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Texas Assessment Review and Practice

Grade 5 Science

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TEKS Review and Assessment Preparation 1 Table of Contents © Houghton Mifflin Harcourt Publishing Company

Contents

TEKS Review Pages

Grade 5 Tested TEKS ....................................................................................... 2 TEKS 3.5C—Changes in States of Matter ....................................................... 3 TEKS 3.6B—Changes in Position and Motion of Objects ............................... 8 TEKS 4.7A—Properties of Soil ...................................................................... 13 TEKS 3.7B—Rapid Changes to Earth’s Surface ............................................ 19 TEKS 4.7C—Conservation and Resources .................................................... 24 TEKS 4.8B—The Water Cycle ....................................................................... 30 TEKS 4.8A—Weather Maps and Making Predictions ................................... 35 TEKS 4.8C—Patterns of Change on Earth ..................................................... 41 TEKS 3.8D—Our Solar System ..................................................................... 49 TEKS 3.9A—Environments and Ecosystems ................................................. 54 TEKS 3.10C—Life Cycles ............................................................................. 59

Texas Assessment Preparation

Instructions—Form A ..................................................................................... 66 Practice Test—Form A ................................................................................... 67 Answer Sheet—Form A .................................................................................. 79

TEKS Review and Assessment Preparation 2 Table of Contents © Houghton Mifflin Harcourt Publishing Company

TEKS Review Pages

The following pages review the TEKS from Grade 3 and 4 that may be tested at Grade 5.

For each of the TEKS listed below, you will find a reading passage, a student response page, a hands-on activity, and an assessment.

TEKS 3.5C—Changes in States of Matter TEKS 3.6B—Changes in Position and Motion of Objects TEKS 4.7A—Properties of Soil TEKS 3.7B—Rapid Changes to Earth’s Surface TEKS 4.7C—Conservation and Resources TEKS 4.8B—The Water Cycle TEKS 4.8A—Weather Maps and Making Predictions TEKS 4.8C—Patterns of Change on Earth TEKS 3.8D—Our Solar System TEKS 3.9A—Environments and Ecosystems TEKS 3.10C—Life Cycles

Name ______________________________________ Date _________

TEKS Review and Assessment Preparation 3 TEKS 3.5C © Houghton Mifflin Harcourt Publishing Company

TEKS Review 3.5C

TEKS 3.5C predict, observe, and record changes in the state of matter caused by heating or cooling

Changes in States of Matter What Is Matter?

Anything that has mass and takes up space is matter. All physical objects are made of matter. If you could view an object through the most powerful microscope, you would see that matter is made of tiny particles called atoms. Different types of matter are made of different arrangements of atoms. Each type of matter has physical properties that you can see, smell, touch, taste, measure, and study.

States of Matter You know that different kinds of matter

have different properties. Helium, water, and aluminum, for example, are very easy to tell apart. At room temperature, each of these kinds of matter exists in a different state. One is a solid, one is a liquid, and one is a gas. Do you know which is which?

At room temperature, helium is a gas. A gas is the state of matter that expands to fill its container. A gas does not have a definite shape or volume. Helium gas is used to fill balloons.

Water is a liquid at room temperature. A liquid is the state of matter that has a fixed volume but not a definite shape. A liquid takes the shape of its container. You can pour liquid water from a pitcher to a glass.

Aluminum is a solid at room temperature. A solid is the state of matter that holds its own shape and has a fixed volume. You can bend and tear a sheet of aluminum foil, but the total volume of aluminum does not change.

Solids keep their shapes. Liquids flow. Gases fill their containers. Why? You can answer this question by thinking of matter as being made of tiny particles that are in motion. The state of matter is dependent upon the amount of energy the matter contains.

The particles in a solid are packed very close together. They vibrate in place, but they can’t slide past one another. This gives a solid its definite volume and shape.

The particles in a liquid are not as close together. They have more energy and can move past one another. This enables a liquid to flow.

The particles in a gas have a lot of energy. They are not very close together and move the fastest. They spread out to fill their container. The particles are so far apart that they can be squeezed together. That’s what you do when you pump up a ball or a tire. You squeeze more gas into the ball or tire, which gives it pressure.

Name ______________________________________ Date _________


TEKS Review 3.5C

Changes in Matter Matter can go through physical and

chemical changes. A physical change does not change what a substance is. When paper is cut, shredded, or torn, it is still paper. This is a physical change. A chemical change results in a new substance being formed, and energy is either given off or absorbed. When paper is burned, it turns new forms of matter—hot gases and ash.

Changes in State You learned that some kinds of matter are

solid at room temperature. Other kinds of matter are liquid or gas at room temperature. Did you know that each kind of matter can exist as a solid, a liquid, or a gas?

The temperature of matter determines its state. As heat is added, the particles of matter begin to move faster. As heat is taken away, the particles move slower. When enough heat is added or taken away, matter can change state. For example, aluminum foil will turn into a liquid if its temperature reaches 660°C (1,220°F). It is still aluminum, but it is no longer a solid. This is a change in state. Changes in state are physical changes.

To form a seal between two metal pipes, a welder heats metal so it turns into a liquid that can be formed into a certain shape.

Let’s take a closer look at water. Water is a liquid at room temperature. If you put it in a freezer, its temperature decreases. The particles of water begin to slow down. At temperatures below 0°C (32°F), water freezes. Freezing is the change from a liquid to a solid. Solid water is called ice.

If you remove an ice cube from the freezer, it slowly warms. The particles of water begin to move faster and slide past one another. At temperatures above 0°C, ice melts. Melting is the change from a solid to a liquid.

Place a pot of liquid water on a hot stove, and the water gets warmer. When it reaches 100°C (212°F), it boils. Boiling is the rapid change from a liquid to a gas. Sometimes, particles near the surface of a liquid move fast enough to become a gas, even if the temperature is not at the boiling point. This is called evaporation, which occurs slowly and only at the surface of a liquid.

°

Name ______________________________________ Date _________


TEKS Review 3.5C

When a gas turns to a liquid, the process is called condensation. You have seen this process occur when water drops form on the outside of a cold glass. It might look like the glass is leaking, but that’s not the case. Water in the form of a gas is called water vapor. It’s in the air all around you, but you can’t see it. The air’s temperature is lowered by the cold glass. The decrease in temperature causes the water vapor to condense and form droplets of liquid water.

Condensation is the process of turning a gas into a liquid. We also call the physical drops of liquid that form condensation.

Observing States of Matter The state of matter can change based on the amount of energy in the substance. Matter can exist as a solid, a liquid, or a gas. In this activity, you will examine water in each of these states.

Procedure:

1. Place a few ice cubes in a zip-top bag. Pass the bag around. Squeeze and press the bag. What happens? In a small group, discuss the properties of the ice. Include temperature, texture, shape, and color in your discussion.

2. Pour some water into a zip-top bag, and seal it. Pass the bag around. Gently squeeze and press the bag. What happens? Discuss the properties of the water. Include temperature, texture, shape, and color in your discussion.

3. Watch as your teacher holds a zip-top bag over boiling water to capture some water vapor. The water vapor is mixing with the air around you. Pass the sealed bag around the classroom. Gently squeeze and press the bag. What happens? Discuss the properties of the water vapor and other gases in the bag. Include temperature, shape, and color in your discussion.

Discussion Questions:

1. What differences did you notice in the different states of water?

2. What are other examples of solids, liquids, and gases?

Hands-On Activity Materials • ice cubes • water • hot plate • freezer-strength

zip-top bags

Name ______________________________________ Date _________


TEKS Review 3.5C

Changes in States of Matter

Write a definition for each term below.

freeze ______________________________________________________________________

boil ________________________________________________________________________

condense ____________________________________________________________________

Suppose an ice cube is taken out of the freezer. Predict how it will change over several hours.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Complete the cause-and-effect graphic organizer below.

Complete the Venn diagram below to compare and contrast melting and boiling.

Melting

Boiling Both

Cause Effect

The liquid evaporates.

Name ______________________________________ Date _________


TEKS Review 3.5C

TEKS Assessment 3.5C

Fill in the letter of the best choice.

Which is the process by which a gas becomes a liquid?

Evaporation

Condensation

Melting

Boiling

What happens to the particles of matter when a liquid changes to a gas?

They stop moving.

They vibrate in place.

They move faster and spread out.

They slow down and begin bumping into one another.

Look at the drawing below.

Which prediction is correct?

The ice will melt, and condensation will form on outside of the glass.

The ice will evaporate before it finishes melting.

The ice will boil, and water will spill on the outside of the glass.

The ice will condense and stick to the outside of the glass.

Which of the following is correct?

Only water can exist as a solid, a liquid, and a gas.

The solid form of water is called water vapor.

A change of state is a chemical change because a new kind of matter is formed.

At the right temperature, any kind of matter can exist as a solid, a liquid, or a gas.

Look at the thermometer below.

What properties does water have at this temperature?

It would fill its container.

It would hold its own shape.

It would not have a shape.

It would take the shape of its container

Name ______________________________________ Date _________

TEKS Review and Assessment Preparation 8 TEKS 3.6B © Houghton Mifflin Harcourt Publishing Company

TEKS Review 3.6B

TEKS 3.6B demonstrate and observe how position and motion can be changed by pushing and pulling objects to show work being done such as swings, balls, pulleys, and wagons

Changes in Position and Motion of Objects

Changing Position Where are you located right now? Are

you at your desk? Under a light? To the right of a door, or 2 meters (6 feet) away from the board? Words such as these describe your position. Position is the location of an object.

Every object has a position. The position of your nose is the center of your face. How would you describe the position of the doorway in the classroom below? These positions don’t change.

Sometimes an object’s position does change. When it does, the object is in motion. Motion is a change of position of an object.

There are many kinds of motion. You can walk forward or backward. An elevator goes up and down. A pendulum swings from side to side. Things may move quickly or slowly. They may follow a straight, curved, or circular path. There are many types of motion, but all types of motion involve a change in position.

Speed and Velocity How fast can you run? If you run faster

than your friend, your speed is greater. Speed is a measure of how the position of an object changes during a certain amount of time.

You can use words such as fast and slow to describe speed. Fast-moving objects change their position quickly. Slow-moving objects change their position slowly. But you can be more exact if you use numbers such as 20 kilometers per hour or 5 meters per second.

To find an object’s speed, you need to measure two things—distance and time. Distance is how far an object traveled. You also need to measure how long it takes the object to move that distance.

A cheetah is the fastest land animal. It can reach speeds of 112 km/hr (70 mi/hr)!

When you tell both the speed and the direction of an object, you give its velocity. You can use compass directions or words such as up, down, left, and right to indicate direction. Two objects with the same speed have different velocities if they are moving in different directions.

Name ______________________________________ Date _________


TEKS Review 3.6B

Acceleration Objects don’t always move steadily in

one direction at one speed. They stop, start, speed up, slow down, and turn. Acceleration is any change in the speed or the direction of an object’s motion. So, acceleration is any change of velocity.

