy sources, such as water, wind, and

sunlight into electrical energy by using turbines and solar

cells. Biodegradable wastes such as plant wastes can be

processed in a to make fuel. The 3 Rs of

conservation are reduce, , and recycle.

Practicing these conservation strategies can limit the

negative effect people have on the land.

alternative

biorefinery

landfills

manure

recycling

reuse

soil

soil

manure

landfills

recycling

alternative

biorefinery

reuse

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1. A naturally occurring solid material that is made of one or more elements is a(n)

A biomass.

B landfill.

C cleavage.

D mineral.

2. The type of rock that forms when lava cools and hardens is

A igneous.

B metamorphic.

C sedimentary.

D quartz.

3. The process that best describes how all rocks come from other rocks is

A biomass conversion.

B the rock cycle.

C geothermal energy.

D the water cycle.

4. The type of rock that is most likely to contain fossils is

A igneous.

B intrusive.

C metamorphic.

D sedimentary.

5. The primary source of oxygen for people and of nitrogen for plants is the

A water table.

B atmosphere.

C rock cycle.

D lithosphere.

6. When water droplets in clouds become too heavy, they fall to Earth as

A ozone.

B runoff.

C precipitation.

D groundwater.

Conserving Our ResourcesCircle the letter of the best answer.

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CHAPTER

Vocabulary

7. Evaporation, condensation, and precipitation are stages in the

A water cycle.

B rock cycle.

C watershed.

D landfill.

8. Most cities and towns store their fresh water supplies in

A reservoirs.

B aquifers.

C watersheds.

D floods.

9. Specially designed places where garbage is deposited in lined pits are called

A landfills.

B ores.

C cycles.

D droughts.

10. Resources that can be replaced over a short period of time are

A biodegradable.

B renewable.

C nonrenewable.

D extrusive.

11. A collection of poisonous materials that must be carefully disposed of is called

A toxic waste.

B acid rain.

C incineration.

D fossil fuel.

12. Acid rain and smog are types of

A fuels.

B minerals.

C runoff.

D pollution.

13. In order to heat a home with sunlight, you would need

A solar panels.

B geothermal energy.

C alternative energy.

D biomass.

14. The use of running water to produce electricity is called

A geothermal energy.

B biomass conversion.

C purification.

D hydroelectricity.

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Monarch Butterflies at Risk

Write About ItResponse to Literature In this article the author discusses monarch butterflies. What conditions affect these butterflies? What role does weather play? Think about a severe weather condition you have experienced. Write a personal narrative describing the severe weather and how it affected you and other people.

Students’ personal narratives should be written in a logical order with an

introductory sentence that describes a severe weather condition they

experienced, details about how the weather conditions affected them and

other people, and a closing sentence.

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CHAPTER

Concept Map

Weather and ClimateComplete the concept map on weather and climate, using words and phrases from your textbook.

What affects weather?

Weather is defined as the state of the at a given place

and time. Climate is defined as the average of a region.

Climate varies with and it is affected by temperature

and .

How do we predict weather?

What is severe weather?

• A pair of X chromosomes is present in a(n)

.

• An X chromosome and a Y chromosome

Weather is affected by the angle of the Sun’s rays as they hit Earth’s surface at different times

of the and at different times of the year.

Temperature, elevation, and air pressure cause air to move; this movement of air is called

.

Areas of high

usually indicate fair weather; areas of low pressure usually indicate rain, clouds, and storms.

The most common type of severe weather event is a(n)

.

Weather can change rapidly along the boundaries between regional air masses called

.

The most violent thunderstorms can cause spinning funnels of air called

.

The water cycle is the process by which ocean water evaporates, condenses, and then falls

as in the form of rain, sleet, snow, or hail.

Technology scientists use to predict weather includes weather maps, weather balloons, satellites, and

.

Large, swirling storms that start as tropical-ocean thunderstorms merging around a low-pressure center are called

.

troposphere

day

wind

air pressure

thunderstorm

tornadoes

weather

latitude

precipitation

fronts

precipitation

radar hurricanes

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The Atmosphere and WeatherUse your textbook to help you fill in the blanks.

Where is the weather?

1. The layer of the atmosphere in which most weather

takes place is the .

2. Above the troposphere are the stratosphere, the

, and the thermosphere.

3. The state of the troposphere at a given place and time

is called .

4. Weather variables include temperature, wind, moisture,

cloud cover, and .

What affects air temperature?

5. The greater the angle of insolation is, the more the Sun’s rays will be.

6. The angle of insolation depends on three factors:

, time of year, and time of day.

7. The three different temperature scales are Fahrenheit,

Celsius, and .

What is air pressure?

8. Air moves from areas where air pressure is

to areas where air pressure is .

troposphere

weather

mesosphere

precipitation

latitude

low

intense

Kelvin

high

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Chapter 7 • Weather and Climate Use with Lesson 1Reading and Writing The Atmosphere and Weather

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LESSON

Outline

9. Warm air is and has a(n)

air pressure than cooler air, so warm air rises above cooler air.

10. Wind speed is measured with a(n) ,

and wind direction is measured with a(n) .

11. Variations in air pressure are measured with a very

sensitive instrument called a(n) .

12. The common unit used to measure air pressure is

the .

What are global winds?

13. The Coriolis effect causes winds in the Northern

Hemisphere to curve .

14. Winds that blow toward the equator and are curved

to the west by the Coriolis effect are called .

15. Winds that blow toward the poles and are curved to

the east are called because they seem to blow from the west.

Critical Thinking

16. When would average air pressure in the United States be lower: in summer or in winter? Explain your answer.

less dense

lower

anemometer

weather vane

barometer

Average air pressure would be lower in summer than in winter. The

angle of insolation during the summer is more direct, so Earth and

the atmosphere are warmer in summer than in winter. Warm air is

less dense and has a lower air pressure than cool air.

millibar

clockwise

trade winds

westerlies

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The Atmosphere and WeatherMatch the correct letter with the description.

1. wind that blows from the land toward the sea

2. a circular pattern of rising air, sinking air, and winds, caused by unequal heating and cooling of a region’s air

3. the layer of the atmosphere closest to Earth’s surface

4. the force exerted on a given area by impacts of gas particles in constant motion

5. the amount of the Sun’s energy that reaches Earth at a given time and place

6. the layers of gases that surround Earth

7. the shift in the direction of global winds caused by Earth’s rotation

8. wind that blows from the sea toward the land

a. air pressure

b. atmosphere

c. convection cell

d. Coriolis effect

e. insolation

f. land breeze

g. sea breeze

h. troposphere

f

c

a

h

e

d

b

g

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LESSON

Cloze Activity

The Atmosphere and WeatherFill in the blanks.

Coriolis effect

equator

higher

increases

insolation

latitude

left

lower

poles

right

temperature

Two key factors that determine the weather are

temperature and air pressure. Air temperature depends

mostly on the angle of ; as the angle

, the air becomes warmer. Angle of

insolation varies with , time of day,

and season.

Air pressure varies with . Cool air

has a(n) air pressure than warm air.

Air moves from areas of higher pressure to areas of

pressure. Higher air pressure at the

than at the causes

global convection cells. Air in the Northern Hemisphere

moving southward is pushed to the

and in the Southern Hemisphere moving northward to the

because of the .

This causes global wind patterns.

insolation

increases

latitude

poles

higher

temperature

lower

equator

right

left Coriolis effect

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Precipitation and CloudsUse your textbook to help you fill in the blanks.

How does the water cycle affect weather?

1. Water leaves the surface of lakes,

streams, and oceans through a process called .

2. When air cools, water molecules lose energy and

, or change into liquid form.

3. The higher the temperature is, the water vapor the air can hold.

4. A measure of the amount of water vapor in the air compared to the total amount that the air could hold at

that temperature is called .

What are the types of clouds?

5. There are three basic cloud types: , stratus, and cirrus.

6. A cloud that produces precipitation has the suffix

or the prefix added to its name.

7. The amount of shading in a circle representing a weather

station indicates the amount of present.

What are the different types of precipitation?

8. Sleet forms when freeze before falling to Earth’s surface and turn to pellets of ice.

vapor

evaporation

condense

more

cumulus

-nimbus

relative humidity

cloud cover

nimbo-

raindrops

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LESSON

Outline

What is a thunderstorm?

9. Thunderstorms begin when intense heat causes warm,

moist air to rise quickly and form clouds.

10. A buildup of an electric charge inside a cumulonimbus

cloud can produce a huge spark called .

11. On very hot days, powerful updrafts during thunderstorms can cause funnels of violent, whirling

wind called .

What are hurricanes?

12. Thunderstorms over tropical oceans can merge into one

large storm called a(n) .

13. At the center of these merging thunderstorms is a large

region of pressure.

How can we predict severe storms?

14. To find and track developing storms, scientists use

weather satellites, radar, and fitted with special equipment.

Critical Thinking

15. At what time of year do most thunderstorms and hurricanes occur in the United States? Explain your answer.

hurricane

lightning

cumulonimbus

tornadoes

low

planes

Most thunderstorms and hurricanes occur during the warm seasons

of the year. For thunderstorms to occur, there must be strong

updrafts of warm, moist air, and these can form only when the

weather is hot.

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Precipitation and CloudsUse the clues to fill in the crossword puzzle.

cirrus cloud

condensation

cumulus cloud

evaporation

humidity

hurricane

stratus cloud

tornado

Across

1. a cloud that has a wispy, featherlike shape

3. the actual amount of water vapor in the air

5. a cloud that appears in blanketlike layers

6. the changing of a gas into a liquid as heat is removed

Down

1. a billowy, puffy cloud that seems to rise from a flat bottom

2. the changing of a liquid into a gas

3. a large, swirling storm with low pressure at the center

4. a violent, whirling wind that moves across the ground in a narrow path

3

5

6

4

21

l

m

u m i d i t y

t

e

o

t

u

a

r

d

o

n

i

a

i

u d

e

r

u

l

u

s

h

u

r

r

c

c

u

t

o

a

t u s c l o

n

o

a

s c l o u d

v

p

u

i

c

a

n

d

r r

c o n d e s a t no

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LESSON

Cloze Activity

Precipitation and CloudsFill in the blanks.

cirrus

condenses

Doppler

hail

hurricanes

precipitation

stratus

thunderstorms

tornadoes

Water from the surface of Earth’s oceans evaporates

into water vapor in the atmosphere. Then it

to form clouds. The three main types of clouds are

, , and cumulus

clouds. Eventually the water in clouds becomes too heavy

for the cloud to hold and falls as .

Different types of precipitation include rain, sleet,

, and snow.

Cumulonimbus clouds can develop into

with strong winds and heavy rain. The most violent

thunderstorms can spawn with violent

whirling winds. Thunderstorms over tropical waters can

develop into .

Technological advances include weather satellites and

radar. These devices help scientists

predict the size and speed of approaching storms.

condenses

cirrus stratus

thunderstorms

precipitation

hail

tornadoes

hurricanes

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Predicting WeatherUse your textbook to help you fill in the blanks.

What are highs and lows?

1. Isobars spaced closely together indicate wind speeds.

2. Air always flows outward from the center of a high-pressure system, and in the Northern Hemisphere,

rotates in a direction around it.

3. In the Southern Hemisphere, the patterns of movement around high- and low-pressure systems are the

of those in the Northern Hemisphere.

4. An area of high pressure usually indicates weather.

5. When the barometer drops suddenly, is likely.

What are weather fronts?

6. Air masses that form over land tend to be

, and air masses that form over

water tend to be .

7. Air masses that form in the tropics tend to be

, and air masses that form near

the poles tend to be .

8. The boundary between two air masses is called a(n)

.

high

clockwise

fair

reverse

rain

dry

humid

hot

cold

front

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LESSON

Outline

9. When a cold front catches up to a warm front, cool air

moves the warm front.

10. To interpret a weather map, first look for the , and then look at the movements of fronts.

11. In the Northern Hemisphere, fronts rotate around an area of low pressure.

How do we use technology to study weather?

12. Weather factors at ground level, such as temperature, wind direction, wind speed, and humidity, are measured

at .

13. Weather conditions at high altitudes in Earth’s

atmosphere are measured from .

14. Large weather patterns are shown with images

from .

15. Areas of precipitation and indications of wind speed can be

determined by a special kind of radar called .

Critical Thinking

16. Explain how you could use data from ground weather stations to plot highs, lows, and front lines on a weather map.

highs and lows

counterclockwise

satellites

weather stations

weather balloons

To locate highs and lows, draw isobars to connect areas with

similar air pressure. Fronts emerge from atmospheric lows and

rotate counterclockwise in the Northern Hemisphere. Differences

in temperature, cloud cover, and wind direction at various weather

stations indicate areas where fronts are located.

underneath

Doppler radar

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Predicting WeatherChoose a word from the word box below that answers each question.

1. I am a large region of the atmosphere in which the air has similar properties throughout. What am I?

2. I am the lines on a weather map that connect places with equal air pressure. What am I?

3. I am the place where warm air moves in over a cold air mass. What am I?

4. I am a tool used to predict weather by showing different fronts and areas of high and low pressure. What am I?

5. I am the place where cold air moves in under a warm air mass. What am I?

6. I am the boundary between two air masses. What am I?

7. I am the place where a cold front catches up with a warm front, forming a wedge of warm air between two masses of cold air. What am I?

8. I am a special type of radar used to detect precipitation and give an indication of wind speed. What am I?

a. air mass

b. cold front

c. Doppler radar

d. front

e. isobars

f. occluded front

g. warm front

h. weather map

a

e

h

g

b

f

d

c

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LESSON

Cloze Activity

Predicting WeatherFill in the blanks.

clear

clockwise

clouds

cold front

counterclockwise

forecasts

fronts

precipitation

thunderstorms

warm front

weather

wind

To predict weather, scientists study how air moves.

Air pressure causes and influences

. To make accurate ,

scientists must locate low- and high-pressure systems.

A high-pressure system usually produces

skies. A low-pressure system usually produces

and . In the Northern Hemisphere,

winds flow around a high and

around a low.

Weather maps track the movements of highs, lows,

and . At a(n) ,

cold air pushes warm air upward; sometimes

develop. A warm air mass moves over a cold air mass

at a(n) . Expect light precipitation

both before and during the passing of a warm front.

weather

wind

clouds

fronts

thunderstorms

forecasts

warm front

clear

precipitation

clockwise counterclockwise

cold front

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Wildfire AlertRead the Reading in Science feature in your textbook. Look for the events in the article, and notice the sequence in which they occur.

Main Idea

Use the graphic organizer to record the sequence of events in the article.

First

Next

Last

Hot, dry Santa Ana winds blow out of the desert when it’s cold. They

move very quickly.

The Santa Ana winds cause vegetation, particularly in grasslands, to

become dry.

The dry vegetation makes good fuel for forest fires, allowing them to

spread easily. Also, if the Santa Ana wind blows during a forest fire,

the fire can unpredictably change direction, causing more damage.

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Readingin Science


Write a sentence that explains how the Santa Ana winds occur.

Write a sentence that explains how the Santa Ana winds affect vegetation.

Drafting

Now explain what happens when a wildfire starts.

Next, tell what happens when the Santa Ana winds blow during a wildfire.

Write About ItSequence

• Look for steps that happen first and last.

• Think about how steps relate to one another.

Students should write a well-constructed sentence clearly stating how the

Santa Ana winds occur.

