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ContentsLIFE SCIENCE
Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Chapter 1 Classifying Living Things
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Chapter 2 Cells
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
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ContentsUnit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Chapter 3 Genetics
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .57
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .72
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Chapter 4 Ecosystems
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .87
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
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ContentsEARTH SCIENCE
Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Chapter 5 Changes over Time
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Chapter 6 Conserving Our Resources
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
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ContentsUnit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Chapter 7 Weather and Climate
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Chapter 8 Astronomy
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
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ContentsPHYSICAL SCIENCE
Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .203
Chapter 9 Classifying Matter
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .223
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .224
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
Chapter 10 Chemistry
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .228
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .235
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .239
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .242
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .245
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248
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ContentsUnit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .250
Chapter 11 Exploring Forces
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .252
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .255
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .259
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .262
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Chapter 12 Exploring Energy
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .275
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .277
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .278
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .279
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .282
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .283
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .285
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .287
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .293
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294
Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .297
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .299
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UNIT
Literature
Frozen FrogsRead the Literature feature in your textbook.
Write About ItResponse to Literature This article describes a frog during winter. What is the frog doing? What has happened to its body? Choose an animal to write about. Write an essay describing the process that this animal goes through to survive severe weather conditions, such as cold winters or hot summers.
Students’ essays should be written in a logical order with an introductory
sentence about the animal they have chosen, details about the process
the animal goes through to survive severe weather conditions, and a
closing sentence.
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Unit A • Diversity of Life Reading and Writing
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Name Date Concept MapCHAPTER
Classifying Living ThingsComplete the concept map on the characteristics that describe all living things, including both plants and animals, using terms and phrases from your textbook.
Living Things
Animals
The Diversity of Life
Living things are
, they respond to their
, and they obtain and
use .
Classifications of plants are broken down by kingdom,
, class, order,
, genus, and species.
Examples of plant adaptations include thorns,
, and two methods of
.
Plants
Structures of plants include
, stems, and
.
Living things also
, grow, and
.
Examples of animal adaptions include camouflage,
, and insulation.
Animals can be vertebrates or
. Animals have either endoskeletons or
.
Classifications of animals are broken down by kingdom,
, class, order, family, genus, and
.
roots
leaves
division
family
tropisms
reproduction
made of cells
environment
energy
reproduce
develop
invertebrates
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LESSON
Outline
Classifying Plants and AnimalsUse your textbook to help you fill in the blanks.
What are living things?
1. Living things are made of one or more , which are the building blocks of life.
2. All organisms obtain and use in order to live.
3. All living things must be able to , or make more of their own kind.
4. All organisms have life cycles in which they
and .
5. If a plant turns its leaves toward the Sun, the plant is
responding to its .
How are organisms classified?
6. The system we use to name and classify organisms was
developed by a Swedish botanist named .
7. From largest to smallest group, each living thing is organized
into a kingdom, phylum or division, ,
order, family, genus, and .
8. Linnaeus divided organisms into just two kingdoms, but most
scientists today agree that there are kingdoms of living things.
9. A species is always properly identified by both its
and its species name.
cells
energy
reproduce
grow develop
environment
Carolus Linnaeus
class
species
six
genus
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Name Date OutlineLESSON
What are some other kingdoms?
10. If an organism can make its own and has many cells, it belongs in the plant kingdom.
11. Because so many species of plants have been identified,
scientists organize plants into groups called .
12. A plant that has veins or tubes in its roots, stems, and
leaves is a plant, and a plant without veins or tubes in its roots, stems, and leaves is called a
plant.
13. Yeast, mushrooms, and molds are examples of .
14. Fungi are important to the environment because they break
down organisms.
15. Some organisms in the kingdom make their own food, but others obtain their food from the surrounding environment.
What are bacteria and viruses?
16. Eubacteria can live almost anywhere, but archaebacteria live
only in conditions.
17. Once inside a(n) cell, a virus instructs the cell to reproduce copies of the virus.
Critical Thinking
18. How are ways of classifying plants different from ways of classifying animals?
food
divisions
vascular
nonvascular
fungi
dead
protist
extreme
host
The animal kingdom is divided into phyla, but the plant kingdom is
divided into divisions.
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LESSON
Vocabulary
Classifying Living ThingsMatch the correct letter with the description.
1. the largest and most general grouping of living things
2. a living thing
3. plants that do not have veins or tubes in their roots, stems, and leaves
4. a group of similar organisms that reproduce more of their own kind
5. a way of describing an organism, using both its genus and species together
6. plants that have veins or tubes in their roots, stems, and leaves
7. the second-largest grouping of organisms, made up of several classes of living things
8. a multicelled organism that can make its own food
a. kingdom
b. nonvascular
c. organism
d. phylum
e. plant
f. scientific name
g. species
h. vascular
a
c
b
g
f
h
d
e
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Name Date Cloze ActivityLESSON
Classifying Plants and AnimalsFill in the blanks.
archaebacteria
divisions
kingdoms
nonvascular
species
vascular
Our world is populated with diverse life. Living things,
or , can be categorized into six
, the largest and most general units of
classification. From there each organism is further sorted
into a phylum (or division), a class, an order, a family, a
genus, and finally a(n) , the smallest
unit of classification. Two of the six kingdoms are called
eubacteria and .
The more than 260,000 species in the plant kingdom are
grouped into . Plants with veins or tubes
in their roots, stems, and leaves are
plants. Plants without veins or tubes in their roots, stems, and
leaves are plants. By classifying living
things, we can better understand how organisms are similar
to and different from one another.
organisms
kingdoms
species
archaebacteria
divisions
vascular
nonvascular
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LESSON
Outline
PlantsUse your textbook to help you fill in the blanks.
What are roots and stems for?
1. Vascular plants use a to move water and minerals from the soil upward.
2. The moves food back down through the plant.
3. The leaves of a plant are supported by a .
4. The of a plant draw water and nutrients from the soil and anchor the plant in the ground.
5. Plants release water into the atmosphere through their leaves
in a process called .
How do leaves function?
6. Some plants have single or simple leaves, and some have
clustered or leaves.
7. Plant leaves have tiny pores called , through which air enters and water exits the plant.
8. The cells that regulate how much air and water pass through
the stomata are called cells.
9. Many plants have leaves that capture sunlight to make their
own food in a process called .
xylem
phloem
stem
roots
transpiration
compound
stomata
guard
photosynthesis
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Chapter 1 • Classifying Living Things Use with Lesson 2Reading and Writing Plants
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Name Date OutlineLESSON
How do plants reproduce?
10. In pollination, pollen grains must travel from the anther
of a flower to the ovary at the bottom of the .
11. Birds and insects that transfer pollen from one flower to
another are called .
12. Some plants grow from single cells, called , that can develop into new organisms.
What are some plant life cycles?
13. Two kinds of plants that have life cycles with two separate
parts are mosses and .
14. In the life cycle of gymnosperms, seeds are produced in
rather than in flowers.
How do plants store food?
15. Celery is a plant that stores food in its .
16. Cabbage plants store food in their .
Critical Thinking
17. How do the roots, stems, and leaves of a plant help the plant survive?
stigma
pollinators
spores
ferns
cones
leaves
stem
Roots keep plants anchored in the ground. They absorb water and
nutrients from the soil. Stems transport water, nutrients, and food
throughout the plant. They support the leaves. Leaves use energy
from the Sun to produce food for the plant.
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LESSON
Vocabulary
PlantsMatch the correct letter with the description.
1. I occur when pollen is transferred from an anther to a stigma. What am I?
2. I am a structure that holds up a plant and supports its leaves. What am I?
3. I am a male sex cell that is found in pollen grains. What am I?
4. I am a process in plants that uses sunlight, water, minerals, and carbon dioxide to make food. What am I?
5. I anchor a plant in the ground, store food, and absorb water and nutrients from the soil. What am I?
6. I am found in the ovary of a flower. When I am fertilized, a seed grows. What am I?
7. I make more individuals of the same species when male and female sex cells are united. What am I?
8. I contain a tiny plant and some stored food to help it grow. If I am lucky and find the right conditions, I will grow into a new plant. What am I?
a. egg
b. photosynthesis
c. pollination
d. root
e. seed
f. sexual reproduction
g. sperm
h. stem
c
h
g
b
d
a
f
e
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Chapter 1 • Classifying Living Things Use with Lesson 2Reading and Writing Plants
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Name Date Cloze ActivityLESSON
PlantsFill in the blanks.
asexual
carbon dioxide
egg
glucose
minerals
photosynthesis
roots
seeds
sexual
spores
xylem
Like other organisms plants need to eat and to reproduce in
order to survive. Plants use a process called
to make their own food. Leaves and have
different roles in making food. Roots absorb water and
from the soil. Inside the stem these
materials travel up small tubes called until
they reach the leaves. In the leaves water, minerals, and
combine to make , the
plant’s food.
Some plants grow from , and others
grow from . Plants that have spores are
associated with reproduction. Seed-
bearing plants, however, multiply through
reproduction. Sexual reproduction requires a(n)
cell and a sperm cell to produce a new
plant. Mosses and ferns use both types of reproduction.
photosynthesis
roots
minerals
xylem
glucosecarbon dioxide
spores
asexual
sexual
egg
seeds
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Readingin Science
Meet Richard PearsonRead the Reading in Science feature in your textbook. Look for information about the way plants adapt to changes in climate.
Classify
Use the graphic organizer to classify or group related items together.
How Plants Survive in Extremely Wet or Dry Places
How Plants Move to New Locations
1.
2.
3.
In dry areas cactuses store
water in their stems.
Wind can disperse seeds.
Water can carry seeds.In wet areas drip tips prevent
fungi and bacteria from
growing on leaves.
Plants have leaves of different
shapes and sizes that regulate
the amount of surface area
from which water can
evaporate.
Seeds can stick to animal fur,
feathers, and claws. Animals
can also eat seeds and excrete
them in new places.
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Name Date Readingin Science
Planning and Organizing
1. What is a desert environment like?
2. How are dandelion seeds dispersed?
3. How are coconuts dispersed?
4. How do animals disperse seeds?
Drafting
Describe the type of plant that survives well in a desert environment.
List the main categories of seed dispersal that are explained here.
Write About ItClassify
1. What types of plants survive well in a desert environment?
2. What main categories of seed dispersal are addressed here?
It is very dry, with little or no rainfall.
The wind carries them.
They fall from a tree, roll into the ocean, and are carried to other
locations by ocean currents.
Seeds stick to an animal’s fur or feathers. Birds eat seeds and fly to
new places, where they excrete the seeds.
Seeds are dispersed by wind, water, and animals.
Cactuses store water in their stems to survive the dry desert environment.
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LESSON
Outline
AnimalsUse your textbook to help you fill in the blanks.
What are vertebrates?
1. Vertebrates are animals that have segmented .
2. Vertebrates include the animals on land and in the sea.
3. Animals with nerve cords running down their backs are
classified as .
4. An endoskeleton is used for
and .
5. Endoskeletons are made of
and .
6. The seven classes of vertebrates are jawless fish, bony
fish, soft-boned fish, , mammals,
, and reptiles.
7. Mammals, one class of vertebrates, have fur or hair, breathe
through lungs, and feed their young with .
8. Amphibians breathe through when they are young and through lungs when they are fully grown.
What are invertebrates?
9. Invertebrates are animals without .
10. Of all the animals in the world, more than 95 percent are
.
backbones
largest
chordates
protection
movement
bone
cartilage
amphibians
birds
mother’s milk
gills
backbones
invertebrates
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Name Date OutlineLESSON
11. Clams, snails, oysters, and scallops belong to a group of
invertebrates called .
12. Starfish and sea urchins are examples of , which live in the ocean, have spiny skins, and move very slowly.
13. The largest group of invertebrates, the , includes insects, spiders, and shellfish.
What are arthropods?
14. Arthropods have a tough exoskeleton, which must be
as the animal grows.
15. Arthropods can also be identified by their
legs and bodies.
16. The three largest groups of arthropods are crustaceans,
, and .
17. The first animals to live on land were probably .
18. Insects have pairs of legs, but
arachnids have pairs.
Critical Thinking
19. Explain the difference between a vertebrate and an invertebrate, and include two examples of each group of animals.
Vertebrates have backbones; invertebrates do not. Vertebrates
include the largest animals in the world, such as whales and
elephants. Invertebrates make up more than 95 percent of the
world’s animals. Invertebrates include squids and spiders.
shed
jointed
segmented
insects arachnids
three
arachnids
four
mollusks
echinoderms
arthropods
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LESSON
Vocabulary
Animals
N O T E L E K S O X E E
C D C H O R D A T E T N
P O L A C B D T G E A D
Q D J H W F J A D K R O
E A M Q I P L T Q I B S
P G R C D I E E B C E K
T N S X T A Y T V R T E
E T A R B E T R E V R L
I U A E Z H F A S H E E
V C L Z J F T P B M V T
W F H C G M B O Z Y N O
G O K A X U G D L K I N
Write the correct answers on the lines provided, and circle the answers in the grid.
Clues
1. outer skeleton
2. animal with a nerve cord running down its back
3. soft, bonelike material
4. inner skeleton
5. animal with a segmented backbone
6. animal with four feet
7. animal without a backbone
cartilage
chordate
endoskeleton
exoskeleton
invertebrate
tetrapod
vertebrate
exoskeleton
chordate
cartilage
endoskeleton
vertebrate
tetrapod
invertebrate
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Name Date Cloze ActivityLESSON
AnimalsFill in the blanks.
amphibians
animals
birds
bony fish
environments
internal organs
invertebrates
jointed
segmented
vertebrates
One of the many ways that scientists classify animals is
by determining whether the animal has a backbone. Animals
with segmented backbones are called ,
and animals without backbones are called .
The seven classes of vertebrates are jawless fish,
, soft-boned fish, ,
mammals, , and reptiles. Vertebrates
include the largest on land or in the sea.
Invertebrates are found in a wide range of
. Arthropods, the largest group of
invertebrates, can be identified by their
legs and bodies. All arthropods also have
exoskeletons, which protect their and are
shed as the animal grows. Invertebrates make up more than
95 percent of all of the animals in the world.
vertebrates
invertebrates
bony fish amphibians
birds
environments
jointed
segmented
internal organs
animals
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LESSON
Outline
Animal SystemsUse your textbook to help you fill in the blanks.
What are digestion and excretion?
1. Living things use from food.
2. The process of excretion involves removing from the body.
3. Human digestion occurs in the mouth, stomach,
and .
4. In humans, organs that help eliminate wastes from the body
are the , lungs, liver, and skin.
What is respiration?
5. In most organisms the food molecule that results from
digestion is .
6. Respiration, which releases the energy in food molecules,
usually involves .
7. The purpose of is to provide the oxygen needed to unlock the energy in food.
8. For some soft-bodied invertebrates, respiration is an
exchange of gases by a process called .
9. Larger organisms need special for respiration.
energy
wastes
small intestine
kidneys
glucose
breathing
oxygen
diffusion
organs
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Name Date OutlineLESSON
10. The three classes of vertebrates that use only lungs for
respiration are reptiles, , and mammals.
What is circulation?
11. Circulation is the system that brings and glucose to each cell and takes wastes away from the cells.
12. Invertebrates can have an open circulatory system or
a(n) circulatory system.
13. In an open circulatory system, blood is released by the
directly into tissues in the body.
14. In a closed circulatory system, is
contained within , which are spread throughout the body.
What are support and movement?
15. Animals must move in order to obtain
and escape from .
16. Whether the skeleton is inside or outside an animal’s body,
it is important because it provides and support.
Critical Thinking
17. How are digestion, respiration, and circulation related?
birds
oxygen
closed
heart
blood
blood vessels
food
enemies
protection
Digestion breaks down ingested food into glucose. Respiration
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LESSON
Vocabulary
Animal SystemsFill in the blanks.
1. Humans are considered , because their body temperature does not change with the surrounding air or water.
2. In the process of , molecules from areas of higher concentration move to areas of lower concentration.
3. After an organism ingests food, takes place, turning the food into simpler substances that cells can use.
4. The delivery system that brings oxygen and glucose to cells and carries waste materials away from cells is
called .
5. Snakes cannot keep their body at a constant temperature
because they are animals.
6. Because waste materials may be poisonous to cells
and tissues, is very important in maintaining health.
7. When oxygen is present, energy from food molecules is
released during cellular in animals.
8. In most organisms digestion creates a simple sugar called
that is used for energy.
circulation
cold-blooded
diffusion
digestion
excretion
glucose
respiration
warm-blooded
warm-blooded
diffusion
digestion
circulation
cold-blooded
excretion
respiration
glucose
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Name Date Cloze ActivityLESSON
Animal SystemsFill in the blanks.
cells
circulation
digestion
double-loop
earthworm
excretion
glucose
liver
waste
To stay healthy, animals use energy from food. After
animals obtain food, changes the stored
food into simpler substances such as .
Respiration takes place inside the and
releases energy from broken-down food molecules.
The delivery system that moves these materials around
is called . Excretion is the process that
removes from the body. The simple
digestive system of the consists of one
long tube. The complex human digestive system uses
substances made in organs such as the
and pancreas. All animals use some systems of digestion,
, respiration, and circulation to obtain and
use energy. These systems work together to fuel all of the
processes of life.
digestion
glucose
cells
circulation
waste
earthworm
liver
excretion
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LESSON
Outline
Plant and Animal AdaptationsUse your textbook to help you fill in the blanks.
What are adaptations?
1. Something that helps an organism survive and reproduce is
called a(n) .
2. Something that causes plants and animals to respond to their
environments is called a(n) .
3. An organism’s response to move toward or away from a
stimulus is called a(n) .
4. Chemicals called stimulate parts of a plant to grow quickly or slowly in response to stimuli such as sunlight.
How are animals adapted to their surroundings?
5. Two adaptations that allow animals to eat without being
eaten are camouflage and .
6. Camouflage helps chameleons avoid being detected
by .
7. Hoverflies are a good example of mimicry; they bees or wasps, so other animals are tricked into staying away.
8. A camel’s humps allow it to survive when is scarce.
9. Insulation is an adaptation to that helps animals stay warm.
adaptation
stimulus
tropism
auxins
mimicry
predators
resemble
food
climate
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Name Date OutlineLESSON
What are some adaptive behaviors of animals?
10. Animal behaviors that are not learned but done automatically
are called .
11. A cricket chirping by rubbing its wings together is an
example of an instinctive behavior.
12. Examples of defense mechanisms, or adaptations for physical
protection, include a(n) spraying a foul-smelling liquid.
13. When autumn comes some animals respond to the cooler temperatures by collecting and storing food for winter, some
, and others migrate.
How do animals migrate?
14. Some of the reasons that animals migrate include changes
in climate, , and availability of food.
15. Some of the things that help migratory birds find their way
are wind direction, the position of the
and stars, and Earth’s .
Critical Thinking
16. How do adaptations help plants and animals survive?
instincts
courtship
skunk
hibernate
habitat
Sun
magnetic field
Adaptations are physical and behavioral changes that enable plants
and animals to survive in their environment. An adaptation helps
a living thing find food, avoid danger, find a mate, or survive in
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LESSON
Vocabulary
Plant and Animal AdaptationsUse the clues to fill in the crossword puzzle.
adaptation
auxins
camouflage
chameleon
instinct
insulation
migrate
tropism
Across
1. move from one place to another
6. response of an organism toward or away from a stimulus
7. disguise used to make something look like its surroundings
8. chemicals that can stimulate parts of a plant to grow quickly or slowly
Down
2. an inherited behavior, one that is not learned but is done automatically
3. something that enables an organism to survive and reproduce
4. material that does not conduct heat well
5. reptile that can change its color to blend in with its environment
3
5
6
42
8
7
1m i g r a t e
t r o p i s m
i
a u x i sn
c a m o u f l a g e
n
s
i
n
c
t
d
a
t
t
o
i
n
s
u
l
t
i
o
n
c
h
a
m
l
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o
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Name Date Cloze ActivityLESSON
Plant and Animal AdaptationsFill in the blanks.
behavioral
camouflage
climate
hydrotropism
mate
predators
reproduce
sunlight
Adaptations help plants and animals survive and
reproduce. Some adaptations are physical, and others are
. Adaptations that have helped plants
survive include and phototropism, which
help plants find water and . The
chameleon is noted for its ability to itself
or blend in with its surroundings.
Animals have adaptations that protect them from
and from changes in .
Because it is important for animals to in
order for their species to survive, many animals have
instinctive courtship behaviors that help them find a
. Plants and animals need to adapt to
their environments, because a dramatic climate change might
mean that a species will not survive.
behavioral
hydrotropism
sunlight
camouflage
climatepredators
reproduce
mate
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Writingin Science
Life in the DeepRead the Writing in Science feature in your textbook.
Getting Ideas
Sometimes you choose your own topic to write about. Other times your teacher specifies the topic. Underline the topic in the assignment above. Now think about what you know about this topic, and gather information.
Write what you already know in the first column of the chart below. In the second column, write questions you have about the topic. This is the information you want to find out for your report. Then do some research to find answers to your questions. In the third column, write what you found out from your print and online research.
Topic: How Sunlight Supports Your Life
What I Already Know What I Want to Know What I Learned
Write About ItExpository Writing Write a report telling how sunlight helps support your life. Engage your reader right away, and clearly state your purpose for writing. Introduce the main idea, and develop it with facts. Use supporting details and precise verbs, nouns, and adjectives to describe and explain your subject. Do print and online research. Summarize your findings at the end of the report.
Students should
clearly identify what
they already know,
what they want to
know, and what they
learned about how
sunlight supports life.
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Name Date Writingin Science
Drafting
A good report begins with a thesis statement that focuses the topic and tells readers what to expect. It gives important information about a topic. Circle the thesis statement that is a better way for Armando to begin his report.
I do not like to think about what the world would be like without sunlight.
Without sunlight the world as we know it would cease to exist.
Now write your first draft. Use a separate piece of paper. Begin with a strong thesis statement, introduce your main idea, explain your subject, and end with a summary of your findings.
Revising and Proofreading
Replace the underlined word in Armando’s sentence with a precise adjective. Rewrite the sentence on the lines below it.
The Sun heats Earth, causing seawater to dry and form clouds.
Now revise and proofread your report. Ask these questions:
Have I written a thesis statement?
Does my introductory paragraph engage readers?
Have I supported my ideas with facts and details?
Have I used precise verbs, nouns, and adjectives?
Have I used transition words to connect ideas?
Have I ended with a conclusion that summarizes my ideas?
Have I corrected all grammar, spelling, punctuation, and capitalization errors?
▶
▶
▶
▶
▶
▶
▶
The Sun heats Earth, causing seawater to evaporate and form clouds.
Students should begin with a strong thesis statement, clearly state their main idea and develop it with facts, and end with a concise summary.
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CHAPTER
Vocabulary
Classifying Living ThingsCircle the letter of the best answer.
1. People, plants, and animals are all
A chordates.
B warm-blooded.
C tetrapods.
D organisms.
2. A group of similar organisms that reproduce more of their own kind is called
A a phylum.
B a kingdom.
C a species.
D an order.
3. Plants with veins or tubes in their roots, stems, and leaves are classified as
A vascular.
B seeds.
C pollinators.
D arthropods.
4. A plant uses sunlight to make food during a process called
A mimicry.
B photosynthesis.
C reproduction.
D diffusion.
5. A bird or an insect transfers pollen from one flower to another during
A respiration.
B migration.
C pollination.
D circulation.
6. The parts of plants that absorb water and nutrients from the soil are the
A roots.
B stems.
C leaves.
D flowers.
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Name Date VocabularyCHAPTER
7. An animal with a segmented backbone is
A an endoskeleton.
B a vertebrate.
C an exoskeleton.
D an invertebrate.
8. Sponges, flatworms, and mollusks are examples of
A invertebrates.
B exoskeletons.
C arthropods.
D chordates.
9. Food is broken down into molecules that cells can use, such as glucose, during
A diffusion.
B digestion.
C adaptation.
D excretion.
10. Oxygen is used to release energy from food molecules during
A digestion.
B respiration.
C insulation.
D excretion.
11. The system that moves oxygen, glucose, and wastes throughout the body is called
A digestion.
B respiration.
C circulation.
D reproduction.
12. When a plant grows toward a light source, it is demonstrating a type of
A camouflage.
B mimicry.
C migration.
D tropism.
13. A spider spinning a web hours after it is born is an example of
A instinct.
B mimicry.
C insulation.
D diffusion.
14. An organism blends into its surroundings through
A mimicry.
B camouflage.
C migration.
D phototropism. © M
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CHAPTER
Concept Map
CellsComplete the concept map on cells, using words and phrases from your textbook.
In single-celled organisms, the cell contains everything the organism needs to
survive and .
Multicellular organisms have different types of cells; each type performs a
special .
Every animal cell and plant cell has a(n) that gives it shape
and a(n) that contains information about the cell’s function.
All living things are made of one or more that are part of a
cycle of growth, division, and replacement called the .
Cells can reproduce by a kind of cell division called , in which a cell copies its chromosomes before it divides into two identical cells.
Most plants and animals, including humans, reproduce by combining the
from a male sex cell and a female sex cell.
Sex cells are produced by , in which the nucleus of the cell divides twice, producing four cells with half as many chromosomes as the original cell.
reproduce
function
membrane
nucleus
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Chapter 2 • Cells Reading and Writing
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Name Date OutlineLESSON
Cell TheoryUse your textbook to help you fill in the blanks.
How were cells discovered?
1. An English scientist named Robert Hooke was the first person
to see and describe cells, using a(n) he made.
2. A Dutch merchant named Anton van Leeuwenhoek was the
first person to observe .
3. Scottish scientist Robert Brown was the first person to
discover the of a plant cell.
4. Two German scientists, Matthias Schleiden and Theodor Schwann, built upon the work of Hooke, Leeuwenhoek, and
Brown and developed .
5. According to cell theory, all are made of one or more cells.
6. Cell theory also states that all cells come from .
7. Some living things that are made of just one cell include
, paramecia, and euglenas.
How are cells organized?
8. The single cell of a unicellular organism contains all that it
needs to survive and .
9. In organisms that are made of many cells, each cell performs
a special job, or .
microscope
nucleus
unicellular organisms
cell theory
living things
bacteria
reproduce
function
existing cells
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LESSON
Outline
10. Animals are mostly made up of epithelial, muscle,
, and nerve tissue.
11. Your is your body’s largest organ.
12. The circulatory system in animals and the root system in
plants are two examples of that perform life functions.
What substances are found in all organisms?
13. Everything in the world is made up of tiny particles
called .
14. Two or more elements can combine chemically to form
a(n) .
15. Carbohydrates provide energy to cells, but lipids
and release more energy because of the way they are structured.
16. The types of compounds needed for cell growth and repair
are .
Critical Thinking
17. Describe how cells are organized into larger and larger groups to help living things survive.
skin
organ systems
atoms
compound
store
proteins
A group of similar cells form a tissue. Two or more types of tissue
combine to make an organ, which has a specific job. Organs combine
in organ systems to perform a process, such as circulation. Together,
a group of organ systems carries out all of the processes that an
organism needs to survive.
connective
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Name Date VocabularyLESSON
Cell TheoryMatch the correct letter with the description.
1. I am a group of similar cells that work together to perform the same function. What am I?
2. I am a pure substance that cannot be broken down into a simpler substance, and I am made of only one type of atom. What am I?
3. I am a group of organs that work together to perform a particular life process. What am I?
4. I am the basic unit of life and the smallest part of a living thing that is capable of life. What am I?
5. I am a new substance formed by the chemical combination of two or more elements. What am I?
6. I am a living thing that performs its life functions on its own. What am I?
7. I am a group of two or more types of tissue that work together to carry out one specific function. What am I?
a. cell
b. compound
c. element
d. organ
e. organism
f. organ system
g. tissue
g
c
f
a
b
e
d
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LESSON
Cloze Activity
Cell TheoryFill in the blanks.
atoms
compounds
element
hydrogen
organ
organ system
tissue
All living things are made up of one or more cells. Groups
of similar cells that work together to perform a function make
up a(n) . A group of two or more types of
tissue that work together to perform a function make up a(n)
. A group of organs that work together to
carry out a life process make up a(n) .
Tiny particles called make up
everything in the world. A group of only one type of atom
that cannot be broken down into a simpler substance is a(n)
. Elements can combine chemically with
other elements to form . Carbon,
, oxygen, nitrogen, and phosphorus are
part of the main compounds used by cells to carry out life
functions. These compounds are carbohydrates, lipids,
proteins, and nucleic acids.
tissue
organ
organ system
atoms
element
compounds
hydrogen
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Name Date OutlineLESSON
Plant and Animal CellsUse your textbook to help you fill in the blanks.
How do plant and animal cells compare?
1. Plant cells and animal cells both have that give cells their shape.
2. The part of the cell that is sometimes called the control
center is the .
3. Between a cell’s nucleus and its membrane is a gel-like
substance called .
4. A cell that needs a constant supply of energy contains
many .
5. The structures and chemicals found in plant cells but not in
animal cells are , chloroplasts, and chlorophyll.
What is passive transport?
6. The food and oxygen that cells in our body need are
delivered by the , which also carries
away waste products such as .
7. Diffusion and are two types of passive transport.
8. In diffusion, molecules of sugar, oxygen, and carbon dioxide
pass through the .
9. Osmosis is the movement of through a cell membrane.
cell membranes
blood
nucleus
cytoplasm
mitochondria
cell walls
carbon dioxide
osmosis
cell membrane
water
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LESSON
Outline
What are photosynthesis and respiration?
10. In order for plants to make food, they need three main
ingredients: , , and energy from the Sun.
11. The products of photosynthesis are
and .
12. Plants and animals access the energy in molecules of glucose
through .
13. Cells use oxygen to break down glucose in order to obtain
usable energy in a process called respiration.
14. Cellular respiration that does not use oxygen to release
energy is called respiration.
15. Cellular respiration takes place in the of plant and animal cells.
What is active transport?
16. Active transport is a process that uses energy to move
materials through a(n) .
Critical Thinking
17. What structures do plant and animal cells have in common?
water
oxygen
carbon dioxide
cellular respiration
glucose
aerobic
anaerobic
mitochondria
cell membrane
Plant and animal cells both have cell membranes, nuclei, cytoplasm,
mitochondria, and vacuoles.
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Chapter 2 • Cells Use with Lesson 2Reading and Writing Plant and Animal Cells
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Name Date VocabularyLESSON
Plant and Animal CellsFill in the blanks.
1. The gel-like substance between the nucleus and the cell
membrane is called .
2. When cells have to use energy to move materials through the
cell membrane, they use a process called .
3. The process in which plants use energy from the Sun to
produce food in the form of glucose is called .
4. The movement of substances through cell membranes
without the use of the cell’s energy is called .
5. Plants and animals access the energy in molecules of glucose
through .
6. The green pigment inside chloroplasts that absorbs light and
gives many plants their green color is called .
7. The movement of water particles through a cell membrane
is .
8. Saclike structures that store water and food inside cells are
called .
active transport
cellular respiration
chlorophyll
cytoplasm
osmosis
passive transport
photosynthesis
vacuoles
cytoplasm
active transport
photosynthesis
passive transport
cellular respiration
chlorophyll
osmosis
vacuoles
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LESSON
Cloze Activity
Plant and Animal CellsFill in the blanks.
cell membrane
cell walls
cellular respiration
chlorophyll
cytoplasm
mitochondria
nucleus
photosynthesis
vacuoles
Plant and animal cells have many of the same parts. Every
cell has a(n) that helps it keep its shape.