Forces Push a door, and it moves. Pull the door,

and it moves the other way. Pushes and pulls of all kinds are called forces. Forces are measured in newtons (N). Gravity and friction are two common forces affecting objects on Earth.

Forces can cause changes in motion. If a soccer ball is still, it stays still until a force moves it. If you kick a soccer ball, it keeps moving in the same direction until another force changes its motion. Any change of speed or direction requires a force. In other words, forces cause acceleration.

The direction in which an object moves depends on the direction of the force that is applied to the object. If there is more than one force, the forces work together. When two forces have the same size but work in opposite directions, they cancel each other out. They are called balanced forces.

Work Forces are needed to do work. In science,

work is using a force to move an object through a distance. You can use the following equation to calculate the amount of work you do when you move an object.

work = force × distance

Notice that work is a product of two things. The force applied to an object is multiplied by the distance it is moved. Work is measured in units called Joules (J).

A Closer Look—Pulleys and Work Suppose you want to use a pulley to lift

an object. A pulley is a simple machine in which a rope is draped over a wheel that spins. In a fixed pulley, like the one shown below, the wheel is attached to a surface. When you pull down on the rope, the other side of the rope goes up. It’s easy to calculate the work you did.

Work Performed Lifting a Box

Object Lifted

Force Needed

Distance Work Performed

Empty box 5 N 3 m 15 J

Box of food 40 N 3 m 120 J

Box of nails 180 N 3 m 540 J

Name ______________________________________ Date _________


TEKS Review 3.6B

Inclined Planes and Work Like a pulley, and inclined plane is a simple machine. An inclined plane is a ramp that you can use to help lift an object. In this investigation, you will take measurements to find out how using an inclined plane helps you perform work.

Procedure:

1. Use some of the cardboard to make a ramp from the floor to a chair seat. Make a second ramp twice as long as the first. Using the tape measure, find and record the distance from the floor to the seat, both straight up and along each ramp.

2. Tie a loop of string to the toy car. Attach the spring scale to the string.

3. Hold on to the spring scale, and lift the car from the floor directly to the chair seat. Record the force shown.

4. Hold on to the spring scale, and pull the car up the short ramp from the floor to the chair seat. Record the force shown.

5. Repeat Step 4 for the long ramp.

6. Calculate the amount of work performed in each trial. Analyze your data and draw a conclusion.

7. Make a graph to display your data, and discuss your conclusion with your classmates.


1. How did using the ramps affect the amount of force needed to move the car to the chair seat?

2. After examining your data, what conclusion did you draw?

3. What effect do you think repeating the experiment using ramps that are additional lengths would have on your conclusion?

4. In what circumstances is an inclined plane helpful?

Hands-On Activity Materials • tape measure • cardboard • scissors • spring scale • string • toy car or truck

Name ______________________________________ Date _________


TEKS Review 3.6B

Changes in Position and Motion of Objects

Match each term in Column B with its meaning in Column A.

Column A Column B

_______ Measure of how fast or slow an object is moving position

_______ The location of an object motion

_______ A push or a pull speed

_______ A change in an object’s position acceleration

_______ Use of a force to move an object a certain distance force

_______ A change in an object’s speed or direction work

Explain why a tennis ball travels from one side of a tennis court to the other during a tennis match.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Think About It Is reading a book work, as a scientist defines it? Explain.

___________________________________________________________________

___________________________________________________________________

List two ways you could change the position of a wagon.

___________________________________________________________________

___________________________________________________________________

Name ______________________________________ Date _________


TEKS Review 3.6B

TEKS Assessment 3.6B


In which of the following situations is the most work performed?

A heavy object is moved 1 m

to the left.

A light object is moved 1 km

to the right.

A heavy object is moved 1 km

to the left.

A light object is moved 1 m

to the right.

Which of the following describes both an object’s speed and its direction?

Force

Motion

Velocity

Acceleration

Which of the following is true?

Gravity acts only through air, not

through water or land.

Gravity does not act on airplanes

flying in the sky.

Gravity always acts toward the

center of Earth.

Gravity does not act on objects

falling through space.

A mother and her daughter are loading identical boxes into the back of a car.

Suppose friction is not a factor. Which statement is correct?

You do more work when you use a

ramp.

You do less work when you use a

ramp.

You do the same amount of work

whether you use a ramp or lift the box without using a ramp.

You must use more force when you

push the box up the ramp.

Stanley kicks a ball. It travels 10 meters in 2 seconds. What was the average speed of the ball?

20 meters per second

10 meters per second

2 meters per second

5 meters per second

Name ______________________________________ Date _________

TEKS Review and Assessment Preparation 13 TEKS 4.7A © Houghton Mifflin Harcourt Publishing Company

TEKS Review 4.7A

TEKS 4.7A examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants

Properties of Soil What Is Soil?

Soil may be referred to as dirt, mud, muck, earth, clay, silt, or sand. There are so many words for soil because there are so many different kinds of soil. The soil in one place can be very different than the soil less than a kilometer away. In the United States alone, there are more than 70,000 different kinds of soil! No matter how different soils are, they all have some similarities. Soil is a mixture of small bits of weathered rocks, minerals, water, and the decaying remains of once-living things.

One of the main components of soil is humus. Humus is the part of soil made up of dead plants and animals. For example, when a tree loses a leaf, the leaf falls to the ground. As decomposers break the leaf down into smaller parts, it becomes humus.

You might not think of soil as a resource, but it is a very important one. Without soil, plants couldn’t grow and many animals would not have a place to live. Some soils are used in manufacturing processes. For example, some soils can be used to make bricks or other building materials.

This pot is made of a type of soil called clay.

Soil Layers and Formation You’ve learned that weathering is the

process of breaking down rocks into smaller pieces. All soils form from weathered rock. Soil can form from the weathered rock right under it, or it can form from eroded sediment carried from far away.

If you dig down into soil, you would find that it is made of up several layers. Each layer has different properties. The top layer is called topsoil. This is the layer in which most biological activity occurs. Animals, plants, fungi, and bacteria all live here. If you dig down far enough, you would find bedrock. Bedrock is solid, unweathered rock that lies beneath the loose surface deposits of soil.

Name ______________________________________ Date _________


TEKS Review 4.7A

Soil Color The most obvious property when looking

at soil is its color. The color of soil can tell scientists a lot about it. Geologists officially recognize more than 170 different soil colors. Most of these are shades of black, brown, red, gray, and white.

In general, the darker a soil, the more nutrient-rich it is. The darker color often indicates a high amount of humus. Gray soils often have poor drainage, and red soils are usually very undeveloped, poor soils.

These general rules about soil colors can, however, be misleading. Under certain conditions, a very poor soil can be dark black, while a rich, healthy soil can look red.

Soil Texture Another property of soil is its texture.

Pick up a pinch of soil between your fingers, and rub it back and forth. You will quickly notice that the soil is made up of many different-size particles. These particles give the soil its texture.

Soil texture refers to the relative proportion of sand, silt, and clay in a sample of soil. These particles differ in size. Sand particles are the largest, silt particles are medium-sized, and clay particles are tiny. Pure clay feels smooth when you rub it between your hands.

Particle Size in Soils

Particle Particle Size

clay less than 0.002 mm

silt 0.002 mm–0.05 mm

sand greater than 0.05 mm

Many types of soil, called loam, have a mixture of sand, silt, and clay particles. Well-balanced soils are the best ones to support plant growth. Farms are often built on locations with loam.

Soil Structure The mixture of particle sizes in a soil

affects many other properties, including how much water it can hold and how fast water drains through it. Soils have different amounts of open space, called pores, between particles. Pores can also be filled with water. Soils with larger pore spaces can hold more water.

Permeability refers to how quickly water drains into or moves through a soil. This speed depends on how large the soil pores are. A highly permeable soil is one in which water runs though it quite easily. Sandy soils have large, well-connected pore spaces and high permeability. Water does not move through clay soils easily.

Nutrients Because soils are made from rocks, they

contain minerals. The kinds of minerals found in any soil depend on the kind of rock from which the soil formed. Certain minerals are needed for plant growth.

Name ______________________________________ Date _________


TEKS Review 4.7A

In order for plants to obtain the nutrients they need to survive, nutrients must be carried into them. This happens as nutrients are dissolved into the groundwater that the plants absorb through their roots. As humus decays, it adds organic matter in the form of humus to the soil. Humus improves soil moisture retention while affecting soil chemistry.

If a soil has too much acid in it, it is said to be acidic. In this kind of soil, the nutrients in the soil are dissolved too quickly and wash away as the water drains. If a soil is too alkaline—if there is not enough acid—then nutrients will not dissolve quickly enough. Thus, a neutral soil, which is neither too acidic nor too alkaline, is the best kind of soil for plants.

Soils Hold Water There are many properties of soil that you can examine. In this activity, you will measure how well two types of soil hold water.

Procedure:

1. Place a funnel in each ring stand, and place a coffee filter inside each funnel. Put a beaker beneath the funnel.

2. Fill one of the filters with potting soil. Measure the volume of soil you add.

3. Add the same amount of sand to the other filter.

4. Put 200 mL of water into a graduated cylinder. Slowly pour the water into the potting soil. Stop as soon as you see water dripping from the bottom of the funnel. Record how much water the soil held.

5. Repeat Step 4 with the sand.


1. How do the two types of soil compare?

2. Where can you infer the water poured into the soil went?

Hands-On Activity Materials • potting soil • sand • measuring cup • 2 coffee filters • 2 funnels • 2 ring stands • water • 2 beakers • graduated cylinder

Name ______________________________________ Date _________


TEKS Review 4.7A

Soils and Plant Growth

Are the soils in your area good for growing plants? Does soil type affect how well a plant grows? You will answers these questions in this investigation.

Procedure:

1. With a trusted adult, collect a sample of soil and label the location where it was collected. Bring it into the class and share the sample with your group.

2. Analyze each soil sample. Record properties of the soil, including the soil’s color and texture. Determine texture by rubbing the soil between your fingers and by observing it with a hand lens.

3. Measure enough soil to fill a planting pot half way. Add a few seeds, and cover them with another inch of soil. Label the pot.

4. Repeat Steps 2 and 3 with the soil samples from the other members of your group. Be sure to keep the amount of soil and number of seeds used constant.

5. Over the next few weeks, add water to the pots as they dry out. All of the pots need to receive the same amount of water. Record how well the plants grow. You could record the number of leaves or the height of the plants.

6. Evaluate your results and compare them with your analysis of the soil samples. As a group, come up with a scientific explanation.


1. How well did the plants grow in each type of soil?

2. How did you control variables in this experiment?

3. Describe the process your group used to come up with an explanation you all agreed on.

Hands-On Activity Materials • at least 3 soil

samples • gloves and goggles • measuring cup • planting pots • water • seeds

Name ______________________________________ Date _________


TEKS Review 4.7A

Properties of Soil

List the three particle sizes that make up soil in order from smallest to largest.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

What do plants obtain from soil?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

How does the texture of clay differ from the texture of sand?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Draw what the soil near your home looks like through a hand lens. Label any parts you can.