Students should write a clear, properly constructed sentence explaining

how the Santa Ana winds affect vegetation.

Students should clearly explain what happens when a wildfire starts.

Students should clearly explain how the Santa Ana winds can affect

a wildfire.

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ClimateUse your textbook to help you fill in the blanks.

What is climate?

1. The average weather pattern of a region is its .

2. Climate is closely related to , which is the distance north or south of the equator.

3. Tropical zones, located near the ,

have climates.

4. At latitudes near the poles, winters are long and

, and summers are short and cool.

What affects climate?

5. The two main factors that determine climate are

and .

6. Areas with a continental climate often have warm

summers, mild winters, and annual precipitation.

7. Areas near the ocean often have warm summers, mild

winters, and annual precipitation.

8. Areas in the path of a(n) coming from the water usually receive a high amount of precipitation.

climate

latitude

equator

hot and wet

frigid

temperature precipitation

low

high

prevailing wind

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LESSON

Outline

9. As winds push air up the windward side of a mountain,

the air cools , so clouds and form.

10. The Alps in Europe protect the Mediterranean coast

from cold air that blows from the .

11. Erupting volcanoes send dust, ash, and gases into

the atmosphere, blocking and cooling the air and land.

Have climates changed over time?

12. Every 11 years the Sun has more than

usual, causing Earth’s average temperature to .

13. Continents have changed positions over time because

of .

14. Fossil evidence indicates that once grew in what are now cold areas of Canada.

Critical Thinking

15. The latitude 40°N cuts through the middle of the United States. What factors influence the climate in the United States along that latitude?

poles

sunlight

sunspots

rise

plate tectonics

tropical ferns

The westerlies blow from west to east at that latitude. Locations on

the West Coast are wet and mild. Locations on the windward (west)

sides of mountain ranges are wetter than areas on the leeward (east)

sides. Inland areas have hotter summers and cooler winters than

coastal areas. The Pacific Current cools areas near the West Coast,

and the Gulf Stream warms areas near the East Coast.

precipitation

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ClimateFill in the blanks.

1. Areas near the equator with hot, wet climates are

.

2. Areas near the poles that have long, frigid winters and

short, cool summers are .

3. Regions located within a large landmass have a(n)

.

4. Regions near an ocean or other large body of water

have a(n) .

5. The height of an area in relation to sea level is .

6. The leeward side of a mountain where air becomes dry

is said to be in a(n) .

7. Cold periods of Earth’s history when the brightness

of the Sun may have changed are called .

8. Dark areas that appear temporarily on the Sun’s surface

are called .

continental climate

elevation

ice ages

maritime climate

polar zones

rain shadow

sunspots

tropical zones

tropical zones

polar zones

continental climate

maritime climate

elevation

rain shadow

ice ages

sunspots

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LESSON

Cloze Activity

ClimateFill in the blanks.

altitude

cooler

elevation

equator

latitude

precipitation

rain shadow

windward

The average weather pattern of a place is called its

climate. To determine a region’s climate, average

and temperatures are measured over several years. Climates

vary from place to place, mostly because of .

Areas near the are warmer and wetter

than areas near the poles. Regions near water have milder

winters and summers than inland areas

at the same latitude.

Another factor that can affect the average temperature

and precipitation of a region is .

Mountain top temperatures decrease as a mountain’s

increases. The side

of a mountain is wetter, and the leeward side is in a(n)

. Sunspots and plate tectonics suggest

that the climate of a given region changes over time.

precipitation

latitude

cooler

elevation

equator

altitude windward

rain shadow

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Underground Homes

Getting Ideas

One way to organize a comparison-and-contrast essay is through a point-by-point analysis. An attribute of the first item is compared to the same attribute of the other item. Repeat this process for each attribute. Use the Internet and the energy-guide labels on appliances to gather information for the chart below. In the top row, list the names of the two items you are comparing. In the left-hand column, list the attributes of each item that you are using to make your comparison.

Item Item

Attribute

Attribute

Attribute

Write About ItExpository Writing Choose one of these topics to compare and contrast.

1. Compare and contrast the price of an energy-saving air conditioner or refrigerator to the savings in energy costs. How long would it take the appliance to save as much as it costs?

2. Compare and contrast two brands of refrigerators. Which is more energy efficient? Use energy-guide labels to make your comparison.

Students should list valid items and attributes that they will compare and contrast. Findings pertaining to each item and attribute should be listed in the corresponding boxes.

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Writingin Science

Drafting

A good comparison-and-contrast essay contains a thesis statement that states the main idea. It should list the items that you are comparing and contrasting and the basis on which they are being compared and contrasted. Circle the sentence that Lee should use to state his main idea about his energy-saving device.

1. In a point-by-point analysis, the TriStar Deluxe refrigerator proved to be more efficient than the Kitchen Pro.

2. I like the TriStar Deluxe refrigerator better than the Kitchen Pro.

Now write your first draft. Use a separate piece of paper. Using a point-by-point analysis, include an introduction that states the items that will be compared and contrasted. The body of your essay should include details from your point-by-point analysis.


Some words and phrases signal comparison—for example, as, likewise, similarly, and in comparison. Some words and phrases signal contrast—for example, although, but, and on the other hand.


Have I written a thesis statement about the energy-saving devices?

Have I explained how the two items are similar and how they are different?

Have I balanced the information equally for each item?

Have I used signal words effectively?

Have I ended with a conclusion based on the evidence presented?


▶

▶

▶

▶

▶

▶

Students should write a clearly constructed essay that includes a conclusion that is based on the point-by-point comparison.

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1. A tool used to measure air pressure is called

A a weather vane.

B an anemometer.

C a barometer.

D a thermometer.

2. The most abundant gases in the atmosphere are nitrogen and

A oxygen.

B carbon dioxide.

C water vapor.

D hydrogen.

3. The lowest layer of the atmosphere is called the

A stratosphere.

B thermosphere.

C ionosphere.

D troposphere.

4. Humidity is a measure of

A the weight of the air.

B the amount of water vapor in the air.

C precipitation.

D how hot or cold the air is.

5. The process by which a liquid changes into a gas is called

A condensation.

B freezing.

C evaporation.

D melting.

6. Dew forms on grass when water

A condenses.

B evaporates.

C melts.

D freezes.

7. Wispy clouds that form high in the sky are called

A cumulus clouds.

B stratus clouds.

C fog.

D cirrus clouds.

8. An air mass that forms over tropical ocean water will be

A warm and dry.

B cold and dry.

C warm and moist.

D cold and moist.

Weather and ClimateCircle the letter of the best answer.

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CHAPTER

Vocabulary

9. A cold air mass pushing under a warm air mass is called

A a warm front.

B a cold front.

C a stationary front.

D an occluded front.

10. Fronts in the United States tend to move from

A west to east.

B east to west.

C north to south.

D south to north.

11. The most violent thunderstorms can produce

A tornadoes.

B lightning.

C winter storms.

D hurricanes.

12. Global winds are caused by

A temperature differences between high and low latitudes.

B temperature differences between high and low altitudes.

C ocean currents.

D mountain ranges.

13. In general, areas of low pressure are associated with

A fair weather.

B cloudy skies.

C severe storms.

D rain and clouds.

14. Earth receives the most direct rays from the Sun at

A the North Pole.

B the South Pole.

C the equator.

D the prime meridian.

15. The measure of the weight of air pressing down on an area is called

A air pressure.

B temperature.

C precipitation.

D humidity.

16. The type of front most likely to bring light, steady rain or snow to an area is

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AstronomyComplete the concept map on the universe and solar system, using words and phrases from your textbook.

What We See in Space

From Earth, we observe space with . In space, artificial

, space probes, and astronauts collect data.

Our Moon

The appearance of the Moon seems to change each week, producing

of the Moon.

If the Moon comes between Earth and the Sun or the Earth comes between the Moon and the Sun,

a(n) occurs.

Our Sun

The length of our year is the length

of one of Earth around the Sun.

Our Sun’ is an average-sized,

star, but it will eventually become a red giant.

Our Galaxy

We can sometimes see our galaxy,

the , in the night sky. Our galaxy has a

shape.

Background radiation supports the

theory.

Our Solar System

The inner planets are Mercury,

, Earth, and Mars. The outer planets include

Jupiter, , Uranus, and Neptune.

The solar system also includes orbiting comets, meteors, and

.

phases

satellites

telescopes

eclipse

revolution

main-sequence

Milky Way Venus

Saturnbarred spiral

big bang

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LESSON

Outline

The Earth-Sun SystemUse your textbook to help you fill in the blanks.

What is astronomy?

1. The planets, the stars, and all of space make up

the .

2. The study of the universe is called .

3. A device that collects light from distant objects and magnifies images of those objects is called

a(n) .

4. Refracting telescopes and reflecting telescopes use

and visible light to magnify images of faraway objects.

5. Invisible light comes in the form of X rays, radio waves,

radar, and and infrared light.

How can we prove that Earth rotates?

6. Earth makes one rotation on its every 24 hours.

7. The Sun seems to rise in the east and travel west on

its .

8. Earth at a rate of 360 degrees every 24 hours, or 15 degrees per hour.

9. Earth is divided into 24 vertical belts, each about

15 degrees wide in longitude, called .

universe

astronomy

lenses

telescope

axis

apparent path

rotates

standard time zones

ultraviolet

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What makes a year?

10. One complete of Earth around

the Sun takes days.

11. In a hemisphere’s summer, that hemisphere is tilted

the Sun and receives the Sun’s rays more directly; in winter, that hemisphere is tilted

the Sun and receives the Sun’s rays at a lower angle.

12. In summer, when the Sun is higher overhead at

midday, objects cast shadows; in winter, when the Sun is lower in the sky at midday,

objects cast shadows.

How can we explore space?

13. Scientists launch artificial into space to study Earth.

14. Images and data about planets and other objects in

space are studied with the help of space .

15. The Hubble Space Telescope takes clear pictures of Earth

because it orbits above most of Earth’s .

Critical Thinking

16. What three factors can explain changes in the shadows objects cast, time differences, and changes of season over the Earth?

revolution

365.24

toward

away from

shorter

longer

satellites

probes

atmosphere

Earth’s rotation on its axis, Earth’s revolution around the Sun, and the

tilt of Earth’s axis

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LESSON

Vocabulary

The Earth-Sun SystemMatch the correct letter with the description.

1. I am a device that collects light and magnifies images to make distant objects appear closer and larger. What am I?

2. I am one complete trip around the Sun. What am I?

3. I am a vertical belt, about 15 degrees wide in longitude, in which all locations have the same time. What am I?

4. I consist of Earth, the planets, the stars, and all of space. What am I?

5. I am an imaginary line that runs from the North Pole to the South Pole through the center of Earth. What am I?

6. I am a line at a longitude of 180 degrees. What am I?

7. I am the study of the universe. What am I?

8. I am one complete spin of Earth on its axis. What am I?

a. astronomy

b. axis

c. International Date Line

d. revolution

e. rotation

f. standard time zone

g. telescope

h. universe

g

d

f

h

b

c

e

a

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The Earth-Sun SystemFill in the blanks.

axis

revolution

space probes

space shuttles

telescope

time zones

visible light

The study of the universe is called astronomy.

Astronomers use a(n) to see distant

objects. Telescopes use lenses and

to magnify images of faraway objects. Scientists launch

artificial satellites and into space to

obtain data and images. The Hubble Space Telescope

and the International Space Station are maintained by

astronauts who travel into space and back home again

aboard .

Earth rotates 360 degrees on its

every 24 hours, or at a rate of 15 degrees every hour.

Earth is divided into 24 standard that

are about 15 degrees wide in longitude. It takes Earth

365.24 days to make one , or one

complete trip around the Sun. The direction in which Earth

tilts on its axis during this time causes the seasons to change.

telescope

visible light

space probes

time zones

space shuttles

axis

revolution

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LESSON

Outline

The Earth-Sun-Moon System Use your textbook to help you fill in the blanks.

What is the Moon like?

1. Much of our information about the Moon came from

data gathered by the .

2. Bowl-shaped depressions on the Moon’s surface are

that were formed by impacts from space objects.

3. Maria, highlands, valleys, and are features on the Moon’s surface.

4. Small amounts of may be

present on floors on the Moon.

What causes the phases of the Moon?

5. The shape of the Moon that we see in the night sky is

the .

6. Whichever side of the Moon faces the is the lighted side.

7. When the Moon is directly between the Sun and Earth,

its phase is the so we see none of its lighted side.

8. During the phases, you see more and more of the lighted side of the Moon; during

the phases, you see less and less of its lighted side.

Apollo missions

craters

mountains

valley

ice

phase of the Moon

Sun

new Moon

waxing

waning

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What causes eclipses?

9. A lunar eclipse occurs when

blocks sunlight from reaching .

10. The Moon passes directly through Earth’s

at the time of the .

11. A total solar eclipse can occur when Earth passes through

the Moon’s shadow during the phase.

What causes the tides?

12. Waves come higher up on the shore at some times

than at others because of the .

13. Tides on Earth are the result of the pull of gravity

between Earth and .

14. When the Sun, Earth, and the Moon are all in a line,

a(n) occurs.

15. When the gravitational pulls of the Sun and the Moon

are perpendicular, a(n) occurs.

Critical Thinking

16. How does the Moon affect Earth?

the Moon

Earth

shadow

full Moon

The gravitational pull between Earth and the Moon causes tides.

During solar eclipses, the Moon blocks the Sun’s light from reaching

Earth. The Moon reflects some sunlight onto Earth’s dark side at

times, depending on its phase.

new Moon

tides

the Moon

spring tide

neap tide

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LESSON

Vocabulary

The Earth-Sun-Moon SystemMatch the correct letter with the description.

1. the shape of the Moon we see in the night sky

2. the force of attraction among all objects

3. the type of phase that occurs when the lighted side of the Moon becomes more and more visible

4. the bowl-shaped depressions on the Moon’s surface formed by impacts from space objects

5. an event that occurs when Earth blocks sunlight from reaching the Moon

6. the regular rise and fall of the water level along a shore

7. the large, dark, flat surface areas on the Moon’s surface

8. an event that occurs when Earth passes through the Moon’s shadow

9. the type of phase that occurs when we see less and less of the Moon’s lighted side

a. craters

b. gravity

c. lunar eclipse

d. maria

e. phase of the Moon

f. solar eclipse

g. tide

h. waning

i. waxing

e

b

i

a

c

g

d

f

h

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The Earth-Sun-Moon SystemFill in the blanks.

craters

Earth

gravity

lunar

maria

phases

shape

solar

telescopes

Technology allows scientists to study the Moon in new

ways. Apollo astronauts saw firsthand many features that

before had been viewed only through .

They inspected and saw ,

highlands, mountain ranges, and valleys.

As the Moon revolves around , it

passes through and appears to change

. If the Moon passes directly through

Earth’s shadow, a(n) eclipse occurs.

When Earth passes through the shadow of the Moon, a(n)

eclipse occurs.

Tides are the result of the pull of

between Earth and the Moon. The positions of Earth, the

Moon, and the Sun can cause tides to be especially strong

or weak.

telescopes

craters maria

Earth

shape

phases

lunar

solar

gravity

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LESSON

Outline

The Solar SystemUse your textbook to help you fill in the blanks.

What is the solar system?

1. A large body that orbits a star is a(n) ,

and a large object that orbits a planet is a(n) .

2. A star and all the planets, moons, and other bodies

that orbit it make up a(n) .