Most cells have a(n) that contains the
organism’s genetic information. Between these two cell parts,
both plant and animal cells contain a gel-like substance called
. Both plants and animals use a process
called to convert food to energy. The
rod-shaped structures that help carry out this process are
. Both plant and animal cells contain saclike
storage structures called .
Because plants make their own food in a process called
, their cells have some structures that
animal cells do not have. The pigment that makes some
plants green is called . The membranes in
plant cells are surrounded by . Animal
cells do not have these structures.
cell membrane
nucleus
cytoplasm
cellular respiration
mitochondria
vacuoles
photosynthesis
chlorophyll
cell walls
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Chapter 2 • Cells Use with Lesson 2Reading and Writing Plant and Animal Cells
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Name Date OutlineLESSON
Cell DivisionUse your textbook to help you fill in the blanks.
What is the cell cycle?
1. In the cell cycle, all cells for some period; then some cells die, but others divide, producing new
cells that the cells that have died.
2. As a cell grows, its does not grow at
the same rate as its .
3. When cell growth and division run out of control,
may occur.
What is mitosis?
4. The number of chromosomes in a typical human cell
is .
5. Before cells divide, they make a second set of .
6. When mitosis is complete, two cells have been produced.
7. The stages of mitosis are interphase, prophase, metaphase,
, and telophase.
8. Because plant cells have cell walls, a(n) forms between two new plant cells that result from mitosis.
What is meiosis?
9. Most animals and plants combine
from two parents during a process called reproduction.
replace
grow
surface area
cancer
volume
chromosomes
cell plate
identical
46
anaphase
sexual
chromosomes
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LESSON
Outline
10. When meiosis is complete, there are
cells, each containing as many chromosomes as are found in the original cell.
11. When the and egg join together, the
resulting contains the correct number of chromosomes.
How do organisms reproduce?
12. In asexual reproduction, one parent produces a(n)
that is to itself.
13. When most fish reproduce, fertilization takes place
the female’s body.
What is a life span?
14. An animal’s life cycle includes birth, ,
reproductive age, old age, and .
15. The longest an animal can live under the best of conditions
is its .
Critical Thinking
16. How are mitosis and meiosis similar? How are they different?
zygote
sperm
offspring
life span
death
half
outside
identical
youth
four
Both processes begin in the nucleus and result in more cells than they
started with. The most important difference between these processes
is that mitosis produces cells with the same number of chromosomes
as the parent cells, but meiosis produces cells with half as many
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Chapter 2 • Cells Use with Lesson 3Reading and Writing Cell Division
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Name Date VocabularyLESSON
Cell DivisionUse the clues to fill in the crossword puzzle.
cell cycle
egg
fertilization
meiosis
mitosis
reproduction
sperm
zygote
Across
3. the process that occurs when a sperm cell joins an egg cell
4. the special kind of cell division that produces sex cells
6. the cell’s process of growth, division, and replacement
8. the male sex cell
Down
1. the process of producing new organisms
2. cell division that produces two cells identical to the original cell
5. the type of cell formed when a sperm and an egg join together
7. the female sex cell
3
4
5
1
6 7
2
8
e r t i l i z a t i of n
e i o s i sm
e l l c y c l ec
r
p
r
d
u
t
i
o
n
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m
g
o
t
e
t
o
s
i
s
g
g
s p r m©
Ma
cmill
an
/McG
raw
-Hill
Chapter 2 • Cells Use with Lesson 3Reading and Writing Cell Division
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LESSON
Cloze Activity
Cell DivisionFill in the blanks.
cell
cell cycle
cycle
expectancy
fertilization
meiosis
parent
sexually
span
zygote
All living things have cycles of growth, reproduction, and
death. Cells grow, divide, and replace other cells in a process
called the . Cells can reproduce through
mitosis or .
All living things begin as a single .
Organisms can reproduce either or
asexually. In asexual reproduction one cell
makes an identical copy of itself. In sexual reproduction a
sperm cell combines with an egg cell through a process
called to form a(n) .
The stages of an animal’s development make up the animal’s
life . The longest an animal can live is its
life , and the average time that an
individual animal will live is its life .
All of life happens in cycles.
cell cycle
meiosis
cell
sexually
parent
fertilization zygote
cycle
span
expectancy
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Chapter 2 • Cells Use with Lesson 3Reading and Writing Cell Division
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Name Date Writingin Science
Growing Hybrid PlantsRead the Writing in Science feature in your textbook.
Getting Ideas
Choose a hybrid plant. Think about how this plant was made. Use the sequence chart below to record the steps of the process.
Step 1
Step 2
Step 3
Step 4
Write About ItExplanatory Writing Choose a hybrid plant—a vegetable or a flower. Write an explanation of how hybrids of this plant are made.
Students should clearly identify the hybrid plant chosen. The steps
involved in making this hybrid plant should be listed in a logical order.
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Writingin Science
Drafting
Good explanatory writing gives clear details that are easy to follow and uses time-order words or spatial words to make the process clear. Armando chose to write about hybrid roses. Help him put his steps in order. Write 1 by the step that comes first, 2 by the step that comes second, and so on. The last step should be numbered 4.
1. Then, collect the pollen sacs and spread them on a sheet to ripen.
2. Remove the petals from the buds of two different varieties of roses.
3. Finally, brush the pollen from one variety of rose onto the other.
4. Next, remove the stamens that surround the pistil.
Now write your first draft. Use a separate piece of paper. Begin with a sentence that clearly states the process you will be explaining. Be sure to list the steps of the process in time order. Use transition words such as first, next, then, and finally to help readers understand the steps.
Revising and Proofreading
Now revise and proofread your essay. Ask these questions:
Have I written an introduction that clearly explains how hybrids of a plant are made?
Have I listed the steps in a logical order?
Have I used transition words to connect ideas?
Have I corrected all grammar, spelling, punctuation, and capitalization errors?
▶
▶
▶
▶
3
1
4
2
Students should begin with a strong opening sentence that clearly states the hybrid chosen and explains how the hybrid was made.
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Chapter 2 • Cells Use with Lesson 3Reading and Writing Cell Division
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Name Date OutlineLESSON
MicroorganismsUse your textbook to help you fill in the blanks.
What are microorganisms?
1. An organism that is not visible to the unaided eye is called
a(n) or a(n) .
2. If an organism has just one cell, it is ,
and if it has more than one cell, it is .
3. Mold and yeast are two types of microscopic .
4. Euglenas, diatoms, and amoebas are all microscopic
.
5. Flagella, cilia, and pseudopods are structures that help
different protists and obtain food.
6. There are two kingdoms of bacteria:
and .
7. Acidophilus bacteria in are important for good health.
How do microorganisms reproduce?
8. In binary fission microorganisms reproduce asexually
by .
9. Conjugation is a type of sexual reproduction in which microorganisms attach to each other, exchange
, split apart, and divide by binary fission.
microbemicroorganism
multicellular
fungi
move
protists
eubacteria
unicellular
archaebacteria
yogurt
dividing
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LESSON
Outline
10. Some fungi reproduce by , and other
fungi reproduce by producing .
11. During spore formation in some fungi, male and female cells fuse together, share genetic information, and produce
, which are protected inside a coating
and then .
12. E. coli, bacteria that live in your intestines, reproduce
by .
What is bread mold?
13. Mold spores grow very in an
environment that is warm and .
14. If you look closely at bread mold, you will see tiny filaments
called that grow down to anchor the mold to the bread.
15. Bread mold releases , or special proteins that help it digest food.
Critical Thinking
16. Name three types of microorganisms and four different ways that microorganisms can reproduce.
binary fission
spores
spores
distributed
moist
hyphae
enzymes
Possible answer: Three types of microorganisms are bacteria,
protists, and fungi. They reproduce by binary fission, conjugation,
spore formation, and budding.
budding
quickly
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Chapter 2 • Cells Use with Lesson 4Reading and Writing Microorganisms
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Name Date VocabularyLESSON
MicroorganismsMatch the correct letter with the description.
1. I am produced when male and female cells fuse together, and then I carry genetic information within a protective coating. What am I?
2. I am a type of asexual reproduction in which a microorganism divides into two equal parts. What am I?
3. I am an organism that is not visible to the unaided eye. What am I?
4. I am a form of sexual reproduction in which organisms fuse, exchange genetic information, separate, and then divide. What am I?
5. I am another way to describe a single-celled organism. What am I?
6. I am a form of asexual reproduction in which the offspring first forms as a small growth on the parent cell. What am I?
7. I am not a fungus or a bacteria, but I am a microorganism. What am I?
a. binary fission
b. budding
c. conjugation
d. protist
e. microorganism
f. spore
g. unicellular
f
a
e
c
g
b
d
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LESSON
Cloze Activity
MicroorganismsFill in the blanks.
binary fission
conjugation
eubacteria
filaments
food
kingdoms
microscope
protists
pseudopods
Microorganisms are tiny living things. In order to see
them, you need a(n) . They represent four
different of living things: protists, fungi,
, and archaebacteria. Three of the most
commonly found microorganisms are microscopic fungi,
, and bacteria. Plantlike protists such as
euglenas can produce their own . Other
kinds of protists have flagella, cilia, or to
help them move around and obtain food.
The three types of asexual reproduction used by
microorganisms are , budding, and spore
formation. Microorganisms also use a form of sexual
reproduction called .
Bread mold is made up of tiny called
hyphae. Sexual reproduction in bread mold happens when
two hyphae fuse and form a new hypha.
microscope
food
kingdoms
eubacteria
protists
pseudopods
binary fission
conjugation
filaments
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Chapter 2 • Cells Use with Lesson 4Reading and Writing Microorganisms
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Name Date Readingin Science
Meet Maria Pia Di BonaventuraRead the Reading in Science feature in your textbook. As you read, look for the topic sentence in each paragraph. Then look for supporting details about each topic sentence.
Main Idea
Use the graphic organizer to record the topic sentence and supporting details for each paragraph of the article.
Topic Sentence Supporting Details
What do museums do when their artwork and other cultural artifacts are being slowly eaten away by organisms they can’t even see?
Paintings made of wood, ink, oils, and canvas can be perfect environments for some microorganisms to grow in.
Fungi don’t just live on paintings. They live in all kinds of environments on our planet.
To study the microorganisms that are making their home in the art, Maria Pia first takes a sample of them.
Maria Pia is not a detective, but she knows how to unlock mysteries like these, where the main suspects are microorganisms such as fungi and bacteria.
They give themselves away by their green, blue, and yellow tints and the black markings they leave behind.
There are more than 100,000 species of fungi and more are being discovered all the time.
The different species respond to different treatments.
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Readingin Science
Planning and Organizing
Write the problem that museums sometimes have with their artifacts and works of art.
Write a one-sentence summary of Maria Pia’s job.
Drafting
Now explain how Maria Pia’s area of expertise can help museums protect their works of art.
Write About ItMain Idea and Details
1. Why do museums ask for help from scientists like Maria Pia Di Bonaventura?
2. How does Maria Pia’s work help protect works of art and other artifacts?
Students should clearly identify the problem that museums sometimes
have with paintings and other artifacts. Sample answer: Museums
sometimes have trouble with microscopic organisms living and feeding on
their artifacts and works of art.
Students should write a properly constructed sentence clearly stating
the basics of Maria Pia’s job. Sample answer: Maria Pia studies the
microscopic fungi that live and feed on the museum’s artifacts.
Maria Pia takes samples of the microorganisms that live on the artifacts
and then figures out the best way to protect them from being destroyed
by the fungi.
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Chapter 2 • Cells Use with Lesson 4Reading and Writing Microorganisms
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Name Date VocabularyCHAPTER
1. The smallest units of living things that can carry out life processes are
A elements.
B cells.
C compounds.
D microbes.
2. A living thing that can perform its life functions independently is called
A a zygote.
B an organ.
C an organism.
D a microbe.
3. When a group of similar cells works together to perform a specific function, they form
A an organ.
B a tissue.
C an organ system.
D an organism.
4. Oxygen, carbon, nitrogen, and hydrogen are all examples of
A nucleic acids.
B lipids.
C carbohydrates.
D elements.
5. A new substance formed when two or more elements combine chemically is called
A a compound.
B a protein.
C an atom.
D an organ system.
6. Water passes through cell membranes by
A mitosis.
B meiosis.
C osmosis.
D binary fission.
CellsCircle the letter of the best answer.
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CHAPTER
Vocabulary
7. The process that occurs when plants use energy from the Sun to make food is
A diffusion.
B active transport.
C fertilization.
D photosynthesis.
8. The process that describes the spreading out of molecules from areas of higher concentration to areas of lower concentration is
A reproduction.
B transpiration.
C respiration.
D diffusion.
9. The process that occurs when molecules, such as glucose, release energy that cells can use is called
A fermentation.
B cellular respiration.
C transpiration.
D equilibrium.
10. The process through which a cell makes an exact copy of itself is called
A mitosis.
B meiosis.
C the cell cycle.
D a vacuole.
11. The process that produces new sex cells is called
A mitosis.
B meiosis.
C the sperm.
D the zygote.
12. When a male sex cell and a female sex cell join together, they form a new cell called
A a sperm. C a zygote.
B an egg. D a bud.
13. Microscopic fungi, protists, and bacteria are different types of
A flagella.
B molds.
C yeasts.
D microorganisms.
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Chapter 2 • Cells Reading and Writing
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Name Date LiteratureUNIT
Trouble on the Table by David Bjerklie
Write About ItResponse to Literature This article discusses genetically modified foods. What are some of the issues related to the use of these foods? What do you think about them? Write an essay explaining your point of view about GM foods. Provide details to support your argument.
Students’ essays should be written in a logical order with an introductory
sentence giving their opinion of genetically modified foods, details from
the article that support their arguments, and a closing sentence.
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Unit B • Patterns of Life Reading and Writing
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CHAPTER
Concept Map
GeneticsComplete the concept map on genetics, using words and phrases from your textbook.
Inherited Traits
We receive one gene for each trait from each of our .
Traits can be either dominant or .
The history of a family trait is called a(n) .
How They Work in People
Genes
How They Can Change
Gender
A pair of X chromosomes is present in a(n)
.
An X chromosome and a Y chromosome are present in a(n)
.
DNA
The double-helix shape of a DNA molecule is made up of pairs of chemicals called
.
The sequence of base pairs in our DNA determines our genetic
.
Accidentally
Genetic disorders occur when a gene
.
Hemophilia is a genetic disorder of the
.
Intentionally
Scientists use genetic
to intentionally change a genetic sequence in DNA to ensure that a specific trait is produced.
recessive
pedigree
female
male
mutates
blood
bases
engineering
characteristics
parents
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Chapter 3 • Genetics Reading and Writing
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Name Date OutlineLESSON
How Traits Are ControlledUse your textbook to help you fill in the blanks.
What is heredity?
1. The passing of an inherited trait, such as dimples,
from parents to their offspring is known as .
2. An acquired trait comes from or
from the .
What did Mendel do?
3. Gregor Mendel is considered by many to be the founder
of .
4. Mendel experimented with to study how traits were passed from parents to offspring.
5. Purebred organisms always produce with the same traits.
6. Hybrid organisms may not always look the same,
because each has provided a
different form of a .
7. When the hybrid pea plants produced more tall plants than short plants, Mendel decided that tall was the
for height.
8. Mendel called the short form of the trait the , which may be hidden for a generation.
heredity
experience
genetics
environment
pea plants
parent
dominant trait
offspring
trait
recessive trait
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Chapter 3 • Genetics Use with Lesson 1Reading and Writing How Traits Are Controlled
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LESSON
Outline
Why is Mendel’s work important?
9. What Mendel called a factor is today called a(n)
, which is a part of a(n)
that contains many factors.
10. Punnett squares can be used to determine the
, or likelihood, that an offspring will inherit a particular trait in a genetic cross.
11. In a genetic cross, there are
genes, one from each parent, and different ways in which the genes can combine.
What is selective breeding?
12. Drought resistance in plants and strength in animals are
examples of traits.
13. In selective breeding, people choose organisms with
desirable traits and them to
produce with the same traits.
Critical Thinking
14. Would selective breeding work for an acquired trait? Why or why not?
gene
chromosome
probability
two
four
desirable
No; acquired traits are not inherited from parents, so they cannot be
controlled in the same way that inherited traits can, and they come
instead from experience and the environment.
mate
offspring
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Name Date
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Name Date VocabularyLESSON
How Traits Are ControlledFill in the blanks.
1. The study of heredity is called .
2. Organisms that have inherited two different forms of the
same trait, one from each parent, are called .
3. The form of a trait that can be hidden is called a(n)
.
4. A characteristic that is passed from parent to offspring
is a(n) .
5. A trait that is influenced by experience or the
environment is called a(n) .
6. A portion of a chromosome that controls a particular
inherited trait is called a(n) .
7. The passing of inherited traits from parents to offspring
is called .
8. When one form of a trait masks the other form of the
trait, the trait that appears is called the .
acquired trait
dominant trait
gene
genetics
heredity
hybrids
inherited trait
recessive trait
genetics
hybrids
recessive trait
inherited trait
acquired trait
gene
heredity
dominant trait
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Chapter 3 • Genetics Use with Lesson 1Reading and Writing How Traits Are Controlled
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LESSON
Cloze Activity
How Traits Are ControlledFill in the blanks.
desirable
dominant
factors
genes
inherited
Mendel
pea plants
Punnett
recessive
selective breeding
Genetics is the study of the traits parents pass on to
their offspring. Some traits are dominant, and others are
. Recessive traits will appear only in
the absence of genes.
Gregor experimented with
to understand heredity. He learned
that in reproduction each parent gives a set of
to its offspring. Today, these factors are called .
Genes control which traits are passed
from parents to their offspring. squares
are used to predict the outcome of a genetic cross.
Some traits, such as strength, height, or resistance to
weather extremes, are considered
traits. These traits can be produced intentionally in offspring
through a process called . This is how
many breeds of animals get their distinctive features.
dominant
Mendel
pea plants
factors
inherited
recessive
genes
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Name Date
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Name Date OutlineLESSON
Human GeneticsUse your textbook to help you fill in the blanks.
What are genes?
1. The basic units of heredity are called .
2. Human genes are located inside each cell’s
on threadlike structures called .
3. Organisms that reproduce sexually receive one gene
from each for a particular trait.
4. The chromosomes that determine the sex of an
organism are called the and
the .
5. The sex of an organism depends on the parent.
6. The male cell can contribute
either type of chromosome, but the female cell always contributes an X chromosome.
7. A genotype describes the genes for a particular trait
that an organism has from its parents.
8. The way that an organism shows a particular trait is
called its .
genes
nucleus
parent
chromosomes
X chromosome
egg
inherited
Y chromosome
male
sperm
phenotype
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Chapter 3 • Genetics Use with Lesson 2Reading and Writing Human Genetics
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LESSON
Outline
What is a pedigree?
9. A pedigree is a record of a or
that runs in a particular family.
10. In a pedigree, symbols are used to identify family
members and their patterns of .
11. A pedigree shows which family members possess a trait
as part of their and how that
trait is expressed in their .
12. Circles and squares on a pedigree represent the
of each family member, and lines show relationships between them.
What disorders are inherited?
13. Conditions caused by mutations or changes in a gene
or set of genes are known as .
14. Some examples of genetic disorders include hemophilia,
sickle-cell anemia, and .
Critical Thinking
15. Given that long eyelashes are dominant and short eyelashes are recessive, what might your genotype for this trait be?
trait
genetic disorder
genotypes
inheritance
Possible answer: I have long eyelashes. My genotype probably
shows one dominant and one recessive gene. My mother has short
eyelashes, so she has two recessive genes. The dominant gene
would come from my father.
phenotypes
gender
genetic disorders
Down syndrome
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Chapter 3 • Genetics Use with Lesson 2Reading and Writing Human Genetics
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Name Date VocabularyLESSON
Human GeneticsMatch the correct letter with the description.
a. carrier
b. chromosome
c. genetic disorder
d. genotype
e. pedigree
f. phenotype
g. X chromosome
h. Y chromosome
1. the sex chromosome always found in female egg cells
2. a threadlike structure in the cell nucleus that contains directions for cell activities
3. a chart that traces the history of a trait within a particular family
4. the sex chromosome that is passed on to offspring by the male parent
5. someone who has inherited the gene for a particular trait but does not express that trait
6. the way in which an organism expresses its traits
7. a condition caused by mutations in a gene or set of genes
8. the genes that are inherited by an organism for a particular trait
g
b
h
e
a
c
f
d
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Chapter 3 • Genetics Use with Lesson 2Reading and Writing Human Genetics
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LESSON
Cloze Activity
Human GeneticsFill in the blanks.
carriers
chromosomes
genetic disorders
genotype
pedigree
phenotype
recessive
Information about a person is carried in that person’s
genes. Genes are carried by in the
nucleus of each human cell. The genes passed on by each
parent are the offspring’s . The
offspring’s is how the traits are shown
in that offspring. A child whose phenotype does not
express the same trait as his or her parents has inherited
a(n) gene from each parent.
A family can track which family members have a
recessive trait in a(n) . These charts
can also be used to track a history of
in a particular family. Because hemophilia is a recessive
trait, people who do not have this disorder can still be
of it. Knowing family histories can
help doctors diagnose and treat disorders quickly.
chromosomes
genotype
phenotype
pedigree
genetic disorders
carriers
recessive
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Chapter 3 • Genetics Use with Lesson 2Reading and Writing Human Genetics
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Name Date Writingin Science
The Dangers of AntibioticsRead the Writing in Science feature in your textbook.
Getting Ideas
Good persuasive writing includes reasons that support an opinion. Use the chart below to develop your ideas for your public-health announcement. Write an opinion statement in the top box. Write reasons that support this opinion in the bottom boxes. You may add boxes if you have more than three reasons.
Write About ItPersuasive Writing Do some online research. Find more information about the dangers of overusing antibiotics. Then write a one-minute public-health announcement to be broadcast over your local radio station. Give reasons that people should limit their use of antibiotics. Save your most important reason for last.
Opinion
Reason 1 Reason 2 Reason 3
Students should state a clear opinion in the top box. Each lower
box should contain a reason, based on research, that supports the
opinion.©
Ma
cmill
an
/McG
raw
-Hill
Chapter 3 • Genetics Use with Lesson 2Reading and Writing Human Genetics
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Writingin Science
Drafting
To get started, Anwar jotted down some sentences about antibiotics. Read his sentences. Write Yes if the sentence contains a reason that supports his opinion that people should limit their use of antibiotics. Write No if it does not.
1. Antibiotics are powerful drugs that can save lives.
2. Over time bacteria can become resistant to an antibiotic.
3. Antibiotics are one of the great advances in medicine.
Now write your first draft. Use a separate piece of paper. Begin with a sentence that grabs the attention of your listeners, and include reasons that support your opinion. To make sure your message sticks with your listeners, save your most powerful reason for last.
Revising and Proofreading
Here is the way Anwar began his announcement. He made six errors in spelling, punctuation, and capitalization. Proofread the passage and correct the errors.
Is your medacine cabinet filled to the brim with antibiotics.
Like many other americans you may be doing yourself more
harm than good. In addition you may be developeing
superbugs!
Now revise and proofread your announcement. Ask these questions:
Have I clearly stated my opinion?
Have I provided convincing reasons for this opinion?
Have I saved my most compelling reason for last?
Have I corrected all grammar, spelling, punctuation, and capitalization errors?
▶
▶
▶
▶
Students’ drafts should grab their listeners’ attention, include detailed reasons from their research that support their opinion.
No
Yes
No
medicine?
Americans,
,developing
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Chapter 3 • Genetics Use with Lesson 2Reading and Writing Human Genetics
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Name Date OutlineLESSON
Modern GeneticsUse your textbook to help you fill in the blanks.
What is DNA?
1. DNA is an acronym for the term .
2. DNA’s shape is a(n) , which looks like a twisted ladder.
3. The four base chemicals in DNA are cytosine, , thymine, and adenine.
4. Cytosine bonds only with its specific match, guanine, and
thymine bonds only with its specific match, .
5. An organism’s genetic characteristics are determined
by the order of the in its DNA.
6. The specific way in which your 3 billion base pairs are
ordered forms your unique .
What is genetic engineering?
7. Genetic engineering is a way of intentionally
a genetic sequence in DNA to produce a particular trait.
8. People who study the way heredity works are called
.
deoxyribonucleic acid
double helix
base pairs
guanine
adenine
genome
changing
geneticists
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LESSON
Outline
9. The process in which genes are removed from one organism and added to the DNA of another organism
is called .
10. An organism that receives all of its DNA from one
parent is a(n) .
11. The first cloned animal was a(n) named Dolly.
What are genetically engineered crops?
12. Scientists have made genetic changes to crops to
improve their and .
13. Bt corn is an example of a genetically engineered crop that was injected with a gene from a(n)
that is poisonous to insects.
Critical Thinking
14. Describe the structure of DNA. Be sure to use the words double helix, bases, and base pairs.
clone
lamb
bacterium
productivity nutrient content
The DNA molecule looks like a twisted ladder, or double helix. The
molecule contains four different bases: guanine, thymine, cytosine,
and adenine. In the base pairs, cytosine bonds only to guanine, and
thymine bonds only to adenine. The order of the base pairs is the
same in every cell of an organism’s body.
gene splicing
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Chapter 3 • Genetics Use with Lesson 3Reading and Writing Modern Genetics
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Name Date VocabularyLESSON
Modern GeneticsMatch the correct letter with the description.
1. I am a scientist who studies how heredity works. Who am I?
2. I am an organism that received all of my DNA from one parent, and I am genetically identical to my parent. What am I?
3. I am a long, complex molecule that contains the genetic code of an organism. What am I?
4. I am a genetically engineered crop that has been injected with a gene that makes me poisonous to harmful insects. What am I?
5. I am a small, circular structure found in bacteria that plays an important role in gene splicing. What am I?
6. I am a way of intentionally changing a genetic sequence in DNA so that a particular trait is produced. What am I?
7. I am the name for all the base pairs of the DNA of an organism. What am I?
8. I am a process in which genes are taken from one organism and added to the DNA of another organism. What am I?
a. Bt corn
b. clone
c. DNA
d. gene splicing
e. genetic engineering
f. geneticist
g. genome
h. plasmid
f
b
a
c
h
g
e
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LESSON
Cloze Activity
Modern GeneticsFill in the blanks.
bases
Bt corn
DNA
double helix
gene splicing
genetic engineering
geneticists
insects
plasmid
The study of genes has led to advances in medicine
and agriculture. Scientists who study heredity are
. The genetic material in genes and
chromosomes is called , which is
shaped like a twisted ladder, or .
Each step in this ladder is made up of a pair of chemicals
called .
To produce drugs and medicines, scientists combine
parts of genes with a in a process
called . Scientists can also
intentionally change the sequence of DNA to produce
a particular trait through a process called .
An example of this process in agriculture is ,
which is altered to be poisonous to
and pests. Without genetics, these advances in science
would not be possible.
geneticists
DNA
bases
gene splicing
plasmid
double helix
genetic engineering
Bt corn
insects
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Name Date OutlineLESSON
Genetic Change over TimeUse your textbook to help you fill in the blanks.
What are variations?
1. Darwin studied different types of finches while visiting
the .
2. The birds were similar in every aspect except for their
, which were suited to different environments.
3. Darwin thought that the finches might all have come
from one .
4. Variations that favor survival are likely to be passed on to the next generation, and
variations that do not favor survival are likely to be passed on.
5. Variations can help a species live long enough to
successfully .
What is natural selection?
6. In nature organisms compete for natural resources such
as food, , sunlight, and space.
7. “Survival of the fittest” is another way to describe the
process of .
8. Plants and animals have more offspring than their environments can support to ensure that enough will
to carry the species into the future.
Galapagos Islands
beaks
ancestor
more
less
reproduce
water
natural selection
survive
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LESSON
Outline
9. Animals whose fur or skin color blends in with their
surroundings are much more likely to predators than are more noticeable animals.
10. In some species vivid coloring can warn predators that
an organism is , tastes bad, or is poisonous.
What is bacterial resistance?
11. Bacteria can cause diseases and infections such as ear
infections, , pneumonia, and meningitis.
12. The first antibiotic to be discovered was .
13. Doctors prescribe antibiotics to treat .
14. It is important to finish taking all of a prescribed
antibiotic in order to prevent bacteria from reproducing.
15. Over time antibiotics have become in fighting bacterial infections.
Critical Thinking
16. If the climate were suddenly to become colder, what variations do you think would most help animals to survive?
escape
dangerous
strep throat
penicillin
bacterial infections
resistant
less effective
Thick fur and layers of fat would protect animals from the cold, and
this would allow them to survive and reproduce.
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Name Date VocabularyLESSON
Genetic Change over TimeUse the clues to fill in the crossword puzzle.
antibiotic
camouflage
Darwin
mutation
natural selection
resistant
variation
Down
1. a difference among members of the same species that enables some individuals to better survive and reproduce
2. a change in an organism’s DNA
5. a type of bacteria that antibiotics do not work against
Across
3. the ability to blend in with surroundings
4. the process that occurs when the organisms that are best suited to their environment survive and reproduce successfully
6. a medicine that kills disease-causing bacteria without harming the host
7. the first person to recognize genetic variations
3
5
6
4
2
7
1
a t u r a l s e l e cn i
a r w i nD
v
r
a
i
o
e
o
a
t
i
o
e
s
i
s
m
n
u
t
c
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n t i b i o t ia
a m o u f l a gc
t
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LESSON
Cloze Activity
Genetic Change over TimeFill in the blanks.
ancestor
antibiotics
changed
environments
Galapagos
reproduce
resistant
resources
variation
The first person to recognize and document
variations was Charles Darwin. While visiting the
Islands, Darwin noticed that the beaks
of different finches were suited to different types of food.
He believed that the different types of finches all came
from one . Over time the birds that
lived on the different islands to adapt
to their particular .
In order to survive, organisms must find enough
to support life. Those that survive
will successfully, and their species will
continue. Sometimes a difference, mutation, or
can help a species to survive. In bacteria overexposure to
, such as penicillin, can lead to
forms of the bacteria. This can make
people more vulnerable to bacterial infections.
Galapagos
ancestor
changed
environments
resources
reproduce
variation
antibiotics
resistant
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Name Date Readingin Science
Meet Joel CracraftRead the Reading in Science feature in your textbook. Look for facts and opinions.
Fact and Opinion
Use the fact and opinion chart below to list two opinions and two related facts discussed in the article.
Opinions Facts
1.
2.
In its forests live some of
the most spectacular and
colorful birds in the world.
Geography plays an
important role in the way
new species evolve.
Joel Cracraft, a scientist at
the American Museum of
Natural History, researches
these birds.
There are more than 90 kinds
of birds of paradise on
New Guinea.©
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Readingin Science
Planning and Organizing
1. What are the two adjectives the writer uses to describe the birds in the second sentence of the article?
2. What does the writer tell us about the birds in the second sentence of the second paragraph of the article?
Drafting
Now evaluate the two sentences you looked at in the questions above. Based only on the information in the sentence referenced in question 1, how does the author seem to feel about the birds?