Name ______________________________________ Date _________


TEKS Review 4.7A

TEKS Assessment 4.7A


Soil is made up of four main ingredients. Choose the correct list of ingredients.

Tiny pieces of rock; humus; air;

sand

Humus, or dead plant material;

clay; water; salts

Tiny pieces of rock; air; water;

humus or dead plant material

Air; water; tiny pieces of rock;

manure

Which type of soil dries out quickly after a rainstorm?

Clay soil

Loam

Silty soil

Sandy soil

Which soil ingredient is made of decayed plants and animals?

Air

Humus

Minerals

Water

Which type of soil feels the smoothest when you rub it between your fingers?

Loam

Clay

Silt

Sand

Use the drawing below to answer questions 5 and 6.

Which label points to bedrock?

A

B

C

D

Which label points to the layer where you would expect to find the most humus?

A

B

C

D

Name ______________________________________ Date _________


TEKS Review 3.7B

TEKS 3.7B investigate rapid changes in Earth’s surface such as volcanic eruptions, earthquakes, and landslides

Rapid Changes to Earth’s Surface

Constant Changes Earth’s surface is constantly changing.

Wind, water, and ice break down large rocks and move sediments on the surface. It usually takes years for weathering, erosion, and deposition to cause noticeable changes. Some events, though, change Earth’s surface much more quickly. These include volcanic eruptions, earthquakes, and landslides. These events have the ability to cause large changes in a much shorter period of time.

Earth’s Structure From its surface, Earth appears to be

made of solid rock. If it were possible to travel about 6,000 km (4,000 mi) to the center of Earth you would find that Earth is actually composed of layers. As you go deeper, the pressure and temperature increase. Each layer has different properties.

The crust, which makes up the surface, is the thinnest of the layers. The crust is solid rock. So is most of the next layer, the mantle. But some rock within the mantle is soft, like melted candy. Below the mantle is the outer core. The outer core is liquid, but it is iron, not rock. The inner core is also metal, but it’s solid due to intense pressure.

Plate Tectonics Earth’s crust and uppermost mantle are

divided into sections, called plates. Plates are blocks of crust and upper mantle rock that fit together like puzzle pieces. Plates “float” on the softer rock of the mantle. As this rock flows, plates slowly move. Because the plates fit together so closely, the movement of one plate affects other plates.

At different places, plates move toward each other, away from each other, or alongside each other. These plate movements are responsible for earthquakes.

Earth’s tectonic plates fit together like puzzle pieces. They move very slowly—just a few centimeters per year. Texas is located on the North American plate.

Name ______________________________________ Date _________


TEKS Review 3.7B

Earthquakes Suppose you press your hands together as

hard as you can. If one hand slips, energy is released suddenly and your hands move past each other. The same thing happens in Earth’s crust. The movement of plates causes pressure to build up where two plates are colliding or sliding past one another. These areas are called faults, which are breaks in Earth’s crust. When the pressure builds to a certain point, the plates move, energy is released, and the ground shakes.

An earthquake is a shaking of the ground caused by a sudden release of energy in Earth’s crust. Most earthquakes are too small to be felt, but they can be measured using a seismometer. Strong earthquakes can cause a great deal of damage to buildings and roads.

Earthquakes cause rapid changes to Earth’s surface. They may cause the ground to rupture, or break, along the fault. A major earthquake can move land several meters.

An earthquake in the ocean floor can transfer energy to the water above and cause a tsunami. A tsunami is a fast-moving wave that can cause a large volume of water to flow onshore and damage coastal regions. Often, a tsunami washes away everything in its path.

Volcanoes The melted rock in Earth’s mantle is

called magma. In some places, magma reaches the surface. A volcano is a vent, or opening, in the surface of Earth through which magma and hot gases erupt. Magma is called lava when it reaches the surface. In addition to lava, materials ejected from the vent could include cinder, pumice, and ash.

Volcanoes can change Earth’s surface in many ways. Flowing lava and ejections of cinder, pumice, and ash build up to create volcanic mountains. A powerful eruption can destroy trees many kilometers away as hot gases and ash flow from the volcano. Ash can be sent high into Earth’s atmosphere. The ash from a volcanic eruption forms very fertile soils over time.

Volcanic activity lays down thick, dense layers of rock. The Hawaiian Islands were formed by volcanic activity, which continues today. Similarly, melted rock cools and forms new land where two plates are pulling apart. Most volcanoes go through long periods during which they are dormant, or inactive. During this time, the crater at the volcano’s peak may fill with water and form a lake.

Sinkholes If you dig deep enough into the soil, you

will eventually find rock. Sometimes, underground water wears away rock and forms a cave underground. If the cave collapses, the ground above falls into it. This forms a sinkhole on Earth’s surface.

Name ______________________________________ Date _________


TEKS Review 3.7B

Landslides If you have ever taken a trip through a

mountainous area, you may have seen road signs warning of falling rocks. Weathering causes rocks to break free, and gravity pulls them tumbling down the mountainside. Sometimes, the same thing happens with a large area of rock or soil at once. A landslide is the fast movement of soil and rocks down a slope. Landslides can be very dangerous.

Landslides occur in the ocean, along the coast, and on shore. Many factors determine how stable a slope is. Some landslides occur naturally. They are set off by heavy rains, floods, earthquakes, or volcanoes. Excessive human development and construction grading can also cause landslides.

Make a Landslide There is a maximum slope that can exist for any given soil. We will investigate this slope with different types of materials.

Procedure:

1. Cover the lab table or desk with paper to help with cleanup. Slowly pour the dry sand through the funnel onto the flat surface so that it makes a pile. Take notes about what happens to the sides of the pile as you pour the sand.

2. Hold a protractor upright in the pile of sand so that you can measure the angle of the side of the pile. Read and record the angle in degrees. What happens if you add more sand to the pile? How does the measurement change?

3. After you have cleaned up all of the sand, repeat steps 1 and 2 with the mud, gravel, potting soil, and sugar.

4. Compare the angles for all the materials.


1. What happened to the sides of the pile as you poured the sand?

2. How does the angle change for each material?

Hands-On Activity Materials • 500 mL each of fine

sand, mud, gravel, potting soil, and sugar, in separate containers • funnel • protractor • paper to cover the

desk

Name ______________________________________ Date _________


TEKS Review 3.7B

Rapid Changes to Earth’s Surface Read each statement and write T for true or F for false.

_____ Magma that reaches the surface and flows from a volcano is called lava.

_____ The thick layer of rock beneath Earth’s crust is called the mantle.

_____ A crater is the name of the hole at the top of the volcano’s vent. It may contain a lake.

_____ Dormant is the word used to describe a volcano that is erupting.

_____ Gases, molten rock, lava, and rocks are thrown out of an erupting volcano.

_____ Earth’s plates move several meters each year.

_____ Landslides are always very large.

_____ Landslides frequently occur during periods of intense rainfall or rapid snow melt.

_____ Landslides in the United States occur only on the coastlines.

_____ Earthquakes can cause the crust to crack.

Volcano Diagram Label the diagram by using the words in the word bank.

Word Bank gases, ashes, and cinders lava vent magma

Name ______________________________________ Date _________


TEKS Review 3.7B



Volcanoes and earthquakes are most likely to occur—

in the center of a plate

at plate boundaries

along the coast of a continent

anywhere

What causes the movement of Earth’s plates?

Landslides

Ocean currents

Shaking that occurs in Earth’s

inner core

Movement of melted rock in

the mantle

What is a fault?

Place on Earth where earthquakes

cannot occur

Fracture on Earth’s surface where

movement has occurred

Place where the most damage

occurs during earthquakes

Another name for an earthquake

Which location is most likely to be damaged by a tsunami?

Coastline

Volcanic crater

Rain-soaked slope

Snow-covered mountainside

What occurs when the pressure that has built between two plates is suddenly released?

New crust forms instantly

Volcanoes occur slowly

Earthquakes happen suddenly

Mountains form quickly

Use the drawing below to answer questions 6–7.

What do the arrows represent?

Motion of plates

Eruption of a volcano

Cause of a tsunami

Formation of a crater

What is the area labeled A called?

Joint

Fault

Canyon

Plate

Name ______________________________________ Date _________


TEKS Review 4.7C

TEKS 4.7C identify and classify Earth’s renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation

Conservation and Resources

Natural Resources You depend on natural resources every

day. You breathe in air, you drink water, and you eat food that was grown in soil. The clothing you wear, your books, and your home are all made with natural resources. Even the resources we use to produce energy are natural resources. Life on Earth would not be possible without natural resources.

Renewable Resources Some resources are reusable. One

example is water, a resource that is essential for life. All the water we use is part of the water cycle. This cycle makes water usable again and again. Air is also reusable. Like water, it is a renewable resource. A renewable resource is a resource that can be replaced within a human lifetime. Renewable resources can be used again and again—if we use them carefully.

Air, water, plants, and animals are renewable resources. The food we eat comes from plants and animals grown on farms. Each year, farmers plant new crops in their fields so we don’t run out of food. New animals are born to replace ones that die or that are used for food. Like water in the water cycle, air is part of a cycle too. The carbon dioxide—oxygen cycle ensures we always have access to the oxygen we need from the air.

Many renewable resources come from

farms. Crops such as corn and wheat must be planted each year. Many fruits grow on trees that bloom each year in orchards.

We must care for renewable resources even though they can be replaced. For example, if air and water are polluted, they must be cleaned before people can use them. Other renewable resources can be spoiled by things such as overgrazing, deforestation, overfishing, and habitat destruction.

Name ______________________________________ Date _________


TEKS Review 4.7C

Nonrenewable Resources Unfortunately, many resources can be

used only once. A nonrenewable resource is a resource that cannot be replaced in a human lifetime. For example, rich soils that are good for growing crops take thousands of years to form. If we remove soil from land or allow it to erode from farms, it cannot be easily replaced.

Minerals, as well as metals, are nonrenewable, too. They occur in limited amounts in Earth’s crust. Once these resources are used up, there will never be any more.

Even some plants are essentially nonrenewable resources. Trees such as fruit trees do grow quickly and may be replaced in a few years. But an old-growth forest contains trees that are hundreds of years old. Once these trees are cut down, they will not be replaced for hundreds of years to come.

Oil is a nonrenewable resource and a fossil fuel. We use drills to reach oil, which formed underground over millions of years. Once we use all the oil on Earth, there will be no more available.

Energy Sources Many natural resources are used to

produce energy. Like all resources, some energy sources are renewable and some are nonrenewable.

Fossil fuels, which include oil, coal, and natural gas, are nonrenewable energy resources. These are resources that cannot be made again in a reasonable amount of time and will someday be used up. Fossils fuels form over millions of years from the remains of dead plants buried beneath Earth’s surface.

In many cases, using nonrenewable resources has ill effects on the environment. The burning of fossil fuels causes acid rain and has also been linked to global warming. People continue to use fossil fuels, though, because they are affordable and because the technologies to use them have been in use for many years.