3. There will be more pull between a planet and the Sun

when the planet has greater .

4. When a planet is far away from the Sun, the pull of

gravity between them will be .

5. The balance between gravity and inertia keeps planets

on a curved pathway, or , around the Sun.

What are the inner planets?

6. The planets that are closest to the Sun, or the ,

are rocky and are similar in .

7. Inner planets have few and

no .

8. Between the orbits of Mars and Jupiter are orbiting

rocky or metallic objects called .

planet

solar system

moon

mass

smaller

orbit

inner planets

size

moons

rings

asteroids

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What are the outer planets?

9. The planets beyond the asteroid belt are known

collectively as the .

10. Jupiter, Saturn, Uranus, and are also called the gas giants.

What are other objects in our solar system?

11. Sunlight evaporates the ice in a comet, and a(n)

in the shape of a(n) forms, pointing away from the Sun.

12. Small, rocky objects called orbit the Sun throughout the solar system.

13. Meteoroids that enter Earth’s atmosphere are called

; if they strike Earth they are

called .

Critical Thinking

14. A new planet has been discovered. Its orbit is twice as long as Earth’s orbit. Where might this planet be located? Explain your answer.

outer planets

Neptune

tail

cloud

meteoroids

meteors

The new planet would be farther from the Sun than Earth is, because

an orbit twice the length would mean it is travelling a greater

distance to make one revolution.

meteorites

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LESSON

Vocabulary

The Solar SystemWrite the correct answers on the lines provided, and circle the answers in the grid.

S A S D F L K R O E T E M R M

P O K B I N E R T I A N P M E

A T L A N T I C P A C L I F T

A E C A O N A I D N A I C I E

P N M O R U T H E N R N S E O

S A O B B S I R E R A C C A R

O N O O C K Y T Y M O O U N O

E L N T A E S S S N I M A T I

R A R K A N S A T S K E E N D

O E P O I H R O Y E K T C T U

I N E T I R O E T E M N S Y L

D O Y Y E S E R E J A I N A V

1. a large body that orbits a star

2. a large object that orbits a planet

3. a star and all the planets, moons, and other bodies travelling around it

4. the tendency of a moving object to stay in motion

5. a ball of ice and rock that orbits the Sun

6. small, rocky objects that orbit the Sun

7. a meteoroid that enters Earth’s atmosphere

8. a meteoroid that strikes Earth’s surface

comet

inertia

meteor

meteorite

meteoroid

moon

planet

solar system

planet

moon

solar system

meteoroid

inertia

comet

meteor

meteorite

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The Solar SystemFill in the blanks.

gas giants

inner

metallic

meteor

meteorite

meteoroids

orbits

rings

rocky

stars

Sun

A solar system consists of a star that is orbited by

planets, moons, and other objects. Planets are large bodies

that orbit , and moons orbit planets.

The star that planet Earth orbits is the .

Mercury, Venus, Earth, and Mars are called the

planets. Their bring

them closest to the Sun. They are similar in size, are mostly

, and have no rings. The outer planets

are all . The gas giants all have

and moons. Their cores are small

and .

Other objects in our Solar System include asteroids,

, and comets. A meteoroid that is pulled

by gravity into Earth’s atmosphere is a(n) .

If a meteor hits Earth’s surface, it is called a(n) .

A comet is a ball of ice and rock that orbits the Sun.

stars

orbits

Sun

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rings

gas giants

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Writingin Science

Pluto Is Not a PlanetRead the Writing in Science feature in your textbook.

Getting Ideas

Fill in the chart below. In the top box, write your opinion about the museum’s decision. In the bottom boxes, write reasons that support your opinion.

Write About ItPersuasive Writing Recently a major museum dropped Pluto from its display of the solar system. Write a letter to the editor of your local newspaper arguing either for or against this decision. Include facts that back up your opinion.

Opinion

Reason 1 Reason 2 Reason 3

Students’ answers will vary. Sample answer: I believe that the museum

was right in dropping Pluto from its display.

Pluto is too small

to be a planet.

Pluto’s surface

probably consists

of gas, as a

comet’s does.

Pluto has an

eccentric orbit.

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Drafting

Follow these directions to create a formal letter:

1. Write or type your complete address.

2. Write or type the date.

3. Write or type the name, organization, and address of the person to whom you are writing.

4. Write or type the salutation, or greeting. Put a colon at the end of it.

5. Write or type an introductory paragraph. Explain why you are writing, and give your opinion about the problem.

6. Explain the causes and effects of the problem to support your opinion.

7. In your last paragraph, tell what you want to happen.

8. Use phrases such as “Sincerely yours” or “Yours truly” to close the letter. Put a comma after these words.

9. Sign your name. If you are using a computer, type your name a few lines below the closing, and then sign your name above that after you have printed the letter.

Now write your first draft. Use a separate piece of paper. Follow the format of a formal letter.


Now revise and proofread your letter. Ask these questions:

Have I clearly stated my opinion about the museum’s decision in my first paragraph?

Have I included convincing reasons and arguments to support that opinion?

Have I followed the format of a formal letter?


▶

▶

▶

▶

[1]

[2] [3]

[4] [5]

[6]

[7]

[8] [9]

Students’ formal letters should clearly state their opinion, should provide facts from the article that support this opinion, and should be written in the correct format.

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LESSON

Outline

StarsUse your textbook to help you fill in the blanks.

What are stars?

1. Large, hot balls of gases that are held together by

and give off their own light are

called .

2. Orion is a(n) that can be seen in the winter night sky in the Northern Hemisphere.

3. When a star appears to shift positions as viewed

from two places on Earth, this is called .

4. Scientists measure a star’s parallax and use to calculate its distance from Earth.

5. Scientists measure distance in space in units called

.

What are some properties of stars?

6. A star’s brightness, or , is dependent upon how much light it gives off and its distance from Earth.

7. Absolute magnitude measures how bright a star really

is, and measures how bright a star looks in the night sky.

8. The temperature on the surface of a star determines

the star’s .

9. The largest stars are and the

smallest are .

gravity

stars

parallax

constellation

light-years

magnitude

color

apparent magnitude

red supergiants

geometry

white dwarfs

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10. The H-R diagram shows that most stars, including our

Sun, are stars.

How do stars develop?

11. A star begins as a nebula, then heats up and becomes a protostar, then undergoes nuclear reactions, releases

energy, and becomes a(n) star.

12. As a star expands, its surface cools and it turns red,

and then the star becomes a(n) or a supergiant, depending on its mass.

13. A red giant releases energy and forms a layer of gases

called a(n) , heats up to become

a white dwarf, and then cools to become a(n) .

14. When a supergiant collapses, it then explodes,

becoming a(n) , which can

become a neutron star or a(n) .

What kind of star is the Sun?

15. The Sun is a(n) star that will

become a(n) .

Critical Thinking

16. What will happen to the large amount of hydrogen in the Sun over the next 5 billion years? Will the Sun be hotter or cooler than it is now?

main-sequence

main-sequence

red giant

planetary nebula

black dwarf

supernova

red giant

main-sequence

The amount of hydrogen in the Sun will decrease as it changes into

helium. The Sun will become cooler and redder as it becomes a red

giant.

black hole

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LESSON

Vocabulary

StarsUse the clues to unscramble each word. Then unscramble the circled letters to answer the last question.

1. RAST a large, hot ball of gases, held together by gravity, that gives off its own light

2. LETCOSLOANINT a group of stars that appear to form a pattern

3. LAPRAXAL the apparent shift in an object’s position when viewed from two locations

4. TRHAGEIYL the distance that light travels in one year

-

5. LEUBAN a huge cloud of gas and dust in space

6. VURANOSEP an exploded star

7. KECLAOLHB an object whose gravity is so strong that even light cannot escape from it

8. GADNIMUTE the brightness of a star

9. How is a planetary nebula formed?

by NUCLEAR

in RED

black hole

constellation

light-year

magnitude

nebula

parallax

star

supernova

S T A R

C O N S T E L L

P A R A L L A X

L I G H T

N E B U L A

S U P E R N O V

B L A C K

M A G N I T U D

R E A C T I O N

G I A N T S

A T I O N

Y E A R

A

H O L E

E

S

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StarsFill in the blanks.

black hole

color

gravity

light-years

magnitude

main-sequence

nebula

neutron star

supernova

Groups of stars form patterns in the sky called

constellations. A star is a large, hot ball of gases that is held

together by and gives off its own light.

Distances in space are measured in .

The brightness of a star is its .

You can tell the surface temperature of a star by its

. The Sun, like most stars, is a(n)

star.

A star develops from a collection of dust and cloud

called a(n) . A very large star, called a

supergiant, may collapse and explode to become a(n)

and then a(n) .

When a very massive star collapses, it may end up as a(n)

. X rays in space provide evidence of

the existence of these collapsed stars.

gravity

light-years

color

magnitude

main-sequence

nebula

neutron star

black hole

supernova

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Writingin Science

Colors of StarsRead the Writing in Science feature in your textbook.

Getting Ideas

The main problem for your story is that M82 is about 12 million light years away from Earth. Write this main problem in the top box of the chart below. Then think about all the minor problems caused by this main problem. In the center box of the chart, write steps the characters in your story take to solve these problems. In the bottom box, write how the characters finally solve the problem.

Write About ItFictional Writing Write a science-fiction story about traveling to the Messier 82 galaxy. Describe some of the problems involved in long-distance space travel. What plans do the main characters make in order to allow people to travel such great distances? Use an appropriate point of view, and add dialogue to make your story come alive.

Problem

Solution

Steps to Solution

Students’ answers will vary. Sample answer: The astronauts have to travel 12 million light years to reach M82.

suspend the aging process; find a new food source; have a computer that controls the ship.

The computer finds a way to warp through space so that the trip takes shorter time.

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Drafting

Write a sentence to begin your fictional narrative. Introduce your main character. Try to grab your readers’ attention so that they will want to read more.

Now write your first draft. Use a separate piece of paper. Begin with the sentence you wrote above. Tell what the main problem is and how the characters solve the problem. Tell the trials they face along the way. Use dialogue to bring the story to life.


Here is part of the story that Jasmine wrote. She used dialogue, but she forgot to include quotation marks. Read over the sentences below. Add quotation marks where necessary.

I know you are frightened, said Captain Shue, and you

are wondering if you will ever see your families again. You are

probably also wondering if you will survive. . . .

No one has ever traveled this far, interrupted Ensign Meggs.

We will succeed, said Captain Shue. Our scientists have

thought through all the problems.

Now revise and proofread your story. Ask these questions:

Have I centered my story on the problem of traveling to a galaxy 12 million light years away?

Have I shown how the characters solved the problem?

Have I included a beginning, middle, and end?


▶

▶

▶

▶

Students’ stories should include a beginning, a middle, and an end, a description of the main problem and the way in which the characters solve the problem, dialogue, and descriptive details.

Students’ sentences will vary. Sample sentence: The fate of Earth rested in

the hands of Captain Shue and his crew.

“ ” “

”

“ ”

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LESSON

Outline

Galaxies and BeyondUse your textbook to help you fill in the blanks.

What are galaxies?

1. Stars move around the center of their in the same way that planets orbit a star.

2. Galaxies differ in size, age, and .

3. A whirlpool-shaped galaxy is a(n)

galaxy, a football-shaped galaxy is a(n) galaxy, and one with no regular shape is called a(n)

galaxy.

4. Our home galaxy, the Milky Way, is a(n) galaxy.

What was the big bang?

5. Some of the light produced by the heated gases of stars

is by the star’s atmosphere.

6. The light absorbed by a star’s atmosphere drops out of

its light spectrum, forming dark .

7. When a galaxy is moving toward Earth, the light shining from that galaxy shifts toward the

end of the spectrum.

8. When a galaxy is moving away from Earth, the light shining from that galaxy shifts toward the

end of the spectrum.

galaxy

structure

spiral

irregular

elliptical

spiral

absorbed

absorption lines

blue

red

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9. The high temperature and pressure of the early universe resulted in a tremendous explosion known

as the .

10. Gravity has caused space matter to collect into

clumps, forming stars and .

11. Radiation that is left over from the beginning moments of the universe and that comes from all directions in

space is called radiation.

12. Billions of years after the big bang, dust and gas gathered

into a(n) massive enough to rotate.

How did Earth form?

13. Over time the very young Earth became large enough

that its could hold an atmosphere.

14. Earth’s early atmosphere of hydrogen and helium was

replaced over time by water vapor, sulfur, ,

and nitrogen, which were released by .

15. When plants developed,

appeared as a waste product of .

Critical Thinking

16. How is the formation of Earth like the formation of the universe?

photosynthesis

Gravity caused matter to collect into clumps that formed the stars

and galaxies. Gravity also caused clumps of matter to collide and

combine to form protoplanets like the one that later became Earth.

oxygen

volcanoes

carbon dioxide

gravity

nebula

background

galaxies

big bang

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LESSON

Vocabulary

Galaxies and BeyondMatch the correct letter with the description.

1. our home galaxy

2. the beginning moment when the universe was very hot and dense

3. when a galaxy is moving away from Earth, and its light shifts toward the red end of the spectrum

4. dark lines that form when some of a star’s light is absorbed by the star’s atmosphere

5. a band of colors in white light

6. radiation left over from the beginning moments of the universe that comes from all directions in space

7. a group of star clusters held together by gravity

8. a type of galaxy that is shaped like a whirlpool

a. absorption lines

b. background radiation

c. big bang

d. expansion redshift

e. galaxy

f. Milky Way

g. spectrum

h. spiral

f

c

d

a

g

b

e

h

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Galaxies and BeyondFill in the blanks.

A group of star clusters held together by gravity is

called a galaxy. A galaxy with lots of dust and arms

wound tightly or loosely around a core is a(n)

galaxy.

White light can be separated into a band of colors

called a(n) . Absorption lines are shifted

toward the end of the spectrum when

galaxies are moving toward Earth. Absorption lines are

shifted toward the end of the spectrum

when galaxies are moving away from Earth. Scientists have

found that most galaxies are moving away from Earth

because the universe is .

The moment that the universe began to expand is

called the . Gravity caused matter to

clump together to form and galaxies.

Some clumps also formed planets including Earth.

big bang

blue

expanding

red

spectrum

spiral

stars

spiral

spectrum

blue

red

expanding

big bang

stars

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Readingin Science

Meet Mordecai-Mark Mac LowRead the Reading in Science feature in your textbook. Look for clues in the article to help you draw conclusions about quasars.

Draw Conclusions

Use the graphic organizer to draw conclusions.

Text Clues Conclusions

Sample answer: Mordecai-Mark studies galaxies and quasars to learn about the history of the universe.

Sample answer: Galaxies and the universe are in outer space, so a quasar must be something in outer space, too.

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Explain what Mordecai-Mark studies.

What did the scientists conclude about the brightness of quasars?

What did the scientists conclude about the movement of quasars?

Drafting

Now draw a conclusion about how information about quasars helps Mordecai-Mark understand how the universe is changing over time.

Write About ItDraw Conclusions

1. Why do quasars look like faint points of light when they are viewed from Earth?

2. If scientists observe that a quasar is moving away from us, what can they conclude about its galaxy?

He studies the history of the universe.

Quasars shine brightly because matter falling into black holes in the

center of the quasar becomes so hot that it shines and can be seen across

the universe.

Quasars are at the center of galaxies. If galaxies are moving farther and

farther away from Earth, then quasars must also be moving farther and

farther away.