Based only on the information in the sentence referenced in question 2, how does the writer feel about the birds?
Write About ItFact and Opinion
1. What opinion does the writer express in this statement: “In its forests live some of the most spectacular and colorful birds in the world”?
2. “There are more than 90 kinds of birds of paradise on New Guinea.” Is this statement a fact or an opinion?
The writer calls them spectacular and colorful.
The writer says there are more than 90 kinds of birds of paradise on
New Guinea.
Possible answer: The author enjoys looking at the birds. He thinks they
are pretty.
Possible answer: It is unclear how the author feels. The information is
simply a fact and does not include any emotion or a personal point of
view.
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Name Date VocabularyCHAPTER
1. The study of heredity is called
A genes.
B genetics.
C genotypes.
D genomes.
2. Characteristics that are passed from parent to offspring are called
A breeding characteristics.
B Punnet squares.
C acquired traits.
D inherited traits.
3. The hidden form of a trait is called
A a recessive trait.
B a dominant trait.
C an acquired trait.
D an inherited trait.
4. A portion of a chromosome that controls an inherited trait is
A an X chromosome.
B a Y chromosome.
C a gene.
D a factor.
5. When a tall pea plant is crossed with a short pea plant, the resulting offspring are called
A purebreds.
B hybrids.
C adaptations.
D heredities.
6. Human cells contain 23 pairs of
A chromosomes.
B genomes.
C genes.
D traits.
7. The genes that an organism inherits for a particular trait make up its
A genome.
B pedigree.
C phenotype.
D genotype.
GeneticsCircle the letter of the best answer.
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CHAPTER
Vocabulary
8. The cell structures found in males but not in females are called
A genes.
B X chromosomes.
C Y chromosomes.
D traits.
9. An organism that has inherited a gene for a particular trait but does not show that trait is called a
A variation.
B genotype.
C mutation.
D carrier.
10. Hemophilia and sickle-cell anemia are examples of
A selective breeding.
B genetic disorders.
C Down syndrome.
D early diagnosis.
11. The long, complex molecule that contains the genetic code of an organism is called
A a bacterium.
B insulin.
C DNA.
D a plasmid.
12. A living organism that is genetically identical to its parent because it has received all of its DNA from that parent is
A a clone.
B a geneticist.
C cytosine.
D adenine.
13. All of an organism’s DNA makes up its
A phenotype.
B thymine.
C genome.
D guanine.
14. A change in an organism’s DNA is called
A an acquired trait.
B an inherited trait.
C an adaptation.
D a mutation.
15. The process sometimes referred to as “survival of the fittest” is commonly called
A natural selection.
B genetic variation.
C selective breeding.
D genetic engineering.
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Name Date Concept MapCHAPTER
EcosystemsComplete the concept map on ecosystems, using words and phrases from your textbook.
Cause Effect
A rabbit eats grass.
Energy is transferred from the
to the
.
A certain type of food becomes a(n)
.
The population of the organism that eats that food
.
in the soil “fix” nitrogen from the air.
Nitrogen from the air is changed into a form that
can use.
People fill in wetlands.
The land is more likely to
, and water will not be filtered naturally.
grass
rabbit
decreaseslimiting factor
plants
Bacteria
flood
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LESSON
Outline
Earth’s EcosystemsUse your textbook to help you fill in the blanks.
What makes up an ecosystem?
1. A group of living things and nonliving things that work
together as a whole is a(n) .
2. All of the living and nonliving things in an area make
up a(n) .
3. All of the otters that live in an area make up a(n)
of otters.
4. All of the populations in an area form a(n) .
5. Plants and animals are examples of in an ecosystem, and water, minerals, and soil are examples
of .
What are cycles in an ecosystem?
6. Events that happen in the same order again and again
form a(n) .
7. As part of the oxygen–carbon dioxide cycle, green plants
use and give off .
8. As part of the nitrogen cycle, in the soil change nitrogen into a form that can be used by plants.
system
ecosystem
community
population
biotic factors
cycle
carbon dioxide oxygen
bacteria
abiotic factors
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Name Date OutlineLESSON
What kinds of interactions exist in an ecosystem?
9. A relationship between two kinds of organisms that
lasts over time is called .
10. A symbiotic relationship in which one organism benefits at the expense of the other organism
is .
11. In a relationship known as , one organism benefits from another organism without harming it.
12. In both of the organisms involved benefit from their relationship.
How do organisms compete and survive in an ecosystem?
13. Organisms against one another for limited resources.
14. The role that a species plays in its community is its
.
15. Competition among species is reduced when different
species obtain their in unique ways.
Critical Thinking
16. What part does a fox play in an ecosystem?
symbiosis
parasitism
commensalism
mutualism
compete
niche
resources
A fox is a part of a fox population and has its own niche. It is a biotic
factor. It breathes in oxygen and releases carbon dioxide, so it is
part of the oxygen–carbon dioxide cycle. If food is scarce, the fox
competes with other animal-eaters.
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LESSON
Vocabulary
Earth’s EcosystemsMatch the correct letter with the description.
1. I am all of the living and nonliving things in a certain area. What am I?
2. I am what organisms must go through to obtain a resource that is available in a limited supply. What am I?
3. I am the relationship between two kinds of organisms that lasts over time. What am I?
4. I am any nonliving part of an ecosystem. What am I?
5. I am the role that a species has in a community. What am I?
6. I am any living thing in an ecosystem. What am I?
7. I am all of the populations in a certain area. What am I?
8. I am all of the organisms of the same kind that live in a particular area. What am I?
a. abiotic factor
b. biotic factor
c. community
d. competition
e. ecosystem
f. niche
g. population
h. symbiosis
e
d
h
a
f
b
g
c
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Name Date Cloze ActivityLESSON
Earth’s EcosystemsFill in the blanks.
abiotic factors
biotic factors
commensalism
ecosystem
mutualism
niche
parasitism
populations
symbiosis
A system is made up of parts that interact closely and
affect one another. Life on Earth is based on the interactions
between living, or , factors and nonliving,
or factors. Together these two factors form
a(n) . A community in an ecosystem is made
up of all of the in that area. Each organism
in a population has a certain role, or .
Some living organisms have relationships with other
organisms over time, and this is known as .
In some of these relationships, one organism benefits
itself but hurts the other; this is called .
When one organism benefits without hurting the other,
the relationship is called . In a
relationship called , both organisms
benefit. In other situations, organisms compete against
one another to obtain resources from their ecosystem.
biotic
abiotic
ecosystem
niche
parasitism
populations
symbiosis
commensalism
mutualism
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LESSON
Outline
Food Chains, Webs, and PyramidsUse your textbook to help you fill in the blanks.
What are food chains?
1. The energy used by almost all living things originally
comes from the .
2. A model of the path that energy in takes as it moves from one organism to the next in an
ecosystem is called a(n) .
3. Organisms that make their own food through
are called .
4. Living things that do not make their own food and must
therefore eat other organisms are called .
5. Organisms are if they eat
producers, and they are if they eat primary consumers.
6. An organism that eats a secondary consumer is
a(n) .
7. An organism that breaks down the remains of other
organisms is a(n) .
What are food webs?
8. A model that shows how food chains overlap in an
ecosystem is called a(n) .
9. An animal that eats only producers is a(n) .
Sun
food
food chain
photosynthesis producers
consumers
secondary consumers
primary consumers
tertiary consumer
decomposer
food web
herbivore
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Name Date OutlineLESSON
10. Animals that eat other animals are .
11. Humans are , because they eat both producers and other consumers.
12. An animal that eats dead animals that it did not hunt
and kill is called a(n) .
What is an energy pyramid?
13. A model that shows how energy flows through a food
chain is called a(n) .
14. About percent of the energy from one level of an energy pyramid is available to consumers at the next level.
Critical Thinking
15. Explain the places occupied by grass, a rabbit, and a wolf in an energy pyramid.
omnivores
carnivores
scavenger
energy pyramid
10
Grass is a producer, so it is on the bottom level. A rabbit eats
producers, so it is a primary consumer on the second level. A wolf
eats other animals, so it is a tertiary consumer on the top level.
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LESSON
Vocabulary
Food Chains, Webs, and PyramidsUse the clues to unscramble each word. Then unscramble the circled letters to answer the last question.
1. YERPYDMEGNRIA a model that shows how energy flows through a food chain
2. PATRODER a living thing that hunts and kills other living things for food
3. COOPREMEDS an organism that breaks down the remains of dead organisms into simpler substances
4. FCOHOADIN a model of the path that the energy in food takes as it moves through an ecosystem
5. GVSERNAEC an animal that feeds on the remains of dead animals that it did not hunt or kill
6. REDRUPCO an organism that uses the Sun’s energy to make its own food through photosynthesis
7. BOWDEFO a model that shows how food chains overlap in an ecosystem
8. What do you call an animal that eats animals that eat plants?
a(n)
decomposer
energy pyramid
food chain
food web
predator
producer
scavenger
E N E R G Y DP IMARY
P R E D A T O R
D E C O M P O S E R
F O O D C H A I N
S C A V E N G E R
P R O D U C E R
F O O D W E B
S E C O N D A R Y
C O N S U M E R
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Name Date Cloze ActivityLESSON
Food Chains, Webs, and PyramidsFill in the blanks.
consumers
decomposers
food chain
food web
primary consumers
producers
scavenger
secondary consumers
tertiary consumers
The Sun is the main source of energy for most living
things. Living things that make their own food from the
Sun’s energy are called . Animals that
eat other living organisms are called .
The energy flow from one organism to another is shown
in a(n) . Food chains overlap in
a(n) .
Animals that eat producers are .
Primary consumers are food for .
Secondary consumers are eaten by .
An organism that eats dead animals that it did not hunt is
a(n) . Dead animals are also broken
down by . These relationships can be
seen both on land and in the water.
producers
consumers
food chain
primary consumers
tertiary consumers
food web
secondary consumers
scavenger
decomposers
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LESSON
Outline
Comparing EcosystemsUse your textbook to help you fill in the blanks.
What are biomes?
1. The average weather pattern for a particular region
over time is its .
2. The two main factors that determine climate are
and .
3. A region that contains certain types of living things
and has a particular climate is called a(n) .
4. A region’s climate is partly based on the amount of
that the region receives.
What are tundras, taigas, and deserts?
5. The biomes found in far northern regions are
, which have
temperatures and little .
6. Cool forests south of the tundras are .
7. Biomes that receive less than 25 centimeters
(10 inches) of rain per year are .
What are grasslands and forests?
8. In , the main form of plant life is grass.
9. Forests that contain trees that lose their leaves during
autumn and winter are forests.
climate
temperature precipitation
biome
sunlight
tundras
taigas
cold
precipitation
deserts
grasslands
deciduous
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Name Date OutlineLESSON
10. Forests near the equator that support an enormous
variety of plant and animal species are called
forests.
What are freshwater ecosystems?
11. Freshwater ecosystems are found in and near bodies
of water that contain little .
12. Streams and rivers have water, which makes them different from ponds and lakes.
13. Marshes and bogs are examples of .
14. Where rivers flow into the ocean, form.
What lives in the ocean?
15. Tiny organisms near the ocean’s surface are ,
animals that swim in the ocean are ,
and organisms on or near the ocean floor are .
Critical Thinking
16. What adaptations would an animal require to survive in a tundra?
tropical rain
moving
salt
wetlands
estuaries
It would have to withstand very cold winters, need little water, and
eat a limited diet.
plankton
nekton
benthos
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LESSON
Vocabulary
Comparing EcosystemsFill in the blanks.
1. a water ecosystem located where a river runs into an ocean
2. a biome in northern regions with very cold winters and short summers
3. a biome that receives less than 25 centimeters (10 inches) of precipitation per year
4. a biome in which various species of grasses are the main form of plant life
5. a cool forest of cone-bearing evergreen trees
6. a biome in which many trees lose their leaves when winter approaches
7. the average weather pattern of a region over time
8. a region that has a particular climate and contains certain types of plants and animals
9. a biome located relatively close to the equator that has a hot, humid climate and abundant rainfall
a. biome
b. climate
c. deciduous forest
d. desert
e. estuary
f. grassland
g. taiga
h. tropical rain forest
i. tundra
e
i
d
f
c
b
h
a
g
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Name Date Cloze ActivityLESSON
Comparing EcosystemsFill in the blanks.
benthos
biomes
deciduous
deserts
equator
estuaries
nekton
plankton
taigas
tundra
wetland
Land on Earth can be classified into several major climate
areas. Land regions, which contain different living things, are
called . Biomes called
forests contain trees that lose leaves in the winter; other
biomes called contain forests of
evergreen trees. Biomes with very little water are .
The biome in the far north is the . The
biome nearest the is a tropical rain forest.
Water ecosystems contain different forms of life, such
as near the surface,
swimming through the water, and near
the ocean floor. An ecosystem such as a bog, in which water
is near the surface of the soil, is a(n) .
Water ecosystems called form where
rivers enter the ocean. These water ecosystems have more
salt than a river but less salt than the ocean.
biomes deciduous
taigas
deserts
tundra
plankton nekton
benthos
equator
wetland
estuaries
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Writingin Science
A Trip to a “New” Rain ForestRead the Writing in Science feature in your textbook.
Getting Ideas
Brainstorm a list of places about which to write. Then choose one. Fill in the sequence chart below. Write the things you did there in time order.
Write About ItPersonal Narrative Write a personal narrative about a trip you made to a distinct environment, or ecosystem. It can be a desert, a tropical rain forest, or an ice-covered land. It can be the beach or the marshlands outside of town. Use the first-person point of view (I) to tell what you observed and what you did there.
First
Next
Then
Last
I saw light from a blue sponge.
I put on my snorkeling gear and jumped into the water.
I saw mangrove shorelines and grass flats.
Students’ answers will vary. Sample answer:
I took a boat out to Pennekamp Park.
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Name Date Writingin Science
Drafting
Write a sentence to begin your personal narrative. Tell where you went and why this place is special. Remember to use the pronoun I.
Now write your personal narrative. Use a separate piece of paper. Begin with the sentence you wrote above. Tell what you did and observed in time order. Do not forget to use details and describe your own feelings. Tell what this event meant to you.
Revising and Proofreading
Here are some sentences that Geraldo wrote. He forgot to use the first-person pronoun I to write about his experiences. Rewrite each sentence in the first person.
1. He was very careful not to touch the living coral.
2. He enjoyed floating in the warm, shallow water of the inner reefs.
Now revise and proofread your story.
Ask these questions:
Have I told a story from my personal experience in the first-person point of view?
Have I told what I did and observed there in time order?
Have I corrected all grammar, spelling, capitalization, and punctuation errors?
▶
▶
▶
Students should write in the first-person point of view with details. Their stories should be written in chronological order and should include a clear beginning, middle, and end.
Students’ sentences will vary. Sample sentence: My trip to Pennekamp
Park was an unforgettable experience because of all the remarkable
things I saw.
Possible answer: I was very careful not to touch the living coral.
I enjoyed floating in the warm, shallow water of the inner reefs.
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LESSON
Outline
Changes in EcosystemsUse your textbook to help you fill in the blanks.
What changes affect the environment?
1. A predator is an example of a(n)
because it controls the size or of a population.
2. Some limiting factors are living, or ,
and some are nonliving, or .
What happens after changes in the environment?
3. Organisms that remain in a region must to changes in the environment.
4. If a species’ numbers have declined to a level at which the species needs protection from becoming
endangered, it is considered .
5. When a species’ numbers have been so reduced that the
species may become extinct, it is considered .
6. When a species no longer exists in the wild or in
captivity, that species is considered .
7. The loss of any species affects the wide variety of life
on Earth, which is called .
What is succession?
8. The gradual replacement of one community by
another is called .
limiting factor
growth
biotic
abiotic
threatened
endangered
biodiversity
extinct
succession
adapt
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Name Date OutlineLESSON
9. A community that is established in what was a lifeless
area is called a(n) community.
10. A stable community in which succession has slowed
down is called a(n) community.
11. Secondary succession can occur after a(n)
such as a forest fire.
What is evidence of change over time?
12. Similar features in different organisms are called
structures, and features that are similar but meet different needs are called
structures.
13. Scientists can determine the degree to which different
species are related by comparing their .
How do environments change over time?
14. Changes to ecosystems can be caused by
or by .
Critical Thinking
15. How do forest fires affect a deciduous-forest ecosystem?
pioneer
climax
natural disaster
comparative
homologous
people
DNA
nature
Possible answer: The forest will undergo secondary succession,
because the environment will have changed, although no new land
was formed. Food will become a limiting factor and populations of
surviving animals will decrease until resources have been replenished.
New species may move into the area.
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LESSON
Vocabulary
Changes in EcosystemsFill in the blanks.
1. A species that has decreased until it is almost
endangered is considered .
2. A species that no longer exists is considered .
3. The term used to describe the wide variety of life on
Earth is .
4. A species that may become extinct if its population
decreases further is considered .
5. A condition that controls the size or growth of a
population is called a(n) .
6. When a community has stabilized and succession
has slowed down or stopped, it is a(n) .
7. The gradual replacement of one community by another
is called .
8. The first species to establish themselves in a lifeless
area form a(n) .
biodiversity
climax community
endangered
extinct
limiting factor
pioneer community
succession
threatened
threatened
extinct
biodiversity
endangered
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Name Date Cloze ActivityLESSON
Changes in EcosystemsFill in the blanks.
climax community
DNA
endangered
extinct
fossils
homologous
limiting factors
pioneer community
succession
Ecosystems are constantly changing. The first community
to populate an ecosystem is a(n) .
This community is gradually replaced by others in a
process called . A(n)
occupies an ecosystem in which succession has slowed down.
To survive, organisms must adapt to changes in
, such as food and water, that control
the size and growth of populations. If environmental
changes cause a population to decrease, the population
can become threatened or . When
a population no longer exists, it is .
Changes in ecosystems over time can be studied by
examining , comparative and
structures, and the
of closely related species. These comparisons show
scientists how different species are related to one another.
pioneer community
succession climax community
endangered
limiting factors
extinct
fossils
homologous DNA
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Readingin Science
Meet Eleanor SterlingRead the Reading in Science feature in your textbook.
Cause and Effect
The article mentioned several things that could cause damage to the reef. List them in the left column of the chart below. Then list a possible effect of each of these dangers in the right column of the chart.
Cause Effect
Reefs are damaged. Organisms that live there are in danger.
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Name Date Readingin Science
Planning and Organizing
Write a sentence that summarizes the factors threatening coral reefs.
Write a one-sentence summary of what Eleanor Sterling is doing in the Palmyra Atoll.
Drafting
Now explain how Eleanor Sterling’s work can be used to protect marine ecosystems all over the world.
Write About ItCause and Effect
1. What factors cause damage to coral reefs?
2. How does damage to coral reefs affect the organisms that live in them?
Students should clearly identify the factors threatening coral reefs as
described in the article.
Students should write a properly constructed sentence clearly stating
that Eleanor Sterling is studying sea turtles and coral reefs in the
Palmyra Atoll.
Students’ essays should be written in a logical order with an introductory
sentence, details about how Eleanor Sterling’s work in the Palmyra Atoll
can affect other marine ecosystems, and a closing sentence.
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CHAPTER
Vocabulary
EcosystemsCircle the letter of the best answer.
1. All of the abiotic and biotic factors in a given area form
A a community.
B an ecosystem.
C a population.
D a species.
2. The path that energy takes as it moves from one organism to another in an ecosystem is
A a cycle.
B an energy pyramid.
C a food chain.
D a food web.
3. All biomes have specific
A climates and pioneer communities.
B climates and types of organisms.
C ecosystems and successions.
D limiting factors and types of organisms.
4. The size and growth of a population is controlled by
A a community.
B a food chain.
C a limiting factor.
D a population.
5. Bacteria in the soil change an element in the air into a form that plants can use during the
A carbon dioxide cycle.
B nitrogen cycle.
C oxygen cycle.
D water cycle.
6. A model of the way that food chains overlap in an ecosystem is called
A an energy pyramid.
B a food chain.
C a food web.
D an abiotic factor.
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Name Date VocabularyCHAPTER
7. The biome with the coldest climate is the
A grassland.
B deciduous forest.
C taiga.
D tundra.
8. When the population of a given species decreases until the species no longer exists, the species becomes
A endangered.
B extinct.
C limited.
D threatened.
9. When two organisms have a relationship from which both benefit, the relationship is called
A commensalism.
B competition.
C mutualism.
D parasitism.
10. The model that shows how much energy is passed from one organism to another is the
A energy pyramid.
B food chain.
C food web.
D symbiotic relationship.
11. The ecosystem that covers most of Earth’s surface is
A grassland.
B rain forest.
C taiga.
D ocean.
12. The first step in succession produces a
A climax community.
B deciduous forest.
C pioneer community.
D secondary community.
13. The type of ecosystem that forms where a river flows into the ocean is called
A an estuary.
B an ocean.
C a rain forest.
D a wetland.
14. Energy for most things on Earth originally comes from
A the Sun.
B a producer.
C the ocean.
D a community.
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UNIT
Literature
Understanding EarthquakesRead the Literature feature in your textbook.
Write About ItResponse to Literature This article describes the study of earthquakes over the centuries. It explains how human knowledge about earthquakes has changed. Research a major earthquake that occurred in the past. Then write an essay describing the earthquake and its effects on people’s lives.
Students’ essays should be written in a logical order with an introductory
sentence about the earthquake event they are describing, details about
the earthquake’s effects on people’s lives, and a closing sentence.
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Unit C • Earth and Its Resources Reading and Writing
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Name Date Concept MapCHAPTER
Changes over TimeComplete the concept map on the five forces that shape Earth, using terms and phrases from your textbook.
Forces that Shape Earth
How are changes to Earth’s surface over time identified?
The
and of fossils and rocks tell Earth’s geologic history.
What is Earth made of?
Earth’s features include water,
, and atmosphere. Earth’s layers include the crust,
,
and .
What is the nature of Earth’s crust?
Earth’s crust is made of plates. Plate tectonics, including
and movement at plate boundaries, molds Earth’s surface.
How does Earth’s interior affect its surface?
Movement at Earth’s plate boundaries results in faults,
, earthquakes, and
.
What else affects Earth’s surface?
Weathering,
, and
, all caused by moving water and air, change the features of Earth’s surface.
relative age
absolute age
landforms
mantle
core
seafloor spreading
mountains
volcanoes
erosion
deposition
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LESSON
Outline
Features of EarthUse your textbook to help you fill in the blanks.
Where is water on Earth?
1. The part of Earth that contains water is the
.
2. Earth’s water can be found as a solid in ice, as a(n)
in oceans, and as water vapor in the atmosphere.
3. Two basic forms of Earth’s water are fresh water and
water.
4. Large sheets of moving ice composed of fresh water are
called .
What are Earth’s landforms?
5. Hills, mountains, rivers, lakes, and deserts are features
called .
6. Major landforms found in the low regions of the United States
include and basins.
7. All rivers west of the , a ridge that runs from Mexico to Canada, flow toward the Pacific Ocean.
8. A map that can be used to show regions of different
elevations is called a(n) map.
hydrosphere
liquid
glaciers
salt
landforms
plains
Continental Divide
relief
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Name Date OutlineLESSON
How do we map Earth?
9. Horizontal lines located above and below the equator on a
globe are called lines of .
10. Vertical lines that meet at the poles on a globe are called
lines of .
11. A topographic map uses contour lines to show , or the height above or below sea level.
What is a model of Earth?
12. Continents and the ocean floor are part of Earth’s solid, rocky
surface called the .
13. The layer beneath the crust is called the .
14. Earth’s crust and the stiff, upper portion of the mantle make
up the .
15. The center part of Earth is made up of two parts: the molten
outer core and the inner core.
Critical Thinking
16. How can you use a map to learn about Earth’s features?
longitude
elevation
crust
mantle
lithosphere
solid
A map is a picture of Earth’s surface. It indicates landforms such
as plains, basins, deserts, and mountains. It also indicates bodies of
water and ice such as glaciers, lakes, rivers, and oceans. Longitude
and latitude lines are used to identify location. Contour lines on
topographic maps show elevation.
latitude
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LESSON
Vocabulary
Features of EarthMatch the correct letter with the description.
1. the central part of Earth that consists of an inner and outer portion
2. a measurement of location east or west of the prime meridian
3. height above or below sea level
4. the crust and the rigid part of the mantle
5. the part of Earth that contains water
6. a measurement of location north or south of the equator
7. Earth’s solid, rocky surface
8. the layer beneath Earth’s crust
9. the layer above Earth’s crust that contains nitrogen, oxygen, carbon dioxide, and argon
a. atmosphere
b. core
c. crust
d. elevation
e. hydrosphere
f. latitude
g. lithosphere
h. longitude
i. mantle
b
h
d
g
e
f
i
c
a
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Name Date Cloze ActivityLESSON
Features of EarthFill in the blanks.
atmosphere
core
crust
elevation
hydrosphere
landforms
latitude
location
mantle
relief map
Earth’s surface includes many bodies of water and a wide
variety of landforms. The part of Earth that contains water is
called the . A portion of Earth’s water is
found in the form of water vapor or water droplets in Earth’s
.
Hills and mountains are examples of a feature of Earth
called . One way to show Earth’s
landforms is to use a(n) . Globes use lines
of and longitude to show
. Topographic maps use contour lines to
show of hills and mountains. Continents
and the ocean floor make up the outermost layer, called
the . The layer beneath the crust is called
the . The center part of Earth is called the
. It has a molten outer portion and a solid
inner portion.
hydrosphere
atmosphere
landforms
relief map
latitude
elevation
location
crust
core
mantle
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LESSON
Outline
Earth’s Moving ContinentsUse your textbook to help you fill in the blanks.
Are the continents moving?
1. On the basis of gathered evidence, Alfred Wegener concluded that all the continents had once been part of a
single .
2. Wegener’s concept that the continents drifted apart to their
present positions became known as .
3. A scientific model called explains that the surface of Earth is made up of plates that move.
4. Plates move over the hot, fluid rock, or , in Earth’s mantle.
How do oceans change size?
5. As some crustal plates move apart, magma flows outward and hardens to form raised structures called
on the ocean floor.
6. The process in which new rock forces the plates on the ocean
floor to move farther and farther apart is called .
7. Rock found at is younger than the rock that makes up the continents.
8. The ocean floor is largely made up of formed by magma from Earth’s mantle that cools and hardens.
9. Further evidence for seafloor spreading is provided by the
of seafloor rock.
supercontinent
continental drift
plate tectonics
magma
parallel ridges
seafloor spreading
mid-ocean ridges
volcanic rock
magnetism
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Name Date OutlineLESSON
What happens at plate boundaries?
10. Places where plates move away from each other are
called .
11. Mountains form where plates collide, at boundaries.
12. In a process called , an oceanic plate slides under a continental plate, pushing part of the oceanic plate into the mantle, where it melts.
13. Earthquakes occur at boundaries, where plates slide past each other.
Where are the plates?
14. The divergent boundary at which the South American Plate is moving away from the African Plate is called
the .
15. An example of a transform boundary that is visible on land is
the , the site of many earthquakes.
Critical Thinking
16. Why do different landforms result at convergent boundaries and divergent boundaries?
divergent boundaries
convergent
subduction
transform
Mid-Atlantic Ridge
San Andreas Fault
At divergent boundaries, tectonic plates move apart, magma flows
up through the space between the plates, cools, hardens, and forms
new rock. At convergent boundaries the plates push into each other.
When oceanic plates collide, one may slide under the other to form a
deep ocean trench. On land, plates may collide and form mountains.
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LESSON
Vocabulary
Earth’s Moving ContinentsMatch the correct letter with the description
a. continental drift
b. convergent boundary
c. divergent boundary
d. magma
e. Pangaea
f. plate tectonics
g. seafloor spreading
h. subduction
i. transform boundary
1. the concept that Pangaea split apart and that the continents drifted to their current positions over time
2. the formation of new ocean floor caused by movement of oceanic plates away from each other as magma from the mantle continuously flows between the plates
3. the scientific model of Earth that explains how the continents and ocean floor can move
4. a place where plates collide
5. a place where plates move apart
6. a place where plates slide past each other
7. a process in which an oceanic plate slides under a continental plate
8. the hot, fluid rock beneath Earth’s surface
9. a single supercontinent that all the continents were once part of
a
g
f
b
c
i
d
h
e
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Name Date Cloze ActivityLESSON
Earth’s Moving ContinentsFill in the blanks.
continental drift
convergent boundaries
divergent boundaries
magma
Pangaea
plate tectonics
subduction
transform boundaries
The continents of Earth are like pieces of a jigsaw puzzle.
German scientist Alfred Wegener believed that Earth’s
continents once formed a single supercontinent called
. His idea that this supercontinent broke
apart and the pieces drifted to their present positions
became known as . Once enough
evidence was found to support that concept, scientists
developed a model called . According
to plate tectonics, Earth’s continents rest on plates that
move over in Earth’s mantle. Plates
move away from each other at .
Plates collide with each other at .
When an oceanic plate slides under a continental plate,
occurs and volcanoes form. Some
plates slide past each other at .
This activity usually results in earthquakes.
Pangaea
continental drift
plate tectonics
magma
divergent boundaries
convergent boundaries
subduction
transform boundaries
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LESSON
Outline
Forces That Build the LandUse your textbook to help you fill in the blanks.
What forces change Earth’s crust?
1. The force that causes rocks to break as plates rub past each
other is called .
2. A break, or crack, in the rocks of the lithosphere along which
movements take place is called a(n) .
3. Three types of faults include a strike-slip fault, a(n)
fault, and a reverse fault.
What are earthquakes?
4. When ground near tectonic plates shifts and changes
position, occur.
5. An earthquake’s is the point below Earth’s surface where an earthquake begins.
6. Earthquakes and volcanic eruptions create a vibration called
a(n) that travels through Earth.
What can we learn from seismographs?
7. Earthquakes cause two main types of seismic waves:
and body waves.
8. Fast-moving body waves are called waves, or P waves, and slow-moving body waves are called
waves, or S waves.
shearing
fault
normal
earthquakes
focus
seismic wave
surface waves
primary
secondary
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Name Date OutlineLESSON
How destructive is an earthquake?
9. The measure of the energy released during an earthquake is
called .
10. The scale used to measure an earthquake’s magnitude is the
scale; the Mercalli scale measures an
earthquake’s .
How do volcanoes form?
11. Volcanoes form along the boundaries of shifting plates where
one crustal plate moves another.
12. When magma reaches Earth’s surface through an opening
called a vent, it becomes .
What are other volcanic landforms?
13. The Aleutian Islands and the Philippine Islands are examples
of a string of island volcanoes called a(n) .
14. Volcanoes that form where plates move apart and form gaps
along the plates’ edges are called volcanoes.
Critical Thinking
15. What do earthquakes, volcanic eruptions, and tsunamis have in common?
magnitude
Richter
intensity
under
lava
island arc
rift
All three are natural events that can cause great destruction. All three
are caused by movements of tectonic plates. When stored energy
from forces that create faults is released, earthquakes occur. Eruptions
occur when magma flows break through the crust. An earthquake or
volcanic eruption beneath the ocean floor causes a tsunami to form.
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LESSON
Vocabulary
Forces That Build the LandMatch the correct letter with the description.
