user manual - texas grade 3

8/8/2019 User Manual - Texas Grade 3

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Table of Contents

1 Introduction to Edusmart Science .................................................................................................51.1 How does it work? ..................................................................................................................51.2 The Edusmart Advantage! .....................................................................................................61.3 Suggested Implementation Strategies ...................................................................................6

1.3.1 Setting the Learning Objective ...................................................................................71.3.2 Cues, Effective Questioning and Assessing, and Activating Prior Knowledge ......81.3.3 Using Linguistic and Nonlinguistic Representations to Construct Knowledge ......91.3.4 Practicing Acquired Knowledge with Immediate Feedback...................................101.3.5 Identifying Similarities and Differences ..................................................................101.3.6 Summarizing and Note-taking ..................................................................................111.3.7 Using Formative Assessments ..................................................................................12

1.3.8 Using Edusmart Science in Various Instructional Settings.....................................131.3.9 Response to Intervention (RtI)..................................................................................13

1.4 System Requirements ...........................................................................................................131.4.1 Windows.....................................................................................................................13

1.5 Installation Instructions ........................................................................................................141.5.1 CD Version.................................................................................................................141.5.2 DVD Version .............................................................................................................141.5.3 Networked Workstation Installation.........................................................................15

1.5.3.1 Installation on a fileserver .........................................................................151.5.3.2 Setting up Workstation and launching Edusmart Science.......................16

1.6 Uninstall Instructions ...........................................................................................................16

2 Program Navigation .....................................................................................................................162.1 Global Buttons Program Navigation ................................................................................18

2.1.1 Home ..........................................................................................................................182.1.2 Back............................................................................................................................182.1.3 Back............................................................................................................................182.1.4 Next ............................................................................................................................182.1.5 Exit..............................................................................................................................18

3 Accessing Edusmart Science Curriculum ...................................................................................193.1 Correlation Tables ................................................................................................................19

4 Navigation - Content Module ......................................................................................................214.1 Introductory Screen ..............................................................................................................21

4.2 Index/ Home Page ................................................................................................................214.2.1 Index/ Home Page......................................................................................................214.2.2 Navigation Index........................................................................................................22

4.3 Instruction Navigation..........................................................................................................234.3.1 Global Buttons Bottom Panel ................................................................................24

4.3.1.1 Home...........................................................................................................244.3.1.2 Sound On .................................................................................................244.3.1.3 Sound - Off .................................................................................................244.3.1.4 Refresh........................................................................................................244.3.1.5 Pause ...........................................................................................................244.3.1.6 Play .............................................................................................................24


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4.3.1.7 Marker Tool................................................................................................254.3.1.8 Marker Palette ............................................................................................254.3.1.9 Glossary ......................................................................................................254.3.1.10 SAS .............................................................................................................254.3.1.11 Back ............................................................................................................254.3.1.12 Next.............................................................................................................254.3.1.13 End of Subtopic ..........................................................................................264.3.1.14 End of Module............................................................................................26

4.3.2 Global Buttons Top Panel ......................................................................................264.3.2.1 Tools ...........................................................................................................264.3.2.2 Index ...........................................................................................................264.3.2.3 Exit..............................................................................................................26

4.4 Interactivity Navigation........................................................................................................274.4.1 Teacher Led Interactivity ..........................................................................................274.4.2 Student Led Interactivity ...........................................................................................28

4.5 More Information Navigation ..............................................................................................294.6 Assessment Navigation ........................................................................................................31

4.6.1 Screen for Multiple Choice Question.......................................................................314.6.2 Multiple choice question with the popup for correct answers ................................324.6.3 Screen for Figure it out! ............................................................................................324.6.4 Figure it out! - Solution.............................................................................................33

5 Care of disks .................................................................................................................................336 Running out of memory or running slowly ................................................................................347 Edusmart Science Answer Keys...............................................................................................35