Answers will vary. Conclusion statements should be factually accurate,

based on the information provided in the article.

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CHAPTER

Vocabulary

AstronomyCircle the letter of the best answer.

1. During a new Moon, you face

A one half of the lighted side of the Moon.

B all of the lighted side of the Moon.

C the dark side of the Moon.

D the waning crescent phase of the Moon.

2. A star is hottest when it is

A blue-white.

B orange.

C red.

D orange-yellow.

3. Planets are kept in orbit by

A nuclear fusion.

B gravity and inertia.

C redshift and blueshift.

D parallax.

4. The Milky Way is an example of

A a spiral galaxy.

B an irregular galaxy.

C an elliptical galaxy.

D a core galaxy.

5. Earth completes one full rotation on its axis

A every 15 degrees.

B every 24 hours.

C every 365 days.

D every 6 months.

6. During nuclear reactions in main-sequence stars,

A oxygen is released.

B helium atoms fuse to make hydrogen.

C hydrogen atoms fuse to make helium.

D carbon dioxide is released.

7. One complete trip around the Sun is

A a revolution.

B a month.

C a time zone.

D a rotation.

8. The life of a star begins in

A a black hole.

B a nebula.

C a white dwarf.

D an Oort cloud.

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9. All of the following are gas giants except

A Jupiter.

B Neptune.

C Mercury.

D Saturn.

10. According to the H-R diagram, the Sun in our solar system is a

A main-sequence star.

B red giant.

C supergiant.

D white dwarf.

11. The magnitude of a star is a measure of its

A brightness.

B diameter.

C mass.

D temperature.

12. When Earth blocks sunlight from reaching the Moon, the result is a

A lunar eclipse.

B solar eclipse.

C spring tide.

D neap tide.

13. Most rocky or metallic objects that orbit the Sun are found in the

A Oort cloud.

B star nebula.

C Kuiper belt.

D asteroid belt.

14. According to the big bang theory, the universe is

A contracting.

B dying.

C expanding.

D shrinking.

15. The four stages, in order, of the life of a massive star’s life cycle are

A nebula, main-sequence star, supergiant, white dwarf.

B protostar, red giant, main-sequence star, neutron star.

C nebula, main-sequence star, supergiant, supernova.

D supergiant, pulsar, neutron star, supernova.

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UNIT

Literature

Perfectly Preserved

Write About ItResponse to Literature The author of this article describes some recently discovered mummies. Where were the mummies found? How were they preserved? Think about how the archaeologists probably felt when they found the mummies. Then write a story describing their discovery of the mummies.

Students should write a story that describes how the archaeologists

probably felt when they discovered the mummies. The story should have

a beginning, a middle, and an end.

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Classifying MatterComplete the concept map on matter, using words and phrases from your textbook.

Classifying Matter

Examples include: density,

color, ,

odor, , boiling point, texture, and

.

Physical properties help

us

.

Matter exists in one of three states, depending on its

.

All matter is made up of

, which are pure substances that cannot be broken down into simpler substances.

Elements are arranged by their properties and atomic number on the

table.

Elements combine with other elements to form

.

A mixture is a(n) of two or more substances that blend together without forming a(n)

.

Ways to separate mixtures include

magnetism, sifting, , buoyancy, and evaporation.

Types of mixtures include suspensions, emulsions,

, and solutions.

A substance changes from solid

to liquid at its , from liquid to solid at its

, and from liquid

to gas at its .

hardness

magnetism

tell substances

temperature

elements

conductivity

apart

periodic

compounds

physical combination

new substance

filtration

colloids

melting point

freezing point

boiling point

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LESSON

Outline

Physical PropertiesUse your textbook to help you fill in the blanks.

What is matter?

1. This book is because it has mass and volume.

2. The amount of matter in an object is its .

3. Scientists use a balance to measure mass in units of

, grams, and kilograms.

4. An object’s weight is caused by the pull of on the object.

5. Weight is measured in units of or pounds.

6. The volume of matter is the amount of it takes up.

7. The volume of a rectangular solid can be found by

its length by its width by its height.

8. The volume of an object with an irregular shape can be found

by using .

9. Matter that does not change shape or volume when it is moved

from one container to another is in the state.

10. Matter that has no definite shape or volume is in the

state.

matter

mass

gravity

milligrams

newtons

multiplying

displacement

solid

gas

space

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What are density and buoyancy?

11. An object’s is found by dividing its mass by its volume.

12. Wood floats on water because the density of wood is

the density of water.

13. When a tennis ball is pushed under water, the water’s

pushes the ball back to the surface.

14. Archimedes’ principle states that buoyant force is

the weight of the fluid that is displaced.

15. If an object sinks in water, the buoyant force of the fluid is

the object’s weight.

What are physical properties?

16. Color is an example of a(n) because color can be observed without changing the identity of the substance.

17. Heat and electricity flow easily through copper because

copper is a(n) .

Critical Thinking

18. How do the physical properties of the parts of a pencil affect how the pencil is used?

density

less than

buoyant force

equal to

less than

physical property

conductor

Because a pencil’s lead is soft, it makes marks on paper. A pencil’s

solid state of matter and its shape make it easy to hold. Wood is

softer than metal, so a pencil can be sharpened and reused.

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LESSON

Vocabulary

Physical PropertiesMatch the correct letter with the description.

1. I am the amount of matter that something has. I am measured by using a balance. What am I?

2. I am the pull of gravity on mass. I am measured in newtons. What am I?

3. I am the amount of space that something takes up. What am I?

4. I have a definite shape and volume. What am I?

5. I can change my shape and volume to fill any container. What am I?

6. I change shape when I have a new container, but I keep the same volume. What am I?

7. I am found by dividing an object’s mass by its volume. What am I?

8. I am an object’s color, density, shape, or length. You can observe me with your senses. What am I?

a. density

b. gas

c. liquid

d. mass

e. physical property

f. solid

g. volume

h. weight

d

h

g

f

b

c

e

a

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Physical PropertiesFill in the blanks.

conductivity

density

displacement

gas

liquid

mass

volume

weight

The properties of a substance that can be observed

without changing the identity of the object are called physical

properties. These properties include the states of matter,

which are solid, , and .

Another example of a physical property is ,

which is the ability of a material to transmit heat and

electricity.

The amount of matter in an object is its

. The pull of gravity on mass causes the

object’s . The amount of space that an

object takes up is its . If an object has an

irregular shape, its volume can be found by .

The of a solid object is found by dividing

its mass in grams by its volume in cubic centimeters. Whether

an object sinks or floats is determined by the buoyant force

acting on the object.

liquid gas

conductivity

weight

displacement

mass

volume

density

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LESSON

Outline

Elements and CompoundsUse your textbook to help you fill in the blanks.

What is matter made of?

1. Hydrogen is a(n) because it cannot be broken down into simpler substances.

2. Every element has a(n) that is one or two letters long and represents its name.

3. Many elements combine with other elements to

form .

What are atoms made of?

4. The smallest iron particle that still has the properties of iron

is a(n) .

5. Most of an atom is empty space, except for a tiny, dense core

called the .

6. The nucleus is made up of and

, and it is surrounded by negatively

charged .

What is the periodic table?

7. The scientist Dmitri Mendeleev classified in a chart called the periodic table.

8. The columns on the periodic table are called groups or

families, and the rows are called .

9. Elements in the same on the periodic table have similar chemical properties.

element

symbol

compounds

atom

nucleus

protons

electrons

neutrons

elements

periods

group

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What are compounds?

10. Elements may combine with different elements to

form .

11. The properties of a compound are different from the

properties of the that form it.

12. A(n) shows the composition of elements in a compound.

What are molecules?

13. The smallest particle of a compound that still has the

properties of that compound is a(n) .

14. Some compounds are collections of atoms held together

by .

Critical Thinking

15. What properties could be used to describe an atom of a specific element?

elements

compounds

chemical formula

molecule

opposite charges

An atom of a certain element can be described by the number of

protons, neutrons, and electrons it contains. It can be described

by its atomic number and atomic mass. Its location on the periodic

table and other properties can also be used to describe it.

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LESSON

Vocabulary

Elements and CompoundsUse the clues to fill in the crossword puzzle.

atom

atomic number

electron

ion

molecule

neutron

nucleus

proton

Across

3. the smallest particle of an element

6. a particle that has no charge in an atom

7. an atom with a different number of protons than electrons

8. the dense center of an atom

Down

1. a negatively charged particle in an atom

2. the number of protons in an atom

4. the smallest particle of a compound that has the compound’s properties

5. a positive particle in an atom

1

7

6

4

8

2

3

5

a

t

o

m

i

c

n

u

m

b

e

r

m

o

l

e

c

u

l

e

a o

e

l

e

c

t

r

o

n

p

r

o

t

o

n

e t o

n u c l u s

i n

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Elements and CompoundsFill in the blanks.

atom

charges

compounds

electrons

element

molecule

nucleus

periodic table

protons

symbols

Matter is made of elements and compounds. Oxygen is

a(n) because it cannot be broken down

into simpler substances. The names of elements are

represented by . The smallest particle that

is an element is a(n) . An atom has a(n)

that contains and

neutrons. Atoms also contain negatively charged particles

called .

Elements are arranged by increasing atomic number in a

chart called the . Atoms of an element may

combine to form of that element. Elements

may combine to form . Some compounds

are collections of atoms held together by their opposite

. The number and types of atoms in a

compound are written in the compound’s chemical formula.

element

symbols

atom

nucleus

periodic table

protons

electrons

molecules

compounds

charges

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Writingin Science

A World Without Plastic

Getting Ideas

Narrative writing should contain a beginning, middle, and end. The beginning sets the scene by introducing the characters, the setting, and the problem. The middle of the narrative is the main body of the story; it tells how the characters try to deal with the problem. The ending describes how the problem is solved. Think of ideas for the three parts of your fictional narrative. Fill in the story map below with your ideas.

Write About ItFictional Narrative Write a science-fiction story about a future time when a resource we use now, such as plastic, is scarce. Describe the setting and the way the main character in your story tries to solve the problem. You can use the information from “A World Without Plastic” as well as information you find online. Use an appropriate point of view, and include dialogue to help your story come alive.

Beginning

Middle

End

Answers will vary. Students should record original ideas in

chronological order.

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Drafting

Elena came up with two ideas for the problem of her story. Think about the situation—a world where plastic is scarce. Then circle the problem that is more appropriate for her story.

1. Elena’s main character must overcome her fear of heights to climb out on the ledge to save her cat.

2. Elena’s main character must track down the spy who stole the government’s new formula for making plastic.

Now write your first draft. Use a separate piece of paper. Build on the ideas you thought of for the story map, and use dialogue to make your story come alive.


It is important to use details in narrative writing. Details are used to describe the setting and the events that occur.

Now revise and proofread your fictional narrative.


Have I described a setting in a future time when a resource is scarce?

Does my story have an interesting beginning, middle, and end?

Have I included a plot that revolves around the scarce resource and the problems this scarcity causes?

Have I included characters who move the story along?

Have I used dialogue to make my story come alive?

Have I ended with a solution to the problem?


▶

▶

▶

▶

▶

▶

▶

Students’ stories should have a clear beginning, middle, and end, a setting, dialogue, and details.

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LESSON

Outline

Solids, Liquids, and GasesUse your textbook to help you fill in the blanks.

How does heat affect the state of matter?

1. The measure of the average amount of kinetic energy of the

atoms and molecules in a material is .

2. Temperature determines the of most matter.

3. When a liquid absorbs enough energy, it becomes

a(n) .

4. A liquid becomes a(n) when it loses enough energy.

5. A substance changes directly from a solid to a gas

during .

6. The high-energy state of matter in which the electrons and

nucleus of each atom have separated is called .

What is a melting point?

7. The temperature at which a solid changes to a liquid is

the .

8. The process by which a gas changes to a liquid is

called .

9. The melting point of a substance is the same temperature

as its .

temperature

state

gas

solid

sublimation

plasma

freezing point

melting point

condensation

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10. Water is different from other substances in that it

when it freezes.

11. When a(n) absorbs enough energy to reach its boiling point, it rapidly changes to a gas.

12. Boiling and are types of vaporization.

What is pressure?

13. The force exerted by a gas on its container is .

14. When a gas is cooled at constant pressure, its molecules

move more and its volume will

.

What are other physical changes of matter?

15. Cutting a copper wire in half is an example of a change because the copper is still copper.

16. When salt is placed in water, the salt particles are separated

by water particles in a process called .

17. Heating a liquid the dissolving process.

Critical Thinking

18. How does increased heat affect the three states of matter?

expands

decrease

pressure

liquid

slowly

evaporation

physical

dissolving

speeds up

When enough heat is added to a solid, the solid melts and changes

to a liquid. When enough heat is added to a liquid, the liquid boils

and changes to a gas. If a gas absorbs enough energy, it could

change to plasma.

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LESSON

Vocabulary

Solids, Liquids, and GasesMatch the correct letter with the description.

1. the force exerted when gas particles strike the inner surface of their container

2. the process by which a liquid is changed into a gas

3. the temperature at which ice changes to liquid water

4. point at which a liquid absorbs enough energy to rapidly become a gas

5. the measurement of how hot or cold an object is

6. cutting a piece of paper into hundreds of smaller pieces to make confetti

7. you can skate on a pond when enough of the water reaches its

8. the process by which a solid changes directly to a gas without becoming a liquid

a. boiling point

b. freezing point

c. melting point

d. physical change

e. pressure

f. sublimation

g. temperature

h. vaporization

e

h

c

a

g

d

f

b

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Solids, Liquids, and GasesFill in the blanks.

condensation

evaporation

freezing point

liquid

melting point

physical change

pressure

sublimation

temperature

Matter exists in different states, depending on how much

energy its particles have. An object’s

measures the average kinetic energy of its particles. The

three common states of matter are solid, ,

and gas.

Matter changing from one state to another is

a . A solid becomes liquid at its

. A solid changes directly to a gas

during . A liquid becomes a gas during

and boiling, both of which are types of

vaporization. A liquid changes to a solid when it reaches

its . A gas changes to a liquid during

. The particles in a gas strike the sides of

its container, producing . When the

temperature of a gas at constant pressure increases, the

volume increases.

temperature

liquid

physical change

melting point

sublimation

freezing point

condensation

pressure

evaporation

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Readingin Science

Meet Adriana AquinoRead the Reading in Science feature in your textbook.

Main Idea and Details

Use the graphic organizer to list the main idea and the details of the article.

Main Idea Details

Adriana Aquino is a scientist who

studies fish.She studies the forms of fish.

She studies the structures of fish.

She learns about fish adaptations.

She studies fish from around the

world.

She studies fish from different

environments.

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Write a brief description of Adriana Aquino’s job. What does she do while performing this job?

Write a brief summary of the animal adaptation that is discussed in this article.

Drafting

Now explain why fish in Arctic and Antarctic oceans do not freeze. Then explain what would happen if these adaptations were not present.

Write About It 1. Explain why fish that live in Arctic and Antarctic oceans

do not freeze.

2. Explain what would happen if a fish could not adapt to the cold water.

3. Research and explain other adaptations that allow fish in cold environments to survive.

Possible answer: Adriana Aquino is a scientist who studies fish from

different environments around the world, examines the forms and

structures of fish, and learns about their adaptations.