1. smaller earthquakes that follow a major earthquake
2. the location on Earth’s surface above the focus of an earthquake
3. an instrument that detects, measures, and records the energy of earthquake vibrations at a given location
4. an opening on Earth’s surface through which magma erupts
5. a break or crack in the rocks of the lithosphere along which movement takes place
6. a vibration that travels through Earth and is produced by earthquakes and volcanic eruptions
7. the measure of the energy released during an earthquake
8. the point below the surface of Earth where an earthquake begins
a. aftershocks
b. epicenter
c. fault
d. focus
e. magnitude
f. seismic wave
g. seismograph
h. vent
a
b
g
h
c
f
d
e
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Name Date Cloze ActivityLESSON
Forces That Build the LandFill in the blanks.
earthquake
focus
intensity
mantle
Richter
rock
seismic waves
The forces that move continents can also change the shape
of the land. Forces at plate boundaries stretch, push, and bend
large sections of . This energy builds up
over time, and when the rock breaks or slips, the energy is
released, and a(n) occurs. Earthquakes
cause vibrations, called , that travel
through Earth from a point below the surface called the
, where the earthquake began. An
earthquake’s magnitude is measured according to the
scale, while the Mercalli scale measures
the , or what people feel and observe
when an earthquake occurs.
When one crustal plate moves under another, a piece of
the lower plate is pushed into the , where
it melts and turns to magma. The movement of plates within
Earth’s crust is constantly shaping the land.
rock
earthquake
seismic waves
focus
Richter
intensity
mantle
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Readingin Science
Quake PredictorsRead the Reading in Science feature in your textbook. Look for clues in the article that help you draw conclusions about earthquakes.
Draw Conclusions
Use the graphic organizer to draw conclusions.
Text Clues Conclusions
Students should list text clues
from their reading and list the
conclusions they draw based on
the text clues.
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Name Date Readingin Science
Planning and Organizing
Explain one way to measure earthquakes that people could have used before the seismometer was invented.
Drafting
Now draw a conclusion about how satellites provide information about movements on Earth’s surface.
Write About ItDraw Conclusions
1. Before the invention of the seismometer, how do you think people measured earthquakes?
2. Why are satellites a useful source of information about movement on Earth’s surface?
Students should clearly explain another method that people could have
used to estimate the intensity of an earthquake and the damage it caused.
Students should clearly explain how the combination of satellites and
receivers gives valuable information and should explain how this helps
researchers.
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LESSON
Outline
Forces That Shape EarthUse your textbook to help you fill in the blanks.
What is weathering?
1. A force that breaks down rocks into smaller pieces by natural
processes is called .
2. Freezing water, moving water, plants, and animals cause the
breaking down of rock called .
3. Oxygen and acids cause the breaking down of rock by changes
in its chemical composition called .
Which forces carry and drop?
4. The picking up and removing of rock pieces and other
particles is called .
5. The dropping off of particles in another location is
called .
6. Erosion and deposition are primarily caused by
and water.
How does moving water change the land?
7. Rivers that flow from a high elevation carve and cut through layers of rock to shape the land.
8. When a glacier melts, the rocks it carried fall to the ground in
a jumble called .
9. When a glacier melts, the rocks and sediment it held pile in front
of or alongside the glacier, forming a(n) .
weathering
mechanical weathering
chemical weathering
erosion
deposition
wind
till
channels
moraine
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Name Date OutlineLESSON
How is soil formed?
10. Weathering results in , a mixture of weathered rock, air, water, living things, and humus that can support the growth of rooted plants.
11. Decayed plant and animal remains make up , which can be found in topsoil.
12. Water passes through soil easily, because pores in the soil are connected.
Why is soil important?
13. Rain, runoff, and decaying plants and animals naturally
resupply the soil with .
14. Improper care of soil, developing land for building, and dumping wastes into soil do not allow the soil’s minerals to
be .
Critical Thinking
15. What role does gravity play in weathering, erosion, and deposition?
soil
humus
permeable
minerals
replenished
Gravity pulls water downhill. In flowing water, hard grains of sand
gradually carve through the underlying rock layers. As snow falls
onto a glacier, its weight packs the snow and turns it to ice. Then
gravity pulls on the glacier so it slowly grinds its way down the
slope. This contributes to mass wasting, which is a form of erosion.
Gravity’s role in deposition is to make the sediment fall to the ground
or to the bottom of a body of water where it can be picked up and
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LESSON
Vocabulary
Forces That Shape EarthMatch the correct letter with the description.
1. I am loose pieces of minerals, rock, and organic material carried and deposited by rivers. What am I?
2. I am a process that happens when gravity pulls materials slowly downhill. What am I?
3. I drop off particles carried by erosion from another location. What am I?
4. I am the breaking down of rocks into smaller pieces by natural processes. What am I?
5. I form along the sides of and in front of glaciers and am left behind when they melt. What am I?
6. I pick up and remove rock pieces and other particles. What am I?
7. Glaciers carry me, and I fall to the ground in a jumble when they melt. What am I?
8. I am a material made of decayed plant and animal remains. What am I?
9. I am made up of weathered rock, air, water, living things, and humus. What am I?
a. deposition
b. erosion
c. humus
d. mass wasting
e. moraine
f. sediment
g. soil
h. till
i. weathering
f
d
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Name Date Cloze ActivityLESSON
Forces That Shape EarthFill in the blanks.
chemical
deposition
erosion
humus
mechanical
sediment
till
wind
Weathering, erosion, and deposition shape Earth’s
surface. Weathering that breaks down rock through physical
changes is called weathering, and
weathering that breaks down rock through chemical changes
is called weathering. When pieces of
weathered or broken rock are picked up and carried away,
occurs. When eroded pieces are dropped
in another location, occurs. Moving water
and are the primary causes of erosion and
deposition.
Moving water, such as a river, carries ,
or loose pieces of minerals, rock, and organic material. When
glaciers melt, the sediment they deposit is called
. Weathered rock mixes with air, water,
living things, and to form soil. Soil is a
valuable resource that must be respected and conserved.
mechanical
chemical
erosion
deposition
wind
sediment
till
humus
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Writingin Science
The Danger of Shifting SandRead the Writing in Science feature in your textbook.
Getting Ideas
Write the words beach erosion in the center of the star web below. Then think of as many ideas as you can about beach erosion. Write these ideas in the outer circles. You can add circles to the web if you like.
Write About ItNarrative Writing Tell a personal story about the effects of beach erosion and protecting beaches. Use descriptive details, and retell events in a logical order. Use the first-person point of view, and use dialogue, if appropriate. Using print and online research, include information about why beaches are important.
Students should write a concise
idea relevant to beach erosion in each of the outer circles.
beach erosion
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Name Date Writingin Science
Drafting
A personal story usually begins with an attention-grabbing sentence that makes readers want to read on to find out more. Circle the sentence below that is the better way for Jasmine to begin her narrative.
I learned a lot about erosion by watching the public beach.
I thought beaches were forever, but like everything else, they are not!
Now write your first draft. Use a separate piece of paper. Remember to write in the first-person point of view. Begin with your attention-grabbing sentence, and use ideas from your star web throughout your story.
Revising and Proofreading
When you write a personal narrative, you must maintain a consistent point of view. Make sure that the events are in chronological order, from first to last.
Revise and proofread your narrative. Ask these questions:
Have I described a personal experience?
Have I told events in a logical order?
Have I provided facts and details about erosion and protection?
Have I expressed my feelings clearly?
Have I maintained a consistent first-person point of view?
Have I corrected all grammar mistakes?
Have I corrected all spelling, punctuation, and capitalization errors?
▶
▶
▶
▶
▶
▶
▶
Students should write in the
first-person point of view about
the effects of beach erosion and
protecting beaches. Their story
should be written in chronological
order and should include a
beginning, middle, and end.
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LESSON
Outline
Changes in Geology over TimeUse your textbook to help you fill in the blanks.
What is relative age?
1. Two ideas that help scientists determine the age of rock
layers are original horizontality and .
2. Scientists compare the age of one rock layer to the age of
another to find its .
3. Layers of rock can be tilted, folded, or by forces within Earth, making it difficult to determine their relative ages.
What are fossils?
4. Fossils can form when organisms die and are buried by
, which replaces the hard parts of the body and hardens to form rock.
5. Some fossils are formed when organisms are trapped
in flowing tree sap, which hardens to form .
6. Other fossils are formed when footprints or other
quickly dry and become covered with sediment and preserved.
What is absolute age?
7. The discovery of allowed scientists to determine how old a rock layer or fossil really is.
8. Rocks contain radioactive elements that decay into other
elements at a constant rate called .
superposition
relative age
overturned
amber
sediment
imprints
radioactivity
half-life
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Name Date OutlineLESSON
9. By comparing the amount of the original element to the amount of decay product in a rock layer, scientists can
determine a rock’s age in years, or its .
Is Earth still changing?
10. The formation of a new landform by plate movement, such
as the island of near Iceland, is proof that Earth is constantly changing.
11. Changes in Earth’s surface bring about changes in Earth’s
; some become extinct when they are unable to adapt to new surface conditions.
12. Today some living organisms are in danger of becoming extinct as a result of changes to Earth caused by
activity.
Critical Thinking
13. How does radioactivity and fossil formation help tell Earth’s geologic story?
absolute age
Surtsey
organisms
human
Rock contains radioactive elements that decay at a constant rate
called half-life. Scientists compare the ratio of original element to
decay product to determine the absolute age of rock layers. Fossils
are found in rock layers, which helps scientists determine the fossils’
relative ages. Fossils also indicate how life existed in earlier time
periods at specific locations and how those locations have changed
over time.
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LESSON
Vocabulary
Changes in Geology over TimeMatch the correct letter with the description.
1. a list of Earth’s rock layers in order from oldest to youngest
2. a shorter time measurement that divides eras into smaller parts
3. inferred by using the ideas of original horizontality and superposition
4. the remains of a living thing preserved in Earth’s crust
5. a measurement of a long stretch of time in Earth’s geologic history
6. the idea that the bottom layer in a series of rock layers is the oldest and the top layer is the youngest
7. described as the time it takes for half the mass of an original element to change into a new product
8. a rock layer’s age in years
a. absolute age
b. era
c. fossil
d. geologic column
e. half-life
f. period
g. relative age
h. superposition
d
f
g
c
b
h
a
e
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Name Date Cloze ActivityLESSON
Changes in Geology over TimeFill in the blanks.
absolute age
extinct
fossils
original horizontality
rediscovered
relative age
superposition
volcanoes
Rock layers help tell Earth’s geologic story. Scientists use
two ideas to find a rock’s , or its age
compared to that of other rocks. The first idea is called
, a concept indicating that sedimentary
rock forms in horizontal layers. The second idea scientists use
to determine relative age is , which states
that the oldest layer in a series of rock layers is at the bottom.
The remains, traces, or imprints of organisms are called
. Scientists can use an element’s half-life to
find the of a fossil or rock layer.
Earth’s continuous changes are evidenced by new islands
and new . When animals cannot adapt to
Earth’s changes, they may become .
Some species of animals that were once extinct are being
. There are also new species of plants and
animals being discovered all the time.
relative age
original horizonality
superposition
fossils
absolute age
volcanoes
extinct
rediscovered
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CHAPTER
Vocabulary
Changes over TimeCircle the letter of the best answer.
1. In Earth’s hydrosphere one might find
A a mountain.
B a plateau.
C an ocean.
D a desert.
2. Wind and water drop the particles they are carrying at another location during
A deposition.
B erosion.
C mass wasting.
D continental drift.
3. The measure of energy released during an earthquake is called
A temperature.
B magnitude.
C velocity.
D amplitude.
4. Alfred Wegener’s concept that Pangaea split apart is called
A seafloor spreading.
B extinction.
C plate tectonics.
D continental drift.
5. The half-life of elements in rocks is used to find
A relative age.
B magnitude.
C absolute age.
D elevation.
6. A vibration that is produced by earthquakes and volcanoes and travels through Earth is called a
A seismic wave.
B geologic history.
C seismograph.
D half-life.
7. Earth’s solid, rocky surface is called the
A core.
B crust.
C lithosphere.
D mantle.
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Name Date VocabularyCHAPTER
8. A trilobite is an example of a
A moraine.
B till.
C horizon.
D fossil.
9. Rock is broken down by
A weathering.
B deposition.
C superposition.
D sedimentation.
10. A scientific model of Earth in which Earth’s surface is broken into pieces is called
A continental drift.
B plate tectonics.
C subduction.
D seafloor spreading.
11. Earth’s lithosphere includes part of the
A core.
B magma.
C mantle.
D atmosphere.
12. When Earth’s plates move, the cracks that form in the lithosphere are called
A valleys.
B canyons.
C mountains.
D faults.
13. New ocean floor forms from
A seafloor spreading.
B mass wasting.
C magnetism.
D erosion.
14. Mass wasting is an example of
A sediment.
B erosion.
C deposition.
D elevation.
15. Original horizontality and superposition are used to find
A absolute age.
B relative age.
C continental drift.
D soil horizon.
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CHAPTER
Concept Map
Conserving Our ResourcesComplete the concept map on conserving Earth’s resources, using words and phrases from your textbook.
Water
Practice the 3 Rs to conserve nonrenewable resources:
, reuse , and
.
To conserve renewable resources, protect the land, water, and air from
and
.
Air
Land
Earth’s Resources
Resources Where They Come From Ways to Conserve
Ozone is an element found in Earth’s
that protects us from the Sun’s radiation.
Energy from the wind is captured and converted into electricity by
.
Energy that comes from running water is called
power.
Water that plants, animals, and humans need to survive is called
water.
Farmers need
to grow crops.
Minerals most frequently mined from the land include
fuels.
hydroelectric
potablereduce
topsoil
fossil
recycle
wastes
pollution
windmills
atmosphere
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Name Date OutlineLESSON
Minerals and RocksUse your textbook to help you fill in the blanks.
What are minerals?
1. Minerals are the naturally occurring materials found in Earth’s crust.
2. Minerals, like all kinds of matter, are made up of .
3. The properties of minerals include color, , and crystal structure.
4. The way a mineral breaks apart is called .
What are some other properties of minerals?
5. On Mohs’ scale, a low number indicates a(n) mineral, and a high number indicates a hard mineral.
6. The best way to differentiate iron pyrite and gold is to
perform a(n) .
7. The way that a mineral reflects light is referred to
as .
How do rocks differ?
8. Rock is a naturally formed solid material made up of one or
more .
9. The three main types of rock are , sedimentary, and metamorphic.
10. Types of rock are identified by the minerals that they contain
and the under which they were formed.
solid
elements
texture
cleavage
soft
streak test
luster
igneous
conditions
minerals
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LESSON
Outline
11. Intrusive rock and extrusive rock are two kinds of
rock.
What are sedimentary and metamorphic rock?
12. Of the three types of rock, rock is the most likely to contain fossils.
13. Rock that is changed by heat, pressure, or a chemical
reaction becomes rock.
What is the rock cycle?
14. It is hard to know which type of rock came first, because all
rock comes from .
15. Weathering breaks down all three types of rock into
, which may then become sedimentary rock.
16. Both sedimentary and igneous rock can become
metamorphic rock under high and pressure.
Critical Thinking
17. What can be learned about a type of rock by studying its physical properties?
igneous
sedimentary
metamorphic
sediment
other rock
You can describe a type of rock by its physical properties, such
as size, color, shape, texture, and luster. You can also discuss its
hardness, its crystal structure, and the color it leaves when it is
rubbed against a rough surface. These properties can tell you what
the rock is made of and how it was formed.
temperature
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Name Date VocabularyLESSON
Minerals and RocksMatch the correct letter with the description.
1. naturally occurring solid materials that make up Earth’s crust
2. the process that describes how rock can continuously change from one kind of rock into another over long periods of time
3. the type of rock that includes intrusive rock and extrusive rock
4. the process in which the structure and texture of rock in a large area is changed by high heat and pressure
5. the type of rock that is most likely to contain fossils
6. a solid that has a structure arranged in orderly, fixed patterns
7. a naturally formed solid material made up of one or more minerals
8. the type of rock formed under high temperature and high pressure
a. crystal
b. igneous rock
c. metamorphic rock
d. minerals
e. regional metamorphism
f. rock
g. rock cycle
h. sedimentary rock
d
g
b
e
h
a
c
f
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LESSON
Cloze Activity
Minerals and RocksFill in the blanks.
igneous
luster
magma
metamorphic
properties
shells
streak test
structure
Minerals, the solid materials of Earth’s crust, are made of
one or more elements. Minerals are differentiated by their
physical . The way that the minerals in
rock fit together gives the rock its . If you
identify the color of the mark left when a mineral is rubbed
against a rough surface, you are performing a(n)
. The way that a mineral reflects light is
called .
There are three types of rock: rock,
sedimentary rock, and metamorphic rock. Igneous rock
forms when or lava cools and hardens.
Sedimentary rock forms when small pieces of rock, minerals,
and are deposited, buried, and cemented
together. rock forms when any type of
rock is changed by heat or pressure. Rock continually
changes into other kinds of rock through the rock cycle.
properties
structure
streak test
luster
igneous
magma
Metamorphic
shells
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Name Date OutlineLESSON
Air and WaterUse your textbook to help you fill in the blanks.
How is air useful?
1. Air is part of the , the layer of gases that surrounds Earth.
2. Air consists mostly of and oxygen.
3. When people and animals breathe, their cells take in
from the air and release carbon
dioxide, which take in to make food.
4. Clouds help moderate extremes in Earth’s
by blocking sunlight during the day and keeping heat from escaping into space at night.
Where do we find water?
5. The small amount of Earth’s usable fresh water is renewed
constantly by the .
6. The water cycle begins with water that evaporates from
and other bodies of water on land.
7. When water droplets in clouds become too heavy, they fall to
the ground as .
8. The region that contributes water to a river or a river system
is called a(n) .
How is water useful?
9. Of all the water on Earth, less than 3% is water.
atmosphere
nitrogen
oxygen
plants
temperature
water cycle
oceans
precipitation
watershed
fresh
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LESSON
Outline
10. The process scientists use to turn salt water into fresh water
is called .
11. When groundwater is blocked by tightly packed rocks, it fills the spaces between the rocks and the soil above to form a water-filled space, the top of which is called the
water .
12. Underground areas of rock and soil that are filled with water squeezed between tightly packed layers of rock are called
.
13. Reservoirs are natural or man-made lakes that store fresh water,
which is supplied to cities and towns by .
What are droughts and floods?
14. In the “dust bowl” of the 1930s, the ground became so dry
that the blew away.
15. To help minimize soil erosion, farmers changed the
way they , and they planted
to block the wind.
16. Floods occur when a stream, river, or lake receives more
water than its can hold.
Critical Thinking
17. How do air and water support life on Earth?
desalination
table
aquifers
pipelines
topsoil
plowed
banks
trees
People and animals need oxygen from air in order to live. Plants
need carbon dioxide from air in order to make food. All organisms
need water to live.
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Name Date VocabularyLESSON
Air and WaterUse the clues to unscramble each word. Then unscramble the circled letters to answer the last question.
aquifer
atmosphere
ozone layer
precipitation
reservoir
water cycle
watershed
water table
1. DHRTWESEA a region that contributes water to a river
2. PERSOTEAMH a layer of gases that surrounds Earth
3. SERERIROV a natural or man-made lake that stores fresh water
4. ABETTERLAW the top of a water-filled space in rock and soil
5. ANYELOOZER the special form of oxygen gas found in the atmosphere
6. CLETWERCYA the continuous movement of water between Earth’s surface and the air
7. FURIQEA an underground, water-filled area of rock and soil between two packed layers of rock
8. TITIPIROCENAP what occurs when water droplets in clouds become too heavy and fall to the ground
9. How can scientists make salt water drinkable?
through a called
W A T E R S H E D
R E S E R V O I R
A Q U I F E R
A T M O S P H E R E
W A T E R T A B L E
O Z O N E L A Y E R
W A T E R C Y C L E
P R E C I P I T A T I O N
D E S A L I N A T I O N
P R O C E S S
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LESSON
Cloze Activity
Air and WaterFill in the blanks.
carbon dioxide
fresh
ocean
oxygen
pipelines
precipitation
reservoirs
respiration
ultraviolet
water cycle
Air is the part of the atmosphere that makes life on Earth
possible. Air contains , which living things
use for , the breaking down of food to
produce energy. As a waste product of respiration, organisms
give off , which plants take in to make
food. The atmosphere protects us from
radiation and regulates air temperature.
In addition to breathable air, people also need
water to drink. Fresh water is constantly
cycled between Earth’s surface and the air by the
. The water cycle’s phases include
evaporation, condensation, and . Most
water on Earth is found in the . Cities and
large towns store fresh water in and supply
the fresh water to homes through . Both of
these events can affect a city or town’s supply of fresh water.
oxygen
respiration
carbon dioxide
ultraviolet
fresh
water cycle
precipitation
ocean
reservoirs
pipelines
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Name Date Writingin Science
Clean Up Our Watershed!Read the Writing in Science feature in your textbook.
Getting Ideas
Choose two actions for saving the watershed. Write them in the left-hand column of the chart below. In the right-hand column, write reasons that would persuade people to take these actions.
Actions Reasons
Write About ItPersuasive Writing Find out what actions people can take to make watersheds less polluted. Write a persuasive essay urging people to do two of these actions.
Students’ answers will vary.
Sample answer: Pick up after
your pet.
Students’ answers will vary.
Sample answer: Rain carries pet
waste into storm drains.
Water from storm drains is not
treated.
Reduce your use of pesticides. Pesticides are washed into
gutters and storm drains.
The pesticides then flow into
rivers and creeks.
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Writingin Science
Drafting
Write a sentence to begin your persuasive essay. Tell why you think it is important to keep your watershed clean.
Now write your first draft. Use a separate piece of paper. Begin with the sentence you wrote above. Provide two different actions you want people to take. Give convincing reasons for taking each action.
Revising and Proofreading
Tina also wanted to urge people to reduce their use of pesticides. Use the word in parentheses to combine the pair of sentences Tina wrote. Write the new sentence on the lines.
Using pesticides may be an easy solution for dealing with pests in our gardens. It is not a safe solution for our water supply. (but)
Now revise and proofread your essay. Ask these questions:
Have I clearly stated my opinion about the importance of keeping the watershed clean?
Have I provided examples of actions to take and reasons to take those actions?
Have I corrected all grammar, spelling, punctuation, and capitalization errors?
▶
▶
▶
Students’ sentences will vary. Sample answer: If we want to stay healthy,
we need to keep our watershed clean.
Students should state what actions they want their readers to take, and should clearly explain two reasons for taking each action.
Using pesticides may be an easy solution for dealing with pests in our
gardens, but it is not a safe solution for our water supply.
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Name Date OutlineLESSON
Other Land ResourcesUse your textbook to help you fill in the blanks.
What are renewable resources?
1. Two examples of renewable resources are
and energy.
2. Some examples of nonrenewable resources are copper,
, petroleum, and other minerals.
3. Renewable resources can be quickly, but nonrenewable resources cannot.
How do fuels form?
4. Coal, oil, and natural gas are classified as
fuels.
5. Because fossil fuels take millions of years to form, they are
considered resources.
6. As time passes, heat and pressure turn peat, or decayed plant
matter, into either lignite or coal.
7. Coal is used to generate energy.
8. Oil and natural gas come from the remains of tiny
that once lived in the .
9. The most common use for petroleum products is as fuel
for .
10. Scientists believe that most oil and natural gas have already been discovered.
solar
water
coal
replaced
fossil
electrical
nonrenewable
bituminous
organisms ocean
transportation
deposits
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LESSON
Outline
How do people affect the environment?
11. Pollution is a(n) change in the natural environment.
12. Strip mining and poor farming practices cause soil
and depletion of important nutrients.
13. Air pollution from burning fuels has caused to form over some cities.
How do people affect the land?
14. Most garbage ends up in landfills, but in some places it is
burned in .
15. Some household garbage breaks down, but some garbage is
not .
16. Industrial waste that contains poisonous chemicals and
metals is called .
Critical Thinking
17. What are some of the ways that people misuse land resources and cause harm to the land?
harmful
erosion
incinerators
smog
biodegradable
People use too many nonrenewable resources, burn garbage or leave
it in unlined pits, develop strip mines that erode topsoil, farm in ways
that deplete soil, and use chemicals that poison the land, the water,
and plants and animals nearby.
toxic waste
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Name Date VocabularyLESSON
Other Land ResourcesMatch the correct letter with the description.
1. I formed when decaying swamp plants were buried and subjected to heat and pressure over millions of years. What am I?
2. I am a natural resource that cannot be reused or quickly replaced. What am I?
3. I am a mixture of smoke and fog that usually forms over cities. What am I?
4. I am a place with a special lining where garbage is collected, and I get covered with soil. What am I?
5. I form when nitrogen and sulfur from burning fossil fuels combine with moisture in the air. What am I?
6. I am a natural resource that can be reused or replaced quickly. What am I?
7. I am the word used to describe garbage that breaks down quickly and naturally. What am I?
8. I am a collection of poisonous materials that must be handled very carefully. What am I?
a. acid rain
b. biodegradable
c. coal
d. landfill
e. nonrenewable resource
f. renewable resource
g. smog
h. toxic waste
c
e
g
d
a
b
f
h
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LESSON
Cloze Activity
Other Land ResourcesFill in the blanks.
biodegradable
farming
landfills
nonrenewable
oil
pollution
renewable
soil
Many objects used around the world every day are made
from natural resources. Some natural resources are
, which means that they are easily
replaced or replenished. Other resources, such as copper and
other minerals, are resources.
People need to grow food, but strip
mining and poor practices can make the
soil unusable. Natural gas and are fossil
fuels. The burning of fossil fuels causes .
People produce a lot of garbage that is ,
but garbage that does not break down quickly goes into
, where it decomposes slowly under soil.
Limiting waste and disposing of it properly are important to
preserving our environment.
renewable
nonrenewable
farming
oil
pollution
biodegradable
soil
landfills
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Name Date Readingin Science
Clean SteamRead the Reading in Science feature in your textbook.
Summarize
Use the graphic organizer to summarize the information in the article, listing three main points from the article at left and writing a summary at right.
Students should list three main points from the article in the top boxes
and write a clear and concise summary using details from the article in the
large bottom box.
Summary
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Readingin Science
Planning and Organizing
Write a brief sentence explaining the disadvantages of using geothermal energy.
Write a brief sentence explaining the advantages of using geothermal energy.
Drafting
Now write a brief summary about how geothermal energy is used to generate electricity. Include only the most important details in your summary.
Write About ItSummarize
1. In general, how does the use of fossil fuels affect the environment?
2. How is geothermal energy used to generate electricity?
It is not readily available in most areas.
It does not produce air pollution or carbon dioxide emissions.
Students’ summaries should explain how geothermal energy is used to
generate electricity. Summaries should include only essential information.
Sample answer: Hot steam from geysers and hot underground water are
used to turn turbines in power plants in order to generate electricity.
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Name Date OutlineLESSON
Saving ResourcesUse your textbook to help you fill in the blanks.
How can we save Earth’s land, water, and air?
1. Farmers can preserve soil by adding to replace the minerals that crops remove and
to help crops grow.
2. To prevent soil from being washed away, farmers can
plant between rows of crops or plant
in a row across the top of a hill.
3. Some towns and cities reduce waste by collecting paper,
glass, and plastic at centers.
4. Polluted water can be made clean enough to drink if it goes
through a water or purification plant.
5. Some countries have laws that protect the oceans by keeping
, chemicals, and other wastes out of the water.
How can we reduce the burning of fossil fuels?
6. As our population increases, so does our use of .
7. Geothermal energy and wind are two examples of
energy sources.
8. To produce energy from wind, a windmill spins a wind
that generates electricity.
humus
manure
trees
recycling
treatment
sewage
alternative
fossil fuels
turbine
grass
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LESSON
Outline
9. Plant and animal wastes, including corn or sugar cane, can
be turned into by a process called
conversion.
10. Running water is used to produce energy in plants.
What are the 3 Rs?
11. The 3 Rs of conservation are reduce, reuse, and .
12. We can reduce the amount of fuel that we consume by insulating our homes, using less air conditioning in summer,
and using less in winter.
13. Reusing materials saves the that would have been used to make new materials.
14. Recycling reduces the amount of that would otherwise be buried in landfills.
15. It is especially important to recycle old electronic
components because of the materials they contain.
Critical Thinking
16. What are some things that you and your family can do to conserve resources?
fuel
biomass
hydroelectric
recycle
heat
energy
waste
hazardous
Possible answers: I can keep the temperature in my house warmer
during summer and cooler during winter. My family can make sure
that our house is well insulated and that we drive a car with good fuel
economy. I can recycle glass, paper, and plastic, and I can reuse as
many things as possible.
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Name Date VocabularyLESSON
Saving ResourcesFill in the blanks.
1. Heat inside Earth can provide .
2. To change sunlight into electricity to power a home, people
use devices called .
3. After a magazine has been read, it could be , to save space in landfills.
4. Plant and animal wastes that can be processed to make fuel
are called .
5. Metal spoons reduce the amount of waste because they
allow .
6. You produce more waste when you use products that are
.
7. Many dams use water power to produce .
8. If you keep your house colder in the winter and wear a
sweater, you will air pollution and conserve a nonrenewable resource.
biomass
disposable
geothermal energy
hydroelectricity
recycled
reduce
reuse
solar cells
geothermal energy
solar cells
recycled
biomass
reuse
hydroelectricity
reduce
disposable©
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LESSON
Cloze Activity
Saving ResourcesFill in the blanks.
Earth’s resources must be protected and used efficiently.
Farmers should protect the they depend
on to grow food. This can be done by adding humus and
to the soil to replace the minerals and
organic matter that are needed to help crops grow.
Most of our nonbiodegradable trash ends up in
. We can limit how much trash we throw
away by materials such as paper, plastic,
and glass. Fossil fuel use can be limited by converting
energy sources, such as water, wind, and
sunlight into electrical energy by using turbines and solar
cells. Biodegradable wastes such as plant wastes can be
processed in a to make fuel. The 3 Rs of
conservation are reduce, , and recycle.
Practicing these conservation strategies can limit the
negative effect people have on the land.
alternative
biorefinery
landfills
manure
recycling
reuse
soil
soil
manure
landfills
recycling
alternative
biorefinery
reuse
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Name Date VocabularyCHAPTER
1. A naturally occurring solid material that is made of one or more elements is a(n)
A biomass.
B landfill.
C cleavage.
D mineral.
2. The type of rock that forms when lava cools and hardens is
A igneous.
B metamorphic.
C sedimentary.
D quartz.
3. The process that best describes how all rocks come from other rocks is
A biomass conversion.
B the rock cycle.
C geothermal energy.
D the water cycle.
4. The type of rock that is most likely to contain fossils is
A igneous.
B intrusive.
C metamorphic.
D sedimentary.
5. The primary source of oxygen for people and of nitrogen for plants is the
A water table.
B atmosphere.
C rock cycle.
D lithosphere.
6. When water droplets in clouds become too heavy, they fall to Earth as
A ozone.
B runoff.
C precipitation.
D groundwater.
Conserving Our ResourcesCircle the letter of the best answer.