As the world begins to run out of fossil fuels, though, their prices will get higher and higher. In time, people will not be able to afford them. However, people will still need a supply of energy to run their homes, businesses, schools, and automobiles. Scientists and engineers will need to develop alternative energy sources that are renewable.

Renewable energy sources can be used again and again. Examples of renewable resources include flowing water, wind, heat from deep within Earth, solar energy, and fuels made from plant and animal products.

Name ______________________________________ Date _________


TEKS Review 4.7C

Conservation We can make natural resources last

longer by practicing conservation. Conservation is the work of protecting and managing our natural resources. There are three important ways to conserve resources—reducing how much you use, reusing resources, and recycling resources.

Conservationists are people who work to preserve things in nature. Some work to protect wild animals or plants, and others work to protect the habitats of plants and animals for the future. Some care for wild places, such as deserts or wetlands. Others make sure we have clean air and water, minerals, soil for farming, and trees for lumber. Still others do scientific research or work with governments or companies.

Recycling In recycling, materials that would

otherwise be thrown away are broken down to be made into new items. For example, when cans are recycled, they are melted. The melted metal can be poured into new molds to make new cans or other metal products.

Recycling cuts down on the amount of waste that enters our landfills. Recycling also saves money and energy. It is much cheaper to make a new soda can by recycling old ones than it is to mine and process the ores from the ground.

Recycling can be done with many kinds of materials that can be collected, sorted, and processed into raw materials. Many recycled products, such as glass, can be recycled again and again. Paper, though, can be recycled only a few times. Paper is made of plant fibers that break down over time.

Recycling helps sustain the environment for future generations. It helps decrease the amount of harmful gases that are released into the atmosphere, and it conserves natural resources such as timber, water, and minerals.

Reducing and Reusing When you reuse items, you use items

again that might have been thrown out. For example, if you reuse plastic food containers, fewer resources are needed to make new containers. You can also take reusable bags with you when you shop so you don’t have to use new bags each time you go to the store.

One of the easiest ways to conserve resources is to reduce, or lower, the amount of a resource you use. Appliances such as air conditioners, water heaters, and clothes dryers use a lot of electricity. When you use appliances less, you are helping to conserve energy resources. Make sure you always turn off appliances and lights you are not using. You can also make sure you do not waste food. Even though food resources are renewable, it requires a lot of time and energy to make and deliver food. Wasting food wastes many kinds of resources.

Name ______________________________________ Date _________


TEKS Review 4.7C

Recycling Paper

You can model the process of recycling paper and make your own sheets of paper from used paper.

Procedure:

1. Tear or shred the scrap paper into pieces that are no larger than 2 cm.

2. Add the paper and water to the container. Keep track of how much water you must add to just cover all the paper. Let the paper soak for a few minutes.

3. Add 16 mL of starch for every 240 mL of water you used. Mix the contents of the container with the fork for several minutes. Take turns mixing so your arm does not get tired. Try to make a watery pulp that is smooth, not lumpy.

4. Put one screen flat in the foil pan.

5. Pour the pulp slowly onto the screen. Spread the pulp so it covers the whole screen evenly.

6. Lift the screen and the pulp out of the pan, and put it on a pile of newspaper.

7. Put the other screen on top, and then add another layer of newspaper.

8. Roll the rolling pin a few times each way, applying pressure.

9. Allow the stack to dry overnight. Remove your paper from the screens, and use it to make a poster about the importance of conservation.


1. How does recycling paper help conserve resources?

2. Compare your recycled paper to the original scrap paper you used. How are they alike and different?

3. Do you think it is more important to recycle aluminum cans or paper? Explain.

Hands-On Activity Materials • safety goggles • scrap paper • water • laundry starch • plastic container • fork • 2 wire window screens

with taped edges • wide, flat foil pan • newspaper • rolling pin

Name ______________________________________ Date _________


TEKS Review 4.7C

Conservation and Resources

Answer these questions after reading the passage.

Use the Venn diagram below to compare and contrast renewable and nonrenewable resources.

Why is conservation of resources important?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

List four ways that you can help conserve resources.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Renewable Resources

Nonrenewable Resources Both

Name ______________________________________ Date _________


TEKS Review 4.7C



Which of the following is a nonrenewable resource?

Which of these processes breaks down an existing product and uses the resources obtained to make new products?

Renewing

Reusing

Reducing

Recycling

Which type of resources cannot be easily or quickly replaced once they are used?

New

Renewable

Reusable

Nonrenewable

How many times can aluminum be recycled?

It cannot be recycled.

It can be recycled once.

It can be recycled twice.

There is no limit to the number of

times.

Look at the image below.

Which is the best way for this girl to practice conservation?

She could reduce the number of

times she brushes her teeth.

She could reduce the amount of

water she uses by turning off the faucet.

She could throw away her

toothbrush after each use.

She could use twice as much toothpaste each time she brushes her teeth.

Name ______________________________________ Date _________


TEKS Review 4.8B

TEKS 4.8B describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process

The Water Cycle

Water on Earth We can’t live without water. Water covers

more than three-fourths of Earth’s surface. Approximately 97% of the water on Earth is salt water. We cannot use salt water to drink or water our crops. We would have to take the salt out of the water, and that is very expensive to do. The other 3% of Earth’s water is fresh. However, two-thirds of that water is frozen in the ice caps and glaciers. It is not available for our use. This means that only about 1% of all the water on Earth’s surface is usable for humans and land animals. This fresh water is found in lakes, rivers, streams, ponds, in the ground, and as humidity in the atmosphere.

Recycled Water Earth has what we call a closed system

for water. We do not gain water from anywhere else, and we do not lose water to anywhere. The water you drink has been on Earth for billions of years.

States of Water Water exists as a solid, a liquid, and a gas at

temperatures common on Earth’s surface. Most of the water on the surface is liquid water. Water in the solid form is called ice. Water in the form of a gas is called water vapor.

Phases Evaporation is the process in which liquid

water changes into water vapor. The speed of evaporation depends on temperature. During the water cycle, the sun warms some of the water in the oceans, freshwater lakes, and rivers. The water on the surface evaporates. Plants absorb water from the soil and transfer the water through the stems to the leaves. Once the water reaches the leaves, some of it evaporates into the air as water vapor. This process of evaporation through plant leaves is called transpiration.

Condensation is the opposite of evaporation. Water vapor turns back into a liquid in the atmosphere. We see the tiny drops of water in the air as clouds or fog. The water droplets form on tiny particles of dust, salt, and smoke in the air. As the droplets grow, they become heavier and start to fall. Precipitation is water in its liquid or solid form falling from the atmosphere to Earth’s surface. Rain, snow, sleet, and hail are some forms of precipitation.

Much of the water that returns to Earth as precipitation runs off the surface of the land and is collected in streams, rivers, ponds, and lakes. Small streams flow into larger streams, then into rivers, and later into the ocean. Through surface runoff, much of the water returns to the oceans, where a great deal of evaporation occurs.

Name ______________________________________ Date _________


TEKS Review 4.8B

Some precipitation soaks into the ground. Water that is underground is called groundwater. Groundwater trickles slowly down through the soil until it reaches rock. There, underground streams may form. Some groundwater returns to the surface as springs or in low spots on Earth’s surface.

Movement of Water The water cycle is a continuous circulation

of water and water vapor between Earth and the atmosphere. It is an ongoing process that has no beginning and no ending. The heat and energy for the cycle come from the sun. Water vapor rises from oceans, lakes, rivers, forests, fields, plants, and animals by the process of evaporation. The evaporated water is carried into the atmosphere, where it cools and develops into clouds and fog through condensation. It falls back to Earth as precipitation, completing the cycle.

Name ______________________________________ Date _________


TEKS Review 4.8B

Model the Water Cycle In this activity, you will make a model of the water cycle. Then you will use the model to make inferences about what happens during the water cycle.

Procedure:

1. Using the graduated cylinder, measure and pour 100 mL of water into the cup.

2. Open a plastic bag, and carefully put the cup inside. Then seal the bag. Be careful not to spill any water from the cup.

3. Place the sealed bag near a sunny window. Predict what will happen to the water in the cup.

4. Leave the bag near the window for 3 or 4 days. Observe the cup and the bag each day. Record what you see.

5. Remove the cup from the bag. Measure the water in the cup only by pouring it back into the graduated cylinder. Use the numbers you recorded to find any difference between the amount of water poured into the cup and the amount of water removed from the cup.


1. What did you observe during the time the cup was in the bag?

2. What happened to the water in the cup?

3. Scientists often infer the causes of what they observe. What can you infer about where the water in the bag came from?

4. If you could accurately measure the volume of water in the bag, what do you predict it would be? Explain.

Hands-On Activity Materials • graduated cylinder • water • small plastic cup • zip-top plastic bag

Name ______________________________________ Date _________


TEKS Review 4.8B

The Water Cycle

Label the parts of the water cycle shown in each image below.

What role does the sun play in the water cycle?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

List four types of precipitation.

___________________________________________________________________

___________________________________________________________________

Why is the water cycle important for living things on land?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Name ______________________________________ Date _________


TEKS Review 4.8B



Which is the process in which liquid water turns into water vapor?

Evaporation

Condensation

Transpiration

Precipitation

Which is the process in which water evaporates from plants and goes into the atmosphere?

Evaporation

Condensation

Transpiration

Precipitation

What are clouds made of?

Wind

Cotton

Sunlight

Tiny drops of water

Which of the following is the term for water that falls to the ground?

Evaporation

Condensation

Transpiration

Precipitation

Where does most of the water that evaporates on Earth come from?

Lakes

Ponds

Oceans

Creeks

Which of the following shows the source of energy for the water cycle?

Name ______________________________________ Date _________


TEKS Review 4.8A

TEKS 4.8A measure and record changes in weather and make predictions using weather maps, weather symbols, and a map key

Weather Maps and Making Predictions

What Is Weather? Weather is the state of the atmosphere at a

given time in a particular place. The atmosphere is the air that surrounds Earth. Some of the things that make up weather are temperature, precipitation, wind speed, humidity, and cloud cover. These elements may change from day to day and cause the differences in weather we see and feel when we go outside.

If you watch a weather report on television, you might see drawings that represent the weather that is predicted. Look at the drawings below. They represent some types of weather that occur in Texas.

a

Meteorologists Meteorologists are scientists who predict

and report the weather. Many of the television personalities who report the weather are trained meteorologists. They use computers to help them predict the weather, but computer systems are not always accurate. Sometimes they need humans to guide them and interpret the data.

Weather Maps As with most subjects, weather has its own

language of symbols and codes. Someone who understands these symbols is able to look at a map like the one above and know what kind of weather is happening anywhere in the country. Given the current weather and wind movements, meteorologists can predict what the weather patterns will be tomorrow and later in the week. Forecasters are fairly accurate with their predictions of trends and major events. The farther away in time the prediction is, the less accurate it is likely to be.

Name ______________________________________ Date _________


TEKS Review 4.8A

Map Symbols

In order to understand a weather map, it is helpful to understand the common map symbols. Each city in the map above has two numbers next to it. The number before the slash is the high temperature for the day. The number after the slash is the low temperature. Some maps use colors to show temperatures. The shades of gray on this map show areas that will have similar high temperatures. For example, places in the dark gray area will have high temperatures in the 80s.