Possible answer: Fish that live in the coldest places in the world have

adapted to their environments with proteins that prevent their blood from

freezing.


sentence, details about the adaptations of these cold-water fish, and a

closing sentence.

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LESSON

Outline

Water and MixturesUse your textbook to help you fill in the blanks.

What are mixtures?

1. All the parts of a(n) keep their own properties and do not form new substances.

2. In general, a mixture can be separated into its , using just physical changes to do the task.

3. A mixture that contains different substances whose parts are

easily seen is a(n) mixture.

What are some kinds of mixtures?

4. A mixture in which the parts separate upon standing is

a(n) .

5. A homogeneous mixture made up of very small droplets

suspended in another liquid is a(n) .

6. A stable homogeneous mixture that contains very small particles of one material scattered throughout another

material is a(n) .

Are solutions homogeneous mixtures?

7. The appearance of a homogeneous mixture is the

throughout the mixture.

8. In a solution a(n) is dissolved in

a(n) .

9. A solution made from one or more metals and other solids

is a(n) .

mixture

original ingredients

heterogeneous

suspension

emulsion

colloid

solute

same

solvent

alloy

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10. A solution is if only a small number of particles are dissolved in it.

11. When no more solute will dissolve in a solvent, the solution

is .

12. The amount of a solute that will dissolve in a particular

solvent is described as .

13. You can make a solute dissolve more quickly by

, , or breaking up the solute.

14. The solubility of a solute usually increases when a solvent

is .

How can mixtures be separated?

15. The parts of a mixture can be separated by methods.

16. The process that separates two liquids by vaporizing and

condensing is .

Critical Thinking

17. What type of mixture is made by thoroughly mixing powdered lemonade with water? Use the terms solvent and solute when explaining your answer.

dilute

saturated

solubility

stirring heating

heated

distillation

physical

Powdered lemonade thoroughly mixed with water forms a

homogeneous solution. The properties of the lemonade are the same

throughout the entire solution. The powdered lemonade is the solute

because it dissolves in the solvent. Water is the solvent that dissolves

the powdered lemonade.

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LESSON

Vocabulary

Water and MixturesMatch the correct letter with the description.

1. two or more physically combined substances

2. a method of separating two liquids with different boiling points

3. a mixture whose parts settle out upon standing

4. the amount of a substance that can dissolve in a solvent

5. a solid solution made from one or more metals and other solids

6. a mixture with very small droplets that stay suspended in a liquid

7. a solute dissolved in a solvent

8. a stable homogeneous mixture that blocks light in which very small particles of one material are scattered throughout another material

a. alloy

b. colloid

c. distillation

d. emulsion

e. mixture

f. solubility

g. solution

h. suspension

e

c

h

f

a

d

b

g

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Water and MixturesFill in the blanks.

alloy

emulsions

physical properties

solubility

solute

solution

stirred

suspension

A mixture is formed when two or more materials combine

but do not create a new substance. The parts of a mixture

can be separated by using their . A

heterogeneous mixture whose parts settle out is a(n)

. Homogeneous mixtures containing small

particles or droplets that block light but do not settle out are

and colloids.

A homogeneous mixture called a(n)

forms when a(n) dissolves in a solvent.

Solutes dissolve faster if the solvent is heated or

or if the solute is broken up. The greatest

amount of a solute that will dissolve in a solvent indicates the

solute’s . A solid solution of one or more

metals and other solids is called a(n) . It is

made by heating, melting, and mixing the parts together.

physical properties

suspension

emulsions

solute

solution

stirred

solubility

alloy

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CHAPTER

Vocabulary

Classifying MatterCircle the letter of the best answer.

1. The physical property that determines how easily heat and electricity pass through a material is

A conductivity.

B density.

C hardness.

D weight.

2. The negatively charged particle of an atom is a(n)

A electron.

B neutron.

C nucleus.

D proton.

3. The temperature at which a liquid changes to a solid is its

A boiling point.

B condensation point.

C freezing point.

D sublimation point.

4. An example of a heterogeneous mixture is a(n)

A colloid.

B emulsion.

C solution.

D suspension.

5. The physical properties used to find an object’s density are

A length, width, and height.

B mass and volume.

C mass and weight.

D weight and conductivity.

6. The smallest part of a compound that has all of the properties of the compound is a(n)

A atom.

B element.

C mixture.

D molecule.

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7. The state of matter that has the most energy is

A gas.

B liquid.

C plasma.

D solid.

8. A solution is a mixture of

A a solute and a solvent.

B heterogeneous particles.

C small droplets suspended in a solvent.

D small particles that separate upon standing.

9. The periodic table organizes elements by

A atomic mass.

B atomic number.

C density.

D state.

10. The state of matter of a material depends on its

A density.

B temperature.

C volume.

D weight.

11. Distillation can separate two liquids with different

A atomic numbers.

B boiling points.

C freezing points.

D melting points.

12. The force of gravity determines the measurement of

A density.

B mass.

C weight.

D volume.

13. When enough energy is removed from nitrogen gas, the nitrogen becomes a

A liquid.

B mixture.

C plasma.

D solid.

14. A solid changing directly into a gas is

A condensation.

B sublimation.

C boiling.

D melting.

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CHAPTER

Concept Map

ChemistryComplete the concept map on chemical changes, properties, and compounds, using words and phrases from your textbook.

Chemical Changes

Elements react with other elements to form new

. Exothermic

reactions energy, and endothermic reactions

energy.

Chemistry

Chemical Properties

Elements are grouped on the

according to similar properties. Salts are

formed by a(n) reaction, when an acid and a base are mixed together.

Carbon and Its Compounds

Carbon atoms bond with other elements to form

. The chemical building blocks of all living things are called

compounds.

The we eat, the

we burn for

energy, and the we wash with all contain organic compounds.

Atoms and Energy

Atoms of an element that have the same number of protons but a different number of

are called isotopes. Some isotopes are unstable, because they have too

much nuclear . These atoms get rid of their excess energy by giving off

.

substancesperiodic table

neutralizationrelease

absorb

neutrons

energy

radiation

compounds

organic

food

fuels

soap

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Chemical ChangesUse your textbook to help you fill in the blanks.

What are chemical changes?

1. When atoms attach to other atoms, the forces that hold

these atoms together are .

2. During a(n) , new substances with new properties form.

3. Evidence that a chemical change has occurred includes

a change in or the formation of

.

4. Another term for chemical change is .

5. The substances present before chemical change happens are

, and those present after chemical

change are .

6. A chemical equation uses and

to show that changes have occurred.

7. A chemical equation is because it shows the same numbers and types of atoms on both sides.

8. Because it shows the same numbers of each type of atom on both sides, a chemical equation shows that a chemical

change obeys the law of .

chemical bonds

color

chemical change

gases

chemical reaction

products

letters

numbers

reactants

balanced

conservation of mass

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LESSON

Outline

What are chemical reactions?

9. When elements or molecules combine to form a new

compound, a(n) reaction occurs.

10. When a more complex compound breaks down into simpler

substances, a(n) reaction occurs.

11. During reactions, elements change places.

12. Increasing the temperature or the concentration of reactants

the rate, or speed, of a chemical reaction.

What are exothermic and endothermic reactions?

13. The burning of a welder’s torch is an example of a(n)

reaction, because the reaction gives off lots of heat and light in a short amount of time.

14. Chemical reactions that occur during photosynthesis are

reactions, because the energy supply must be constant for the reaction to continue.

Critical Thinking

15. The formation of an iron oxide is shown by the following balanced chemical equation.

4Fe + 3O2 2Fe

2O

3 + heat

What can you infer about this reaction from the equation?

decomposition

replacement

increases

exothermic

endothermic

Possible answers: Mass is conserved; the reaction is exothermic; it is a

synthesis reaction; the reactants are Fe and O2; the product is Fe

2O

3.

synthesis

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Chemical ChangesMatch the correct letter with the description.

1. I use letters and numbers to represent the amounts of reactants and products involved in a chemical change. What am I?

2. I am a substance present before a chemical change. What am I?

3. I am the force that holds together atoms that attach to other atoms. What am I?

4. I am the type of chemical reaction that releases energy. What am I?

5. I produce new substances with chemical properties that are different from those of the original elements. What am I?

6. I am the substance produced in a chemical change. What am I?

7. I am the type of chemical reaction that absorbs energy. What am I?

a. chemical bond

b. chemical change

c. chemical equation

d. endothermic

e. exothermic

f. product

g. reactant

c

g

a

e

b

f

d

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LESSON

Cloze Activity

Chemical ChangesFill in the blanks.

chemical bond

chemical equation

decomposition

products

reactants

reactions

replacement

synthesis

During some changes, new substances form. These are

called chemical changes, or chemical .

These changes occur when an atom attaches to another atom

and forms a(n) . A chemical change

starts with substances called , which

react with one another to form new substances called

. A(n) uses numbers

and symbols to show these changes.

A chemical change that occurs when elements combine

to form a new compound is called a(n)

reaction. When a more complex compound breaks down into

simpler substances, a(n) reaction occurs.

If elements switch places during a chemical change, a(n)

reaction takes place. The products of

these reactions have different chemical properties than the

original reactants.

chemical bond

reactions

reactants

products chemical equation

synthesis

replacement

decomposition

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Chemical PropertiesUse your textbook to help you fill in the blanks.

What are the different properties of elements?

1. In addition to physical properties, substances have

that describe how a substance reacts with other substances.

2. The location of an element on the can be used to determine the chemical properties of an element.

3. The soft and extremely reactive metals located in the far-left

column of the periodic table are the .

4. The large group of elements that react and are located in the middle of the periodic table are

.

5. The are nonmetals that do not react naturally with other elements.

What are acids and bases?

6. Litmus paper and red-cabbage juice are called

because they change colors when mixed with an acid or a base.

7. An acid tastes and has a low pH.

8. A base tastes and has a high pH.

9. The scale measures how acidic or basic something is.

chemical properties

noble gases

periodic table

alkali metals

slowly

transition metals

indicators

sour

bitter

pH

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LESSON

Outline

10. The liquid in your stomach has a pH of about 2, so it is

a(n) .

11. Ammonia has a pH of about 11, which means that it is

a(n) .

What are properties of salts?

12. When an acid and a base react with each other, they form

a(n) .

13. When an acid and a base are mixed, a process called

produces water and a salt.

14. The chemical bonds that hold sodium and chlorine together

are .

15. An ionic bond forms when one atom takes a(n)

from another atom.

Critical Thinking

16. A solution has a pH of 5. How will the solution taste? What would it react with to form a salt?

acid

base

salt

neutralization

ionic bonds

electron

The solution is acidic, so it would taste sour and would react with a

base to form a salt.

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Chemical PropertiesMatch the correct letter with the description.

1. describes the way a substance reacts to other substances

2. metals in the far-left column of the periodic table that are soft and extremely reactive

3. elements on the left side of the periodic table that are shiny and bend easily

4. compound formed by a reaction between an acid and a base

5. reaction that occurs when an acid and a base are mixed

6. what holds two atoms together when one atom takes an electron from another atom

7. substances that allow an electric current to flow when they are in solution

8. substance with a low pH level

9. substance with a high pH level

10. substance that changes colors in the presence of acids and bases

a. acid

b. alkali

c. base

d. chemical property

e. electrolytes

f. indicator

g. ionic bond

h. metals

i. neutralization

j. salt

d

b

h

j

i

g

e

a

c

f

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LESSON

Cloze Activity

Chemical PropertiesFill in the blanks.

acid

alkali

base

chemical

indicator

noble gases

periodic table

pH scale

react

salt

Physical properties of elements include color, density,

luster, and ability to conduct heat or electricity. An element’s

properties describe how it reacts with

other elements. Elements are grouped on the

according to similar physical and chemical properties. The

elements that are most reactive are the

metals. The elements that do not react naturally with other

elements are the .

Chemical properties of elements are determined by how

they with one another when they are

chemically combined. A substance that changes color in the

presence of an acid or a base is a(n) . The

measures the strengths of acids and bases.

During a neutralization reaction, a(n) and

a(n) combine to produce water and a(n)

. Most salts dissolve easily in water.

alkali

chemical

periodic table

noble gases

react

indicator

pH scale

base

acid

salt

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Carbon and Its CompoundsUse your textbook to help you fill in the blanks.

What are some common carbon compounds?

1. Carbon bonds with itself to form either

or the in your pencils.

2. One carbon atom bonds with 2 oxygen atoms to form

, which is used by green plants during photosynthesis.

3. A dangerous gas formed from one carbon atom and one

oxygen atom is .

What organic compounds are in your body?

4. Many of the processes needed for life depend on

compounds.

5. Organic compounds called are your body’s main source of energy.

6. Fats and oils are examples of , which

can store and release more than other organic compounds.

7. The most essential organic compounds in the human body

are .

8. Proteins contain the elements ,

hydrogen, oxygen, and .

graphite

diamonds

carbon dioxide (CO2)

carbon monoxide

carbohydrates

energy

lipids

organic

carbon

proteins

nitrogen

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LESSON

Outline

9. Proteins help move through the blood.

10. Organic compounds found in chromosomes, which store and

transfer information on building , are

called .

How do people use organic compounds?

11. Milk jugs are made from , which contains organic compounds.

12. Most plastics are , or made by people.

13. Some plastics occur naturally, such as the plastics found in

the of some animals.

Critical Thinking

14. In terms of organic compounds, why do you have to be sure you eat a balanced diet? Explain how you are what you eat.

nucleic acids

horns

proteins

synthetic

Most of the human body is made of protein, so you need the proteins

in food to replace proteins that are used in the body. Carbohydrates

and lipids are needed for energy.

plastic

oxygen

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Carbon and Its CompoundsMatch the correct letter with the description.

1. the chemical building blocks of all known living things

2. a molded material that can retain its shape

3. your body’s main source of energy

4. the most essential organic compounds in the human body

5. substances that store and transfer information for the building of proteins

6. organic compounds that can store and release more energy than other organic compounds

7. made by people

a. carbohydrates

b. lipids

c. nucleic acids

d. organic compounds

e. proteins

f. plastic

g. synthetic

d

f

a

e

c

b

g©

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LESSON

Cloze Activity

Carbon and Its CompoundsFill in the blanks.

carbohydrates

carbon dioxide

carbon monoxide

diamonds

lipids

organic compounds

plastics

proteins

synthetic

A carbon atom bonds easily with other atoms. Carbon

bonds with other carbon atoms to form

and graphite. It reacts with oxygen to form

and . Most other carbon compounds are

. The type of organic compound that

provides most of the energy needed by the human body

is . Energy is also supplied by fat and other

. Organic compounds called amino acids

make up more complex compounds called .

Some organic compounds are human-made, or

. Many human-made organic compounds

are , which are easily molded and keep

their shape. Plastics, soap, rubber, and fuels all contain organic

compounds.

diamonds

carbon dioxide

carbon monoxide

carbohydrates

lipids

proteins

synthetic

organic compounds

plastics

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BiofuelsRead the Reading in Science feature in your textbook. Look for problems and think about ways to solve them.

Problem and Solution

Use the graphic organizer to help you identify some problems with using ethanol as our primary fuel. Then identify possible solutions discussed in the article.

Problem

Solution

Steps to Solution

It takes a great deal of energy to produce ethanol, and most cars are

not designed to run on ethanol.

Find fuels that require little energy to produce.

Find fuels that are renewable.

Develop technology that uses less energy, design a way to create

ethanol that requires less energy, and design cars that can use ethanol.