7.1 Physical Properties ...............................................................................................................357.2 States of Matter .....................................................................................................................387.3 Mixtures ................................................................................................................................417.4 Different Forms of Energy...................................................................................................447.5 Force......................................................................................................................................477.6 Soil Formation ......................................................................................................................507.7 Earth's Ever-Changing Surface............................................................................................537.8 Landforms .............................................................................................................................567.9 Earths Natural Resources....................................................................................................597.10 Weather .................................................................................................................................627.11 Earth, Moon, and Sun...........................................................................................................657.12 The Solar System..................................................................................................................687.13 Habitats and Organisms .......................................................................................................717.14 Food Chains ..........................................................................................................................747.15 Environmental Changes .......................................................................................................777.16 Adaptations ...........................................................................................................................807.17 Inherited Traits......................................................................................................................837.18 Growth and Change ..............................................................................................................86


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1 Introduction to Edusmart Science

Edusmart Science provides teachers with instant access to customized instruction materials in theform of multimedia modules. The modules are accurately mapped to the TEKS and developed inclose collaboration with Texas educators. The content modules contain visually engaginginstructional materials along with text on screen and a voice over. The high quality teaching toolis guaranteed to engage students of all abilities and with different preferences in learningmethods.

The content library consists of 2D and 3D animations that address specific content standards.This animated content helps the teacher explain abstract curriculum concepts, not easily

explained with words, through static pictures or even videos. The modules are comprised of shortclips that enable the teacher to retain control of the teaching pace. The pause between clips can be used to engage students in inquiry based discussions, or can lead to hands-on activity or can be used to assess student learning.

1.1 How does it work?

The basic requirements for effective use of the program include a computer and a display devicesuch as a digital projector. It also works well in classrooms equipped with digital whiteboards.The program is designed primarily for teacher-led instruction.

The Edusmart Science program is made up of four key components instructional modules,assessment items, glossary, and interactive components.

The instruction module forms the core of this program. The richly animated modules are basedon the Texas State Standards and Frameworks. The modules, though instructionally sound, are

playful and designed to engage young learners.

Each instruction module is further broken down into subtopics. The teacher has the option of viewing the subtopics within the module in a sequential manner or jump directly to a subtopic of interest. Each screen has a standard set of navigation buttons and tools. The tools allow teachers

to progress at their own pace, incorporate traditional teaching methods like the use of black/whiteboards, and supplement the Edusmart Science materials with materials from other sources. The program attempts to create inquiry moments as well as provide the teacher withnumerous opportunities to incorporate inquiry into their instruction. The program is alsodesigned to encourage student participation and peer-to-peer instruction.

Since students often find science vocabulary challenging, the program has an innovativemultimedia glossary built into it. Edusmart Science also has interactive activities that will makelearning fun and interesting. The interactive activities work best when the classroom is equippedwith a digital whiteboard but can also be accessed using the computer mouse. Someinteractivities are s tudent-centered while others are designed for use by teachers to illustrate key


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concepts. Each module has a summary section that helps the teacher ensure that students trulyunderstand and retain the lesson.

Edusmart Science incorporates a quiz consisting of five to ten multiple choice questions ontopics covered in the module. These items are designed to provide teachers with timely feedback on student understanding of key scientific concepts. The teacher has the ability to provideimmediate remediation using the module as an instruction tool.

Lastly, the program incorporates some student activities in a printable format that can be used toaddress the Texas State Standards on Investigations and Experimentation.

1.2 The Edusmart Advantage!

Edusmart Sciences easy-to-use technology-based solution requires little training. It providesinstant access to visually engaging and comprehensive instructional materials aligned to theTexas State Standards that will capture the imagination of students.

1.3 Suggested Implementation Strategies

Edusmart Sciences research-based design incorporates instructional strategies that provide thegreatest probability of increasing student achievement when implemented effectively and at theappropriate time during instruction. These strategies include:

setting the learning objective

the use of cues and effective questioning assessing and activating prior knowledge using linguistic and nonlinguistic representations of information, including graphic

organizers guiding students to construct knowledge from their own experiences the opportunity to practice acquired knowledge and skills providing immediate feedback identifying similarities and differences summarizing and note-taking that promotes reflection and metacognition the use of formative assessments to measure mastery and to use as instructional tools


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1.3.1 Setting the Learning Objective

At the beginning of each grade levels program, the Texas Essential Knowledge and Skillsstudent standards and student expectations are listed alongside the titles of the Edusmart Sciencemodules that address them. This provides an opportunity to set the learning objective for thelesson. Pay particular attention to the verb(s), the concept(s), and the context in which they areused in the student expectation. The verb(s) determines the cognitive level at which studentsmust demonstrate mastery of the concept(s) listed, or the rigor, while the context in which it isused describes relevance, or how students must or should be able to apply acquired knowledge.More complex student expectation statements may need to be paraphrased or written in studentfriendly language for students to understand the learning objective or the target they areexpected to hit. Also, the entire TEKS may not be addressed in a single lesson, so the learningobjective(s) may only focus on a specific part of the TEKS for that particular lesson.