The letters H and L represent high pressure and low pressure. A low-pressure area is where the atmospheric pressure is lower than the surrounding area. Low pressure usually brings warmer air and cloudy or rainy conditions. A high-pressure area is where the atmospheric pressure is higher than the surrounding area. High pressure usually brings sunny and cooler conditions.

A warm front is the place where a warm air mass is replacing a cool air mass. The air behind the warm front is warmer than the air ahead of it. The circles on the front tell you which way the front is moving. A cold front is the leading edge of a cooler air mass. Cold fronts move more quickly than warm fronts. Storms may occur along a cold front, but high pressure and clear weather usually follows the front. On some maps, you may see a stationary front. It is not moving in either direction.

Precipitation may be shown on a weather map. A good weather map includes a key. Look at the key for the map above. Find locations where it is raining and snowing.

Name ______________________________________ Date _________


TEKS Review 4.8A

Weather Stations The information used to make a current

weather map is gathered from weather stations. A weather station has several weather tools that measure the weather. Most weather stations have a thermometer for measuring temperature, a barometer for measuring air pressure, an anemometer for measuring wind speed, and a wind vane for measuring wind direction. The data from a weather station is reported using a series of international symbols. The image below shows how the symbols are used to show the weather at a weather station. The illustrations that follow show the options that can be used in a weather station report.

Forecasting Weather Meteorologists use weather-station data,

along with information from weather satellites and other instruments, to make forecasts. A forecast is a prediction of upcoming weather. There are many variables to consider when making a forecast. Forecasting is not an exact science; sometimes predictions are incorrect.

When you read a weather map and try to predict upcoming weather, two things to consider are which direction fronts are moving and which way the wind is blowing in a certain area. If a front is moving toward your area, the weather will likely change as the front passes over. If the wind is blowing from the north, your area will likely soon have the weather that’s just north of you now.

Name ______________________________________ Date _________


TEKS Review 4.8A

Reading and Making Weather Maps You can use the symbols you just learned to read a weather map from the newspaper or to understand a weather report on television.

Procedure:

1. With your group, examine the weather maps.

2. Put the maps in time order.

3. Select one group member to explain to the class why you selected the order you did.

4. The members of your group should take turns explaining what information can be gathered from the maps about the weather pattern for a particular city.

5. Use colored pencils to draw your prediction of tomorrow’s weather on a blank map. Be sure to use the symbols and colors that are used in the other maps.

6. Select a different group member to explain your group’s forecast.


1. How can you use the maps from several days in a row to predict the next day’s weather?

2. How did your prediction compare to the actual weather on the next day?

Hands-On Activity Materials • weather maps of the

U.S. for 5 consecutive days • blank maps • colored pencils

Name ______________________________________ Date _________


TEKS Review 4.8A

Weather Maps and Making Predictions

Look at the weather map below that was drawn by a student.

How would you improve the map?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Describe what you can tell about each of the symbols below.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Use weather instruments to measure today’s weather where you live. Then use the symbols you learned about to draw a weather station report in the space on the right.

How do meteorologists develop weather forecasts?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Name ______________________________________ Date _________


TEKS Review 4.8A



Which symbol represents a cold front?

Which weather conditions are likely after a cold front passes?

Sunny and windy

Sunny and cold

Cloudy and rainy

Cloudy and hot


Which direction is the wind blowing from?

Northeast

Southwest

Southeast

Northwest

The image below was taken from a weather map.

What can you tell from this information?

Average climate of each city

Number of lightning strikes per

hour

Amount of precipitation received

High and low temperatures for the

day

Which tool is NOT used by a meteorologist to predict weather?

Anemometer

Thermometer

Computer model

Triple-beam balance

Name ______________________________________ Date _________


TEKS Review 4.8C

TEKS 4.8C collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons, and the observable appearance of the Moon over time

Patterns of Change on Earth

Patterns and Cycles Many events on Earth occur in cycles. A

cycle is a series of events that occur over and over again. You’ve learned about life cycles, which are the events that occur in an organism’s life. The steps of a cycle always occur in the same order. You can be sure that a caterpillar will always hatch from an egg laid by an adult butterfly. Since the steps of a cycle always occur in the same order, you can predict the next step in a cycle and when it will occur in the future. As you read, you will learn about cycles caused by Earth’s movement in space.

The Sun in the Sky One of the most obvious cycles on Earth

occurs every day. You are so used to it that you probably don’t even notice it. Every day, the sun rises in the east, is high in the sky at midday, and sets in the west in the evening. This pattern is so regular that we can predict the exact time that the sun will rise and set at any place on Earth.

The cycle of day and night is caused by the spinning of Earth on its axis, which is called rotation. Earth rotates once every 24 hours. It is daytime for the half of Earth that faces the sun. It is nighttime for the other half of Earth, which is facing away from the sun. Earth is constantly spinning, so the parts of Earth experiencing day and night are constantly changing.

People used to think that the sun traveled around Earth every day. That explained why the sun seemed to move across the sky. We now know that it is Earth’s rotation that causes the sun to seem to move. The sun is not actually moving across the sky. If you stand in place and spin in a circle, you will see objects appear to move around you. The same thing happens each day with the sun and the stars in the sky.

Shadows On a warm summer day, you can cool off

by sitting in the shade. You might find shade beneath a tree, under an umbrella, or next to a building. When you sit in a shaded area, you are actually sitting in a shadow. Shadows form because light does not shine through most objects. A shadow is the unlit area behind an object.

Name ______________________________________ Date _________


TEKS Review 4.8C

The size of a shadow depends on the angle of the light that is hitting it. When the sun is low in the sky in the morning, shadows are long. You are only a few feet tall, but your shadow is several feet long at sunrise! As the day progresses and the sun’s position changes, your shadow gets shorter. By midday, the sun is directly overhead. Your shadow is small and just under your body. In the afternoon, your shadow starts to grow longer again. However, it is pointing in the opposite direction as your morning shadow. At sunset, your shadow is long once again. This pattern repeats every day.

In the past, people used shadows to tell time. A sundial is a clock that tells time based on shadows. It is not accurate. You can make your own sundial and investigate shadows. Put a stake in the ground through a sheet of paper. Throughout the day, trace the shadow of the stake and label it with the time of day.

Seasons You are probably familiar with the pattern

of the seasons. For example, you know that the Fourth of July occurs in summer every year. Most places on Earth experience four seasons—winter, spring, summer, and fall (or autumn). The seasons always occur in this order.

Each season has its own characteristics. Winter is cold. The days are short and the nights are long. The sun does not rise very high in the sky. Summer is the opposite. The days are longer than the nights, and the sun is high in the sky. On one day in spring and one day in fall, the amount of daytime and the amount of nighttime are equal. There is 12 hours of each. These days are called the spring equinox and the fall equinox.

Living things respond to changes in the seasons. The leaves of many trees change colors and drop in fall. Some animals hibernate through winter. In spring, bare trees grow new leaves and flowers blossom. Many animals raise their young in spring and summer.

The seasons occur because Earth’s axis is tilted. The part of Earth tilted toward the sun has summer. This half of Earth receives more direct sunlight, which causes it to be warmer. The days are longer during summer, too. In the image below, it is summer in the northern half of Earth. Notice the sun’s rays hitting that part of Earth directly. It is winter in the southern half of Earth. The sun’s rays are not very direct.

Name ______________________________________ Date _________


TEKS Review 4.8C

Seasons change as Earth orbits, or travels in a path around, the sun. It takes Earth one year to complete one orbit around the sun. The parts of Earth that have summer on one side of the sun have winter on the other side, 6 months later.

The Moon’s Patterns When you look at the night sky and observe

the moon, you can see another cycle. The moon looks different at different times. Sometimes it is a bright circle, and sometimes you can see just a small sliver shining. The different shapes the moon appears to have are called moon phases.

When the moon looks like a large circle in the sky, it is called a full moon. A full moon occurs once every 29½ days. Many calendars mark when a full moon occurs. If you are outside during a full moon, it provides light for you to see. Nights with a full moon are not very dark.

The moon does not give off its own light. You see the moon because it reflects light from the sun. The sun gives off its own light. Light travels from the sun to the moon and bounces off. Some of that light is reflected toward Earth.

Like Earth, half of the moon is lit by the sun at any time. However, you can’t always see the part of the moon that is lit. That’s because the moon revolves around Earth. It takes just less than one month for the moon to orbit Earth one time.

Name ______________________________________ Date _________


TEKS Review 4.8C

The moon’s phase is constantly changing. A full moon occurs when Earth is between the moon and the sun. You can see the entire lighted part of the moon. Each night over the next two weeks, you can see less and less of the lit half of the moon. A new moon occurs when the moon is between the sun and Earth. The entire lit side of the moon is facing away from Earth and you cannot see the moon in the sky. Nights when there is a new moon are very dark. Then, over the next two weeks, the moon slowly returns to being full. This pattern, which is shown on the right half of the page, repeats every 29½ days.

You can investigate the moon’s phases yourself. Keep a calendar like the one shown below. On the calendar, draw the phase that you see each night. In one month, you will see all of the moon’s phases. Label each of the phases and look for the pattern.

Name ______________________________________ Date _________


TEKS Review 4.8C

Tides

Tides are another phenomenon on Earth that occurs in a pattern that can be predicted. Tides are the rising and falling of sea levels every day. Most places near the ocean experience two high tides and two low tides every 24 hours.

Tides are caused by the gravitational pull of the moon and the sun. You know gravity as the force that holds you on Earth. A gravitational force exists between any two objects. The size of the force depends on the sizes of the objects and the distance between them. Although the sun is larger, the moon affects tides more because it is much closer to Earth.

As the moon orbits Earth, it exerts a gravitational pull on the entire Earth. Because the moon's pull is stronger on the side of Earth that faces the moon, the ocean on this side of Earth bulges slightly.

At the same time, another bulge forms on the side of Earth opposite the moon. This bulge forms because the solid Earth is pulled more strongly toward the moon than the ocean water on this side of Earth is. Halfway between the two bulges, the water level is lower.

A high tide occurs when Earth’s rotation causes the coastline to move toward a bulge of water. A low tide occurs when a location on Earth rotates away from the bulge. The times at which the high and low tides occur are influenced by the locations of the sun and the moon. Spring tides occur at new moon and full moon when the sun, the moon, and Earth are in line. This forms higher-than-normal high tides and lower-than-normal low tides. Neap tides occur at first quarter and last quarter, when the sun, Earth, and the moon are at right angles. This forms high tides and low tides that are not very different.

This device uses energy in the moving water of the tides as an alternative energy source. At high tide, a pool of water is filled. At low tide, the water is released from the pool through a turbine. The spinning turbine is used to generate electricity. The repeating pattern of the tides makes this possible.

Name ______________________________________ Date _________


TEKS Review 4.8C

Modeling Changes You can model many of the phenomena that occur as a result of movement of Earth, the sun, and the moon in the solar system.