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Readingin Science


1. Identify problems that can arise from using fossil fuels.

2. List the steps for solving each problem through the use of biofuels.

3. Describe a solution to each problem.

Drafting

Now compare the benefits and problems of using fossil fuels with the benefits and problems of using biofuels.

Write About ItProblem and Solution

1. What problems arise from using fossil fuels?

2. How can using biofuels help solve some of these problems?

Fossil fuels are harmful to the environment. They are not renewable.

Find a fuel that is less harmful to the environment. Find a fuel that

can be replaced as it is used.

Use biofuels, such as wood pellets, that are renewable and that

pollute less than fossil fuels do.

Students’ answers should reflect the information gathered in the graphic

organizer and the answers to the three questions in the Planning and

Organizing section above. Explanations should include positive and

negative statements about each type of fuel and should show some

evaluative comparisons.

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Atoms and EnergyUse your textbook to help you fill in the blanks.

What is radioactivity?

1. Atoms of one element all have the same number of protons

but can differ in the number of they contain.

2. Atoms of the same element that have different numbers of

neutrons are called .

3. Some isotopes are , because the

atoms have too much .

4. Unstable atoms give off invisible or

particles to get rid of excess .

5. When an element gives off radiation, it changes, or

, into a different chemical element.

6. The time it takes for half a sample of a radioactive element to

decay is its .

7. The form of radiation made of two

and two neutrons is the .

8. Fast, light electrons that are able to penetrate some materials

are a form of radiation called .

9. One form of radiation, called , is not

made of particles but of waves.

neutrons

isotopes

unstable

nuclear energy

rays

decays

energy

protons

half-life

alpha particle

beta particles

gamma rays

electromagnetic

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LESSON

Outline

What are two types of nuclear energy?

10. During nuclear , a nucleus is split into two or more nuclei with separate neutrons and releases

.

11. During nuclear fission, a single neutron can start a continuing

process called a(n) .

12. During , nuclei of light atoms combine to form one larger nucleus with greater mass.

13. During nuclear-fusion reactions, some of the mass of the merging particles is converted into a large amount of

.

How is radioactivity used?

14. Radiation can be used to , or find, and treat diseases.

15. In , nuclear fission is used to heat

water and to produce .

Critical Thinking

16. Nuclear fission is used to produce electricity. Why isn’t nuclear fusion used in the same way?

nuclear fusion

fission

energy

chain reaction

detect

nuclear reactors

electricity

Possible answers: Containers would be destroyed by the high

temperatures; it would be difficult to contain the positively charged

particles; it costs too much to produce the high temperatures

needed.

energy

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Atoms and EnergyFill in the blanks.

1. Atoms with the same number of protons but different

numbers of neutrons are called .

2. The form of radiation that is made of electromagnetic waves

rather than particles is .

3. The splitting of a nucleus into two or more pieces when

struck with a slow-moving neutron is called .

4. An element that gives off energy in the form of rays or

particles is .

5. The form of radiation that is made of fast, light electrons,

which can penetrate some materials, is .

6. The amount of time it takes for half of the isotopes in a sample of an element to decay by emitting radiation is the

element’s .

7. A reaction in which the products are what keep the reaction

going is called a(n) .

8. A reaction in which nuclei of light atoms merge to form one nucleus with a greater mass and energy is released is called

.

beta particles

chain reaction

gamma rays

half-life

isotopes

nuclear fission

nuclear fusion

radioactive

isotopes

gamma rays

nuclear fission

radioactive

beta particles

half-life

chain reaction

nuclear fusion

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LESSON

Cloze Activity

Atoms and EnergyFill in the blanks.

alpha particles

beta particles

electromagnetic wave

electrons

neutrons

nuclear fission

nuclear fusion

radiation

unstable

Scientists have discovered ways to use atoms of some

elements to produce energy. Isotopes are atoms of the same

element with different numbers of .

Sometimes an isotope of an element is

because it has too much nuclear energy. These elements are

radioactive and give off . The heaviest

type of radiation is . Other particles of

radiation form beams of called

. Another type of radiation is a gamma ray,

which is a type of .

Nuclei can also change when they are hit by slow-moving

neutrons and undergo . During

, smaller nuclei merge together to form

one larger nucleus. The energy of fission is used to heat water

and to generate electricity.

neutrons

radiation

unstable

alpha particles

electrons

beta particles

electromagnetic wave

nuclear fission

nuclear fusion

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Welcome, Fuel-Cell Cars!Read the Writing in Science feature in your textbook.

Getting Ideas

Use the chart below to compare hybrid cars to cars powered by gasoline alone. Write Hybrid Cars above one circle. Write Gasoline-Only Cars above the other circle. Use the outer parts of the circles to tell how each is different or special.

Write About ItExplanatory Writing Read about hybrid cars that are powered by both electricity and gasoline. Describe how they work by comparing them to cars powered by gasoline alone.

Students should have similarities listed in the overlapping area of the diagram and information relevant only to each type of car in the corresponding areas of the diagram.

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Writingin Science

Drafting

A good compare-and-contrast essay contains a thesis statement that states the main idea. It should list the items that you are comparing and contrasting and the basis on which they are being compared and contrasted. Circle the sentence that Jenna should use to state her main idea about hybrid cars and gasoline-only cars.

1. Both gas-guzzlers and hybrids use gasoline as a power source.

2. Hybrid cars and gasoline-only cars both need gasoline to run, but hybrid cars are better for the environment.

Now write your first draft. Use a separate piece of paper. Begin with a thesis statement like the one Jenna should use. Then compare and contrast both types of cars. Include details and sensory words to help your readers picture the cars that you are describing.


Some words and phrases signal comparison—for example, as, likewise, similarly, and in comparison. Some words and phrases signal contrast—for example, although, but, and on the other hand.


Have I provided facts and details to compare and contrast the two types of cars?

Have I included sensory details to create a vivid impression?


▶

▶

▶

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1. One of the products of the reaction between an acid and a base is a

A neutralization.

B pH scale.

C salt.

D solution.

2. An example of a radioactive element is

A bromine. C oxygen.

B neon. D uranium.

3. The organic compounds that provide most of the energy needed for the human body are

A carbohydrates.

B lipids.

C proteins.

D nucleic acids.

4. Another name for chemical change is

A product.

B reactant.

C chemical equation.

D chemical reaction.

5. A drain cleaner releases hydroxide ions, so drain cleaner is

A an acid.

B a base.

C a neutralized compound.

D a salt.

6. A chain reaction can occur during the process called

A nuclear decay.

B nuclear fission.

C nuclear fusion.

D radioactivity.

7. The organic compounds that are most essential in the human body are

A carbohydrates.

B lipids.

C proteins.

D nucleic acids.

ChemistryCircle the letter of the best answer.

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CHAPTER

Vocabulary

8. The type of reaction that always gives off heat is

A an endothermic reaction.

B an exothermic reaction.

C a chemical reaction.

D a synthesis reaction.

9. The metals that react most easily are the

A noble gases.

B alkali metals.

C alkaline earth metals.

D transition metals.

10. All organic compounds contain the element

A carbon.

B hydrogen.

C oxygen.

D nitrogen.

11. A chemical equation is balanced when it shows

A conservation of mass.

B letters.

C numbers.

D the type of reaction it is.

12. The type of chemical reaction that occurs when a complex compound breaks down into simpler substances is a

A decomposition reaction.

B neutralization reaction.

C replacement reaction.

D synthesis reaction.

13. The type of compound that changes color depending on whether it mixes with an acid or a base is

A an acid.

B a base.

C an indicator.

D a salt.

14. After 1.31 minutes, half of a sample of a certain radioactive element has changed into another substance. This amount of time is the element’s

A decay.

B half-life.

C radioactivity.

D type of radiation.

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Out of Sight

Write About ItResponse to Literature This article compares the ways in which different animals see. What role does light play in sight? Think about how things look during the day and at night. Write a brief essay about an indoor or outdoor scene, comparing how it looks to you during the day and at night.

Students’ essays should compare their observations of an indoor or

outdoor scene during the day to their observations of the same scene

at night. The essay should begin with an introduction, clearly describe

similarities and differences observed with the changes in light, and end

with a closing sentence.

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CHAPTER

Concept Map

Exploring ForcesComplete the concept map on forces, work, and motion, using words and phrases from your textbook.

Force

Definition: any push or on an object

Energy

Definition: the ability to

do

Simple Machine

Definition: a device that makes it easier to do work by changing the force or the

involved

Work

Definition: a(n)

moving an object through a(n)

Characteristics of Motion

1. speed:

2. velocity:

3. acceleration:

Newton’s Laws of Motion

First Law: The only way to change the velocity of an object is to apply

a .

Second Law: Acceleration is affected by force and by .

Third Law: Every action force has an equal and opposite .

pull

workdistance

force

distance

Possible answer: distance divided by time

Possible answer: speed and direction

Possible answer: change in velocity over time

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Forces and MotionUse your textbook to help you fill in the blanks.

What is motion?

1. Using distance and can help you identify the position of something.

2. When you ride in a car and the trees and buildings appear to you to move backward, you are observing

motion.

What are velocity and acceleration?

3. When you describe how fast something is moving, you

are describing its .

4. The speed of a moving object is the total distance traveled divided by the total amount of time.

5. If you know both the speed of an object and the direction in which it is moving, then you know the

object’s .

6. Like velocity, acceleration also has both

and direction.

What is a force?

7. Forces can cause a moving object to .

8. Weight is an example of a(n) force.

continuous

direction

apparent

speed

velocity

size

average

accelerate

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Chapter 11 • Exploring Forces Use with Lesson 1Reading and Writing Forces and Motion

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LESSON

Outline

What are some forces?

9. Examples of forces are , gravity, and magnetism.

10. A device used to measure force is a

scale, and the unit of measurement of force is the

.

11. The three types of friction are static friction, friction, and rolling friction.

12. When molecules bump into a moving object and slow

it down, force occurs.

How do forces affect each other?

13. Balanced forces are in strength

and in direction.

What is inertia?

14. According to Newton’s first law of motion, the only way an object’s velocity can be changed is by applying

a(n) force to it.

Critical Thinking

15. Describe two ways that forces and motion are at work as you make the trip from your house to school.

buoyancy

spring

newton

sliding

drag

equal

opposite

net

Possible answer: Gravity constantly pulls down on me. In the car, I

can detect our motion by looking out the window at the stationary

objects that appear to move backward as we pass.

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Forces and MotionUse the clues to fill in the crossword puzzle.

acceleration

distance

force

friction

motion

position

speed

velocity

Across

2. any push or pull on an object

3. a description of a moving object’s speed and direction

6. the length between two places

7. an object’s location compared to other things

Down

1. a change in the velocity of an object

2. a force that opposes the motion of an object

4. the distance that an object moves in a particular span of time

5. a change in an object’s position compared to a fixed object

1

2

3

4

5

6

7

OF R C E

A

C

E

L

E

R

A

T

I

P

N

R

I

C

T

I

O

N

V L O C I T Y

D I S

O

A N C E

D

E

P

S

M

T

I

O

NO S I T I O

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LESSON

Cloze Activity

Forces and MotionFill in the blanks.

accelerate

direction

force

friction

inertia

speed

time

velocity

An object is in motion when it changes its position in

relation to a fixed object. The position of an object can be

determined using its distance and in

relation to another object. How fast an object moves is

described as its . The speed and

direction of an object describe its .

Acceleration is a change in an object’s velocity over

.

Any push or pull on an object is called .

A force can cause a moving object to .

A force that opposes the motion of an object is called

. An object’s tendency to keep moving

at the same speed and in the same direction is called

. This means that even though the car

you are riding in stops suddenly, your body keeps moving

forward until your seat belt stops you.

speed

velocity

time

inertia

friction

direction

force

accelerate

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Changes in MotionUse your textbook to help you fill in the blanks.

How do forces change motion?

1. An object’s acceleration equals the net force on the

object divided by its .

2. According to Newton’s second law of motion, acceleration depends on the object’s mass and the

amount of applied to it.

3. If the force increases, then the acceleration

; if the mass increases, then

the acceleration .

4. Newton’s first law of motion shows that a net force

is needed in order for an object to .

5. Newton’s law of motion shows how much acceleration a net force will cause.

6. Momentum measures the mass and of an object.

7. According to the principle of , total momentum does not change when objects collide.

8. If two balls are moving at the same speed, the ball with

greater mass will be to stop.

mass

increases

net force

decreases

speed

conservation of momentum

harder

accelerate

second

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LESSON

Outline

What is Newton’s third law of motion?

9. A diver jumping down on a diving board and a baseballplayer swinging a bat to hit a ball are examples of

situations involving forces.

10. Newton’s third law of motion states that for every

action force, there is an equal and reaction force.

11. An object’s mass is a measure of how much it has, and an object’s weight is a measure of the force

of pulling down on it.

12. Though your weight changes with the force of gravity,

your does not change.

What is weightlessness?

13. According to the law of universal , the planets, the stars, and the Sun all exert the force of gravity.

14. Skydivers feel weightless because they cannot feel

their weight without the upward force of the .

Critical Thinking

15. If you packed a car to go on vacation, with suitcases in the trunk and in a carrier on top of the roof, how would the extra mass affect the car’s acceleration and momentum?

action-reaction

matter

opposite

gravity

mass

gravitation

ground

Possible answer: The car would accelerate more slowly with its

greater mass and would stop more slowly because of its greater

momentum.

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Changes in MotionMatch the correct letter with the description.

a. conservation of momentum

b. mass

c. momentum

d. second law of motion

e. third law of motion

f. weight

g. weightlessness

1. I am the state of being when there is no net force of gravity. What am I?

2. I am the principle that states that total momentum does not change when objects collide. What am I?

3. According to me, acceleration depends on an object’s mass and the amount of net force applied to it. What am I?

4. I am the combination of the mass and the speed of an object. What am I?

5. I state that for every action force, there is an equal and opposite reaction force. What am I?

6. I am caused by the force of gravity pulling down on an object. What am I?

7. I am the amount of matter in an object. What am I?

g

a

c

d

e

f

b

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LESSON

Cloze Activity

Changes in MotionFill in the blanks.

direction

farther

gravity

mass

matter

momentum

speed

third

weightlessness

An object in motion has forces acting upon it. The

harder a baseball is hit, the the ball will

travel. This is an example of Newton’s

law of motion. How heavy an object is and how fast it is

traveling make up the object’s . A more-

massive object traveling at the same as

a less-massive object will have greater momentum. When a

baseball thrown in one direction is then batted in the

opposite , its momentum does not

change unless the speed changes.

Mass is how much an object has,

and weight is caused by the force of

pulling down on that object. In space, objects may

experience , but their

will not change. Mass is not changed by gravity.

farther

third

momentum

speed

direction

matter

gravity

weightlessness mass

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Work and EnergyUse your textbook to help you fill in the blanks.

What is work?

1. According to its scientific definition, work is what is

necessary for a(n) to move an object.

2. Work is equal to the force of a push or pull multiplied

by the the object is moved.

3. When you multiply a force that is expressed in newtons by a distance expressed in meters, the

answer is expressed in newton-meters, or .

4. When an object is lifted at a constant speed, the force

is equal to the of the object.

How does energy change form?

5. The ability to do work is .

6. A rock located high above the ground and a stretched rubber band are two examples of objects with

potential .