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CHAPTER
Vocabulary
7. Evaporation, condensation, and precipitation are stages in the
A water cycle.
B rock cycle.
C watershed.
D landfill.
8. Most cities and towns store their fresh water supplies in
A reservoirs.
B aquifers.
C watersheds.
D floods.
9. Specially designed places where garbage is deposited in lined pits are called
A landfills.
B ores.
C cycles.
D droughts.
10. Resources that can be replaced over a short period of time are
A biodegradable.
B renewable.
C nonrenewable.
D extrusive.
11. A collection of poisonous materials that must be carefully disposed of is called
A toxic waste.
B acid rain.
C incineration.
D fossil fuel.
12. Acid rain and smog are types of
A fuels.
B minerals.
C runoff.
D pollution.
13. In order to heat a home with sunlight, you would need
A solar panels.
B geothermal energy.
C alternative energy.
D biomass.
14. The use of running water to produce electricity is called
A geothermal energy.
B biomass conversion.
C purification.
D hydroelectricity.
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Name Date LiteratureUNIT
Monarch Butterflies at Risk
Write About ItResponse to Literature In this article the author discusses monarch butterflies. What conditions affect these butterflies? What role does weather play? Think about a severe weather condition you have experienced. Write a personal narrative describing the severe weather and how it affected you and other people.
Students’ personal narratives should be written in a logical order with an
introductory sentence that describes a severe weather condition they
experienced, details about how the weather conditions affected them and
other people, and a closing sentence.
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Unit D • Weather and Space Reading and Writing
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CHAPTER
Concept Map
Weather and ClimateComplete the concept map on weather and climate, using words and phrases from your textbook.
What affects weather?
Weather is defined as the state of the at a given place
and time. Climate is defined as the average of a region.
Climate varies with and it is affected by temperature
and .
How do we predict weather?
What is severe weather?
• A pair of X chromosomes is present in a(n)
.
• An X chromosome and a Y chromosome
Weather is affected by the angle of the Sun’s rays as they hit Earth’s surface at different times
of the and at different times of the year.
Temperature, elevation, and air pressure cause air to move; this movement of air is called
.
Areas of high
usually indicate fair weather; areas of low pressure usually indicate rain, clouds, and storms.
The most common type of severe weather event is a(n)
.
Weather can change rapidly along the boundaries between regional air masses called
.
The most violent thunderstorms can cause spinning funnels of air called
.
The water cycle is the process by which ocean water evaporates, condenses, and then falls
as in the form of rain, sleet, snow, or hail.
Technology scientists use to predict weather includes weather maps, weather balloons, satellites, and
.
Large, swirling storms that start as tropical-ocean thunderstorms merging around a low-pressure center are called
.
troposphere
day
wind
air pressure
thunderstorm
tornadoes
weather
latitude
precipitation
fronts
precipitation
radar hurricanes
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Name Date OutlineLESSON
The Atmosphere and WeatherUse your textbook to help you fill in the blanks.
Where is the weather?
1. The layer of the atmosphere in which most weather
takes place is the .
2. Above the troposphere are the stratosphere, the
, and the thermosphere.
3. The state of the troposphere at a given place and time
is called .
4. Weather variables include temperature, wind, moisture,
cloud cover, and .
What affects air temperature?
5. The greater the angle of insolation is, the more the Sun’s rays will be.
6. The angle of insolation depends on three factors:
, time of year, and time of day.
7. The three different temperature scales are Fahrenheit,
Celsius, and .
What is air pressure?
8. Air moves from areas where air pressure is
to areas where air pressure is .
troposphere
weather
mesosphere
precipitation
latitude
low
intense
Kelvin
high
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LESSON
Outline
9. Warm air is and has a(n)
air pressure than cooler air, so warm air rises above cooler air.
10. Wind speed is measured with a(n) ,
and wind direction is measured with a(n) .
11. Variations in air pressure are measured with a very
sensitive instrument called a(n) .
12. The common unit used to measure air pressure is
the .
What are global winds?
13. The Coriolis effect causes winds in the Northern
Hemisphere to curve .
14. Winds that blow toward the equator and are curved
to the west by the Coriolis effect are called .
15. Winds that blow toward the poles and are curved to
the east are called because they seem to blow from the west.
Critical Thinking
16. When would average air pressure in the United States be lower: in summer or in winter? Explain your answer.
less dense
lower
anemometer
weather vane
barometer
Average air pressure would be lower in summer than in winter. The
angle of insolation during the summer is more direct, so Earth and
the atmosphere are warmer in summer than in winter. Warm air is
less dense and has a lower air pressure than cool air.
millibar
clockwise
trade winds
westerlies
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Name Date VocabularyLESSON
The Atmosphere and WeatherMatch the correct letter with the description.
1. wind that blows from the land toward the sea
2. a circular pattern of rising air, sinking air, and winds, caused by unequal heating and cooling of a region’s air
3. the layer of the atmosphere closest to Earth’s surface
4. the force exerted on a given area by impacts of gas particles in constant motion
5. the amount of the Sun’s energy that reaches Earth at a given time and place
6. the layers of gases that surround Earth
7. the shift in the direction of global winds caused by Earth’s rotation
8. wind that blows from the sea toward the land
a. air pressure
b. atmosphere
c. convection cell
d. Coriolis effect
e. insolation
f. land breeze
g. sea breeze
h. troposphere
f
c
a
h
e
d
b
g
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LESSON
Cloze Activity
The Atmosphere and WeatherFill in the blanks.
Coriolis effect
equator
higher
increases
insolation
latitude
left
lower
poles
right
temperature
Two key factors that determine the weather are
temperature and air pressure. Air temperature depends
mostly on the angle of ; as the angle
, the air becomes warmer. Angle of
insolation varies with , time of day,
and season.
Air pressure varies with . Cool air
has a(n) air pressure than warm air.
Air moves from areas of higher pressure to areas of
pressure. Higher air pressure at the
than at the causes
global convection cells. Air in the Northern Hemisphere
moving southward is pushed to the
and in the Southern Hemisphere moving northward to the
because of the .
This causes global wind patterns.
insolation
increases
latitude
poles
higher
temperature
lower
equator
right
left Coriolis effect
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Name Date OutlineLESSON
Precipitation and CloudsUse your textbook to help you fill in the blanks.
How does the water cycle affect weather?
1. Water leaves the surface of lakes,
streams, and oceans through a process called .
2. When air cools, water molecules lose energy and
, or change into liquid form.
3. The higher the temperature is, the water vapor the air can hold.
4. A measure of the amount of water vapor in the air compared to the total amount that the air could hold at
that temperature is called .
What are the types of clouds?
5. There are three basic cloud types: , stratus, and cirrus.
6. A cloud that produces precipitation has the suffix
or the prefix added to its name.
7. The amount of shading in a circle representing a weather
station indicates the amount of present.
What are the different types of precipitation?
8. Sleet forms when freeze before falling to Earth’s surface and turn to pellets of ice.
vapor
evaporation
condense
more
cumulus
-nimbus
relative humidity
cloud cover
nimbo-
raindrops
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LESSON
Outline
What is a thunderstorm?
9. Thunderstorms begin when intense heat causes warm,
moist air to rise quickly and form clouds.
10. A buildup of an electric charge inside a cumulonimbus
cloud can produce a huge spark called .
11. On very hot days, powerful updrafts during thunderstorms can cause funnels of violent, whirling
wind called .
What are hurricanes?
12. Thunderstorms over tropical oceans can merge into one
large storm called a(n) .
13. At the center of these merging thunderstorms is a large
region of pressure.
How can we predict severe storms?
14. To find and track developing storms, scientists use
weather satellites, radar, and fitted with special equipment.
Critical Thinking
15. At what time of year do most thunderstorms and hurricanes occur in the United States? Explain your answer.
hurricane
lightning
cumulonimbus
tornadoes
low
planes
Most thunderstorms and hurricanes occur during the warm seasons
of the year. For thunderstorms to occur, there must be strong
updrafts of warm, moist air, and these can form only when the
weather is hot.
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Name Date VocabularyLESSON
Precipitation and CloudsUse the clues to fill in the crossword puzzle.
cirrus cloud
condensation
cumulus cloud
evaporation
humidity
hurricane
stratus cloud
tornado
Across
1. a cloud that has a wispy, featherlike shape
3. the actual amount of water vapor in the air
5. a cloud that appears in blanketlike layers
6. the changing of a gas into a liquid as heat is removed
Down
1. a billowy, puffy cloud that seems to rise from a flat bottom
2. the changing of a liquid into a gas
3. a large, swirling storm with low pressure at the center
4. a violent, whirling wind that moves across the ground in a narrow path
3
5
6
4
21
l
m
u m i d i t y
t
e
o
t
u
a
r
d
o
n
i
a
i
u d
e
r
u
l
u
s
h
u
r
r
c
c
u
t
o
a
t u s c l o
n
o
a
s c l o u d
v
p
u
i
c
a
n
d
r r
c o n d e s a t no
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LESSON
Cloze Activity
Precipitation and CloudsFill in the blanks.
cirrus
condenses
Doppler
hail
hurricanes
precipitation
stratus
thunderstorms
tornadoes
Water from the surface of Earth’s oceans evaporates
into water vapor in the atmosphere. Then it
to form clouds. The three main types of clouds are
, , and cumulus
clouds. Eventually the water in clouds becomes too heavy
for the cloud to hold and falls as .
Different types of precipitation include rain, sleet,
, and snow.
Cumulonimbus clouds can develop into
with strong winds and heavy rain. The most violent
thunderstorms can spawn with violent
whirling winds. Thunderstorms over tropical waters can
develop into .
Technological advances include weather satellites and
radar. These devices help scientists
predict the size and speed of approaching storms.
condenses
cirrus stratus
thunderstorms
precipitation
hail
tornadoes
hurricanes
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Name Date OutlineLESSON
Predicting WeatherUse your textbook to help you fill in the blanks.
What are highs and lows?
1. Isobars spaced closely together indicate wind speeds.
2. Air always flows outward from the center of a high-pressure system, and in the Northern Hemisphere,
rotates in a direction around it.
3. In the Southern Hemisphere, the patterns of movement around high- and low-pressure systems are the
of those in the Northern Hemisphere.
4. An area of high pressure usually indicates weather.
5. When the barometer drops suddenly, is likely.
What are weather fronts?
6. Air masses that form over land tend to be
, and air masses that form over
water tend to be .
7. Air masses that form in the tropics tend to be
, and air masses that form near
the poles tend to be .
8. The boundary between two air masses is called a(n)
.
high
clockwise
fair
reverse
rain
dry
humid
hot
cold
front
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LESSON
Outline
9. When a cold front catches up to a warm front, cool air
moves the warm front.
10. To interpret a weather map, first look for the , and then look at the movements of fronts.
11. In the Northern Hemisphere, fronts rotate around an area of low pressure.
How do we use technology to study weather?
12. Weather factors at ground level, such as temperature, wind direction, wind speed, and humidity, are measured
at .
13. Weather conditions at high altitudes in Earth’s
atmosphere are measured from .
14. Large weather patterns are shown with images
from .
15. Areas of precipitation and indications of wind speed can be
determined by a special kind of radar called .
Critical Thinking
16. Explain how you could use data from ground weather stations to plot highs, lows, and front lines on a weather map.
highs and lows
counterclockwise
satellites
weather stations
weather balloons
To locate highs and lows, draw isobars to connect areas with
similar air pressure. Fronts emerge from atmospheric lows and
rotate counterclockwise in the Northern Hemisphere. Differences
in temperature, cloud cover, and wind direction at various weather
stations indicate areas where fronts are located.
underneath
Doppler radar
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Chapter 7 • Weather and Climate Use with Lesson 3Reading and Writing Predicting Weather
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Name Date VocabularyLESSON
Predicting WeatherChoose a word from the word box below that answers each question.
1. I am a large region of the atmosphere in which the air has similar properties throughout. What am I?
2. I am the lines on a weather map that connect places with equal air pressure. What am I?
3. I am the place where warm air moves in over a cold air mass. What am I?
4. I am a tool used to predict weather by showing different fronts and areas of high and low pressure. What am I?
5. I am the place where cold air moves in under a warm air mass. What am I?
6. I am the boundary between two air masses. What am I?
7. I am the place where a cold front catches up with a warm front, forming a wedge of warm air between two masses of cold air. What am I?
8. I am a special type of radar used to detect precipitation and give an indication of wind speed. What am I?
a. air mass
b. cold front
c. Doppler radar
d. front
e. isobars
f. occluded front
g. warm front
h. weather map
a
e
h
g
b
f
d
c
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LESSON
Cloze Activity
Predicting WeatherFill in the blanks.
clear
clockwise
clouds
cold front
counterclockwise
forecasts
fronts
precipitation
thunderstorms
warm front
weather
wind
To predict weather, scientists study how air moves.
Air pressure causes and influences
. To make accurate ,
scientists must locate low- and high-pressure systems.
A high-pressure system usually produces
skies. A low-pressure system usually produces
and . In the Northern Hemisphere,
winds flow around a high and
around a low.
Weather maps track the movements of highs, lows,
and . At a(n) ,
cold air pushes warm air upward; sometimes
develop. A warm air mass moves over a cold air mass
at a(n) . Expect light precipitation
both before and during the passing of a warm front.
weather
wind
clouds
fronts
thunderstorms
forecasts
warm front
clear
precipitation
clockwise counterclockwise
cold front
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Name Date Readingin Science
Wildfire AlertRead the Reading in Science feature in your textbook. Look for the events in the article, and notice the sequence in which they occur.
Main Idea
Use the graphic organizer to record the sequence of events in the article.
First
Next
Last
Hot, dry Santa Ana winds blow out of the desert when it’s cold. They
move very quickly.
The Santa Ana winds cause vegetation, particularly in grasslands, to
become dry.
The dry vegetation makes good fuel for forest fires, allowing them to
spread easily. Also, if the Santa Ana wind blows during a forest fire,
the fire can unpredictably change direction, causing more damage.
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Readingin Science
Planning and Organizing
Write a sentence that explains how the Santa Ana winds occur.
Write a sentence that explains how the Santa Ana winds affect vegetation.
Drafting
Now explain what happens when a wildfire starts.
Next, tell what happens when the Santa Ana winds blow during a wildfire.
Write About ItSequence
• Look for steps that happen first and last.
• Think about how steps relate to one another.
Students should write a well-constructed sentence clearly stating how the
Santa Ana winds occur.
Students should write a clear, properly constructed sentence explaining
how the Santa Ana winds affect vegetation.
Students should clearly explain what happens when a wildfire starts.
Students should clearly explain how the Santa Ana winds can affect
a wildfire.
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Chapter 7 • Weather and Climate Use with Lesson 3Reading and Writing Predicting Weather
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Name Date OutlineLESSON
ClimateUse your textbook to help you fill in the blanks.
What is climate?
1. The average weather pattern of a region is its .
2. Climate is closely related to , which is the distance north or south of the equator.
3. Tropical zones, located near the ,
have climates.
4. At latitudes near the poles, winters are long and
, and summers are short and cool.
What affects climate?
5. The two main factors that determine climate are
and .
6. Areas with a continental climate often have warm
summers, mild winters, and annual precipitation.
7. Areas near the ocean often have warm summers, mild
winters, and annual precipitation.
8. Areas in the path of a(n) coming from the water usually receive a high amount of precipitation.
climate
latitude
equator
hot and wet
frigid
temperature precipitation
low
high
prevailing wind
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LESSON
Outline
9. As winds push air up the windward side of a mountain,
the air cools , so clouds and form.
10. The Alps in Europe protect the Mediterranean coast
from cold air that blows from the .
11. Erupting volcanoes send dust, ash, and gases into
the atmosphere, blocking and cooling the air and land.
Have climates changed over time?
12. Every 11 years the Sun has more than
usual, causing Earth’s average temperature to .
13. Continents have changed positions over time because
of .
14. Fossil evidence indicates that once grew in what are now cold areas of Canada.
Critical Thinking
15. The latitude 40°N cuts through the middle of the United States. What factors influence the climate in the United States along that latitude?
poles
sunlight
sunspots
rise
plate tectonics
tropical ferns
The westerlies blow from west to east at that latitude. Locations on
the West Coast are wet and mild. Locations on the windward (west)
sides of mountain ranges are wetter than areas on the leeward (east)
sides. Inland areas have hotter summers and cooler winters than
coastal areas. The Pacific Current cools areas near the West Coast,
and the Gulf Stream warms areas near the East Coast.
precipitation
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Name Date VocabularyLESSON
ClimateFill in the blanks.
1. Areas near the equator with hot, wet climates are
.
2. Areas near the poles that have long, frigid winters and
short, cool summers are .
3. Regions located within a large landmass have a(n)
.
4. Regions near an ocean or other large body of water
have a(n) .
5. The height of an area in relation to sea level is .
6. The leeward side of a mountain where air becomes dry
is said to be in a(n) .
7. Cold periods of Earth’s history when the brightness
of the Sun may have changed are called .
8. Dark areas that appear temporarily on the Sun’s surface
are called .
continental climate
elevation
ice ages
maritime climate
polar zones
rain shadow
sunspots
tropical zones
tropical zones
polar zones
continental climate
maritime climate
elevation
rain shadow
ice ages
sunspots
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LESSON
Cloze Activity
ClimateFill in the blanks.
altitude
cooler
elevation
equator
latitude
precipitation
rain shadow
windward
The average weather pattern of a place is called its
climate. To determine a region’s climate, average
and temperatures are measured over several years. Climates
vary from place to place, mostly because of .
Areas near the are warmer and wetter
than areas near the poles. Regions near water have milder
winters and summers than inland areas
at the same latitude.
Another factor that can affect the average temperature
and precipitation of a region is .
Mountain top temperatures decrease as a mountain’s
increases. The side
of a mountain is wetter, and the leeward side is in a(n)
. Sunspots and plate tectonics suggest
that the climate of a given region changes over time.
precipitation
latitude
cooler
elevation
equator
altitude windward
rain shadow
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Name Date Writingin Science
Underground Homes
Getting Ideas
One way to organize a comparison-and-contrast essay is through a point-by-point analysis. An attribute of the first item is compared to the same attribute of the other item. Repeat this process for each attribute. Use the Internet and the energy-guide labels on appliances to gather information for the chart below. In the top row, list the names of the two items you are comparing. In the left-hand column, list the attributes of each item that you are using to make your comparison.
Item Item
Attribute
Attribute
Attribute
Write About ItExpository Writing Choose one of these topics to compare and contrast.
1. Compare and contrast the price of an energy-saving air conditioner or refrigerator to the savings in energy costs. How long would it take the appliance to save as much as it costs?
2. Compare and contrast two brands of refrigerators. Which is more energy efficient? Use energy-guide labels to make your comparison.
Students should list valid items and attributes that they will compare and contrast. Findings pertaining to each item and attribute should be listed in the corresponding boxes.
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Writingin Science
Drafting
A good comparison-and-contrast essay contains a thesis statement that states the main idea. It should list the items that you are comparing and contrasting and the basis on which they are being compared and contrasted. Circle the sentence that Lee should use to state his main idea about his energy-saving device.
1. In a point-by-point analysis, the TriStar Deluxe refrigerator proved to be more efficient than the Kitchen Pro.
2. I like the TriStar Deluxe refrigerator better than the Kitchen Pro.
Now write your first draft. Use a separate piece of paper. Using a point-by-point analysis, include an introduction that states the items that will be compared and contrasted. The body of your essay should include details from your point-by-point analysis.
Revising and Proofreading
Some words and phrases signal comparison—for example, as, likewise, similarly, and in comparison. Some words and phrases signal contrast—for example, although, but, and on the other hand.
Now revise and proofread your essay. Ask these questions:
Have I written a thesis statement about the energy-saving devices?
Have I explained how the two items are similar and how they are different?
Have I balanced the information equally for each item?
Have I used signal words effectively?
Have I ended with a conclusion based on the evidence presented?
Have I corrected all grammar, spelling, punctuation, and capitalization errors?
▶
▶
▶
▶
▶
▶
Students should write a clearly constructed essay that includes a conclusion that is based on the point-by-point comparison.
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Name Date VocabularyCHAPTER
1. A tool used to measure air pressure is called
A a weather vane.
B an anemometer.
C a barometer.
D a thermometer.
2. The most abundant gases in the atmosphere are nitrogen and
A oxygen.
B carbon dioxide.
C water vapor.
D hydrogen.
3. The lowest layer of the atmosphere is called the
A stratosphere.
B thermosphere.
C ionosphere.
D troposphere.
4. Humidity is a measure of
A the weight of the air.
B the amount of water vapor in the air.
C precipitation.
D how hot or cold the air is.
5. The process by which a liquid changes into a gas is called
A condensation.
B freezing.
C evaporation.
D melting.
6. Dew forms on grass when water
A condenses.
B evaporates.
C melts.
D freezes.
7. Wispy clouds that form high in the sky are called
A cumulus clouds.
B stratus clouds.
C fog.
D cirrus clouds.
8. An air mass that forms over tropical ocean water will be
A warm and dry.
B cold and dry.
C warm and moist.
D cold and moist.
Weather and ClimateCircle the letter of the best answer.
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CHAPTER
Vocabulary
9. A cold air mass pushing under a warm air mass is called
A a warm front.
B a cold front.
C a stationary front.
D an occluded front.
10. Fronts in the United States tend to move from
A west to east.
B east to west.
C north to south.
D south to north.
11. The most violent thunderstorms can produce
A tornadoes.
B lightning.
C winter storms.
D hurricanes.
12. Global winds are caused by
A temperature differences between high and low latitudes.
B temperature differences between high and low altitudes.
C ocean currents.
D mountain ranges.
13. In general, areas of low pressure are associated with
A fair weather.
B cloudy skies.
C severe storms.
D rain and clouds.
14. Earth receives the most direct rays from the Sun at
A the North Pole.
B the South Pole.
C the equator.
D the prime meridian.
15. The measure of the weight of air pressing down on an area is called
A air pressure.
B temperature.
C precipitation.
D humidity.
16. The type of front most likely to bring light, steady rain or snow to an area is
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Name Date Concept MapCHAPTER
AstronomyComplete the concept map on the universe and solar system, using words and phrases from your textbook.
What We See in Space
From Earth, we observe space with . In space, artificial
, space probes, and astronauts collect data.
Our Moon
The appearance of the Moon seems to change each week, producing
of the Moon.
If the Moon comes between Earth and the Sun or the Earth comes between the Moon and the Sun,
a(n) occurs.
Our Sun
The length of our year is the length
of one of Earth around the Sun.
Our Sun’ is an average-sized,
star, but it will eventually become a red giant.
Our Galaxy
We can sometimes see our galaxy,
the , in the night sky. Our galaxy has a
shape.
Background radiation supports the
theory.
Our Solar System
The inner planets are Mercury,
, Earth, and Mars. The outer planets include
Jupiter, , Uranus, and Neptune.
The solar system also includes orbiting comets, meteors, and
.
phases
satellites
telescopes
eclipse
revolution
main-sequence
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LESSON
Outline
The Earth-Sun SystemUse your textbook to help you fill in the blanks.
What is astronomy?
1. The planets, the stars, and all of space make up
the .
2. The study of the universe is called .
3. A device that collects light from distant objects and magnifies images of those objects is called
a(n) .
4. Refracting telescopes and reflecting telescopes use
and visible light to magnify images of faraway objects.
5. Invisible light comes in the form of X rays, radio waves,
radar, and and infrared light.
How can we prove that Earth rotates?
6. Earth makes one rotation on its every 24 hours.
7. The Sun seems to rise in the east and travel west on
its .
8. Earth at a rate of 360 degrees every 24 hours, or 15 degrees per hour.
9. Earth is divided into 24 vertical belts, each about
15 degrees wide in longitude, called .
universe
astronomy
lenses
telescope
axis
apparent path
rotates
standard time zones
ultraviolet
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Name Date OutlineLESSON
What makes a year?
10. One complete of Earth around
the Sun takes days.
11. In a hemisphere’s summer, that hemisphere is tilted
the Sun and receives the Sun’s rays more directly; in winter, that hemisphere is tilted
the Sun and receives the Sun’s rays at a lower angle.
12. In summer, when the Sun is higher overhead at
midday, objects cast shadows; in winter, when the Sun is lower in the sky at midday,
objects cast shadows.
How can we explore space?
13. Scientists launch artificial into space to study Earth.
14. Images and data about planets and other objects in
space are studied with the help of space .
15. The Hubble Space Telescope takes clear pictures of Earth
because it orbits above most of Earth’s .
Critical Thinking
16. What three factors can explain changes in the shadows objects cast, time differences, and changes of season over the Earth?
revolution
365.24
toward
away from
shorter
longer
satellites
probes
atmosphere
Earth’s rotation on its axis, Earth’s revolution around the Sun, and the
tilt of Earth’s axis
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LESSON
Vocabulary
The Earth-Sun SystemMatch the correct letter with the description.
1. I am a device that collects light and magnifies images to make distant objects appear closer and larger. What am I?
2. I am one complete trip around the Sun. What am I?
3. I am a vertical belt, about 15 degrees wide in longitude, in which all locations have the same time. What am I?
4. I consist of Earth, the planets, the stars, and all of space. What am I?
5. I am an imaginary line that runs from the North Pole to the South Pole through the center of Earth. What am I?
6. I am a line at a longitude of 180 degrees. What am I?
7. I am the study of the universe. What am I?
8. I am one complete spin of Earth on its axis. What am I?
a. astronomy
b. axis
c. International Date Line
d. revolution
e. rotation
f. standard time zone
g. telescope
h. universe
g
d
f
h
b
c
e
a
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Name Date Cloze ActivityLESSON
The Earth-Sun SystemFill in the blanks.
axis
revolution
space probes
space shuttles
telescope
time zones
visible light
The study of the universe is called astronomy.
Astronomers use a(n) to see distant
objects. Telescopes use lenses and
to magnify images of faraway objects. Scientists launch
artificial satellites and into space to
obtain data and images. The Hubble Space Telescope
and the International Space Station are maintained by
astronauts who travel into space and back home again
aboard .
Earth rotates 360 degrees on its
every 24 hours, or at a rate of 15 degrees every hour.
Earth is divided into 24 standard that
are about 15 degrees wide in longitude. It takes Earth
365.24 days to make one , or one
complete trip around the Sun. The direction in which Earth
tilts on its axis during this time causes the seasons to change.
telescope
visible light
space probes
time zones
space shuttles
axis
revolution
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LESSON
Outline
The Earth-Sun-Moon System Use your textbook to help you fill in the blanks.
What is the Moon like?
1. Much of our information about the Moon came from
data gathered by the .
2. Bowl-shaped depressions on the Moon’s surface are
that were formed by impacts from space objects.
3. Maria, highlands, valleys, and are features on the Moon’s surface.
4. Small amounts of may be
present on floors on the Moon.
What causes the phases of the Moon?
5. The shape of the Moon that we see in the night sky is
the .
6. Whichever side of the Moon faces the is the lighted side.
7. When the Moon is directly between the Sun and Earth,
its phase is the so we see none of its lighted side.
8. During the phases, you see more and more of the lighted side of the Moon; during
the phases, you see less and less of its lighted side.
Apollo missions
craters
mountains
valley
ice
phase of the Moon
Sun
new Moon
waxing
waning
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Name Date OutlineLESSON
What causes eclipses?
9. A lunar eclipse occurs when
blocks sunlight from reaching .
10. The Moon passes directly through Earth’s
at the time of the .
11. A total solar eclipse can occur when Earth passes through
the Moon’s shadow during the phase.
What causes the tides?
12. Waves come higher up on the shore at some times
than at others because of the .
13. Tides on Earth are the result of the pull of gravity
between Earth and .
14. When the Sun, Earth, and the Moon are all in a line,
a(n) occurs.
15. When the gravitational pulls of the Sun and the Moon
are perpendicular, a(n) occurs.
Critical Thinking
16. How does the Moon affect Earth?
the Moon
Earth
shadow
full Moon
The gravitational pull between Earth and the Moon causes tides.
During solar eclipses, the Moon blocks the Sun’s light from reaching
Earth. The Moon reflects some sunlight onto Earth’s dark side at
times, depending on its phase.
new Moon
tides
the Moon
spring tide
neap tide
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LESSON
Vocabulary
The Earth-Sun-Moon SystemMatch the correct letter with the description.
1. the shape of the Moon we see in the night sky
2. the force of attraction among all objects
3. the type of phase that occurs when the lighted side of the Moon becomes more and more visible
4. the bowl-shaped depressions on the Moon’s surface formed by impacts from space objects
5. an event that occurs when Earth blocks sunlight from reaching the Moon
6. the regular rise and fall of the water level along a shore
7. the large, dark, flat surface areas on the Moon’s surface
8. an event that occurs when Earth passes through the Moon’s shadow
9. the type of phase that occurs when we see less and less of the Moon’s lighted side
a. craters
b. gravity
c. lunar eclipse
d. maria
e. phase of the Moon
f. solar eclipse
g. tide
h. waning
i. waxing
e
b
i
a
c
g
d
f
h
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Name Date Cloze ActivityLESSON
The Earth-Sun-Moon SystemFill in the blanks.
craters
Earth
gravity
lunar
maria
phases
shape
solar
telescopes
Technology allows scientists to study the Moon in new
ways. Apollo astronauts saw firsthand many features that
before had been viewed only through .
They inspected and saw ,
highlands, mountain ranges, and valleys.
As the Moon revolves around , it
passes through and appears to change
. If the Moon passes directly through
Earth’s shadow, a(n) eclipse occurs.
When Earth passes through the shadow of the Moon, a(n)
eclipse occurs.
Tides are the result of the pull of
between Earth and the Moon. The positions of Earth, the
Moon, and the Sun can cause tides to be especially strong
or weak.
telescopes
craters maria
Earth
shape
phases
lunar
solar
gravity
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LESSON
Outline
The Solar SystemUse your textbook to help you fill in the blanks.
What is the solar system?
1. A large body that orbits a star is a(n) ,
and a large object that orbits a planet is a(n) .
2. A star and all the planets, moons, and other bodies
that orbit it make up a(n) .
3. There will be more pull between a planet and the Sun
when the planet has greater .
4. When a planet is far away from the Sun, the pull of
gravity between them will be .
5. The balance between gravity and inertia keeps planets
on a curved pathway, or , around the Sun.
What are the inner planets?
6. The planets that are closest to the Sun, or the ,
are rocky and are similar in .
7. Inner planets have few and
no .
8. Between the orbits of Mars and Jupiter are orbiting
rocky or metallic objects called .
planet
solar system
moon
mass
smaller
orbit
inner planets
size
moons
rings
asteroids
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Name Date OutlineLESSON
What are the outer planets?
9. The planets beyond the asteroid belt are known
collectively as the .
10. Jupiter, Saturn, Uranus, and are also called the gas giants.
What are other objects in our solar system?
11. Sunlight evaporates the ice in a comet, and a(n)
in the shape of a(n) forms, pointing away from the Sun.
12. Small, rocky objects called orbit the Sun throughout the solar system.
13. Meteoroids that enter Earth’s atmosphere are called
; if they strike Earth they are
called .