Revisit the learning objective(s) at the end of the lesson allowing students to determine how andto what extent they were able to meet the learning objective.


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1.3.2 Cues, Effective Questioning and Assessing, and Activating Prior Knowledge

After clicking on the modules title, a short visual introduction graphically previews major topicsto be covered. Teachers have the option to skip this introduction; however, this abbreviatedglimpse of what will follow cues student thinking and activates prior knowledge.

Thought provoking, open-ended questions embedded throughout the program maximize studentengagement. Built-in wait time allows the students and the teacher to reflect on and process

both the question and students responses, increasing the depth and complexity of studentsresponses, and providing additional opportunities to activate prior knowledge. In addition,effective questioning allows teachers to assess the level of students prior knowledge andidentify existing misconceptions which enables student learning to drive instruction.


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1.3.3 Using Linguistic and Nonlinguistic Representations to ConstructKnowledge

Edusmart Science combines concise narrated captions with vivid 2D and 3D still and animatedgraphics accommodating the learning style needs of both visual and auditory learners. Using anappropriate graphic organizer is one way to help students create linguistic and nonlinguisticrepresentations of knowledge using symbols, words, and phrases from the module to showrelationships.

Captions can be used to provide a word bank allowing students to construct their own definitionsof key terms, while the vivid graphics provide nonlinguistic representations that aid retention andrecall. Students should be asked to identify whats important to remember about key terms usingthe words in the caption that describe the term. The marking tool is used to underline or circlethe words identified, creating the definition. Students use the graphics to provide an image or adistinct example that represents the term to the student. This allows students to construct their own understanding of the information presented.


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1.3.4 Practicing Acquired Knowledge with Immediate Feedback Students are able to practice newly acquired knowledge in game formatted interactivities. Rightor wrong, students are given immediate feedback and hints if needed. Process skills arereinforced through virtual labs that follow scientific method processes.

1.3.5 Identifying Similarities and Differences

Identifying similarities and differences is innately human and is the instructional strategy that hasthe greatest probability of increasing student achievement. Similarities and differences must betaught directly if the goal is for students to identify specific similarities and differences. This can

be accomplished using a graphic organizer, such as a Venn Diagram or Double Bubble mindmap, as an advance graphic organizer with specific characteristics to compare and contrast.Students are cued to listen for specific attributes and use the graphic organizer as a note-takingtool to record identified similarities and differences.


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1.3.6 Summarizing and Note-taking Summarizing is a skill that must be taught and practiced. It is the instructional strategy with thesecond highest probability of increasing student achievement. Students must be taught to discernwhat information is essential to understand the concept, what information is not essential and can

be discarded, and what words need to be added or changed so the summary makes sense.

To teach students how to summarize, give each student three index cards. Have them recordthree statements from each section presented. At the end of the presentation, students comparestatements with members of their group and use statements they have in common to create agroup summary of that section. They may include any statement that is unique if they determineas a group that the statement is essential to understanding the concept. At the end of the module,students combine the section summaries to create a group summary of the entire module. TheSummary section at the end of each module allows students to reflect on their summaries andrevise as needed.


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1.3.7 Using Formative Assessments Formative assessments are administered during the process of acquiring new knowledge.Preliminary research indicates that the frequent use of formative assessments may be one of themost effective instructional strategies implemented. They are not only a powerful measurementtool but can be used as a powerful instructional tool as well. When used as instructional tools,formative assessments promote metacognitive thinking as students reflect on what they knowand how they know it. It requires students to defend, extend, debate, elaborate, and question their own thinking and make adjustments when necessary.