7. A moving object has energy.

8. All forms of energy have a(n) , a means of transfer, and a receiver.

9. According to the law of conservation of energy,

energy cannot be or destroyed.created

force

weight

distance

joules

energy

energy

kinetic

source

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LESSON

Outline

10. When you ride a bicycle, your body’s potential energy

changes into energy as you pedal.

How does energy change?

11. The molecules in the food we eat contain

energy.

12. Plants use light energy from the Sun to build molecules

of sugar, which store energy.

13. As a car moves, its engine changes the chemical

energy of fuel into energy.

What is power?

14. Power is the amount of done divided by time.

15. Work is expressed in joules per second, or .

Critical Thinking

16. Follow the chain of energy from a plant to a person riding a skateboard. Explain what type of energy is being used at each step.

kinetic

potential

chemical

mechanical

work

watts

Possible answer: The plant uses light energy from the Sun to make

food. A girl eats the food, absorbing the chemical energy from the

food. Her body converts that chemical energy into potential energy.

Then she converts that potential energy to kinetic energy as she

pushes against the ground to make the skateboard go forward.

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Work and EnergyMatch the correct letter with the description.

1. the amount of work done per unit of time

2. the unit used to measure work, equal to one newton-meter

3. energy that is stored

4. what is necessary for a force to move an object

5. the ability to do work

6. the energy of motion

7. the standard unit of power, equal to one joule per second

8. the heat energy in an object

a. energy

b. joule

c. kinetic energy

d. potential energy

e. power

f. thermal energy

g. watt

h. work

e

b

h

d

a

g

c

f

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LESSON

Cloze Activity

Work and EnergyFill in the blanks.

chemical

distance

divide

force

kinetic

light

potential

processed

time

work

Energy cannot be created or destroyed, but it is

constantly changing forms. As you lift an object in the air,

you are applying a(n) to counteract

gravity. To calculate the work done, you multiply this force

by the the object moves. To calculate

the power used, take the amount of

and it by the .

During photosynthesis plants absorb

energy and turn it into energy. Plants

such as wheat and corn are to make

cereal. If you eat this cereal, your body changes the

chemical energy to energy. Once

you become active and begin to move around, your

body changes the potential energy to

energy. This energy can then be converted to

mechanical energy when you push a shopping cart.

force

distance

divide

light

time

work

chemical

processed

potential

kinetic

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Museum Mail CallRead the Reading in Science feature in your textbook. Look for clues you can combine with your own knowledge to make accurate inferences.

Infer

Use the graphic organizer to make inferences about what you read concerning energy conservation.

Clues What You Know Inferences

Students should clearly list complete clues, relate them to what they already know about energy conservation, and state the inferences they have made based on the clues.

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Readingin Science


1. What are some of the conservation ideas presented in the article?

2. Choose one of these practices and explain how it conserves energy.

Drafting

Now write a summary of what you can do to help save energy around your house.

Write About ItInfer

Review the facts and details.

Think about how the facts relate to each other and to other topics.

▶

▶

Possible answers: washing more laundry in fewer and colder loads,

replacing regular light bulbs with energy-efficient light bulbs, and

carpooling

Possible answers: Fewer and colder loads of laundry use less energy

because there are not as many loads being heated with energy;

energy-efficient light bulbs produce comparable light output while

using less energy than regular light bulbs; carpooling means fewer

cars on the road and less gas being used.

Students should summarize the practices outlined in the article, add

some practices of their own, and explain how these practices will lead

to energy conservation.

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How Machines WorkUse your textbook to help you fill in the blanks.

What is a simple machine?

1. An example of a simple machine that has no moving parts and can be used to insert nails into wooden

surfaces is a(n) .

2. Simple machines make it easier to do work by

changing either the needed

to do the work or the through which the force is applied.

3. The force you apply to a simple machine is called

the force.

4. The force against which the machine acts is called the

force.

5. The force that the machine applies to an object in response to the effort force is called the

force.

What are the kinds of levers?

6. Although there are three classes of , all three types consist of a rigid bar and a pivot point.

7. The pivot point of a lever is called the .

8. The part of the bar where the effort force is applied is

called the arm.

hammer

force

effort

distance

resistance

output

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LESSON

Outline

What other machines are like levers?

9. A wheel and axle is a type of lever.

10. A grooved wheel that turns by the movement of a

rope in the groove is called a(n) .

11. A pulley system can contain both fixed and pulleys.

What are inclined planes?

12. An inclined plane, or , makes it easier to move heavy loads.

13. A knife is an example of a type of inclined plane called

a(n) .

What are compound machines?

14. A compound machine, such as a bicycle or a pair of

scissors, combines two or more to make one device.

15. To calculate a machine’s , divide the amount of work output by the amount of work put in.

Critical Thinking

16. Do simple machines reduce the amount of work we do? Explain.

first-class

pulley

movable

ramp

wedge

simple machines

efficiency

Possible answer: Simple machines change the amount of force we

need to do work, or they change the distance so that the work

becomes easier for us. However, the actual work done does not

change.

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How Machines WorkFill in the blanks.

compound machine

efficiency

inclined plane

mechanical advantage

pulley

simple machine

wedge

1. A grooved wheel that turns by the action of a rope in

the groove is called a(n) .

2. A device with few, if any, moving parts that makes it

easier to do work is a(n) .

3. A straight, slanted surface that can multiply an effort

force is called a(n) .

4. The number of times a simple machine multiplies an

effort force is called its .

5. The ratio of the work done by a machine to the work

that was put into it is called .

6. An inclined plane that changes the direction of an

applied effort force is a(n) .

7. A device that is a combination of two or more simple

machines is called a(n) .

pulley

simple machine

inclined plane

mechanical advantage

efficiency

wedge

compound machine

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LESSON

Cloze Activity

How Machines WorkFill in the blanks.

force

fulcrum

heavy loads

pulley

ramps

rigid bar

simple machines

slanted

threads

wheel and axle

Simple machines can be grouped into two general

classes: inclined planes and levers. Inclined planes, or

, are straight,

surfaces that make it easier to move to

high locations. Screws are inclined planes that wrap around

a central bar; the inclined planes are also called .

Levers are the other general class of .

A lever consists of a(n) and a(n)

, or pivot point. The two other simple

machines that are types of levers are the

and the .

Work is equal to multiplied by

distance. Life and work would be much more difficult

without the use of simple machines.

ramps

heavy loads

slanted

threads

simple machines

fulcrum

rigid bar

wheel and axle

pulley

force

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How Gears WorkRead the Writing in Science feature in your textbook.

Getting Ideas

Brainstorm a list of gadgets or devices that use gears. Choose one. In the chart below, record information about how it works. In the left-hand column, describe the gears. In the right-hand column, tell the effect.

Cause Effect

Write About ItExplanatory Writing Choose an everyday gadget or device that uses gears to make work easier. For example, you might choose a ten-speed bicycle, a clock, or a mechanical can opener. Write an explanation of how it works.

front gear wheel 44 teeth;

rear 11.


Sample answer: front chain

wheel 22 teeth; rear gear

30.

easier to pedal uphill.

faster to pedal on flat

surfaces.

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Writingin Science

Drafting

Write a sentence to begin your explanation. Tell what gadget or device you are writing about. State an important idea about how gears make it work.

Now write your explanation. Use a separate piece of paper. Begin with the sentence you wrote above. Explain how the gears make the gadget or device work. Use spatial words or time-order words to make your explanation clearer.


Here is part of the explanation that Anita wrote. Add a spatial word in each blank to make the explanation clearer. Choose one from the box.

Your bike moves a certain distance with each pedal stroke. You can change this distance by using the derailleurs to change gears. If you want to pedal up a hill,

you shift to a low gear. Because of the low gear ratio, you move only a short distance with each pedal

stroke. You shift to a high gear when

you are riding a flat path.


Have I explained how gears make work easier?

Have I used spatial words or time-order words?


▶

▶

▶

along down forward up

forward

down

up

along

Students’ sentences will vary. Sample sentence: The gears on a ten-speed

bicycle help you use less force and therefore do less work when riding it.

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1. A change in an object’s position compared to the position of another object is called

A force.

B motion.

C speed.

D distance.

2. The distance that an object moves, divided by the time it takes to move, is the object’s

A position.

B apparent motion.

C acceleration.

D speed.

3. A description of a moving object’s speed and direction is its

A velocity.

B average speed.

C lift.

D thrust.

4. A change in the velocity of an object over time is called

A continuous force.

B inertia.

C acceleration.

D speed.

5. Anything that pushes or pulls an object is a

A mass.

B weight.

C thrust.

D force.

6. A negative force that opposes the motion of an object is called

A friction.

B universal gravitation.

C inertia.

D effort force.

Exploring ForcesCircle the letter of the best answer.

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CHAPTER

Vocabulary

7. The quantity that is found by multiplying the mass and speed of an object is called

A gravity.

B acceleration.

C momentum.

D rolling friction.

8. The force multiplied by the distance that an object moves is measured as

A power.

B work.

C energy.

D velocity.

9. The energy of motion is called

A potential energy.

B stored energy.

C thermal energy.

D kinetic energy.

10. The amount of work done per unit of time is called

A power.

B energy.

C effort.

D force.

11. The number of times a simple machine multiplies an effort force is called

A universal gravitation.

B output force.

C mechanical advantage.

D conservation of motion.

12. Bottle openers, wheelbarrows, paper cutters, and fishing rods are all examples of

A pulleys.

B levers.

C fulcrums.

D compound machines.

13. A ramp is

A an inclined plane.

B a lever.

C a resistance arm.

D an axle.

14. The ratio between the work done by a machine and the work put into it is called

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Exploring EnergyComplete the concept map on sound, light, heat, and electricity and magnetism, using words and phrases from your textbook.

Waves

▶ Waves are disturbances that transfer from one point to another.

▶ Waves are measured by their wavelength, amplitude,

and .

▶ Waves are classified by the type of they cause in a medium.

Light

▶ The electromagnetic spectrum is made up of all

of the of energy that come from the Sun.

▶ Objects can let light pass through them, can absorb light, can bend light, or can

light.

Electricity

▶ Electricity refers to the movement and

of the energy of charged atomic particles.

▶ A current-carrying wire also has a magnetic field

and can metal objects.

Sound

▶ Sound is a wave consisting of compressions and

.

▶ Properties of sound include pitch (how high or low) and

(how loud or quiet).

Heat

▶ Heat is the flow of

from one substance to another.

▶ Heat can travel by

, convection, or radiation.

energy

frequency

reflect

vibration

wavelengths transfer

attract

conduction

energyrarefactions

volume

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LESSON

Outline

Waves and SoundUse your textbook to help you fill in the blanks.

What are waves?

1. Waves are disturbances that transfer from one point to another.

2. Waves that travel through a medium and cause matter

to move up and down are called waves.

3. Waves that cause matter to move back and forth are

called waves.

4. Every wave has a high point, called a ,

and a low point, called a(n) .

How can you measure waves?

5. The distance between wave crests or troughs is

called .

6. The number of wave crests that pass a point in one unit

of time is a wave’s .

How does sound travel?

7. A sound wave is a(n) wave produced by vibrations in matter.

8. When sound waves travel from one type of medium to

another, the waves , or change direction.

energy

transverse

compression

crest

wavelength

frequency

compressional

trough

refract

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What are properties of sound?

9. The highness or lowness, or the , of a sound depends on the frequency of the sound waves.

10. The pitch of a sound changes when the source or the

listener is in motion because of the .

11. The motion of two or more waves passing through

the same medium at the same time is called .

How do we hear music?

12. Guitars and violins are examples of instruments.

13. We hear sounds because sound waves strike our

and cause them to vibrate.

14. A pleasant combination of sounds is called , and an unpleasant combination of sounds is called

.

Critical Thinking

15. How does sound travel from a piano to make music?

pitch

Doppler effect

interference

stringed

music

eardrums

noise

Possible answer: A piano makes its sound by striking metal strings

with hammers to make them vibrate. When a key is pressed, it

triggers a hammer to hit a certain string (or certain strings) and

bounce off, causing the strings to vibrate. These vibrations cause

sound waves, which travel to our ears and make our eardrums vibrate.

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LESSON

Vocabulary

Waves and SoundMatch the correct letter with the description.

1. when the direction of a wave changes because of a change in medium

2. a measure of how many wave crests or troughs pass a given point in one unit of time

3. when the pitch of a sound changes because the source or the listener is in motion

4. the amount of time it takes for a wave to complete one full cycle

5. the distance between wave crests or troughs

6. an area in a sound wave where particles of matter are spread apart

7. an area in a sound wave where particles of matter are pushed together

8. the height of a wave from its trough or crest to its midpoint, which is also a measure of the wave’s intensity

9. how waves bounce off an object and change their direction of travel

a. amplitude

b. compression

c. Doppler effect

d. frequency

e. period

f. rarefaction

g. reflection

h. refraction

i. wavelength

h

d

c

e

i

f

a

b

g

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Waves and SoundFill in the blanks.

compressions

frequency

intensity

medium

pitch

rarefactions

spread apart

wavelength

Sound is a type of wave called a compressional wave.

Sound waves cause the particles making up a(n)

to squeeze together and then . The

places in a sound wave where the particles are close

together are called . The places where

the particles are spread apart are called .

Sound waves have a(n) , which is the

distance from one crest, or point of greatest compression,

to the next. Sound waves also have a(n) ,

which is the number of compressions that pass a point in

one second. The frequency of a sound wave determines its

. The amplitude of a sound wave is a

measure of the wave’s . The loudness

of sound is measured in a unit called the decibel.

medium

spread apart

compressions

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rarefactions

frequency

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LESSON

Outline

Properties of LightUse your textbook to help you fill in the blanks.

How does light travel?

1. Light travels in a straight line called a(n) .

2. Light waves can travel through empty space without

needing a solid, liquid, or gas .

3. Rays of light pass through a(n) object with almost no disturbance.

4. Some rays of light pass through a(n) object, and some light rays are blocked or bent in different directions.

5. Rays of light are reflected or absorbed by a(n)

object.

How does light act with mirrors?

6. Light rays that bounce off a(n) can form an image of an object.

7. If you raise your left hand in front of a mirror, in

your it appears that your

hand is raised.

8. When light rays strike a dull or rough surface, they do

not form a(n) .

9. Concave mirrors curve inward, convex mirrors curve

outward, and mirrors are flat.

ray

medium

transparent

translucent

opaque

mirror

reflection

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10. The type of mirror that is used to gather light inside a

telescope is the mirror.

How does light act with lenses?

11. A convex lens is in the middle

than at its edges; a concave lens is in the middle than at its edges.

12. The point at which the light rays passing through a lens

meet is called the .

13. An image that is formed by a concave lens is and smaller than the actual object.

How do we correct vision?

14. If your eye shape is even slightly off, your vision may

be .

15. Nearsightedness causes light rays from distant objects

to be focused in front of the .