Critical Thinking
14. A new planet has been discovered. Its orbit is twice as long as Earth’s orbit. Where might this planet be located? Explain your answer.
outer planets
Neptune
tail
cloud
meteoroids
meteors
The new planet would be farther from the Sun than Earth is, because
an orbit twice the length would mean it is travelling a greater
distance to make one revolution.
meteorites
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LESSON
Vocabulary
The Solar SystemWrite the correct answers on the lines provided, and circle the answers in the grid.
S A S D F L K R O E T E M R M
P O K B I N E R T I A N P M E
A T L A N T I C P A C L I F T
A E C A O N A I D N A I C I E
P N M O R U T H E N R N S E O
S A O B B S I R E R A C C A R
O N O O C K Y T Y M O O U N O
E L N T A E S S S N I M A T I
R A R K A N S A T S K E E N D
O E P O I H R O Y E K T C T U
I N E T I R O E T E M N S Y L
D O Y Y E S E R E J A I N A V
1. a large body that orbits a star
2. a large object that orbits a planet
3. a star and all the planets, moons, and other bodies travelling around it
4. the tendency of a moving object to stay in motion
5. a ball of ice and rock that orbits the Sun
6. small, rocky objects that orbit the Sun
7. a meteoroid that enters Earth’s atmosphere
8. a meteoroid that strikes Earth’s surface
comet
inertia
meteor
meteorite
meteoroid
moon
planet
solar system
planet
moon
solar system
meteoroid
inertia
comet
meteor
meteorite
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Chapter 8 • Astronomy Use with Lesson 3Reading and Writing The Solar System
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Name Date Cloze ActivityLESSON
The Solar SystemFill in the blanks.
gas giants
inner
metallic
meteor
meteorite
meteoroids
orbits
rings
rocky
stars
Sun
A solar system consists of a star that is orbited by
planets, moons, and other objects. Planets are large bodies
that orbit , and moons orbit planets.
The star that planet Earth orbits is the .
Mercury, Venus, Earth, and Mars are called the
planets. Their bring
them closest to the Sun. They are similar in size, are mostly
, and have no rings. The outer planets
are all . The gas giants all have
and moons. Their cores are small
and .
Other objects in our Solar System include asteroids,
, and comets. A meteoroid that is pulled
by gravity into Earth’s atmosphere is a(n) .
If a meteor hits Earth’s surface, it is called a(n) .
A comet is a ball of ice and rock that orbits the Sun.
stars
orbits
Sun
inner
rings
gas giants
metallic
rocky
meteoroids
meteor
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Writingin Science
Pluto Is Not a PlanetRead the Writing in Science feature in your textbook.
Getting Ideas
Fill in the chart below. In the top box, write your opinion about the museum’s decision. In the bottom boxes, write reasons that support your opinion.
Write About ItPersuasive Writing Recently a major museum dropped Pluto from its display of the solar system. Write a letter to the editor of your local newspaper arguing either for or against this decision. Include facts that back up your opinion.
Opinion
Reason 1 Reason 2 Reason 3
Students’ answers will vary. Sample answer: I believe that the museum
was right in dropping Pluto from its display.
Pluto is too small
to be a planet.
Pluto’s surface
probably consists
of gas, as a
comet’s does.
Pluto has an
eccentric orbit.
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Chapter 8 • Astronomy Use with Lesson 3Reading and Writing The Solar System
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Name Date Writingin Science
Drafting
Follow these directions to create a formal letter:
1. Write or type your complete address.
2. Write or type the date.
3. Write or type the name, organization, and address of the person to whom you are writing.
4. Write or type the salutation, or greeting. Put a colon at the end of it.
5. Write or type an introductory paragraph. Explain why you are writing, and give your opinion about the problem.
6. Explain the causes and effects of the problem to support your opinion.
7. In your last paragraph, tell what you want to happen.
8. Use phrases such as “Sincerely yours” or “Yours truly” to close the letter. Put a comma after these words.
9. Sign your name. If you are using a computer, type your name a few lines below the closing, and then sign your name above that after you have printed the letter.
Now write your first draft. Use a separate piece of paper. Follow the format of a formal letter.
Revising and Proofreading
Now revise and proofread your letter. Ask these questions:
Have I clearly stated my opinion about the museum’s decision in my first paragraph?
Have I included convincing reasons and arguments to support that opinion?
Have I followed the format of a formal letter?
Have I corrected all grammar, spelling, capitalization, and punctuation errors?
▶
▶
▶
▶
[1]
[2] [3]
[4] [5]
[6]
[7]
[8] [9]
Students’ formal letters should clearly state their opinion, should provide facts from the article that support this opinion, and should be written in the correct format.
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LESSON
Outline
StarsUse your textbook to help you fill in the blanks.
What are stars?
1. Large, hot balls of gases that are held together by
and give off their own light are
called .
2. Orion is a(n) that can be seen in the winter night sky in the Northern Hemisphere.
3. When a star appears to shift positions as viewed
from two places on Earth, this is called .
4. Scientists measure a star’s parallax and use to calculate its distance from Earth.
5. Scientists measure distance in space in units called
.
What are some properties of stars?
6. A star’s brightness, or , is dependent upon how much light it gives off and its distance from Earth.
7. Absolute magnitude measures how bright a star really
is, and measures how bright a star looks in the night sky.
8. The temperature on the surface of a star determines
the star’s .
9. The largest stars are and the
smallest are .
gravity
stars
parallax
constellation
light-years
magnitude
color
apparent magnitude
red supergiants
geometry
white dwarfs
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Chapter 8 • Astronomy Use with Lesson 4Reading and Writing Stars
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Name Date OutlineLESSON
10. The H-R diagram shows that most stars, including our
Sun, are stars.
How do stars develop?
11. A star begins as a nebula, then heats up and becomes a protostar, then undergoes nuclear reactions, releases
energy, and becomes a(n) star.
12. As a star expands, its surface cools and it turns red,
and then the star becomes a(n) or a supergiant, depending on its mass.
13. A red giant releases energy and forms a layer of gases
called a(n) , heats up to become
a white dwarf, and then cools to become a(n) .
14. When a supergiant collapses, it then explodes,
becoming a(n) , which can
become a neutron star or a(n) .
What kind of star is the Sun?
15. The Sun is a(n) star that will
become a(n) .
Critical Thinking
16. What will happen to the large amount of hydrogen in the Sun over the next 5 billion years? Will the Sun be hotter or cooler than it is now?
main-sequence
main-sequence
red giant
planetary nebula
black dwarf
supernova
red giant
main-sequence
The amount of hydrogen in the Sun will decrease as it changes into
helium. The Sun will become cooler and redder as it becomes a red
giant.
black hole
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LESSON
Vocabulary
StarsUse the clues to unscramble each word. Then unscramble the circled letters to answer the last question.
1. RAST a large, hot ball of gases, held together by gravity, that gives off its own light
2. LETCOSLOANINT a group of stars that appear to form a pattern
3. LAPRAXAL the apparent shift in an object’s position when viewed from two locations
4. TRHAGEIYL the distance that light travels in one year
-
5. LEUBAN a huge cloud of gas and dust in space
6. VURANOSEP an exploded star
7. KECLAOLHB an object whose gravity is so strong that even light cannot escape from it
8. GADNIMUTE the brightness of a star
9. How is a planetary nebula formed?
by NUCLEAR
in RED
black hole
constellation
light-year
magnitude
nebula
parallax
star
supernova
S T A R
C O N S T E L L
P A R A L L A X
L I G H T
N E B U L A
S U P E R N O V
B L A C K
M A G N I T U D
R E A C T I O N
G I A N T S
A T I O N
Y E A R
A
H O L E
E
S
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Chapter 8 • Astronomy Use with Lesson 4Reading and Writing Stars
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Name Date Cloze ActivityLESSON
StarsFill in the blanks.
black hole
color
gravity
light-years
magnitude
main-sequence
nebula
neutron star
supernova
Groups of stars form patterns in the sky called
constellations. A star is a large, hot ball of gases that is held
together by and gives off its own light.
Distances in space are measured in .
The brightness of a star is its .
You can tell the surface temperature of a star by its
. The Sun, like most stars, is a(n)
star.
A star develops from a collection of dust and cloud
called a(n) . A very large star, called a
supergiant, may collapse and explode to become a(n)
and then a(n) .
When a very massive star collapses, it may end up as a(n)
. X rays in space provide evidence of
the existence of these collapsed stars.
gravity
light-years
color
magnitude
main-sequence
nebula
neutron star
black hole
supernova
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Writingin Science
Colors of StarsRead the Writing in Science feature in your textbook.
Getting Ideas
The main problem for your story is that M82 is about 12 million light years away from Earth. Write this main problem in the top box of the chart below. Then think about all the minor problems caused by this main problem. In the center box of the chart, write steps the characters in your story take to solve these problems. In the bottom box, write how the characters finally solve the problem.
Write About ItFictional Writing Write a science-fiction story about traveling to the Messier 82 galaxy. Describe some of the problems involved in long-distance space travel. What plans do the main characters make in order to allow people to travel such great distances? Use an appropriate point of view, and add dialogue to make your story come alive.
Problem
Solution
Steps to Solution
Students’ answers will vary. Sample answer: The astronauts have to travel 12 million light years to reach M82.
suspend the aging process; find a new food source; have a computer that controls the ship.
The computer finds a way to warp through space so that the trip takes shorter time.
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193Chapter 8 • Astronomy Use with Lesson 4Reading and Writing Stars
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Name Date Writingin Science
Drafting
Write a sentence to begin your fictional narrative. Introduce your main character. Try to grab your readers’ attention so that they will want to read more.
Now write your first draft. Use a separate piece of paper. Begin with the sentence you wrote above. Tell what the main problem is and how the characters solve the problem. Tell the trials they face along the way. Use dialogue to bring the story to life.
Revising and Proofreading
Here is part of the story that Jasmine wrote. She used dialogue, but she forgot to include quotation marks. Read over the sentences below. Add quotation marks where necessary.
I know you are frightened, said Captain Shue, and you
are wondering if you will ever see your families again. You are
probably also wondering if you will survive. . . .
No one has ever traveled this far, interrupted Ensign Meggs.
We will succeed, said Captain Shue. Our scientists have
thought through all the problems.
Now revise and proofread your story. Ask these questions:
Have I centered my story on the problem of traveling to a galaxy 12 million light years away?
Have I shown how the characters solved the problem?
Have I included a beginning, middle, and end?
Have I corrected all grammar, spelling, capitalization, and punctuation errors?
▶
▶
▶
▶
Students’ stories should include a beginning, a middle, and an end, a description of the main problem and the way in which the characters solve the problem, dialogue, and descriptive details.
Students’ sentences will vary. Sample sentence: The fate of Earth rested in
the hands of Captain Shue and his crew.
“ ” “
”
“ ”
“ ” “
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Chapter 8 • Astronomy Use with Lesson 4Reading and Writing Stars
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LESSON
Outline
Galaxies and BeyondUse your textbook to help you fill in the blanks.
What are galaxies?
1. Stars move around the center of their in the same way that planets orbit a star.
2. Galaxies differ in size, age, and .
3. A whirlpool-shaped galaxy is a(n)
galaxy, a football-shaped galaxy is a(n) galaxy, and one with no regular shape is called a(n)
galaxy.
4. Our home galaxy, the Milky Way, is a(n) galaxy.
What was the big bang?
5. Some of the light produced by the heated gases of stars
is by the star’s atmosphere.
6. The light absorbed by a star’s atmosphere drops out of
its light spectrum, forming dark .
7. When a galaxy is moving toward Earth, the light shining from that galaxy shifts toward the
end of the spectrum.
8. When a galaxy is moving away from Earth, the light shining from that galaxy shifts toward the
end of the spectrum.
galaxy
structure
spiral
irregular
elliptical
spiral
absorbed
absorption lines
blue
red
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Chapter 8 • Astronomy Use with Lesson 5Reading and Writing Galaxies and Beyond
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Name Date OutlineLESSON
9. The high temperature and pressure of the early universe resulted in a tremendous explosion known
as the .
10. Gravity has caused space matter to collect into
clumps, forming stars and .
11. Radiation that is left over from the beginning moments of the universe and that comes from all directions in
space is called radiation.
12. Billions of years after the big bang, dust and gas gathered
into a(n) massive enough to rotate.
How did Earth form?
13. Over time the very young Earth became large enough
that its could hold an atmosphere.
14. Earth’s early atmosphere of hydrogen and helium was
replaced over time by water vapor, sulfur, ,
and nitrogen, which were released by .
15. When plants developed,
appeared as a waste product of .
Critical Thinking
16. How is the formation of Earth like the formation of the universe?
photosynthesis
Gravity caused matter to collect into clumps that formed the stars
and galaxies. Gravity also caused clumps of matter to collide and
combine to form protoplanets like the one that later became Earth.
oxygen
volcanoes
carbon dioxide
gravity
nebula
background
galaxies
big bang
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LESSON
Vocabulary
Galaxies and BeyondMatch the correct letter with the description.
1. our home galaxy
2. the beginning moment when the universe was very hot and dense
3. when a galaxy is moving away from Earth, and its light shifts toward the red end of the spectrum
4. dark lines that form when some of a star’s light is absorbed by the star’s atmosphere
5. a band of colors in white light
6. radiation left over from the beginning moments of the universe that comes from all directions in space
7. a group of star clusters held together by gravity
8. a type of galaxy that is shaped like a whirlpool
a. absorption lines
b. background radiation
c. big bang
d. expansion redshift
e. galaxy
f. Milky Way
g. spectrum
h. spiral
f
c
d
a
g
b
e
h
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Chapter 8 • Astronomy Use with Lesson 5Reading and Writing Galaxies and Beyond
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Name Date Cloze ActivityLESSON
Galaxies and BeyondFill in the blanks.
A group of star clusters held together by gravity is
called a galaxy. A galaxy with lots of dust and arms
wound tightly or loosely around a core is a(n)
galaxy.
White light can be separated into a band of colors
called a(n) . Absorption lines are shifted
toward the end of the spectrum when
galaxies are moving toward Earth. Absorption lines are
shifted toward the end of the spectrum
when galaxies are moving away from Earth. Scientists have
found that most galaxies are moving away from Earth
because the universe is .
The moment that the universe began to expand is
called the . Gravity caused matter to
clump together to form and galaxies.
Some clumps also formed planets including Earth.
big bang
blue
expanding
red
spectrum
spiral
stars
spiral
spectrum
blue
red
expanding
big bang
stars
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Readingin Science
Meet Mordecai-Mark Mac LowRead the Reading in Science feature in your textbook. Look for clues in the article to help you draw conclusions about quasars.
Draw Conclusions
Use the graphic organizer to draw conclusions.
Text Clues Conclusions
Sample answer: Mordecai-Mark studies galaxies and quasars to learn about the history of the universe.
Sample answer: Galaxies and the universe are in outer space, so a quasar must be something in outer space, too.
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Name Date Readingin Science
Planning and Organizing
Explain what Mordecai-Mark studies.
What did the scientists conclude about the brightness of quasars?
What did the scientists conclude about the movement of quasars?
Drafting
Now draw a conclusion about how information about quasars helps Mordecai-Mark understand how the universe is changing over time.
Write About ItDraw Conclusions
1. Why do quasars look like faint points of light when they are viewed from Earth?
2. If scientists observe that a quasar is moving away from us, what can they conclude about its galaxy?
He studies the history of the universe.
Quasars shine brightly because matter falling into black holes in the
center of the quasar becomes so hot that it shines and can be seen across
the universe.
Quasars are at the center of galaxies. If galaxies are moving farther and
farther away from Earth, then quasars must also be moving farther and
farther away.
Answers will vary. Conclusion statements should be factually accurate,
based on the information provided in the article.
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CHAPTER
Vocabulary
AstronomyCircle the letter of the best answer.
1. During a new Moon, you face
A one half of the lighted side of the Moon.
B all of the lighted side of the Moon.
C the dark side of the Moon.
D the waning crescent phase of the Moon.
2. A star is hottest when it is
A blue-white.
B orange.
C red.
D orange-yellow.
3. Planets are kept in orbit by
A nuclear fusion.
B gravity and inertia.
C redshift and blueshift.
D parallax.
4. The Milky Way is an example of
A a spiral galaxy.
B an irregular galaxy.
C an elliptical galaxy.
D a core galaxy.
5. Earth completes one full rotation on its axis
A every 15 degrees.
B every 24 hours.
C every 365 days.
D every 6 months.
6. During nuclear reactions in main-sequence stars,
A oxygen is released.
B helium atoms fuse to make hydrogen.
C hydrogen atoms fuse to make helium.
D carbon dioxide is released.
7. One complete trip around the Sun is
A a revolution.
B a month.
C a time zone.
D a rotation.
8. The life of a star begins in
A a black hole.
B a nebula.
C a white dwarf.
D an Oort cloud.
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Chapter 8 • Astronomy Reading and Writing
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Name Date VocabularyCHAPTER
9. All of the following are gas giants except
A Jupiter.
B Neptune.
C Mercury.
D Saturn.
10. According to the H-R diagram, the Sun in our solar system is a
A main-sequence star.
B red giant.
C supergiant.
D white dwarf.
11. The magnitude of a star is a measure of its
A brightness.
B diameter.
C mass.
D temperature.
12. When Earth blocks sunlight from reaching the Moon, the result is a
A lunar eclipse.
B solar eclipse.
C spring tide.
D neap tide.
13. Most rocky or metallic objects that orbit the Sun are found in the
A Oort cloud.
B star nebula.
C Kuiper belt.
D asteroid belt.
14. According to the big bang theory, the universe is
A contracting.
B dying.
C expanding.
D shrinking.
15. The four stages, in order, of the life of a massive star’s life cycle are
A nebula, main-sequence star, supergiant, white dwarf.
B protostar, red giant, main-sequence star, neutron star.
C nebula, main-sequence star, supergiant, supernova.
D supergiant, pulsar, neutron star, supernova.
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UNIT
Literature
Perfectly Preserved
Write About ItResponse to Literature The author of this article describes some recently discovered mummies. Where were the mummies found? How were they preserved? Think about how the archaeologists probably felt when they found the mummies. Then write a story describing their discovery of the mummies.
Students should write a story that describes how the archaeologists
probably felt when they discovered the mummies. The story should have
a beginning, a middle, and an end.
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Unit E • Matter Reading and Writing
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Name Date Concept MapCHAPTER
Classifying MatterComplete the concept map on matter, using words and phrases from your textbook.
Classifying Matter
Examples include: density,
color, ,
odor, , boiling point, texture, and
.
Physical properties help
us
.
Matter exists in one of three states, depending on its
.
All matter is made up of
, which are pure substances that cannot be broken down into simpler substances.
Elements are arranged by their properties and atomic number on the
table.
Elements combine with other elements to form
.
A mixture is a(n) of two or more substances that blend together without forming a(n)
.
Ways to separate mixtures include
magnetism, sifting, , buoyancy, and evaporation.
Types of mixtures include suspensions, emulsions,
, and solutions.
A substance changes from solid
to liquid at its , from liquid to solid at its
, and from liquid
to gas at its .
hardness
magnetism
tell substances
temperature
elements
conductivity
apart
periodic
compounds
physical combination
new substance
filtration
colloids
melting point
freezing point
boiling point
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LESSON
Outline
Physical PropertiesUse your textbook to help you fill in the blanks.
What is matter?
1. This book is because it has mass and volume.
2. The amount of matter in an object is its .
3. Scientists use a balance to measure mass in units of
, grams, and kilograms.
4. An object’s weight is caused by the pull of on the object.
5. Weight is measured in units of or pounds.
6. The volume of matter is the amount of it takes up.
7. The volume of a rectangular solid can be found by
its length by its width by its height.
8. The volume of an object with an irregular shape can be found
by using .
9. Matter that does not change shape or volume when it is moved
from one container to another is in the state.
10. Matter that has no definite shape or volume is in the
state.
matter
mass
gravity
milligrams
newtons
multiplying
displacement
solid
gas
space
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Name Date OutlineLESSON
What are density and buoyancy?
11. An object’s is found by dividing its mass by its volume.
12. Wood floats on water because the density of wood is
the density of water.
13. When a tennis ball is pushed under water, the water’s
pushes the ball back to the surface.
14. Archimedes’ principle states that buoyant force is
the weight of the fluid that is displaced.
15. If an object sinks in water, the buoyant force of the fluid is
the object’s weight.
What are physical properties?
16. Color is an example of a(n) because color can be observed without changing the identity of the substance.
17. Heat and electricity flow easily through copper because
copper is a(n) .
Critical Thinking
18. How do the physical properties of the parts of a pencil affect how the pencil is used?
density
less than
buoyant force
equal to
less than
physical property
conductor
Because a pencil’s lead is soft, it makes marks on paper. A pencil’s
solid state of matter and its shape make it easy to hold. Wood is
softer than metal, so a pencil can be sharpened and reused.
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LESSON
Vocabulary
Physical PropertiesMatch the correct letter with the description.
1. I am the amount of matter that something has. I am measured by using a balance. What am I?
2. I am the pull of gravity on mass. I am measured in newtons. What am I?
3. I am the amount of space that something takes up. What am I?
4. I have a definite shape and volume. What am I?
5. I can change my shape and volume to fill any container. What am I?
6. I change shape when I have a new container, but I keep the same volume. What am I?
7. I am found by dividing an object’s mass by its volume. What am I?
8. I am an object’s color, density, shape, or length. You can observe me with your senses. What am I?
a. density
b. gas
c. liquid
d. mass
e. physical property
f. solid
g. volume
h. weight
d
h
g
f
b
c
e
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Name Date Cloze ActivityLESSON
Physical PropertiesFill in the blanks.
conductivity
density
displacement
gas
liquid
mass
volume
weight
The properties of a substance that can be observed
without changing the identity of the object are called physical
properties. These properties include the states of matter,
which are solid, , and .
Another example of a physical property is ,
which is the ability of a material to transmit heat and
electricity.
The amount of matter in an object is its
. The pull of gravity on mass causes the
object’s . The amount of space that an
object takes up is its . If an object has an
irregular shape, its volume can be found by .
The of a solid object is found by dividing
its mass in grams by its volume in cubic centimeters. Whether
an object sinks or floats is determined by the buoyant force
acting on the object.
liquid gas
conductivity
weight
displacement
mass
volume
density
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LESSON
Outline
Elements and CompoundsUse your textbook to help you fill in the blanks.
What is matter made of?
1. Hydrogen is a(n) because it cannot be broken down into simpler substances.
2. Every element has a(n) that is one or two letters long and represents its name.
3. Many elements combine with other elements to
form .
What are atoms made of?
4. The smallest iron particle that still has the properties of iron
is a(n) .
5. Most of an atom is empty space, except for a tiny, dense core
called the .
6. The nucleus is made up of and
, and it is surrounded by negatively
charged .
What is the periodic table?
7. The scientist Dmitri Mendeleev classified in a chart called the periodic table.
8. The columns on the periodic table are called groups or
families, and the rows are called .
9. Elements in the same on the periodic table have similar chemical properties.
element
symbol
compounds
atom
nucleus
protons
electrons
neutrons
elements
periods
group
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Name Date OutlineLESSON
What are compounds?
10. Elements may combine with different elements to
form .
11. The properties of a compound are different from the
properties of the that form it.
12. A(n) shows the composition of elements in a compound.
What are molecules?
13. The smallest particle of a compound that still has the
properties of that compound is a(n) .
14. Some compounds are collections of atoms held together
by .
Critical Thinking
15. What properties could be used to describe an atom of a specific element?
elements
compounds
chemical formula
molecule
opposite charges
An atom of a certain element can be described by the number of
protons, neutrons, and electrons it contains. It can be described
by its atomic number and atomic mass. Its location on the periodic
table and other properties can also be used to describe it.
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LESSON
Vocabulary
Elements and CompoundsUse the clues to fill in the crossword puzzle.
atom
atomic number
electron
ion
molecule
neutron
nucleus
proton
Across
3. the smallest particle of an element
6. a particle that has no charge in an atom
7. an atom with a different number of protons than electrons
8. the dense center of an atom
Down
1. a negatively charged particle in an atom
2. the number of protons in an atom
4. the smallest particle of a compound that has the compound’s properties
5. a positive particle in an atom
1
7
6
4
8
2
3
5
a
t
o
m
i
c
n
u
m
b
e
r
m
o
l
e
c
u
l
e
a o
e
l
e
c
t
r
o
n
p
r
o
t
o
n
e t o
n u c l u s
i n
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Name Date Cloze ActivityLESSON
Elements and CompoundsFill in the blanks.
atom
charges
compounds
electrons
element
molecule
nucleus
periodic table
protons
symbols
Matter is made of elements and compounds. Oxygen is
a(n) because it cannot be broken down
into simpler substances. The names of elements are
represented by . The smallest particle that
is an element is a(n) . An atom has a(n)
that contains and
neutrons. Atoms also contain negatively charged particles
called .
Elements are arranged by increasing atomic number in a
chart called the . Atoms of an element may
combine to form of that element. Elements
may combine to form . Some compounds
are collections of atoms held together by their opposite
. The number and types of atoms in a
compound are written in the compound’s chemical formula.
element
symbols
atom
nucleus
periodic table
protons
electrons
molecules
compounds
charges
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Writingin Science
A World Without Plastic
Getting Ideas
Narrative writing should contain a beginning, middle, and end. The beginning sets the scene by introducing the characters, the setting, and the problem. The middle of the narrative is the main body of the story; it tells how the characters try to deal with the problem. The ending describes how the problem is solved. Think of ideas for the three parts of your fictional narrative. Fill in the story map below with your ideas.
Write About ItFictional Narrative Write a science-fiction story about a future time when a resource we use now, such as plastic, is scarce. Describe the setting and the way the main character in your story tries to solve the problem. You can use the information from “A World Without Plastic” as well as information you find online. Use an appropriate point of view, and include dialogue to help your story come alive.
Beginning
Middle
End
Answers will vary. Students should record original ideas in
chronological order.
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Name Date Writingin Science
Drafting
Elena came up with two ideas for the problem of her story. Think about the situation—a world where plastic is scarce. Then circle the problem that is more appropriate for her story.
1. Elena’s main character must overcome her fear of heights to climb out on the ledge to save her cat.
2. Elena’s main character must track down the spy who stole the government’s new formula for making plastic.
Now write your first draft. Use a separate piece of paper. Build on the ideas you thought of for the story map, and use dialogue to make your story come alive.
Revising and Proofreading
It is important to use details in narrative writing. Details are used to describe the setting and the events that occur.
Now revise and proofread your fictional narrative.
Ask these questions:
Have I described a setting in a future time when a resource is scarce?
Does my story have an interesting beginning, middle, and end?
Have I included a plot that revolves around the scarce resource and the problems this scarcity causes?
Have I included characters who move the story along?
Have I used dialogue to make my story come alive?
Have I ended with a solution to the problem?
Have I corrected all grammar, spelling, punctuation, and capitalization errors?
▶
▶
▶
▶
▶
▶
▶
Students’ stories should have a clear beginning, middle, and end, a setting, dialogue, and details.
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LESSON
Outline
Solids, Liquids, and GasesUse your textbook to help you fill in the blanks.
How does heat affect the state of matter?
1. The measure of the average amount of kinetic energy of the
atoms and molecules in a material is .
2. Temperature determines the of most matter.
3. When a liquid absorbs enough energy, it becomes
a(n) .
4. A liquid becomes a(n) when it loses enough energy.
5. A substance changes directly from a solid to a gas
during .
6. The high-energy state of matter in which the electrons and
nucleus of each atom have separated is called .
What is a melting point?
7. The temperature at which a solid changes to a liquid is
the .
8. The process by which a gas changes to a liquid is
called .
9. The melting point of a substance is the same temperature
as its .
temperature
state
gas
solid
sublimation
plasma
freezing point
melting point
condensation
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Name Date OutlineLESSON
10. Water is different from other substances in that it
when it freezes.
11. When a(n) absorbs enough energy to reach its boiling point, it rapidly changes to a gas.
12. Boiling and are types of vaporization.
What is pressure?
13. The force exerted by a gas on its container is .
14. When a gas is cooled at constant pressure, its molecules
move more and its volume will
.
What are other physical changes of matter?
15. Cutting a copper wire in half is an example of a change because the copper is still copper.
16. When salt is placed in water, the salt particles are separated
by water particles in a process called .
17. Heating a liquid the dissolving process.
Critical Thinking
18. How does increased heat affect the three states of matter?
expands
decrease
pressure
liquid
slowly
evaporation
physical
dissolving
speeds up
When enough heat is added to a solid, the solid melts and changes
to a liquid. When enough heat is added to a liquid, the liquid boils
and changes to a gas. If a gas absorbs enough energy, it could
change to plasma.
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LESSON
Vocabulary
Solids, Liquids, and GasesMatch the correct letter with the description.
1. the force exerted when gas particles strike the inner surface of their container
2. the process by which a liquid is changed into a gas
3. the temperature at which ice changes to liquid water
4. point at which a liquid absorbs enough energy to rapidly become a gas
5. the measurement of how hot or cold an object is
6. cutting a piece of paper into hundreds of smaller pieces to make confetti
7. you can skate on a pond when enough of the water reaches its
8. the process by which a solid changes directly to a gas without becoming a liquid
a. boiling point
b. freezing point
c. melting point
d. physical change
e. pressure
f. sublimation
g. temperature
h. vaporization
e
h
c
a
g
d
f
b
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Name Date Cloze ActivityLESSON
Solids, Liquids, and GasesFill in the blanks.
condensation
evaporation
freezing point
liquid
melting point
physical change
pressure
sublimation
temperature
Matter exists in different states, depending on how much
energy its particles have. An object’s
measures the average kinetic energy of its particles. The
three common states of matter are solid, ,
and gas.
Matter changing from one state to another is
a . A solid becomes liquid at its
. A solid changes directly to a gas
during . A liquid becomes a gas during
and boiling, both of which are types of
vaporization. A liquid changes to a solid when it reaches
its . A gas changes to a liquid during
. The particles in a gas strike the sides of
its container, producing . When the
temperature of a gas at constant pressure increases, the
volume increases.
temperature
liquid
physical change
melting point
sublimation
freezing point
condensation
pressure
evaporation
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Readingin Science
Meet Adriana AquinoRead the Reading in Science feature in your textbook.
Main Idea and Details
Use the graphic organizer to list the main idea and the details of the article.
Main Idea Details
Adriana Aquino is a scientist who
studies fish.She studies the forms of fish.
She studies the structures of fish.
She learns about fish adaptations.
She studies fish from around the
world.
She studies fish from different
environments.
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Name Date Readingin Science
Planning and Organizing
Write a brief description of Adriana Aquino’s job. What does she do while performing this job?
Write a brief summary of the animal adaptation that is discussed in this article.
Drafting
Now explain why fish in Arctic and Antarctic oceans do not freeze. Then explain what would happen if these adaptations were not present.
Write About It 1. Explain why fish that live in Arctic and Antarctic oceans
do not freeze.
2. Explain what would happen if a fish could not adapt to the cold water.
3. Research and explain other adaptations that allow fish in cold environments to survive.
Possible answer: Adriana Aquino is a scientist who studies fish from
different environments around the world, examines the forms and
structures of fish, and learns about their adaptations.
Possible answer: Fish that live in the coldest places in the world have
adapted to their environments with proteins that prevent their blood from
freezing.
Students’ essays should be written in a logical order with an introductory
sentence, details about the adaptations of these cold-water fish, and a
closing sentence.