Included formative assessments can be given as a pre-assessment and then as a post-assessmentto measure the amount of learning that has occurred. When given as an end-of-unit assessment,students may use notes to justify their reasoning. Explaining why the answer chosen is the bestanswer and why the other choices are not the best answers, requires metacognitive thinking. TheFigure It Out question at the end of the Click n Tick formative assessment encourages

journaling and the application of knowledge acquired during the lesson, especially if students arerequired to use specific academic vocabulary in their responses. When the Click n Tick optionis implemented, students receive immediate positive and corrective feedback along with anexplanation of the correct response, giving students an additional opportunity to master thematerial.


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1.3.8 Using Edusmart Science in Various Instructional Settings Edusmart Science is designed to allow implementation flexibility. It has been used effectively inwhole-class and small group instruction. When used prior to inquiry-based investigations,Edusmart Science builds vocabulary comprehension and retention, and provides common

background experiences, encouraging students to apply acquired knowledge and academicvocabulary as they work cooperatively to complete the investigation. When Edusmart Science is

presented following inquiry-based investigations, it brings meaning to what students have justexperienced. Edusmart Science may be used to support both direct-teach and 5E inquiry-basedinstructional models. When integrated with inquiry-based hands-on investigations, EdusmartScience makes it possible to easily address all learning styles within the same lesson.

1.3.9 Response to Intervention (RtI) Edusmart science provides high-quality instruction in support of TEKS-based core curriculum tohelp ensure 80% or more of the students achieve success within the Tier I instructional setting.In addition, Edusmart Science is easily adaptable to provide support for Tier II Small-group andTier III Intensive Science Intervention by providing instruction that is engaging and designed toaddress the varied learning style needs of diverse student populations.

1.4 System Requirements

1.4.1 Windows

Windows 98/98SE/2000, XP, Vista or 7 Pentium IV 2.8 GHz (or equivalent) 512 MB RAM 2GB free hard disk space DVD-ROM Windows compatible sound card


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1.5 Installation Instructions

If you already have installed Edusmart Texas - Grade 3 in your computer previously pleaseuninstall before installing the revised version.

1.5.1 CD Version

Insert installation CD into CD-ROM drive. The setup program should start automatically.

If it does not, go to Run... in the Windows Start Menu and type d:\Setup.exe(Substitute your CD-ROM drive if it is not d: )

Follow the on-screen instructions as they guide you through the installation process. Note: Edusmart Science has rich visuals and therefore the file sizes are large. Theinstallation process could take up to five minutes depending on the reading speed of theoptical drive and free memory on the computer.

Upon completion of the installation you will be prompted to click Finish. On clickingFinish the program will launch automatically. The program creates a desktop icon for Texas - Grade 3 that can be double clicked for future launches.

1.5.2 DVD Version

Insert Edusmart Science DVD (installation disc) into DVD-ROM drive. The setup program should start automatically.

OR

If it does not, go to Run... in the Windows Start Menu and type d:\Setup.exe(Substitute your DVD-ROM drive if not d: )

Follow the on-screen instructions as they guide you through the installation process.

Upon completion of the installation you will be prompted to click Finish. On clickingFinish the program will launch automatically. The program creates a desktop icon for Texas - Grade 3 that can be double clicked for future launches.


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1.5.3 Networked Workstation Installation

Instead of installing Edusmart Science on each computer in a classroom, you may wish to installit to a network fileserver. This method makes the installation much quicker and maintenance iseasier.

A fileserver is a computer running a server based operating system (eg. Windows Server) or itmay be a computer in a peer-to-peer network designated as the server and this computer is setupwith a file-share.

1.5.3.1 Installation on a fileserver

Set up a directory/drive on your fileserver with access permissions. If this is a peer-to- peer network, then set up a file-share on the computer.

Follow the normal DVD/CD installation process, when asked to select the installlocation, select the directory/drive in the fileserver that was set up in the previous step.

Allow the installation to complete in the normal way.


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1.5.3.2 Setting up Workstation and launching Edusmart Science Each workstation must now be setup to use the fileservers copy of the installation.

Map the drive on each workstation to the network file share previously created on thefileserver.