Procedure:

1. Mark your location on a globe by using a tack.

2. Place a lamp or other bright light source in the center of the classroom. This represents the sun.

3. Rotate the globe on its axis through one complete rotation. Observe the patterns of light and shadow on Earth. Especially look at the shadows around the tack. Think about the length of time this represents.

4. Carrying the globe, walk counterclockwise one revolution around the light source. Be sure to keep the globe tilted the same direction. Think about the length of time this represents.

5. Go ¼ of a revolution in your orbit, and stop. Rotate Earth. Determine which part, if any, is receiving direct sunlight. Determine how the length of the day compares on each part of Earth.

6. Continue in the path, and stop at ½ of a revolution. Rotate Earth. Repeat the observations.

7. Continue in the path, and stop at ¾ of a revolution. Rotate Earth. Repeat the observations.

8. Continue in the path, and stop at one full revolution. Rotate Earth. Repeat the observations.

9. Use the globe, the lamp, and other objects to model another phenomenon, such as moon phases or the tides.


1. Which parts of the Earth’s orbit correspond to the different seasons? How do you know?

2. How are the seasons different in the Southern Hemisphere?

Hands-On Activity Materials • globe • tack • lamp

Name ______________________________________ Date _________


TEKS Review 4.8C

Patterns of Change on Earth

The moon’s phases on the labels below are in order. Shade in the moon to match how each phase appears from Earth.

Describe how the shadow of a flagpole changes throughout the day.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

In Texas, how do the amount of daylight and the sun’s position in the sky change with each season?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

1. new moon 2. waxing crescent 3. first-quarter moon 4. waxing gibbous

8. waning crescent 7. third-quarter moon 6. waning gibbous 5. full moon

Name ______________________________________ Date _________


TEKS Review 4.8C



Look at the drawing Susan made below.

Which of the following would be the next view of the moon in this sequence?

How many days of the year have an equal amount of day and night?

Zero

One

Two

Four

Which of these is the main cause of Earth’s seasons?

Earth’s revolution and tilted axis

Earth’s rotation and tilted axis

The distance between Earth and

the sun

The pull of gravity between Earth

and the moon

Why do shadows made by the sun move over the course of a day?

Because the weather changes

Because someone moves the

objects

Because the sun appears to move

across the sky each day

Because Earth revolves, causing

the sun’s light to strike Earth differently at different times

When is a shadow formed?

When there is no source of light

When the path of light is blocked

by an object

When an object falls to the floor

When the sun shines

Which is not caused by the position of Earth and the moon?

Moon’s phase

Time of a high tide

Time of a low tide

Start of a season

Name ______________________________________ Date _________

TEKS Review and Assessment Preparation 49 TEKS 3.8D © Houghton Mifflin Harcourt Publishing Company

TEKS Review 3.8D

TEKS 3.8D identify the planets in Earth’s solar system and their position in relation to the Sun

Our Solar System

The Planets A solar system is made up of a star and

everything that revolves around it. Our solar system consists of the sun, eight planets, many moons, many dwarf planets, an asteroid belt, comets, meteors, and other space objects. The sun is the center of our solar system. It is by far the largest object in the solar system. The sun makes up more than 99% of the solar system’s mass! All other objects that are in the solar system orbit the sun.

A planet is a large, round body that revolves around a star in its own orbit. The planets, in order from the sun, are Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. All of the planets as well as most other solar system objects orbit the sun in roughly circular orbits that lie in the same plane.

Inner Planets vs. Outer Planets The inner planets—Mercury, Venus,

Earth, and Mars—are relatively small. They are also made of rock and have few or no moons. The outer planets—Jupiter, Saturn, Uranus, and Neptune—are huge, mostly gaseous, and have rings. The outer planets also have many moons. In general, the farther a planet is from the sun, the colder it is.

Between Mars and Jupiter is the asteroid belt, a ring-shaped area where there are many asteroids. Asteroids are small bodies in space made of rock or metal. There are other areas of asteroids, too, but this is the main belt. Some of the particles are left over from the formation of the solar system. Other bodies have been added as they break off planets or enter our solar system.

Name ______________________________________ Date _________


TEKS Review 3.8D

You may know that Pluto was once considered to be the ninth planet in our solar system. It is not very large, and there are other objects in its orbit. Astronomers found other objects similar to Pluto and think there may be many more. Scientists had a decision to make—either classify many other objects as planets or modify the definition of a planet. Scientists chose to classify Pluto as a dwarf planet in 2009. Eris, Ceres, Haumea, and Makemake are four other dwarf planets in our solar system.

Features of the Planets Mercury, which is closest to the sun, is

about the size of Earth’s moon. Like the moon, Mercury has almost no atmosphere and a surface covered with craters and dust. The side of Mercury facing the sun is hot—about 430°C (810°F)! The side not facing the sun can become very cold, however—about –180°C (–290°F).

Venus is the brightest object in the night sky, after the moon. This planet is about the same size as Earth, and it is rocky. The similarities end there. Venus can become very hot, reaching about 460°C (860°F). It is even hotter than Mercury because Venus’s thick atmosphere keeps heat from escaping.

Earth, the third planet from the sun, is our home. Earth is the only planet on which life is known to exist. About three-fourths of the surface of our planet is covered with oceans of liquid water. This makes Earth unique among the planets and gives our planet the nickname “the blue planet”.

Mars is called “the red planet” because of its reddish soil. Its atmosphere is mostly carbon dioxide. Scientists have evidence that liquid water once existed on Mars. Mars has

the largest volcano in the solar system, and it has dust storms that can last for months.

Beyond the asteroid belt are the outer planets. These are also called gas giants because they are composed mainly of hydrogen and helium.

Jupiter is the largest planet in the solar system. It has rings and dozens of moons. There is a huge storm on Jupiter that has lasted for more than 400 years. The storm, like a hurricane, has a name—the Great Red Spot.

Saturn is best known for its rings, made of ice, dust, boulders, and frozen gas. The rings stretch about 136,200 km (84,650 mi) from the center of the planet! Like Jupiter, Saturn has dozens of moons.

Uranus also has many moons and rings. This planet rotates on an axis that is tilted much more than those of the other planets. Uranus looks like a top that has fallen over but is still spinning.

Neptune has many rings and moons and the fastest winds in the solar system. The winds can reach 2,000 km/hr (1,200 mi/hr)!

Number of Known Moons

Mercury 0 Jupiter 67

Venus 0 Saturn 62

Earth 1 Uranus 27

Mars 2 Neptune 13

The number of moons for the gas giants changes as new moons are discovered.

Jupiter and the other gas giants have rings.

Name ______________________________________ Date _________


TEKS Review 3.8D

A Scale Model of the Solar System Most images of the solar system are not to scale. The sun is so large and the planets are so far apart that it is not easy to show all the elements of the solar system to scale. In this activity, you will make a scale model of the solar system.

Procedure:

1. At one end of the string, make a knot. This will represent the position of the sun.

2. One AU (astronomical unit) is equal to the distance between Earth and the sun. In your model, 10 cm will represent 1 AU. Use the tape measure to find Earth’s position in the model. Use a marker to mark this point on the string. Place a small dot next to the planet’s name in the table to record which color you used.

3. Complete the Scale Distance column of the table. Repeat Step 2 for each planet, using a different color marker for each.

Planet Data

Planet Average Distance from the Sun (km)

Average Distance from the Sun (AU)

Scale Distance (cm)

Planet’s Diameter (km)

Mercury 58 million 4/10 4 4,879

Venus 108 million 7/10 7 12,104

Earth 150 million 1 12,756

Mars 228 million 1 5/10 6,792

Jupiter 779 million 5 2/10 139,822

Saturn 1,433 million 9 6/10 120,536

Uranus 2,877 million 19 2/10 51,118

Neptune 4,503 million 30 1/10 49,528


1. How would you describe the positions of the planets?

2. How could you add to your model to make it more accurate?

Hands-On Activity Materials • 4-m length of string • tape measure • 8 markers of

different colors

Name ______________________________________ Date _________


TEKS Review 3.8D

Our Solar System

Label the solar system diagram.

In what ways is the solar system drawing above not to scale?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

What other objects are part of our solar system?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Name ______________________________________ Date _________


TEKS Review 3.8D

TEKS Assessment 3.8D


Look at the drawing below.

Which planet is the arrow pointing to?

Neptune Jupiter

Saturn Earth

Which planet has the shortest path around the sun?

Earth Venus

Mercury Neptune

Which of the following planets is closest in size to Jupiter?

Saturn Mercury

Mars Earth

Which planet is farthest from the sun?

Saturn Neptune

Uranus Jupiter


Which of the following is not true?

This planet has more moons than

Earth.

This swirl you can see is a giant

storm called the Great Red Spot.

This planet is many times larger

than Earth.

This planet’s surface is much like

Earth’s surface.

Why is Pluto no longer considered to be a planet?

It does not orbit the sun.

It has too many moons.

It is not large enough to have

cleared its orbit of debris.

It is too large to be classified with

the inner and outer planets.

Name ______________________________________ Date _________


TEKS Review 3.9A

TEKS 3.9A observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem

Environments and Ecosystems

Neighbors in Nature What is around you right now? Look

around. Are there desks and chairs? Are there walls and other students? Many of the things around you affect you every day. The same goes for all living things. Every living thing has an environment. An environment is made of all the living and nonliving things that surround and affect a living thing. An environment includes things you can touch as well as the conditions of an area, such as the weather.

Two organisms can live near each other and have very different environments. For example, a deer’s environment may include the forests and fields for several kilometers in any direction. The environment of an earthworm living in the soil just a few inches below the deer is very different. The deer and the earthworm may never see one another. They live in the same area, but their environments are very different.

You might think that earthworms and deer are not affected by one another. In reality, almost all organisms in an area are connected in some way. For example, earthworm tunnels and droppings make the soil more fertile. When there are more earthworms, more plants are able to grow, which provide food for more deer.

If you look at the connections among living things, you can outline areas that have a lot of connections. Very few connections go outside the area. These areas are called ecosystems. An ecosystem includes all the living things in a certain area as well as the nonliving aspects of the environment.

Ecosystems can be large or small. You could study the ecosystem in one small pond or the ecosystem of a large national forest. Some ecosystems may be temporary, such as watering holes during a rainy season. Others have remained mostly unchanged for thousands of years.

Name ______________________________________ Date _________


TEKS Review 3.9A

Populations and Communities A scientist who studies interactions in

ecosystems is an ecologist. Some ecologists study populations within an ecosystem. A population consists of all the individuals of one species in an ecosystem. You can count or estimate the number of individuals to find the population size. Many ecologists track how changes in an ecosystem affect the population size of different species.

Other ecologists specialize in studying communities. A community is composed of all the populations living and interacting in an ecosystem. For example, an ecologist may find that the community has fewer members—or fewer species—in ecosystems that have been altered by people.

Characteristics of Environments A forest environment is very different

than a pond environment. In fact, each environment on Earth has unique characteristics. These characteristics make different environments good homes for some plants and animals but not for others.