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LESSON
Outline
Water and MixturesUse your textbook to help you fill in the blanks.
What are mixtures?
1. All the parts of a(n) keep their own properties and do not form new substances.
2. In general, a mixture can be separated into its , using just physical changes to do the task.
3. A mixture that contains different substances whose parts are
easily seen is a(n) mixture.
What are some kinds of mixtures?
4. A mixture in which the parts separate upon standing is
a(n) .
5. A homogeneous mixture made up of very small droplets
suspended in another liquid is a(n) .
6. A stable homogeneous mixture that contains very small particles of one material scattered throughout another
material is a(n) .
Are solutions homogeneous mixtures?
7. The appearance of a homogeneous mixture is the
throughout the mixture.
8. In a solution a(n) is dissolved in
a(n) .
9. A solution made from one or more metals and other solids
is a(n) .
mixture
original ingredients
heterogeneous
suspension
emulsion
colloid
solute
same
solvent
alloy
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Name Date OutlineLESSON
10. A solution is if only a small number of particles are dissolved in it.
11. When no more solute will dissolve in a solvent, the solution
is .
12. The amount of a solute that will dissolve in a particular
solvent is described as .
13. You can make a solute dissolve more quickly by
, , or breaking up the solute.
14. The solubility of a solute usually increases when a solvent
is .
How can mixtures be separated?
15. The parts of a mixture can be separated by methods.
16. The process that separates two liquids by vaporizing and
condensing is .
Critical Thinking
17. What type of mixture is made by thoroughly mixing powdered lemonade with water? Use the terms solvent and solute when explaining your answer.
dilute
saturated
solubility
stirring heating
heated
distillation
physical
Powdered lemonade thoroughly mixed with water forms a
homogeneous solution. The properties of the lemonade are the same
throughout the entire solution. The powdered lemonade is the solute
because it dissolves in the solvent. Water is the solvent that dissolves
the powdered lemonade.
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LESSON
Vocabulary
Water and MixturesMatch the correct letter with the description.
1. two or more physically combined substances
2. a method of separating two liquids with different boiling points
3. a mixture whose parts settle out upon standing
4. the amount of a substance that can dissolve in a solvent
5. a solid solution made from one or more metals and other solids
6. a mixture with very small droplets that stay suspended in a liquid
7. a solute dissolved in a solvent
8. a stable homogeneous mixture that blocks light in which very small particles of one material are scattered throughout another material
a. alloy
b. colloid
c. distillation
d. emulsion
e. mixture
f. solubility
g. solution
h. suspension
e
c
h
f
a
d
b
g
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Name Date Cloze ActivityLESSON
Water and MixturesFill in the blanks.
alloy
emulsions
physical properties
solubility
solute
solution
stirred
suspension
A mixture is formed when two or more materials combine
but do not create a new substance. The parts of a mixture
can be separated by using their . A
heterogeneous mixture whose parts settle out is a(n)
. Homogeneous mixtures containing small
particles or droplets that block light but do not settle out are
and colloids.
A homogeneous mixture called a(n)
forms when a(n) dissolves in a solvent.
Solutes dissolve faster if the solvent is heated or
or if the solute is broken up. The greatest
amount of a solute that will dissolve in a solvent indicates the
solute’s . A solid solution of one or more
metals and other solids is called a(n) . It is
made by heating, melting, and mixing the parts together.
physical properties
suspension
emulsions
solute
solution
stirred
solubility
alloy
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CHAPTER
Vocabulary
Classifying MatterCircle the letter of the best answer.
1. The physical property that determines how easily heat and electricity pass through a material is
A conductivity.
B density.
C hardness.
D weight.
2. The negatively charged particle of an atom is a(n)
A electron.
B neutron.
C nucleus.
D proton.
3. The temperature at which a liquid changes to a solid is its
A boiling point.
B condensation point.
C freezing point.
D sublimation point.
4. An example of a heterogeneous mixture is a(n)
A colloid.
B emulsion.
C solution.
D suspension.
5. The physical properties used to find an object’s density are
A length, width, and height.
B mass and volume.
C mass and weight.
D weight and conductivity.
6. The smallest part of a compound that has all of the properties of the compound is a(n)
A atom.
B element.
C mixture.
D molecule.
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Name Date VocabularyCHAPTER
7. The state of matter that has the most energy is
A gas.
B liquid.
C plasma.
D solid.
8. A solution is a mixture of
A a solute and a solvent.
B heterogeneous particles.
C small droplets suspended in a solvent.
D small particles that separate upon standing.
9. The periodic table organizes elements by
A atomic mass.
B atomic number.
C density.
D state.
10. The state of matter of a material depends on its
A density.
B temperature.
C volume.
D weight.
11. Distillation can separate two liquids with different
A atomic numbers.
B boiling points.
C freezing points.
D melting points.
12. The force of gravity determines the measurement of
A density.
B mass.
C weight.
D volume.
13. When enough energy is removed from nitrogen gas, the nitrogen becomes a
A liquid.
B mixture.
C plasma.
D solid.
14. A solid changing directly into a gas is
A condensation.
B sublimation.
C boiling.
D melting.
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CHAPTER
Concept Map
ChemistryComplete the concept map on chemical changes, properties, and compounds, using words and phrases from your textbook.
Chemical Changes
Elements react with other elements to form new
. Exothermic
reactions energy, and endothermic reactions
energy.
Chemistry
Chemical Properties
Elements are grouped on the
according to similar properties. Salts are
formed by a(n) reaction, when an acid and a base are mixed together.
Carbon and Its Compounds
Carbon atoms bond with other elements to form
. The chemical building blocks of all living things are called
compounds.
The we eat, the
we burn for
energy, and the we wash with all contain organic compounds.
Atoms and Energy
Atoms of an element that have the same number of protons but a different number of
are called isotopes. Some isotopes are unstable, because they have too
much nuclear . These atoms get rid of their excess energy by giving off
.
substancesperiodic table
neutralizationrelease
absorb
neutrons
energy
radiation
compounds
organic
food
fuels
soap
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Name Date OutlineLESSON
Chemical ChangesUse your textbook to help you fill in the blanks.
What are chemical changes?
1. When atoms attach to other atoms, the forces that hold
these atoms together are .
2. During a(n) , new substances with new properties form.
3. Evidence that a chemical change has occurred includes
a change in or the formation of
.
4. Another term for chemical change is .
5. The substances present before chemical change happens are
, and those present after chemical
change are .
6. A chemical equation uses and
to show that changes have occurred.
7. A chemical equation is because it shows the same numbers and types of atoms on both sides.
8. Because it shows the same numbers of each type of atom on both sides, a chemical equation shows that a chemical
change obeys the law of .
chemical bonds
color
chemical change
gases
chemical reaction
products
letters
numbers
reactants
balanced
conservation of mass
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LESSON
Outline
What are chemical reactions?
9. When elements or molecules combine to form a new
compound, a(n) reaction occurs.
10. When a more complex compound breaks down into simpler
substances, a(n) reaction occurs.
11. During reactions, elements change places.
12. Increasing the temperature or the concentration of reactants
the rate, or speed, of a chemical reaction.
What are exothermic and endothermic reactions?
13. The burning of a welder’s torch is an example of a(n)
reaction, because the reaction gives off lots of heat and light in a short amount of time.
14. Chemical reactions that occur during photosynthesis are
reactions, because the energy supply must be constant for the reaction to continue.
Critical Thinking
15. The formation of an iron oxide is shown by the following balanced chemical equation.
4Fe + 3O2 2Fe
2O
3 + heat
What can you infer about this reaction from the equation?
decomposition
replacement
increases
exothermic
endothermic
Possible answers: Mass is conserved; the reaction is exothermic; it is a
synthesis reaction; the reactants are Fe and O2; the product is Fe
2O
3.
synthesis
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Name Date VocabularyLESSON
Chemical ChangesMatch the correct letter with the description.
1. I use letters and numbers to represent the amounts of reactants and products involved in a chemical change. What am I?
2. I am a substance present before a chemical change. What am I?
3. I am the force that holds together atoms that attach to other atoms. What am I?
4. I am the type of chemical reaction that releases energy. What am I?
5. I produce new substances with chemical properties that are different from those of the original elements. What am I?
6. I am the substance produced in a chemical change. What am I?
7. I am the type of chemical reaction that absorbs energy. What am I?
a. chemical bond
b. chemical change
c. chemical equation
d. endothermic
e. exothermic
f. product
g. reactant
c
g
a
e
b
f
d
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LESSON
Cloze Activity
Chemical ChangesFill in the blanks.
chemical bond
chemical equation
decomposition
products
reactants
reactions
replacement
synthesis
During some changes, new substances form. These are
called chemical changes, or chemical .
These changes occur when an atom attaches to another atom
and forms a(n) . A chemical change
starts with substances called , which
react with one another to form new substances called
. A(n) uses numbers
and symbols to show these changes.
A chemical change that occurs when elements combine
to form a new compound is called a(n)
reaction. When a more complex compound breaks down into
simpler substances, a(n) reaction occurs.
If elements switch places during a chemical change, a(n)
reaction takes place. The products of
these reactions have different chemical properties than the
original reactants.
chemical bond
reactions
reactants
products chemical equation
synthesis
replacement
decomposition
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Name Date OutlineLESSON
Chemical PropertiesUse your textbook to help you fill in the blanks.
What are the different properties of elements?
1. In addition to physical properties, substances have
that describe how a substance reacts with other substances.
2. The location of an element on the can be used to determine the chemical properties of an element.
3. The soft and extremely reactive metals located in the far-left
column of the periodic table are the .
4. The large group of elements that react and are located in the middle of the periodic table are
.
5. The are nonmetals that do not react naturally with other elements.
What are acids and bases?
6. Litmus paper and red-cabbage juice are called
because they change colors when mixed with an acid or a base.
7. An acid tastes and has a low pH.
8. A base tastes and has a high pH.
9. The scale measures how acidic or basic something is.
chemical properties
noble gases
periodic table
alkali metals
slowly
transition metals
indicators
sour
bitter
pH
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LESSON
Outline
10. The liquid in your stomach has a pH of about 2, so it is
a(n) .
11. Ammonia has a pH of about 11, which means that it is
a(n) .
What are properties of salts?
12. When an acid and a base react with each other, they form
a(n) .
13. When an acid and a base are mixed, a process called
produces water and a salt.
14. The chemical bonds that hold sodium and chlorine together
are .
15. An ionic bond forms when one atom takes a(n)
from another atom.
Critical Thinking
16. A solution has a pH of 5. How will the solution taste? What would it react with to form a salt?
acid
base
salt
neutralization
ionic bonds
electron
The solution is acidic, so it would taste sour and would react with a
base to form a salt.
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Name Date VocabularyLESSON
Chemical PropertiesMatch the correct letter with the description.
1. describes the way a substance reacts to other substances
2. metals in the far-left column of the periodic table that are soft and extremely reactive
3. elements on the left side of the periodic table that are shiny and bend easily
4. compound formed by a reaction between an acid and a base
5. reaction that occurs when an acid and a base are mixed
6. what holds two atoms together when one atom takes an electron from another atom
7. substances that allow an electric current to flow when they are in solution
8. substance with a low pH level
9. substance with a high pH level
10. substance that changes colors in the presence of acids and bases
a. acid
b. alkali
c. base
d. chemical property
e. electrolytes
f. indicator
g. ionic bond
h. metals
i. neutralization
j. salt
d
b
h
j
i
g
e
a
c
f
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LESSON
Cloze Activity
Chemical PropertiesFill in the blanks.
acid
alkali
base
chemical
indicator
noble gases
periodic table
pH scale
react
salt
Physical properties of elements include color, density,
luster, and ability to conduct heat or electricity. An element’s
properties describe how it reacts with
other elements. Elements are grouped on the
according to similar physical and chemical properties. The
elements that are most reactive are the
metals. The elements that do not react naturally with other
elements are the .
Chemical properties of elements are determined by how
they with one another when they are
chemically combined. A substance that changes color in the
presence of an acid or a base is a(n) . The
measures the strengths of acids and bases.
During a neutralization reaction, a(n) and
a(n) combine to produce water and a(n)
. Most salts dissolve easily in water.
alkali
chemical
periodic table
noble gases
react
indicator
pH scale
base
acid
salt
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Name Date OutlineLESSON
Carbon and Its CompoundsUse your textbook to help you fill in the blanks.
What are some common carbon compounds?
1. Carbon bonds with itself to form either
or the in your pencils.
2. One carbon atom bonds with 2 oxygen atoms to form
, which is used by green plants during photosynthesis.
3. A dangerous gas formed from one carbon atom and one
oxygen atom is .
What organic compounds are in your body?
4. Many of the processes needed for life depend on
compounds.
5. Organic compounds called are your body’s main source of energy.
6. Fats and oils are examples of , which
can store and release more than other organic compounds.
7. The most essential organic compounds in the human body
are .
8. Proteins contain the elements ,
hydrogen, oxygen, and .
graphite
diamonds
carbon dioxide (CO2)
carbon monoxide
carbohydrates
energy
lipids
organic
carbon
proteins
nitrogen
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LESSON
Outline
9. Proteins help move through the blood.
10. Organic compounds found in chromosomes, which store and
transfer information on building , are
called .
How do people use organic compounds?
11. Milk jugs are made from , which contains organic compounds.
12. Most plastics are , or made by people.
13. Some plastics occur naturally, such as the plastics found in
the of some animals.
Critical Thinking
14. In terms of organic compounds, why do you have to be sure you eat a balanced diet? Explain how you are what you eat.
nucleic acids
horns
proteins
synthetic
Most of the human body is made of protein, so you need the proteins
in food to replace proteins that are used in the body. Carbohydrates
and lipids are needed for energy.
plastic
oxygen
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Name Date VocabularyLESSON
Carbon and Its CompoundsMatch the correct letter with the description.
1. the chemical building blocks of all known living things
2. a molded material that can retain its shape
3. your body’s main source of energy
4. the most essential organic compounds in the human body
5. substances that store and transfer information for the building of proteins
6. organic compounds that can store and release more energy than other organic compounds
7. made by people
a. carbohydrates
b. lipids
c. nucleic acids
d. organic compounds
e. proteins
f. plastic
g. synthetic
d
f
a
e
c
b
g©
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Chapter 10 • Chemistry Use with Lesson 3Reading and Writing Carbon and Its Compounds
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LESSON
Cloze Activity
Carbon and Its CompoundsFill in the blanks.
carbohydrates
carbon dioxide
carbon monoxide
diamonds
lipids
organic compounds
plastics
proteins
synthetic
A carbon atom bonds easily with other atoms. Carbon
bonds with other carbon atoms to form
and graphite. It reacts with oxygen to form
and . Most other carbon compounds are
. The type of organic compound that
provides most of the energy needed by the human body
is . Energy is also supplied by fat and other
. Organic compounds called amino acids
make up more complex compounds called .
Some organic compounds are human-made, or
. Many human-made organic compounds
are , which are easily molded and keep
their shape. Plastics, soap, rubber, and fuels all contain organic
compounds.
diamonds
carbon dioxide
carbon monoxide
carbohydrates
lipids
proteins
synthetic
organic compounds
plastics
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Chapter 10 • Chemistry Use with Lesson 3Reading and Writing Carbon and Its Compounds
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Name Date Readingin Science
BiofuelsRead the Reading in Science feature in your textbook. Look for problems and think about ways to solve them.
Problem and Solution
Use the graphic organizer to help you identify some problems with using ethanol as our primary fuel. Then identify possible solutions discussed in the article.
Problem
Solution
Steps to Solution
It takes a great deal of energy to produce ethanol, and most cars are
not designed to run on ethanol.
Find fuels that require little energy to produce.
Find fuels that are renewable.
Develop technology that uses less energy, design a way to create
ethanol that requires less energy, and design cars that can use ethanol.
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Readingin Science
Planning and Organizing
1. Identify problems that can arise from using fossil fuels.
2. List the steps for solving each problem through the use of biofuels.
3. Describe a solution to each problem.
Drafting
Now compare the benefits and problems of using fossil fuels with the benefits and problems of using biofuels.
Write About ItProblem and Solution
1. What problems arise from using fossil fuels?
2. How can using biofuels help solve some of these problems?
Fossil fuels are harmful to the environment. They are not renewable.
Find a fuel that is less harmful to the environment. Find a fuel that
can be replaced as it is used.
Use biofuels, such as wood pellets, that are renewable and that
pollute less than fossil fuels do.
Students’ answers should reflect the information gathered in the graphic
organizer and the answers to the three questions in the Planning and
Organizing section above. Explanations should include positive and
negative statements about each type of fuel and should show some
evaluative comparisons.
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Name Date OutlineLESSON
Atoms and EnergyUse your textbook to help you fill in the blanks.
What is radioactivity?
1. Atoms of one element all have the same number of protons
but can differ in the number of they contain.
2. Atoms of the same element that have different numbers of
neutrons are called .
3. Some isotopes are , because the
atoms have too much .
4. Unstable atoms give off invisible or
particles to get rid of excess .
5. When an element gives off radiation, it changes, or
, into a different chemical element.
6. The time it takes for half a sample of a radioactive element to
decay is its .
7. The form of radiation made of two
and two neutrons is the .
8. Fast, light electrons that are able to penetrate some materials
are a form of radiation called .
9. One form of radiation, called , is not
made of particles but of waves.
neutrons
isotopes
unstable
nuclear energy
rays
decays
energy
protons
half-life
alpha particle
beta particles
gamma rays
electromagnetic
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LESSON
Outline
What are two types of nuclear energy?
10. During nuclear , a nucleus is split into two or more nuclei with separate neutrons and releases
.
11. During nuclear fission, a single neutron can start a continuing
process called a(n) .
12. During , nuclei of light atoms combine to form one larger nucleus with greater mass.
13. During nuclear-fusion reactions, some of the mass of the merging particles is converted into a large amount of
.
How is radioactivity used?
14. Radiation can be used to , or find, and treat diseases.
15. In , nuclear fission is used to heat
water and to produce .
Critical Thinking
16. Nuclear fission is used to produce electricity. Why isn’t nuclear fusion used in the same way?
nuclear fusion
fission
energy
chain reaction
detect
nuclear reactors
electricity
Possible answers: Containers would be destroyed by the high
temperatures; it would be difficult to contain the positively charged
particles; it costs too much to produce the high temperatures
needed.
energy
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Name Date VocabularyLESSON
Atoms and EnergyFill in the blanks.
1. Atoms with the same number of protons but different
numbers of neutrons are called .
2. The form of radiation that is made of electromagnetic waves
rather than particles is .
3. The splitting of a nucleus into two or more pieces when
struck with a slow-moving neutron is called .
4. An element that gives off energy in the form of rays or
particles is .
5. The form of radiation that is made of fast, light electrons,
which can penetrate some materials, is .
6. The amount of time it takes for half of the isotopes in a sample of an element to decay by emitting radiation is the
element’s .
7. A reaction in which the products are what keep the reaction
going is called a(n) .
8. A reaction in which nuclei of light atoms merge to form one nucleus with a greater mass and energy is released is called
.
beta particles
chain reaction
gamma rays
half-life
isotopes
nuclear fission
nuclear fusion
radioactive
isotopes
gamma rays
nuclear fission
radioactive
beta particles
half-life
chain reaction
nuclear fusion
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LESSON
Cloze Activity
Atoms and EnergyFill in the blanks.
alpha particles
beta particles
electromagnetic wave
electrons
neutrons
nuclear fission
nuclear fusion
radiation
unstable
Scientists have discovered ways to use atoms of some
elements to produce energy. Isotopes are atoms of the same
element with different numbers of .
Sometimes an isotope of an element is
because it has too much nuclear energy. These elements are
radioactive and give off . The heaviest
type of radiation is . Other particles of
radiation form beams of called
. Another type of radiation is a gamma ray,
which is a type of .
Nuclei can also change when they are hit by slow-moving
neutrons and undergo . During
, smaller nuclei merge together to form
one larger nucleus. The energy of fission is used to heat water
and to generate electricity.
neutrons
radiation
unstable
alpha particles
electrons
beta particles
electromagnetic wave
nuclear fission
nuclear fusion
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Name Date Writingin Science
Welcome, Fuel-Cell Cars!Read the Writing in Science feature in your textbook.
Getting Ideas
Use the chart below to compare hybrid cars to cars powered by gasoline alone. Write Hybrid Cars above one circle. Write Gasoline-Only Cars above the other circle. Use the outer parts of the circles to tell how each is different or special.
Write About ItExplanatory Writing Read about hybrid cars that are powered by both electricity and gasoline. Describe how they work by comparing them to cars powered by gasoline alone.
Students should have similarities listed in the overlapping area of the diagram and information relevant only to each type of car in the corresponding areas of the diagram.
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Writingin Science
Drafting
A good compare-and-contrast essay contains a thesis statement that states the main idea. It should list the items that you are comparing and contrasting and the basis on which they are being compared and contrasted. Circle the sentence that Jenna should use to state her main idea about hybrid cars and gasoline-only cars.
1. Both gas-guzzlers and hybrids use gasoline as a power source.
2. Hybrid cars and gasoline-only cars both need gasoline to run, but hybrid cars are better for the environment.
Now write your first draft. Use a separate piece of paper. Begin with a thesis statement like the one Jenna should use. Then compare and contrast both types of cars. Include details and sensory words to help your readers picture the cars that you are describing.
Revising and Proofreading
Some words and phrases signal comparison—for example, as, likewise, similarly, and in comparison. Some words and phrases signal contrast—for example, although, but, and on the other hand.
Now revise and proofread your essay. Ask these questions:
Have I provided facts and details to compare and contrast the two types of cars?
Have I included sensory details to create a vivid impression?
Have I corrected all grammar, spelling, punctuation, and capitalization errors?
▶
▶
▶
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Name Date VocabularyCHAPTER
1. One of the products of the reaction between an acid and a base is a
A neutralization.
B pH scale.
C salt.
D solution.
2. An example of a radioactive element is
A bromine. C oxygen.
B neon. D uranium.
3. The organic compounds that provide most of the energy needed for the human body are
A carbohydrates.
B lipids.
C proteins.
D nucleic acids.
4. Another name for chemical change is
A product.
B reactant.
C chemical equation.
D chemical reaction.
5. A drain cleaner releases hydroxide ions, so drain cleaner is
A an acid.
B a base.
C a neutralized compound.
D a salt.
6. A chain reaction can occur during the process called
A nuclear decay.
B nuclear fission.
C nuclear fusion.
D radioactivity.
7. The organic compounds that are most essential in the human body are
A carbohydrates.
B lipids.
C proteins.
D nucleic acids.
ChemistryCircle the letter of the best answer.
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CHAPTER
Vocabulary
8. The type of reaction that always gives off heat is
A an endothermic reaction.
B an exothermic reaction.
C a chemical reaction.
D a synthesis reaction.
9. The metals that react most easily are the
A noble gases.
B alkali metals.
C alkaline earth metals.
D transition metals.
10. All organic compounds contain the element
A carbon.
B hydrogen.
C oxygen.
D nitrogen.
11. A chemical equation is balanced when it shows
A conservation of mass.
B letters.
C numbers.
D the type of reaction it is.
12. The type of chemical reaction that occurs when a complex compound breaks down into simpler substances is a
A decomposition reaction.
B neutralization reaction.
C replacement reaction.
D synthesis reaction.
13. The type of compound that changes color depending on whether it mixes with an acid or a base is
A an acid.
B a base.
C an indicator.
D a salt.
14. After 1.31 minutes, half of a sample of a certain radioactive element has changed into another substance. This amount of time is the element’s
A decay.
B half-life.
C radioactivity.
D type of radiation.
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Name Date LiteratureUNIT
Out of Sight
Write About ItResponse to Literature This article compares the ways in which different animals see. What role does light play in sight? Think about how things look during the day and at night. Write a brief essay about an indoor or outdoor scene, comparing how it looks to you during the day and at night.
Students’ essays should compare their observations of an indoor or
outdoor scene during the day to their observations of the same scene
at night. The essay should begin with an introduction, clearly describe
similarities and differences observed with the changes in light, and end
with a closing sentence.
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CHAPTER
Concept Map
Exploring ForcesComplete the concept map on forces, work, and motion, using words and phrases from your textbook.
Force
Definition: any push or on an object
Energy
Definition: the ability to
do
Simple Machine
Definition: a device that makes it easier to do work by changing the force or the
involved
Work
Definition: a(n)
moving an object through a(n)
Characteristics of Motion
1. speed:
2. velocity:
3. acceleration:
Newton’s Laws of Motion
First Law: The only way to change the velocity of an object is to apply
a .
Second Law: Acceleration is affected by force and by .
Third Law: Every action force has an equal and opposite .
pull
workdistance
force
distance
Possible answer: distance divided by time
Possible answer: speed and direction
Possible answer: change in velocity over time
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Name Date OutlineLESSON
Forces and MotionUse your textbook to help you fill in the blanks.
What is motion?
1. Using distance and can help you identify the position of something.
2. When you ride in a car and the trees and buildings appear to you to move backward, you are observing
motion.
What are velocity and acceleration?
3. When you describe how fast something is moving, you
are describing its .
4. The speed of a moving object is the total distance traveled divided by the total amount of time.
5. If you know both the speed of an object and the direction in which it is moving, then you know the
object’s .
6. Like velocity, acceleration also has both
and direction.
What is a force?
7. Forces can cause a moving object to .
8. Weight is an example of a(n) force.
continuous
direction
apparent
speed
velocity
size
average
accelerate
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LESSON
Outline
What are some forces?
9. Examples of forces are , gravity, and magnetism.
10. A device used to measure force is a
scale, and the unit of measurement of force is the
.
11. The three types of friction are static friction, friction, and rolling friction.
12. When molecules bump into a moving object and slow
it down, force occurs.
How do forces affect each other?
13. Balanced forces are in strength
and in direction.
What is inertia?
14. According to Newton’s first law of motion, the only way an object’s velocity can be changed is by applying
a(n) force to it.
Critical Thinking
15. Describe two ways that forces and motion are at work as you make the trip from your house to school.
buoyancy
spring
newton
sliding
drag
equal
opposite
net
Possible answer: Gravity constantly pulls down on me. In the car, I
can detect our motion by looking out the window at the stationary
objects that appear to move backward as we pass.
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Name Date VocabularyLESSON
Forces and MotionUse the clues to fill in the crossword puzzle.
acceleration
distance
force
friction
motion
position
speed
velocity
Across
2. any push or pull on an object
3. a description of a moving object’s speed and direction
6. the length between two places
7. an object’s location compared to other things
Down
1. a change in the velocity of an object
2. a force that opposes the motion of an object
4. the distance that an object moves in a particular span of time
5. a change in an object’s position compared to a fixed object
1
2
3
4
5
6
7
OF R C E
A
C
E
L
E
R
A
T
I
P
N
R
I
C
T
I
O
N
V L O C I T Y
D I S
O
A N C E
D
E
P
S
M
T
I
O
NO S I T I O
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LESSON
Cloze Activity
Forces and MotionFill in the blanks.
accelerate
direction
force
friction
inertia
speed
time
velocity
An object is in motion when it changes its position in
relation to a fixed object. The position of an object can be
determined using its distance and in
relation to another object. How fast an object moves is
described as its . The speed and
direction of an object describe its .
Acceleration is a change in an object’s velocity over
.
Any push or pull on an object is called .
A force can cause a moving object to .
A force that opposes the motion of an object is called
. An object’s tendency to keep moving
at the same speed and in the same direction is called
. This means that even though the car
you are riding in stops suddenly, your body keeps moving
forward until your seat belt stops you.
speed
velocity
time
inertia
friction
direction
force
accelerate
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Name Date OutlineLESSON
Changes in MotionUse your textbook to help you fill in the blanks.
How do forces change motion?
1. An object’s acceleration equals the net force on the
object divided by its .
2. According to Newton’s second law of motion, acceleration depends on the object’s mass and the
amount of applied to it.
3. If the force increases, then the acceleration
; if the mass increases, then
the acceleration .
4. Newton’s first law of motion shows that a net force
is needed in order for an object to .
5. Newton’s law of motion shows how much acceleration a net force will cause.
6. Momentum measures the mass and of an object.
7. According to the principle of , total momentum does not change when objects collide.
8. If two balls are moving at the same speed, the ball with
greater mass will be to stop.
mass
increases
net force
decreases
speed
conservation of momentum
harder
accelerate
second
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LESSON
Outline
What is Newton’s third law of motion?
9. A diver jumping down on a diving board and a baseballplayer swinging a bat to hit a ball are examples of
situations involving forces.
10. Newton’s third law of motion states that for every
action force, there is an equal and reaction force.
11. An object’s mass is a measure of how much it has, and an object’s weight is a measure of the force
of pulling down on it.
12. Though your weight changes with the force of gravity,
your does not change.
What is weightlessness?
13. According to the law of universal , the planets, the stars, and the Sun all exert the force of gravity.
14. Skydivers feel weightless because they cannot feel
their weight without the upward force of the .
Critical Thinking
15. If you packed a car to go on vacation, with suitcases in the trunk and in a carrier on top of the roof, how would the extra mass affect the car’s acceleration and momentum?
action-reaction
matter
opposite
gravity
mass
gravitation
ground
Possible answer: The car would accelerate more slowly with its
greater mass and would stop more slowly because of its greater
momentum.
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Name Date VocabularyLESSON
Changes in MotionMatch the correct letter with the description.
a. conservation of momentum
b. mass
c. momentum
d. second law of motion
e. third law of motion
f. weight
g. weightlessness
1. I am the state of being when there is no net force of gravity. What am I?
2. I am the principle that states that total momentum does not change when objects collide. What am I?
3. According to me, acceleration depends on an object’s mass and the amount of net force applied to it. What am I?
4. I am the combination of the mass and the speed of an object. What am I?
5. I state that for every action force, there is an equal and opposite reaction force. What am I?
6. I am caused by the force of gravity pulling down on an object. What am I?
7. I am the amount of matter in an object. What am I?
g
a
c
d
e
f
b
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LESSON
Cloze Activity
Changes in MotionFill in the blanks.
direction
farther
gravity
mass
matter
momentum
speed
third
weightlessness
An object in motion has forces acting upon it. The
harder a baseball is hit, the the ball will
travel. This is an example of Newton’s
law of motion. How heavy an object is and how fast it is
traveling make up the object’s . A more-
massive object traveling at the same as
a less-massive object will have greater momentum. When a
baseball thrown in one direction is then batted in the
opposite , its momentum does not
change unless the speed changes.
Mass is how much an object has,
and weight is caused by the force of
pulling down on that object. In space, objects may
experience , but their
will not change. Mass is not changed by gravity.
farther
third
momentum
speed
direction
matter
gravity
weightlessness mass
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Name Date OutlineLESSON
Work and EnergyUse your textbook to help you fill in the blanks.
What is work?
1. According to its scientific definition, work is what is
necessary for a(n) to move an object.
2. Work is equal to the force of a push or pull multiplied
by the the object is moved.
3. When you multiply a force that is expressed in newtons by a distance expressed in meters, the
answer is expressed in newton-meters, or .
4. When an object is lifted at a constant speed, the force
is equal to the of the object.
How does energy change form?
5. The ability to do work is .
6. A rock located high above the ground and a stretched rubber band are two examples of objects with
potential .