Critical Thinking

16. How do sunglasses work to protect your eyes?

thicker

concave

thinner

focal point

impaired

Possible answer: Dark sunglasses are translucent, so they block or

bend some of the light before it passes through to your eyes; the

polished surfaces—especially if they are mirrored—reflect some of

the light away from your eyes.

right-side up

retina

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LESSON

Vocabulary

Properties of LightUse the clues to fill in the crossword puzzle.

concave

convex

lens

mirror

opaque

translucent

transparent

1 2 3 4

5

6

7

Down

1. an object with a polished surface that forms reflected images

2. a piece of transparent material with at least one curved surface

3. allowing some light to pass through and some light to be blocked or bent in different directions

4. a lens or mirror whose surface curves inward

Across

5. allowing light to pass through with almost no disturbance

6. reflecting or absorbing all light

7. a lens or mirror whose surface curves outward

M

I

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R

O

R

T A N S P A R E N T

0

C

C

A

V

E

T

R

N

S

L

U

C

E

N

T

X

EQAPO

C O N V

S

E

L

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Properties of LightFill in the blanks.

concave

convex

mirror

opaque

reflect

retina

translucent

transparent

Light travels in waves that spread out as they move

away from their source. When an object lets light pass

right through it, the object is described as .

When an object lets some light through but also blocks or

bends some of the light away, it is described as .

Objects that do not allow any light to pass through them

are described as .

An object with a polished surface that forms reflected

images is called a(n) . When light hits

a dull or rough surface, it may still ,

but it will not form an image. When light passes through

a(n) lens, the light rays are refracted

together. When light passes through a(n)

lens, the light rays are refracted apart. Light rays entering

the eye are supposed to focus on the .

Glasses and contact lenses can be used to help achieve this.

transparent

translucent

opaque

convex

reflect

mirror

concave

retina

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Readingin Science

Seeing in InfraredRead the Reading in Science feature in your textbook. Look for information you can compare and contrast.

Compare and Contrast

Use the graphic organizer to compare and contrast topics in the article.

Students should choose two different topics from the article and

write each topic and its characteristics in the outer part of one of

the circles. Students should write shared characteristics or attributes

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Write additional details for each of the following terms:

infrared radiation:

visible radiation:

bolometer:

night-vision goggles:

Spitzer Space Telescope:

Drafting

Now explain the differences between infrared radiation and visible radiation.

Next, explain the similarities between the bolometer, night-vision goggles, and the Spitzer Space Telescope.

Write About ItCompare and Contrast

1. How is infrared radiation different from visible radiation?

2. What do the bolometer, night-vision goggles, and the Spitzer Space Telescope have in common?

For each term, students should give additional details

that they did not list in the graphic organizer.

Students should state the differences between the two types of radiation.

Students should clearly state the similarities among these instruments,

giving specific examples.

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LESSON

Outline

Light Waves and ColorUse your textbook to help you fill in the blanks.

Why do we see colors?

1. Visible light from the Sun comes to Earth as light, traveling through space in the form of waves.

2. When light waves are refracted as sunlight passes through raindrops, their wavelengths are separated,

and we see them as different .

3. A triangular piece of glass or plastic called a(n)

bends light and separates it into the wavelengths that make up white light.

4. Light passing through the slits on a(n) is refracted, and the wavelengths that make up the light can be seen.

5. Sunlight striking an object may be reflected, refracted,

or .

6. The light that is reflected by an object determines the

of that object.

How many kinds of light are there?

7. Energy from the Sun travels in many types of waves; the

contains the full range of these wavelengths.

8. The spectrum is arranged from long waves, with the

amount of energy, to short waves,

with the amount of energy.

white

colors

prism

diffraction grating

absorbed

color

lowest

electromagnetic spectrum

highest

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9. The wavelengths of visible light, which we see as colors

that range from red to violet, fall near the of the spectrum.

10. Infrared waves are typically felt as .

11. Overexposure to rays and other high-energy waves can damage people’s skin and eyes.

12. X rays are used to make images of hard parts of the

body, such as teeth and .

How do colors mix?

13. Colors not produced through the mixing process are

called colors, which are blended

to produce colors.

14. The traditional color model is the color model.

15. The RGB color model is an example of color mixing.

16. In the color model, the perceived color depends on the ability of the substance’s

to absorb wavelengths of light.

Critical Thinking

17. A yellow ink reflects green and red light, and a magenta ink reflects blue and red light. What color would a person see if yellow ink is put on top of magenta ink?

middle

secondary

bones

heat

primary

ultraviolet

RYB

additive

CMY

A person would see the color red, because it is reflected from both

inks. Other colors are absorbed by the inks.

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LESSON

Vocabulary

Light Waves and ColorMatch the correct letter with the description.

1. a triangular piece of glass or plastic that bends light

2. colors that can be made by blending primary colors

3. the full range of wavelengths that travel from the Sun, which includes radio waves, microwaves, infrared waves, visible light, ultraviolet light, X rays, and gamma rays

4. tiny solid particles that provide color by absorbing wavelengths of light

5. colors of light that are not produced through the mixing process

6. the color model in which primary colors of light combine and produce all other colors

7. waves of light that contain a mixture of wavelengths that the human eye can detect

8. the color model that uses subtractive color mixing

9. the traditional color model that may be useful in art but does not include all colors

a. CMY color model

b. electromagnetic spectrum

c. pigments

d. primary colors

e. prism

f. RGB color model

g. RYB color model

h. secondary colors

i. visible light

e

h

b

c

d

f

a

i

g

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Light Waves and ColorFill in the blanks.

black

infrared rays

prism

radio waves

reflected

Sun

visible light

white

Visible light is one part of the electromagnetic

spectrum. White light that comes from the

is a mixture of all the colors of visible light. You can use a(n)

to separate the colors, because each

color bends at different angles when it passes through glass

or plastic.

The longest waves in the electromagnetic spectrum

are . Next come microwaves and then

. The light that people can see,

, falls in the middle of the spectrum.

The color of an object is the color of light that is

from it. Objects that reflect all visible

light appear , and objects that absorb

all visible light appear . Color models

show relationships between colors.

Sun

prism

radio waves

infrared rays

reflected

visible light

white

black

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Writingin Science

Color This Old HouseRead the Writing in Science feature in your textbook.

Getting Ideas

Look carefully at the painting or photograph you choose. Write its name in the center of the web below. Write details that appeal to the senses in the outer circles. Include details about color.

Write About ItDescriptive Writing Carefully look at a painting or photograph. Describe what you see. Tell which colors are primary and which are secondary in art. Describe how they work together to create a pleasing effect.

Name of painting or photograph:

Students should write a specific observation about their painting or photograph in each of the outer circles.

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Drafting

A good description helps a reader see, hear, taste, smell, and touch the object you are describing. Think about what senses you can appeal to when describing your painting or photograph. Write one descriptive sentence here.

Now write your first draft. Use a separate piece of paper. Include sensory details to describe your painting or photograph. Tell how the colors work together.


Ray wanted to describe Vincent Van Gogh’s painting Sunflowers. Here are some sentences he wrote. Tell which sense each sentence mainly appeals to.

1. It is amazing how many different shades of yellow

are in the painting.

2. Since yellow is a warm color, the whole room seems

to give off heat.

3. As you stare at the sunflowers, you can almost

hear the buzzing of the bees they attract.

Now revise and proofread your writing.


Have I vividly described my painting or photograph?

Have I told how the colors work together?


▶

▶

▶

Students’ sentences will vary. Sample sentence: In the painting

Sunflowers, Vincent Van Gogh used intense shades of yellow to give the

impression of warm sunshine in an open field.

Students’ descriptions should include details and should appeal to at least one of the five senses. The descriptions should be written in a logical order and include a conclusion.

sight

touch

hearing

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LESSON

Outline

HeatUse your textbook to help you fill in the blanks.

What is heat?

1. Heat is a form of energy caused by the movement of the molecules that make up all matter.

2. The amount of energy needed to raise the temperature

of 1 gram of water by 1°C is called a(n) .

3. As heat flows into a substance, the kinetic energy of the

in the substance increases.

How does heat travel?

4. Heat energy can move in three ways: by conduction,

by convection, and by .

5. Conduction is the movement of energy when two

materials and energy flows from one material to the other.

6. Conductors are materials that heat and distribute it evenly throughout an object.

7. Because most liquids and gases become less dense

when heated, occurs.

How do we use heat?

8. In a hot-water heating system, water is used to transfer

energy from a(n) to the air in a room.

kinetic

calorie

molecules

radiation

absorb

touch

convection

boiler

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9. In a forced-air heating system, a room is heated by

alone.

10. Heating systems turn on and off automatically because

they are controlled by a(n) switch.

11. Gasoline is the fuel that is burned in the engine of a car,

but it is energy that actually makes the engine move.

How is temperature measured?

12. Temperature, which is a measure of the average kinetic energy of a substance’s molecules, is measured

with .

13. The rate at which a substance warms up upon absorbing

heat is a(n) property of matter.

14. The amount of energy needed to raise the temperature of 1 gram of a substance by 1°C is the substance’s

.

Critical Thinking

15. What do you think would happen if you were to put an inflated balloon in the freezer?

air

heat

thermometers

thermostat

specific heat

physical

Possible answer: Cold makes things contract, or get smaller, so the

air inside the balloon would be compressed, and the balloon itself

would become smaller.

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LESSON

Vocabulary

HeatMatch the correct letter with the description.

1. I am the measurement of the average kinetic energy of the molecules of a substance. What am I?

2. I am the transfer of energy by electromagnetic waves. What am I?

3. I tell how much energy is needed to raise the temperature of 1 gram of a substance by 1°C. What am I?

4. I am the flow of energy from one substance to another. What am I?

5. I am a material that absorbs some heat, but I do not transfer it very well. What am I?

6. I am the movement of energy through direct contact. What am I?

7. I am the transfer of energy by the flow of a liquid or a gas. What am I?

8. I am an increase in volume that is caused by an increase in temperature. What am I?

a. conduction

b. convection

c. heat

d. insulation

e. radiation

f. specific heat

g. temperature

h. thermal expansion

g

e

f

c

d

a

h

b

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HeatFill in the blanks.

boiler

expand

heat

hot air

kinetic

molecules

pistons

radiation

speed

thermostat

Heat is a form of kinetic energy. It is caused by the

movement of the that make up all

matter. Temperature is the measure of the average

energy of the molecules in a

substance. When the average of

molecules rises, the temperature also increases.

Heat can be transferred from one object to another

by conduction, convection, or .

Buildings heated by a hot-water system use hot water to

transfer energy from a(n) to the air in

a room. Forced-air systems use to

heat the air in a room. These systems are typically

controlled by switches.

Cars also operate by energy.

When gasoline is burned, heat causes gases to

and push on that

turn a crankshaft. This propels the vehicle forward.

molecules

kinetic

speed

boiler

radiation

hot air

thermostat

heat

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LESSON

Outline

Electricity and MagnetismUse your textbook to help you fill in the blanks.

What is electricity?

1. Atoms are made up of , neutrons, and electrons.

2. When an atom loses an electron, it becomes charged, and the atom that gains an electron becomes

charged.

3. The buildup of a positive or negative electric charge on

a material’s surface is called .

How can electricity jump?

4. A rapid movement of electrons that corrects an

imbalance of charges is called a(n) .

5. A charged object can a separation of charges in another object.

6. Conductors allow an electric charge to flow easily, and

do not.

How can electricity flow?

7. A simple circuit consists of an electrical , a device such as a lamp, and connecting wires.

8. A switch is used to control the flow of in a circuit.

9. Direct current flows in one direction; alternating current is transmitted when current changes direction, moving back and

forth at regular .

protons

positively

negatively

static electricity

discharge

induce

insulators

energy source

charges

intervals

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What are some kinds of circuits?

10. Electricity can follow only one path through a

circuit, but it can follow paths through a parallel circuit.

What are magnets?

11. Iron, , and cobalt form strong magnets.

12. A current-carrying wire has a(n) and can pick up certain metal objects, just as a common magnet can.

How do we use generators?

13. A generator converts into electricity.

14. A transformer that increases voltage so that current electricity can be sent over long distances more

efficiently is used in a(n) .

What are some tips on using electricity?

15. You can save fuel and save money by energy.

Critical Thinking

16. How can you use a magnet to find which direction is north?

series

multiple

nickel

magnetic field

mechanical energy

transmission substation

conserving

Suspend a magnet from a string. The north pole of the magnet

should point toward Earth’s North Magnetic Pole.

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LESSON

Vocabulary

Electricity and MagnetismFill in the blanks.

current electricity

electricity

electromagnet

magnetic field

parallel circuit

series circuit

static electricity

1. The buildup of a positive or negative electric charge on

a material’s surface is called .

2. The invisible area where the forces of magnetic attraction

or repulsion can be detected is called a(n) .

3. The flow of electrons through a circuit is called

.

4. A circuit in which there is only one path along which

current electricity can flow is called a(n) .

5. A circuit in which there are multiple paths along which current electricity can flow is called a(n)

.

6. The movement and transfer of the energy of charged

atomic particles is described as .

7. A device that is magnetized by current electricity is

called a(n) .

static electricity

magnetic field

current electricity

series circuit

parallel circuit

electricity

electromagnet

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Electricity and MagnetismFill in the blanks.

circuit

circuit breakers

closed

insulation

open

power plant

running water

Many things happen when you turn on a light in your

house. The light switch is part of a(n) .

When the switch is turned on, the circuit is

, and electricity flows through wires

to the light bulb. When the switch is turned off, the circuit

is , and electricity does not flow.

The electricity in a home comes from an electric

, where generators use fossil fuels,

nuclear power, or to produce

electricity.

Because electricity is extremely dangerous, wires are

covered with plastic that serves as .

To prevent a circuit from being overloaded by too much

current, fuses or are used to stop the

flow of electricity. It is important to use electricity safely

and to conserve energy.

circuit

closed

open

power plant

running water

insulation

circuit breakers

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CHAPTER

Vocabulary

Exploring EnergyCircle the letter of the best answer.

1. The height of a wave is called

A wavelength.

B amplitude.

C rarefaction.

D compression.

2. An example of a compression wave is

A a transverse wave.

B a gamma ray.

C a reflection.

D a sound wave.

3. Sounds that have a high pitch also have a high

A frequency.

B volume.

C rhythm.

D crest.

4. Matter that allows light to pass through with almost no disturbance is described as

A opaque.

B translucent.

C transparent.

D concave.

5. An item that forms images by reflection is called

A a prism.

B a lens.

C a bulb.

D a mirror.

6. The type of lens that curves inward and is thinner in the middle is described as

A concave.

B convex.

C opaque.

D reverse.

7. The full range of wavelengths of radiation is called

A visible light.

B the electromagnetic spectrum.

C the Doppler effect.

D ultraviolet light.

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8. The colors that are produced through mixing are described as

A pixels.

B primary colors.

C secondary colors.

D pigments.

9. A measure of the average kinetic energy of the particles in a substance is

A temperature.

B specific heat.

C thermal energy.

D electric energy.

10. The unit most commonly used to measure heat is the

A decibel.

B hertz.

C volt.

D calorie.

11. The transfer of energy by currents of a liquid or gas is called

A convection.

B conduction.

C radiation.

D expansion.

12. A buildup of electric charge on a material’s surface is called

A current electricity.

B static electricity.

C voltage.

D insulation.

13. When a charged object is placed near a neutral object, the result is

A an induced charge.

B a magnetic field.

C a parallel circuit.

D an electromagnet.

14. A device that is magnetized by current electricity is called

A a generator.

B an electromagnet.

C a series circuit.

D a parallel circuit.

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Documents

TP6 RdWrt SC07 - macmillanmh.commacmillanmh.com/science/2009/student/na/te/rwa/Gr6_NAT_RW_TE.pdf · TP6_RdWrt_SC07.indd 1 11/2/06 9:36:28 AM. ... Match the correct letter with the