Many of the characteristics that affect living things in an ecosystem are nonliving, or abiotic, factors. These are part of the physical environment in an ecosystem. The sun, air, water, soil, and climate are all abiotic factors.

Each population interacts with the physical environment. Plants need the sunlight to grow, and they take water and nutrients from the soil. Fish and frogs live in water that birds and other animals drink.

A Closer Look: Forest Environments The characteristics of a forest

environment make it possible for many things to live there. The soil is deep and full of nutrients, and there is enough rainfall for trees to grow close together. The trees and other plants provide food and shelter for many animals. Woodpeckers find insects that live under tree bark. Owls nest in holes in trees. Salamanders, worms, and many insects live under the decaying layer of leaves on the forest floor.

A Closer Look: Desert Environments When you observe a desert environment,

you do not see many living things. That’s because there is not much precipitation in a desert. The things that live there must have body parts or behaviors to help them survive. Cacti store water in their thick stems. Many animals burrow underground or stay in the shade when it is hot. Flowering plants grow very fast after it rains so they can make seeds before the sandy soil dries out again.

A Closer Look: Pond Environments Finding water in a pond environment is

no problem most of the time. Water lilies, reeds, fish, frogs, turtles, and other aquatic organisms live in the water. Many insects live in or near the water, and they provide food for fish and birds. Some ducks eat vegetation that grows in the pond. Other ducks dive underwater and catch fish.

Name ______________________________________ Date _________


TEKS Review 3.9A

Observe a Pond Ecosystem The physical characteristics of many ecosystems are constantly changing. Sometimes, these changes happen quickly. Other times, the changes take hundreds of years. In this activity, you will make a model of a pond ecosystem, and you will see how the ecosystem changes as the pond dries up.

Procedure:

1. Make a model of a pond by spreading 5 cm of moist potting soil in the dishpan. Dig out a low spot in the center, leaving 1 cm of soil. Pile up soil around the low spot to make gently sloping sides.

2. Slowly pour water into the low spot until the water is 4 cm deep. Put duckweed in the “pond.”

3. Sprinkle birdseed over the soil. Do not water it. Make a drawing in your notebook or take a photograph to record how your pond looked.

4. Every other day, use a watering can to add a small amount of water to the pan. Add water as if it were raining on the entire area, until the pond is ½ cm below the level it was the last time you added water. This will simulate a pond that is drying up.

5. Each time you add water, record your observations in a notebook. In addition to tracking the appearance of the living things, record changes in the physical environment.

6. When the pond has dried up, wait two days and make a final set of observations.


1. What changes did you observe?

2. What can you infer caused the changes?

3. How can the physical environment help living things survive?

4. How can the physical environment harm living things?

Hands-On Activity Materials • ruler • potting soil • plastic dishpan • water • duckweed • birdseed • notebook • camera (optional) • watering can

Name ______________________________________ Date _________


TEKS Review 3.9A

Environments and Ecosystems

Look at the environment shown below. List 4 animal populations you would expect to find.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Describe the physical characteristics of a desert environment.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Choose an ecosystem to research. Draw the ecosystem and include as many parts as you can fit. Label all the parts that you include.

Name ______________________________________ Date _________


TEKS Review 3.9A



Which animal is able to meet its needs in a pond environment?

You see a raccoon in a city park. What can you conclude?

It is lost.

It is happy.

It is someone’s pet.

It has found food and shelter.

Which is the abiotic factor that limits the number of organisms in a desert?

Air Light

Water Predators

Look at the forest environment below.

Which statement best describes the interactions that occur?

The squirrels do not interact with

the other living things.

The mushrooms and other

decomposers are abiotic parts of the environment.

The population size of all living

things in the environment remains constant over time.

All living things in the environment

are connected in some way.

What forms a biological community?

A city and its resources

Several populations

An ecosystem

An environment

Name ______________________________________ Date _________


TEKS Review 3.10C

TEKS 3.10C investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady bugs

Life Cycles

What Is a Life Cycle? Every living thing has a life cycle, a

series of changes that occur during its life. An organism’s life cycle begins when it is born, hatches, or germinates. The organism grows and finally reaches adulthood, or maturity. Eventually, all individual organisms die. However, the life cycle continues because mature organisms are able to reproduce.

Plant Life Cycles You can classify plants into two groups—

those that produce seeds and those that do not. Most plants produce seeds. Seeds are structures containing a tiny plant called an embryo that has started to grow inside. The hard outer covering of a seed protects the embryo inside. The covering is called a seed coat. Seeds also have stored food for the embryo to use when the seed germinates, or begins to grow.

Mosses and ferns do not produce seeds. They produce spores. Like a seed, a spore will grow into a new plant. However, spores do not have an embryo inside, and they do not contain much stored food.

The first stage in any life cycle is the formation of a new individual. For example, when plants form seeds, a new individual is formed. The seed begins to grow.

The individual grows and develops, becoming an adult. Adults are able to reproduce, or make more individuals like themselves.

All individuals eventually die. The life cycle will continue, though, as long as the adults reproduced and their young survive.

The fern life cycle is very complex. Spores develop on the underside of an adult fern’s leaves. The spores grow into a small plant, and the small plant eventually becomes an adult fern.

Name ______________________________________ Date _________


TEKS Review 3.10C

A Closer Look: Tomato Plants A tomato plant starts its life as a seed.

Inside the seed, the embryo is dormant. It is using very little energy, and it is not growing. When the temperature and moisture are right, the seed germinates. A small root and stem start to grow. A small plant that has just started to grow is called a seedling. The plant continues to grow more roots, stems, and leaves. This is called the vegetative stage.

The next stage is a called a mature plant. At this time, the plant starts making flowers. Flowers produce pollen. In order for seeds to form, pollen must travel from one part of a flower to another. In tomato plants, bees visit the flowers. When they carry pollen from one flower to another, they pollinate the plant. A fruit, which you know as a red tomato, starts to grow from part of the pollinated flower. When you look at a slice of tomato, what do you see? Seeds! They developed inside the fruit. And so the cycle starts again.

Tomato Life Cycle

Name ______________________________________ Date _________


TEKS Review 3.10C

A Closer Look: Conifers Some plants produce seeds without using

flowers. These plants have cones instead. Conifers are one type of cone-bearing plant. They include pine trees.

Male cones produce pollen. Wind carries the pollen to the female cones. Seeds develop in the female cones, and the life cycle continues.

Animal Life Cycles There are many variations in animal life

cycles. Some young look very similar to the adults they will become. Other young do not look like the adults of their species. They change drastically as they grow and develop.

When an animal goes through a change in body form as part of its life cycle, it is called metamorphosis. During metamorphosis, new body parts form. This change occurs as a young animal develops into an adult animal. Often, the young eat a different food source than the adults.

A Closer Look: Frogs Frogs have an interesting life cycle. They

start their lives in eggs. In the egg, a tadpole develops. When it hatches, it has a mouth, gills, and a tail. It sticks to the underside of a plant until it has grown more of a body and then begins to swim like a fish.

After about six weeks, metamorphosis begins. Tiny legs start to grow. Three weeks later, it gets tiny arms. Then it looks like a frog with a long tail. By the twelfth week, the tail is absorbed into the body, and the tadpole has turned into a small frog. Adult frogs have lungs and must breathe air. They can live on land, but their skin must stay moist.

A seed contains a tiny plant. When conditions are just right, it germinates.

The seed grows and becomes a seedling. The seedling grows into a mature, or adult, tree.

Name ______________________________________ Date _________


TEKS Review 3.10C

A Closer Look: Butterflies and Ladybugs

Butterflies and ladybugs are insects that change during their life cycle. Butterflies and ladybugs do not look like one another, but they go through the same stages in their life cycles. Look at the similarities between the two life cycles below.

Both life cycles begin with an egg. When the egg hatches, a worm-like larva crawls out. Larvae eat a lot of food. Butterfly larvae, called caterpillars, eat leaves. Ladybug larvae eat tiny insects such as mites and aphids. As the larvae grow, they shed their skin several times.

Eventually, a larva will stop growing and attach itself to a leaf. It changes into a pupa. Inside the pupa, metamorphosis occurs. The organism grows wings and other new body parts. Its shape changes and it becomes an adult.

Adult butterflies sip nectar from flowers. They no longer have mouthparts for chewing leaves. Their mouth is now like a straw. Adult ladybugs have a hard shell. Their wings are underneath the shell. When adults reproduce, the female lays eggs and the life cycle begins again.

A Closer Look: Chickens Many animals, including birds, mammals,

fish, and reptiles, do not undergo metamorphosis during their life cycle. In these animals, young are born live or hatch from an egg. The young have the same body form as the adults. The young grow and develop continuously and slowly become adults. When animals mature in this way, it is called direct development.

Chickens undergo direct development.

The life cycle begins when a hen—an adult female—lays an egg. Inside the egg, an embryo is developing. The chick hatches, and it has all the body parts of an adult. Each day, it grows and develops a little more. Eventually, it matures and becomes an adult. Adults can reproduce.

Name ______________________________________ Date _________


TEKS Review 3.10C

Life Cycles in a Terrarium You can observe life cycles in a terrarium. A terrarium is an enclosed area for raising and studying plants and animals. It is like an aquarium, but it is not filled completely with water. A terrarium that houses a desert environment will have very little water. A terrarium that houses a marsh environment will have an equal mix of land and water.

Procedure:

1. Choose a plant and an animal whose life cycle you can easily study. First, find out what type of animal eggs or larvae are available where you live.

2. Design a terrarium for the animal whose life cycle you will study. Research the animal’s needs, and make sure the terrarium has everything your animal will need to survive. Add some plant seeds that will grow well in the environment you make.

3. Each day, record your observations in a notebook. Watch the organisms in your terrarium carefully for changes as they grow and develop. Make drawings to accompany the information you record.

4. After several weeks, write a report of your observations. Present your report to the class.


1. Which stages of a plant life cycle did you observe?

2. Which stages of a plant life cycle were you not able to observe?

3. Which stages of an animal life cycle did you observe?

4. Which stages of an animal life cycle were you not able to observe?

5. How did using a terrarium make it easier to collect, record, and analyze information about life cycles?

Hands-On Activity Materials • terrarium • soil • sponge • animal eggs or

young, such as mealworms, frog eggs, caterpillars, or grubs • plant seeds • notebook

Name ______________________________________ Date _________


TEKS Review 3.10C

Life Cycles

For each organism, label the stages of its life cycle using the terms in the word bank.

Some plants have flowers. Why are flowers important in the life cycle of these plants?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

How does the life cycle of a chicken differ from the life cycle of a frog?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Word Bank

seedling mature plant larva tadpole egg adult pupa

Tomato Plant

seed ___________________ ___________________

Ladybug

___________________ ___________________ ___________________ adult

Frog

egg ___________________ ___________________

Name ______________________________________ Date _________


TEKS Review 3.10C



Which of the following is a young frog that will turn into an adult?

Mario saved a seed from his apple and planted it. What might he expect to see come up out of the ground first?