7. A moving object has energy.
8. All forms of energy have a(n) , a means of transfer, and a receiver.
9. According to the law of conservation of energy,
energy cannot be or destroyed.created
force
weight
distance
joules
energy
energy
kinetic
source
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LESSON
Outline
10. When you ride a bicycle, your body’s potential energy
changes into energy as you pedal.
How does energy change?
11. The molecules in the food we eat contain
energy.
12. Plants use light energy from the Sun to build molecules
of sugar, which store energy.
13. As a car moves, its engine changes the chemical
energy of fuel into energy.
What is power?
14. Power is the amount of done divided by time.
15. Work is expressed in joules per second, or .
Critical Thinking
16. Follow the chain of energy from a plant to a person riding a skateboard. Explain what type of energy is being used at each step.
kinetic
potential
chemical
mechanical
work
watts
Possible answer: The plant uses light energy from the Sun to make
food. A girl eats the food, absorbing the chemical energy from the
food. Her body converts that chemical energy into potential energy.
Then she converts that potential energy to kinetic energy as she
pushes against the ground to make the skateboard go forward.
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Name Date VocabularyLESSON
Work and EnergyMatch the correct letter with the description.
1. the amount of work done per unit of time
2. the unit used to measure work, equal to one newton-meter
3. energy that is stored
4. what is necessary for a force to move an object
5. the ability to do work
6. the energy of motion
7. the standard unit of power, equal to one joule per second
8. the heat energy in an object
a. energy
b. joule
c. kinetic energy
d. potential energy
e. power
f. thermal energy
g. watt
h. work
e
b
h
d
a
g
c
f
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LESSON
Cloze Activity
Work and EnergyFill in the blanks.
chemical
distance
divide
force
kinetic
light
potential
processed
time
work
Energy cannot be created or destroyed, but it is
constantly changing forms. As you lift an object in the air,
you are applying a(n) to counteract
gravity. To calculate the work done, you multiply this force
by the the object moves. To calculate
the power used, take the amount of
and it by the .
During photosynthesis plants absorb
energy and turn it into energy. Plants
such as wheat and corn are to make
cereal. If you eat this cereal, your body changes the
chemical energy to energy. Once
you become active and begin to move around, your
body changes the potential energy to
energy. This energy can then be converted to
mechanical energy when you push a shopping cart.
force
distance
divide
light
time
work
chemical
processed
potential
kinetic
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Name Date Readingin Science
Museum Mail CallRead the Reading in Science feature in your textbook. Look for clues you can combine with your own knowledge to make accurate inferences.
Infer
Use the graphic organizer to make inferences about what you read concerning energy conservation.
Clues What You Know Inferences
Students should clearly list complete clues, relate them to what they already know about energy conservation, and state the inferences they have made based on the clues.
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Readingin Science
Planning and Organizing
1. What are some of the conservation ideas presented in the article?
2. Choose one of these practices and explain how it conserves energy.
Drafting
Now write a summary of what you can do to help save energy around your house.
Write About ItInfer
Review the facts and details.
Think about how the facts relate to each other and to other topics.
▶
▶
Possible answers: washing more laundry in fewer and colder loads,
replacing regular light bulbs with energy-efficient light bulbs, and
carpooling
Possible answers: Fewer and colder loads of laundry use less energy
because there are not as many loads being heated with energy;
energy-efficient light bulbs produce comparable light output while
using less energy than regular light bulbs; carpooling means fewer
cars on the road and less gas being used.
Students should summarize the practices outlined in the article, add
some practices of their own, and explain how these practices will lead
to energy conservation.
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Name Date OutlineLESSON
How Machines WorkUse your textbook to help you fill in the blanks.
What is a simple machine?
1. An example of a simple machine that has no moving parts and can be used to insert nails into wooden
surfaces is a(n) .
2. Simple machines make it easier to do work by
changing either the needed
to do the work or the through which the force is applied.
3. The force you apply to a simple machine is called
the force.
4. The force against which the machine acts is called the
force.
5. The force that the machine applies to an object in response to the effort force is called the
force.
What are the kinds of levers?
6. Although there are three classes of , all three types consist of a rigid bar and a pivot point.
7. The pivot point of a lever is called the .
8. The part of the bar where the effort force is applied is
called the arm.
hammer
force
effort
distance
resistance
output
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LESSON
Outline
What other machines are like levers?
9. A wheel and axle is a type of lever.
10. A grooved wheel that turns by the movement of a
rope in the groove is called a(n) .
11. A pulley system can contain both fixed and pulleys.
What are inclined planes?
12. An inclined plane, or , makes it easier to move heavy loads.
13. A knife is an example of a type of inclined plane called
a(n) .
What are compound machines?
14. A compound machine, such as a bicycle or a pair of
scissors, combines two or more to make one device.
15. To calculate a machine’s , divide the amount of work output by the amount of work put in.
Critical Thinking
16. Do simple machines reduce the amount of work we do? Explain.
first-class
pulley
movable
ramp
wedge
simple machines
efficiency
Possible answer: Simple machines change the amount of force we
need to do work, or they change the distance so that the work
becomes easier for us. However, the actual work done does not
change.
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Name Date VocabularyLESSON
How Machines WorkFill in the blanks.
compound machine
efficiency
inclined plane
mechanical advantage
pulley
simple machine
wedge
1. A grooved wheel that turns by the action of a rope in
the groove is called a(n) .
2. A device with few, if any, moving parts that makes it
easier to do work is a(n) .
3. A straight, slanted surface that can multiply an effort
force is called a(n) .
4. The number of times a simple machine multiplies an
effort force is called its .
5. The ratio of the work done by a machine to the work
that was put into it is called .
6. An inclined plane that changes the direction of an
applied effort force is a(n) .
7. A device that is a combination of two or more simple
machines is called a(n) .
pulley
simple machine
inclined plane
mechanical advantage
efficiency
wedge
compound machine
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LESSON
Cloze Activity
How Machines WorkFill in the blanks.
force
fulcrum
heavy loads
pulley
ramps
rigid bar
simple machines
slanted
threads
wheel and axle
Simple machines can be grouped into two general
classes: inclined planes and levers. Inclined planes, or
, are straight,
surfaces that make it easier to move to
high locations. Screws are inclined planes that wrap around
a central bar; the inclined planes are also called .
Levers are the other general class of .
A lever consists of a(n) and a(n)
, or pivot point. The two other simple
machines that are types of levers are the
and the .
Work is equal to multiplied by
distance. Life and work would be much more difficult
without the use of simple machines.
ramps
heavy loads
slanted
threads
simple machines
fulcrum
rigid bar
wheel and axle
pulley
force
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Name Date Writingin Science
How Gears WorkRead the Writing in Science feature in your textbook.
Getting Ideas
Brainstorm a list of gadgets or devices that use gears. Choose one. In the chart below, record information about how it works. In the left-hand column, describe the gears. In the right-hand column, tell the effect.
Cause Effect
Write About ItExplanatory Writing Choose an everyday gadget or device that uses gears to make work easier. For example, you might choose a ten-speed bicycle, a clock, or a mechanical can opener. Write an explanation of how it works.
front gear wheel 44 teeth;
rear 11.
Students’ answers will vary.
Sample answer: front chain
wheel 22 teeth; rear gear
30.
easier to pedal uphill.
faster to pedal on flat
surfaces.
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Writingin Science
Drafting
Write a sentence to begin your explanation. Tell what gadget or device you are writing about. State an important idea about how gears make it work.
Now write your explanation. Use a separate piece of paper. Begin with the sentence you wrote above. Explain how the gears make the gadget or device work. Use spatial words or time-order words to make your explanation clearer.
Revising and Proofreading
Here is part of the explanation that Anita wrote. Add a spatial word in each blank to make the explanation clearer. Choose one from the box.
Your bike moves a certain distance with each pedal stroke. You can change this distance by using the derailleurs to change gears. If you want to pedal up a hill,
you shift to a low gear. Because of the low gear ratio, you move only a short distance with each pedal
stroke. You shift to a high gear when
you are riding a flat path.
Now revise and proofread your essay. Ask these questions:
Have I explained how gears make work easier?
Have I used spatial words or time-order words?
Have I corrected all grammar, spelling, capitalization, and punctuation errors?
▶
▶
▶
along down forward up
forward
down
up
along
Students’ sentences will vary. Sample sentence: The gears on a ten-speed
bicycle help you use less force and therefore do less work when riding it.
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Name Date VocabularyCHAPTER
1. A change in an object’s position compared to the position of another object is called
A force.
B motion.
C speed.
D distance.
2. The distance that an object moves, divided by the time it takes to move, is the object’s
A position.
B apparent motion.
C acceleration.
D speed.
3. A description of a moving object’s speed and direction is its
A velocity.
B average speed.
C lift.
D thrust.
4. A change in the velocity of an object over time is called
A continuous force.
B inertia.
C acceleration.
D speed.
5. Anything that pushes or pulls an object is a
A mass.
B weight.
C thrust.
D force.
6. A negative force that opposes the motion of an object is called
A friction.
B universal gravitation.
C inertia.
D effort force.
Exploring ForcesCircle the letter of the best answer.
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CHAPTER
Vocabulary
7. The quantity that is found by multiplying the mass and speed of an object is called
A gravity.
B acceleration.
C momentum.
D rolling friction.
8. The force multiplied by the distance that an object moves is measured as
A power.
B work.
C energy.
D velocity.
9. The energy of motion is called
A potential energy.
B stored energy.
C thermal energy.
D kinetic energy.
10. The amount of work done per unit of time is called
A power.
B energy.
C effort.
D force.
11. The number of times a simple machine multiplies an effort force is called
A universal gravitation.
B output force.
C mechanical advantage.
D conservation of motion.
12. Bottle openers, wheelbarrows, paper cutters, and fishing rods are all examples of
A pulleys.
B levers.
C fulcrums.
D compound machines.
13. A ramp is
A an inclined plane.
B a lever.
C a resistance arm.
D an axle.
14. The ratio between the work done by a machine and the work put into it is called
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B energy.
C friction.
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Name Date Concept MapCHAPTER
Exploring EnergyComplete the concept map on sound, light, heat, and electricity and magnetism, using words and phrases from your textbook.
Waves
▶ Waves are disturbances that transfer from one point to another.
▶ Waves are measured by their wavelength, amplitude,
and .
▶ Waves are classified by the type of they cause in a medium.
Light
▶ The electromagnetic spectrum is made up of all
of the of energy that come from the Sun.
▶ Objects can let light pass through them, can absorb light, can bend light, or can
light.
Electricity
▶ Electricity refers to the movement and
of the energy of charged atomic particles.
▶ A current-carrying wire also has a magnetic field
and can metal objects.
Sound
▶ Sound is a wave consisting of compressions and
.
▶ Properties of sound include pitch (how high or low) and
(how loud or quiet).
Heat
▶ Heat is the flow of
from one substance to another.
▶ Heat can travel by
, convection, or radiation.
energy
frequency
reflect
vibration
wavelengths transfer
attract
conduction
energyrarefactions
volume
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LESSON
Outline
Waves and SoundUse your textbook to help you fill in the blanks.
What are waves?
1. Waves are disturbances that transfer from one point to another.
2. Waves that travel through a medium and cause matter
to move up and down are called waves.
3. Waves that cause matter to move back and forth are
called waves.
4. Every wave has a high point, called a ,
and a low point, called a(n) .
How can you measure waves?
5. The distance between wave crests or troughs is
called .
6. The number of wave crests that pass a point in one unit
of time is a wave’s .
How does sound travel?
7. A sound wave is a(n) wave produced by vibrations in matter.
8. When sound waves travel from one type of medium to
another, the waves , or change direction.
energy
transverse
compression
crest
wavelength
frequency
compressional
trough
refract
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Name Date OutlineLESSON
What are properties of sound?
9. The highness or lowness, or the , of a sound depends on the frequency of the sound waves.
10. The pitch of a sound changes when the source or the
listener is in motion because of the .
11. The motion of two or more waves passing through
the same medium at the same time is called .
How do we hear music?
12. Guitars and violins are examples of instruments.
13. We hear sounds because sound waves strike our
and cause them to vibrate.
14. A pleasant combination of sounds is called , and an unpleasant combination of sounds is called
.
Critical Thinking
15. How does sound travel from a piano to make music?
pitch
Doppler effect
interference
stringed
music
eardrums
noise
Possible answer: A piano makes its sound by striking metal strings
with hammers to make them vibrate. When a key is pressed, it
triggers a hammer to hit a certain string (or certain strings) and
bounce off, causing the strings to vibrate. These vibrations cause
sound waves, which travel to our ears and make our eardrums vibrate.
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LESSON
Vocabulary
Waves and SoundMatch the correct letter with the description.
1. when the direction of a wave changes because of a change in medium
2. a measure of how many wave crests or troughs pass a given point in one unit of time
3. when the pitch of a sound changes because the source or the listener is in motion
4. the amount of time it takes for a wave to complete one full cycle
5. the distance between wave crests or troughs
6. an area in a sound wave where particles of matter are spread apart
7. an area in a sound wave where particles of matter are pushed together
8. the height of a wave from its trough or crest to its midpoint, which is also a measure of the wave’s intensity
9. how waves bounce off an object and change their direction of travel
a. amplitude
b. compression
c. Doppler effect
d. frequency
e. period
f. rarefaction
g. reflection
h. refraction
i. wavelength
h
d
c
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i
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Name Date Cloze ActivityLESSON
Waves and SoundFill in the blanks.
compressions
frequency
intensity
medium
pitch
rarefactions
spread apart
wavelength
Sound is a type of wave called a compressional wave.
Sound waves cause the particles making up a(n)
to squeeze together and then . The
places in a sound wave where the particles are close
together are called . The places where
the particles are spread apart are called .
Sound waves have a(n) , which is the
distance from one crest, or point of greatest compression,
to the next. Sound waves also have a(n) ,
which is the number of compressions that pass a point in
one second. The frequency of a sound wave determines its
. The amplitude of a sound wave is a
measure of the wave’s . The loudness
of sound is measured in a unit called the decibel.
medium
spread apart
compressions
wavelength
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rarefactions
frequency
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LESSON
Outline
Properties of LightUse your textbook to help you fill in the blanks.
How does light travel?
1. Light travels in a straight line called a(n) .
2. Light waves can travel through empty space without
needing a solid, liquid, or gas .
3. Rays of light pass through a(n) object with almost no disturbance.
4. Some rays of light pass through a(n) object, and some light rays are blocked or bent in different directions.
5. Rays of light are reflected or absorbed by a(n)
object.
How does light act with mirrors?
6. Light rays that bounce off a(n) can form an image of an object.
7. If you raise your left hand in front of a mirror, in
your it appears that your
hand is raised.
8. When light rays strike a dull or rough surface, they do
not form a(n) .
9. Concave mirrors curve inward, convex mirrors curve
outward, and mirrors are flat.
ray
medium
transparent
translucent
opaque
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Name Date OutlineLESSON
10. The type of mirror that is used to gather light inside a
telescope is the mirror.
How does light act with lenses?
11. A convex lens is in the middle
than at its edges; a concave lens is in the middle than at its edges.
12. The point at which the light rays passing through a lens
meet is called the .
13. An image that is formed by a concave lens is and smaller than the actual object.
How do we correct vision?
14. If your eye shape is even slightly off, your vision may
be .
15. Nearsightedness causes light rays from distant objects
to be focused in front of the .
Critical Thinking
16. How do sunglasses work to protect your eyes?
thicker
concave
thinner
focal point
impaired
Possible answer: Dark sunglasses are translucent, so they block or
bend some of the light before it passes through to your eyes; the
polished surfaces—especially if they are mirrored—reflect some of
the light away from your eyes.
right-side up
retina
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LESSON
Vocabulary
Properties of LightUse the clues to fill in the crossword puzzle.
concave
convex
lens
mirror
opaque
translucent
transparent
1 2 3 4
5
6
7
Down
1. an object with a polished surface that forms reflected images
2. a piece of transparent material with at least one curved surface
3. allowing some light to pass through and some light to be blocked or bent in different directions
4. a lens or mirror whose surface curves inward
Across
5. allowing light to pass through with almost no disturbance
6. reflecting or absorbing all light
7. a lens or mirror whose surface curves outward
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T A N S P A R E N T
0
C
C
A
V
E
T
R
N
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L
U
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E
N
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X
EQAPO
C O N V
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Name Date Cloze ActivityLESSON
Properties of LightFill in the blanks.
concave
convex
mirror
opaque
reflect
retina
translucent
transparent
Light travels in waves that spread out as they move
away from their source. When an object lets light pass
right through it, the object is described as .
When an object lets some light through but also blocks or
bends some of the light away, it is described as .
Objects that do not allow any light to pass through them
are described as .
An object with a polished surface that forms reflected
images is called a(n) . When light hits
a dull or rough surface, it may still ,
but it will not form an image. When light passes through
a(n) lens, the light rays are refracted
together. When light passes through a(n)
lens, the light rays are refracted apart. Light rays entering
the eye are supposed to focus on the .
Glasses and contact lenses can be used to help achieve this.
transparent
translucent
opaque
convex
reflect
mirror
concave
retina
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Readingin Science
Seeing in InfraredRead the Reading in Science feature in your textbook. Look for information you can compare and contrast.
Compare and Contrast
Use the graphic organizer to compare and contrast topics in the article.
Students should choose two different topics from the article and
write each topic and its characteristics in the outer part of one of
the circles. Students should write shared characteristics or attributes
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Name Date Readingin Science
Planning and Organizing
Write additional details for each of the following terms:
infrared radiation:
visible radiation:
bolometer:
night-vision goggles:
Spitzer Space Telescope:
Drafting
Now explain the differences between infrared radiation and visible radiation.
Next, explain the similarities between the bolometer, night-vision goggles, and the Spitzer Space Telescope.
Write About ItCompare and Contrast
1. How is infrared radiation different from visible radiation?
2. What do the bolometer, night-vision goggles, and the Spitzer Space Telescope have in common?
For each term, students should give additional details
that they did not list in the graphic organizer.
Students should state the differences between the two types of radiation.
Students should clearly state the similarities among these instruments,
giving specific examples.
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LESSON
Outline
Light Waves and ColorUse your textbook to help you fill in the blanks.
Why do we see colors?
1. Visible light from the Sun comes to Earth as light, traveling through space in the form of waves.
2. When light waves are refracted as sunlight passes through raindrops, their wavelengths are separated,
and we see them as different .
3. A triangular piece of glass or plastic called a(n)
bends light and separates it into the wavelengths that make up white light.
4. Light passing through the slits on a(n) is refracted, and the wavelengths that make up the light can be seen.
5. Sunlight striking an object may be reflected, refracted,
or .
6. The light that is reflected by an object determines the
of that object.
How many kinds of light are there?
7. Energy from the Sun travels in many types of waves; the
contains the full range of these wavelengths.
8. The spectrum is arranged from long waves, with the
amount of energy, to short waves,
with the amount of energy.
white
colors
prism
diffraction grating
absorbed
color
lowest
electromagnetic spectrum
highest
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Name Date OutlineLESSON
9. The wavelengths of visible light, which we see as colors
that range from red to violet, fall near the of the spectrum.
10. Infrared waves are typically felt as .
11. Overexposure to rays and other high-energy waves can damage people’s skin and eyes.
12. X rays are used to make images of hard parts of the
body, such as teeth and .
How do colors mix?
13. Colors not produced through the mixing process are
called colors, which are blended
to produce colors.
14. The traditional color model is the color model.
15. The RGB color model is an example of color mixing.
16. In the color model, the perceived color depends on the ability of the substance’s
to absorb wavelengths of light.
Critical Thinking
17. A yellow ink reflects green and red light, and a magenta ink reflects blue and red light. What color would a person see if yellow ink is put on top of magenta ink?
middle
secondary
bones
heat
primary
ultraviolet
RYB
additive
CMY
A person would see the color red, because it is reflected from both
inks. Other colors are absorbed by the inks.
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LESSON
Vocabulary
Light Waves and ColorMatch the correct letter with the description.
1. a triangular piece of glass or plastic that bends light
2. colors that can be made by blending primary colors
3. the full range of wavelengths that travel from the Sun, which includes radio waves, microwaves, infrared waves, visible light, ultraviolet light, X rays, and gamma rays
4. tiny solid particles that provide color by absorbing wavelengths of light
5. colors of light that are not produced through the mixing process
6. the color model in which primary colors of light combine and produce all other colors
7. waves of light that contain a mixture of wavelengths that the human eye can detect
8. the color model that uses subtractive color mixing
9. the traditional color model that may be useful in art but does not include all colors
a. CMY color model
b. electromagnetic spectrum
c. pigments
d. primary colors
e. prism
f. RGB color model
g. RYB color model
h. secondary colors
i. visible light
e
h
b
c
d
f
a
i
g
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Name Date Cloze ActivityLESSON
Light Waves and ColorFill in the blanks.
black
infrared rays
prism
radio waves
reflected
Sun
visible light
white
Visible light is one part of the electromagnetic
spectrum. White light that comes from the
is a mixture of all the colors of visible light. You can use a(n)
to separate the colors, because each
color bends at different angles when it passes through glass
or plastic.
The longest waves in the electromagnetic spectrum
are . Next come microwaves and then
. The light that people can see,
, falls in the middle of the spectrum.
The color of an object is the color of light that is
from it. Objects that reflect all visible
light appear , and objects that absorb
all visible light appear . Color models
show relationships between colors.
Sun
prism
radio waves
infrared rays
reflected
visible light
white
black
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Writingin Science
Color This Old HouseRead the Writing in Science feature in your textbook.
Getting Ideas
Look carefully at the painting or photograph you choose. Write its name in the center of the web below. Write details that appeal to the senses in the outer circles. Include details about color.
Write About ItDescriptive Writing Carefully look at a painting or photograph. Describe what you see. Tell which colors are primary and which are secondary in art. Describe how they work together to create a pleasing effect.
Name of painting or photograph:
Students should write a specific observation about their painting or photograph in each of the outer circles.
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Name Date Writingin Science
Drafting
A good description helps a reader see, hear, taste, smell, and touch the object you are describing. Think about what senses you can appeal to when describing your painting or photograph. Write one descriptive sentence here.
Now write your first draft. Use a separate piece of paper. Include sensory details to describe your painting or photograph. Tell how the colors work together.
Revising and Proofreading
Ray wanted to describe Vincent Van Gogh’s painting Sunflowers. Here are some sentences he wrote. Tell which sense each sentence mainly appeals to.
1. It is amazing how many different shades of yellow
are in the painting.
2. Since yellow is a warm color, the whole room seems
to give off heat.
3. As you stare at the sunflowers, you can almost
hear the buzzing of the bees they attract.
Now revise and proofread your writing.
Ask these questions:
Have I vividly described my painting or photograph?
Have I told how the colors work together?
Have I corrected all grammar, spelling, capitalization, and punctuation errors?
▶
▶
▶
Students’ sentences will vary. Sample sentence: In the painting
Sunflowers, Vincent Van Gogh used intense shades of yellow to give the
impression of warm sunshine in an open field.
Students’ descriptions should include details and should appeal to at least one of the five senses. The descriptions should be written in a logical order and include a conclusion.
sight
touch
hearing
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LESSON
Outline
HeatUse your textbook to help you fill in the blanks.
What is heat?
1. Heat is a form of energy caused by the movement of the molecules that make up all matter.
2. The amount of energy needed to raise the temperature
of 1 gram of water by 1°C is called a(n) .
3. As heat flows into a substance, the kinetic energy of the
in the substance increases.
How does heat travel?
4. Heat energy can move in three ways: by conduction,
by convection, and by .
5. Conduction is the movement of energy when two
materials and energy flows from one material to the other.
6. Conductors are materials that heat and distribute it evenly throughout an object.
7. Because most liquids and gases become less dense
when heated, occurs.
How do we use heat?
8. In a hot-water heating system, water is used to transfer
energy from a(n) to the air in a room.
kinetic
calorie
molecules
radiation
absorb
touch
convection
boiler
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Name Date OutlineLESSON
9. In a forced-air heating system, a room is heated by
alone.
10. Heating systems turn on and off automatically because
they are controlled by a(n) switch.
11. Gasoline is the fuel that is burned in the engine of a car,
but it is energy that actually makes the engine move.
How is temperature measured?
12. Temperature, which is a measure of the average kinetic energy of a substance’s molecules, is measured
with .
13. The rate at which a substance warms up upon absorbing
heat is a(n) property of matter.
14. The amount of energy needed to raise the temperature of 1 gram of a substance by 1°C is the substance’s
.
Critical Thinking
15. What do you think would happen if you were to put an inflated balloon in the freezer?
air
heat
thermometers
thermostat
specific heat
physical
Possible answer: Cold makes things contract, or get smaller, so the
air inside the balloon would be compressed, and the balloon itself
would become smaller.
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LESSON
Vocabulary
HeatMatch the correct letter with the description.
1. I am the measurement of the average kinetic energy of the molecules of a substance. What am I?
2. I am the transfer of energy by electromagnetic waves. What am I?
3. I tell how much energy is needed to raise the temperature of 1 gram of a substance by 1°C. What am I?
4. I am the flow of energy from one substance to another. What am I?
5. I am a material that absorbs some heat, but I do not transfer it very well. What am I?
6. I am the movement of energy through direct contact. What am I?
7. I am the transfer of energy by the flow of a liquid or a gas. What am I?
8. I am an increase in volume that is caused by an increase in temperature. What am I?
a. conduction
b. convection
c. heat
d. insulation
e. radiation
f. specific heat
g. temperature
h. thermal expansion
g
e
f
c
d
a
h
b
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Name Date Cloze ActivityLESSON
HeatFill in the blanks.
boiler
expand
heat
hot air
kinetic
molecules
pistons
radiation
speed
thermostat
Heat is a form of kinetic energy. It is caused by the
movement of the that make up all
matter. Temperature is the measure of the average
energy of the molecules in a
substance. When the average of
molecules rises, the temperature also increases.
Heat can be transferred from one object to another
by conduction, convection, or .
Buildings heated by a hot-water system use hot water to
transfer energy from a(n) to the air in
a room. Forced-air systems use to
heat the air in a room. These systems are typically
controlled by switches.
Cars also operate by energy.
When gasoline is burned, heat causes gases to
and push on that
turn a crankshaft. This propels the vehicle forward.
molecules
kinetic
speed
boiler
radiation
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thermostat
heat
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LESSON
Outline
Electricity and MagnetismUse your textbook to help you fill in the blanks.
What is electricity?
1. Atoms are made up of , neutrons, and electrons.
2. When an atom loses an electron, it becomes charged, and the atom that gains an electron becomes
charged.
3. The buildup of a positive or negative electric charge on
a material’s surface is called .
How can electricity jump?
4. A rapid movement of electrons that corrects an
imbalance of charges is called a(n) .
5. A charged object can a separation of charges in another object.
6. Conductors allow an electric charge to flow easily, and
do not.
How can electricity flow?
7. A simple circuit consists of an electrical , a device such as a lamp, and connecting wires.
8. A switch is used to control the flow of in a circuit.
9. Direct current flows in one direction; alternating current is transmitted when current changes direction, moving back and
forth at regular .
protons
positively
negatively
static electricity
discharge
induce
insulators
energy source
charges
intervals
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Name Date OutlineLESSON
What are some kinds of circuits?
10. Electricity can follow only one path through a
circuit, but it can follow paths through a parallel circuit.
What are magnets?
11. Iron, , and cobalt form strong magnets.
12. A current-carrying wire has a(n) and can pick up certain metal objects, just as a common magnet can.
How do we use generators?
13. A generator converts into electricity.
14. A transformer that increases voltage so that current electricity can be sent over long distances more
efficiently is used in a(n) .
What are some tips on using electricity?
15. You can save fuel and save money by energy.
Critical Thinking
16. How can you use a magnet to find which direction is north?
series
multiple
nickel
magnetic field
mechanical energy
transmission substation
conserving
Suspend a magnet from a string. The north pole of the magnet
should point toward Earth’s North Magnetic Pole.
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LESSON
Vocabulary
Electricity and MagnetismFill in the blanks.
current electricity
electricity
electromagnet
magnetic field
parallel circuit
series circuit
static electricity
1. The buildup of a positive or negative electric charge on
a material’s surface is called .
2. The invisible area where the forces of magnetic attraction
or repulsion can be detected is called a(n) .
3. The flow of electrons through a circuit is called
.
4. A circuit in which there is only one path along which
current electricity can flow is called a(n) .
5. A circuit in which there are multiple paths along which current electricity can flow is called a(n)
.
6. The movement and transfer of the energy of charged
atomic particles is described as .
7. A device that is magnetized by current electricity is
called a(n) .
static electricity
magnetic field
current electricity
series circuit
parallel circuit
electricity
electromagnet
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Name Date Cloze ActivityLESSON
Electricity and MagnetismFill in the blanks.
circuit
circuit breakers
closed
insulation
open
power plant
running water
Many things happen when you turn on a light in your
house. The light switch is part of a(n) .
When the switch is turned on, the circuit is
, and electricity flows through wires
to the light bulb. When the switch is turned off, the circuit
is , and electricity does not flow.
The electricity in a home comes from an electric
, where generators use fossil fuels,
nuclear power, or to produce
electricity.
Because electricity is extremely dangerous, wires are
covered with plastic that serves as .
To prevent a circuit from being overloaded by too much
current, fuses or are used to stop the
flow of electricity. It is important to use electricity safely
and to conserve energy.
circuit
closed
open
power plant
running water
insulation
circuit breakers
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CHAPTER
Vocabulary
Exploring EnergyCircle the letter of the best answer.
1. The height of a wave is called
A wavelength.
B amplitude.
C rarefaction.
D compression.
2. An example of a compression wave is
A a transverse wave.
B a gamma ray.
C a reflection.
D a sound wave.
3. Sounds that have a high pitch also have a high
A frequency.
B volume.
C rhythm.
D crest.
4. Matter that allows light to pass through with almost no disturbance is described as
A opaque.
B translucent.
C transparent.
D concave.
5. An item that forms images by reflection is called
A a prism.
B a lens.
C a bulb.
D a mirror.
6. The type of lens that curves inward and is thinner in the middle is described as
A concave.
B convex.
C opaque.
D reverse.
7. The full range of wavelengths of radiation is called
A visible light.
B the electromagnetic spectrum.
C the Doppler effect.
D ultraviolet light.
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Name Date VocabularyCHAPTER
8. The colors that are produced through mixing are described as
A pixels.
B primary colors.
C secondary colors.
D pigments.
9. A measure of the average kinetic energy of the particles in a substance is
A temperature.
B specific heat.
C thermal energy.
D electric energy.
10. The unit most commonly used to measure heat is the
A decibel.
B hertz.
C volt.
D calorie.
11. The transfer of energy by currents of a liquid or gas is called
A convection.
B conduction.
C radiation.
D expansion.
12. A buildup of electric charge on a material’s surface is called
A current electricity.
B static electricity.
C voltage.
D insulation.
13. When a charged object is placed near a neutral object, the result is
A an induced charge.
B a magnetic field.
C a parallel circuit.
D an electromagnet.
14. A device that is magnetized by current electricity is called
A a generator.
B an electromagnet.
C a series circuit.
D a parallel circuit.
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