Small green apple

Seedling apple tree

Roots of an apple tree

Mature apple tree

Which of the following organisms undergoes direct development?

Frog

Fern

Eagle

Butterfly

A moth and a ladybug undergo the same stages in their life cycles. Which of the following stages comes after a moth’s pupa stage?

When a caterpillar becomes a pupa, what happens inside?

It hibernates.

It grows different organs and

wings.

It rests and comes out just the

same.

It comes out the same shape, but

smaller since it couldn’t eat.

Name ______________________________________ Date _________

TEKS Review and Assessment Preparation 66 Practice Test Form A © Houghton Mifflin Harcourt Publishing Company

Practice Test Form A

Texas Assessment Preparation Practice Test—Form A The following pages contain a practice test. Do not look at the test until your teacher tells you to begin.

Use the answer sheet on page 79 to mark your answers.

Read each question carefully. Restate the question in your own words.

Watch for key words such as not, most, and least.

A question might include one or more tables, graphs, diagrams, or pictures. Study these carefully before choosing an answer.

For questions 1–43, find the best answer. Fill in the answer bubble for that answer. Do not make any stray marks around answer spaces.

Question 44 is a gridded response question. The answer is a number. Solve the problem and check your answer. Write the answer in the empty boxes at the top of the grid. Note the decimal point in the last column. Then fill in the corresponding bubbles below the numbers you wrote.

Name ______________________________________ Date _________



Texas Assessment Preparation—Form A DIRECTIONS Read each question carefully. For a multiple-choice question, determine the best answer to the question from the answer choices provided. For a gridded-response question, determine the best answer to the question. Then fill in the answer on your answer sheet.

1 Cheetahs are born with the ability to run very fast so that they can catch their prey. This is called —

A natural selection B a learned trait C a learned behavior D an inherited trait

2 A student wants to sort several substances based on their physical states. Which of the following substances is in a different physical state from the others?

F Air inside a classroom G Bubbles in a glass of soda H Ice cubes in a kitchen freezer J Helium inside a party balloon

3 Animals interact with the living and nonliving elements of the environment in many ways. Which is an example of cooperation?

A Wolves hunt in packs. B Cats mark their territory with

a scent. C Many bird species dance as part

of a courtship ritual. D Moths are attracted by and fly

towards light.

4 A student placed a thermometer in a pot of boiling water.

If the thermometer is working correctly, what reading should it show?

F 0°C

G 100°C

H 150°C

J 212°C

5 A student is using a terrarium to study the life cycle of an insect that is known to sting. Which of these safety precautions should she take?

A Carry a fly swatter in case the insect escapes

B Open the lid to feed the insect only when it becomes a pupa

C Wait until the insect molts before putting hands in the terrarium

D Place the terrarium on a solid surface where it will not be knocked over

Name ______________________________________ Date _________



6 Which of the following is a renewable source of energy?

F Oil G Water H Coal J Natural Gas

7 Which tool would be best to measure the amount of time it takes Earth to rotate one time on its axis?

A

B

C

D

8 Suppose you found the fossil below in a cliff in the middle of a desert.

Which conclusion should you draw?

F Fish used to live on dry land. G When the fish was living, there

was water in the area. H Something ate the fish far away

and left the bones in the desert. J The fossil was carried to the

desert by a glacier during an ice age.

9 Nutrients are returned to the soil when —

A consumers eat producers B producers eat consumers C consumers eat decomposers D decomposers feed on dead

organisms

Name ______________________________________ Date _________



10 Which statement correctly explains the relationship between the sun and the ocean in the water cycle?

F The sun warms the ocean water, causing it to evaporate.

G The sun cools the ocean water, causing it to evaporate.

H The sun warms the ocean water, causing it to form clouds.

J The sun warms the ocean water, changing it into precipitation.

11 Which of the following objects gives off the most energy?

A Earth B Sun C Moon D Fossil fuels

12 Look at the map below.

What is represented by the symbol the arrow is pointing to?

F Cold front G Warm front H Jet stream J Line of thunderstorms

13 A student drew the life cycle of a butterfly in her science notebook to show complete metamorphosis.

Which of the following animals goes through the same stages in its life cycle?

A Chicken B Cicada C Grasshopper D Ladybug

Name ______________________________________ Date _________



14 Which statement describes a similarity between the formation of fossil fuels and the formation of sedimentary rock?

F Both were formed at the surface of Earth.

G Both require pressure and a long time to form.

H Both were formed when melted rock cooled.

J Both were formed through the process of weathering.

15 The object below is swinging back and forth.

When the object is at its lowest point, it has no —

A momentum B kinetic energy C potential energy D ability to do work

16 Biofuel includes fuel made from —

F coal G oil H soybeans J natural gas

17 Which of these landforms was formed by water?

A

B

C

D

18 Which statement explains how a delta is formed?

F Flowing water deposits sediment near the mouth of a river.

G A fast river cuts a channel through hard rock.

H Sand is blown into a hill or mound by the wind.

J In very cold climates, rocks and soil freeze together.

Name ______________________________________ Date _________



19 Which process releases oxygen into the atmosphere in the carbon dioxide–oxygen cycle?

A Decomposition B Photosynthesis C Plant respiration D Animal respiration

20 Distillation is a process used to separate the parts of a mixture. The mixture is heated to the point of boiling and then cooled. Which two processes does distillation use?

F Freezing and melting G Dissolving and melting H Dissolving and evaporating J Evaporating and condensing

21 How can a student test the solubility of salt?

A The student can add salt to a beaker of water and then stir it.

B The student can hold a magnet next to the salt to see what happens.

C The student can boil water to see whether salt is left over when the water evaporates.

D The student can mix salt and sand and then try to separate the salt from the sand.

22 Which statement describes the relative density of the ice?

F As the ice melts, its density will decrease and it will sink.

G The ice floats because it is more dense than the water.

H The ice floats because it has the same density as the water.

J The ice floats because it is less dense than the water.

23 Which part of the object below acts as an insulator?

A Wire that carries the current B Plug that goes into the outlet C Outer layer protecting the wire D Part of the wire that attaches to

the appliance

Name ______________________________________ Date _________



24 A teacher is making tea.

Which form of energy is she using?

F Light G Sound H Thermal J Hydroelectric

25 Study the circuit below.

If Bulb A burns out, which of the following will happen?

A Bulb B will burn out, too. B Bulb B will continue to shine. C Bulb B will stop producing heat

energy. D Bulb B will begin to flicker.

26 Which of the following statements about light is true?

F Light travels in a straight line. G An opaque green object reflects

violet light. H Light does not pass through a

transparent object. J A translucent object forms a

darker shadow than a similar opaque object.

27 Which statement explains why the pencil appears to be broken?

A The light reflects off of the part of the pencil that is under water.

B The light reflects off the surface of the water.

C The light is being absorbed by the pencil.

D The light is refracted in the water.

Name ______________________________________ Date _________



A student set up an investigation to study the effects of forces on an object. Use the student’s investigation, pictured below, to answer questions 28 and 29.

28 Which variable is the student testing in her investigation?

F Mass of the cart G Mass of the book H Height, or slope, of the ramp J Number of wheels on the cart

being pulled up the ramp

29 How could the student test the effect of friction on motion?

A She could perform the investigation in space.

B She could perform the investigation on a flat surface.

C She could use a different surface on the ramps.

D She could use a computer model because friction can’t be measured or seen.

Name ______________________________________ Date _________



30 What happens when light strikes a mirror?

F It causes the mirror to glow. G It travels through the mirror. H It is absorbed by the mirror. J It is reflected by the mirror.

31 Study the parts of the circuit below.

What is the fewest segments of wire needed to make both bulbs light?

A One segment of wire B Two segments of wire C Three segments of wire D Four segments of wire

32 The melting point of a substance is 140°C. What can you infer about the boiling point of the substance?

F It is also 140°C.

G It is less than 140°C.

H It is greater than 140°C. J It is twice as much as the

melting point.

33 Which of the following shows a device designed to transform electrical energy into sound energy?

A

B

C

D

34 There is a telephone pole in a

student’s yard. He decides to study how the length of the shadow of the pole changes throughout the day. Which of the following would be the most useful for his study?

F Clock G Map H Stopwatch J Spring scale

Name ______________________________________ Date _________



35 Which type of energy comes from a renewable energy source and requires heat from the sun?

A Nuclear energy B Hydroelectric energy C Solar energy D Wind turbines

36 Study the food chain below.

What is the original source of energy for this food chain?

F Sun G Tree H Acorn J Hawk

37 Which is an adaptation that helps carnivores get energy?

A Thick fur B Sharp teeth C Flat teeth D Large hooves

38 Which of the following is a behavior that a puppy learns?

F The puppy pants when tired. G The puppy blinks its eyes to

clear them. H The puppy yelps when it is

hungry. J The puppy rolls over for a treat.

39 Rabbits are not native to Australia, even though there is plenty of food for them. People first took rabbits to Australia in 1859. In Australia, there were no predators that hunted rabbits. Which most likely happened next?

A The rabbits had no effect on the ecosystem.

B The rabbit population grew but did not disturb the existing animal species.

C The rabbit population grew, causing the existing animal species to compete for food and shelter.

D The rabbit population caused changes in the water cycle, which affected many other species.

Name ______________________________________ Date _________



Four bean seeds are growing in a garden.

40 Which seed has yet to germinate?

F Seed 1 G Seed 2 H Seed 3 J Seed 4

41 Look at the organisms below.

What is one way these organisms interact with one another?

A The bird produces food that the plants consume.

B The plants produce carbon dioxide that the bird breathes.

C The bird maintains a constant body temperature.

D The plants produce fruit that the bird consumes.

42 Polar bears live near the Arctic Circle.

A polar bear has thick fur and a thick layer of fat under its skin. How do these two traits help a polar bear survive in its environment?

F They enable the polar bear to recognize other bears.

G They help the polar bear blend in with its surroundings.

H They enable the polar bear to balance when walking on ice.

J They insulate the polar bear and help it stay warm.

Name ______________________________________ Date _________



43 The diagram below shows the transfer of energy to different organisms in the food web. Which statement is true?

A The energy in each item is the same throughout the food web. B Decomposers provide the most energy to animals that eat them. C Consumers break the energy down and supply it back to the system. D Each animal gains less of the energy than the previous animal in the web.

Name ______________________________________ Date _________



44 A student heated Substance X for 90 minutes. During that time, the substance melted. She graphed her data, which is displayed below.

What is the melting point of Substance X?

Record your answer and fill in the bubbles on your answer sheet. Be sure to use the correct place value.

Name ______________________________________ Date _________


K Answer Sheet Form A

1 19 37

2 20 38

3 21 39

4 22 40

5 23 41

6 24 42

7 25 43

8 26 44

9 27

10 28

11 29

12 30

13 31

14 32

15 33

16 34

17 35

18 36

PLEASE NOTE Texas Assessment Preparation Practice Test—Form A Mark one answer for each question.

• Use only a no. 2 pencil.

• Example:

• Erase changes COMPLETELY.

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