To run Edusmart content on the workstation run Start.exe program on the mappednetwork drive.

o e.g. f:\Start.exe

Note: You must run this program through the mapped drive and not by using the UNC filepath (\\servername\folder\Start.exe).

1.6 Uninstall Instructions The Edusmart Science product incorporates an Uninstall Program which will remove the productfrom the computer automatically. If your subscription expires or you no longer wish to use the

program, find and choose Uninstall Texas - Grade 3 from your list of programs. Simplyclicking on the Uninstall Texas - Grade 3 icon and then clicking on the YES button when

prompted will uninstall the program completely from the computer.

2 Program Navigation Home page of the program allows user to navigate to the Grade level of interest. From eachGrade the user can navigate to one of the three content areas; Physical, Earth and Life Sciences.The numbers against the module correspond to the Texas State Standard to which the module ismapped. Clicking on the Investigation and Experimentation link leads the user to classroomactivities that are also designed to address the state standards.


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2.1 Global Buttons Program Navigation

2.1.1 Home

Returns user to the Home Page of the Program

2.1.2 Back

Returns user to Main Page of the Program

2.1.3 Back

Allows to access previous set of Learning Standards

2.1.4 Next

Allows to access next set of Learning Standards

2.1.5 Exit

Allows user to quit or exit from the program


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3 Accessing Edusmart Science Curriculum

3.1 Correlation Tables

The following tables make for a quick correlation between content standards for a particular grade, the subject area and the titles in the content module.

Grade 3

Texas Learning Standards Name of Module (A) measure, test, and record physicalproperties of matter, including temperature,mass, magnetism, and the ability to sink or float;

Physical Properties

(B) describe and classify samples of matter assolids, liquids, and gases and demonstrate thatsolids have a definite shape and that liquidsand gases take the shape of their container;(C) predict, observe, and record changes in thestate of matter caused by heating or cooling;and

States of Matter (3.5) Matter and energy.The student knows thatmatter has measurablephysical properties andthose propertiesdetermine how matter is

classified, changed, andused. The student isexpected to:

(D) explore and recognize that a mixture is

created when two materials are combined suchas gravel and sand and metal and plastic paper clips.

Mixtures

(A) explore different forms of energy, includingmechanical, light, sound, and heat/thermal ineveryday life;

Different Forms of Energy

(3.6) Force, motion, andenergy. The studentknows that forces causechange and that energyexists in many forms. Thestudent is expected to:

(B) demonstrate and observe how position andmotion can be changed by pushing and pullingobjects to show work being done such asswings, balls , pulleys, and wagons ; and(C) observe forces such as magnetism andgravity acting on objects.

Force

(A) explore and record how soils are formed by

weathering of rock and the decomposition of plant and animal remains; Soil Formation(B) investigate rapid changes in Earth's surfacesuch as volcanic eruptions, earthquakes, andlandslides;

Earth's Ever ChangingSurface

(C) identify and compare different landforms,including mountains, hills, valleys, and plains;and

Landforms(3.7) Earth and space.The student knows thatEarth consists of naturalresources and its surfaceis constantly changing.The student is expectedto:

(D) explore the characteristics of naturalresources that make them useful in productsand materials such as clothing and furnitureand how resources may be conserved.

Earth's Natural Resources


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(A) observe, measure, record, and compareday-to-day weather changes in differentlocations at the same time that include air

temperature, wind direction, and precipitation;

Weather

(B) describe and illustrate the Sun as a star composed of gases that provides light and heatenergy for the water cycle;(C) construct models that demonstrate therelationship of the Sun, Earth, and Moon,including orbits and positions ; and

Earth, Moon, and Sun(3.8) Earth and space.The student knows thereare recognizable patternsin the natural world andamong objects in the skyThe student is expectedto:

(D) identify the planets in Earth's solar systemand their position in relation to the Sun. The Solar system

(A) observe and describe the physicalcharacteristics of environments and how theysupport populations and communities within anecosystem;

Habitats and Organisms

(B) identify and describe the flow of energy in afood chain and predict how changes in a foodchain affect the ecosystem such as removal of frogs from a pond or bees from a field; and

Food Chains

(3.9) Organisms andenvironments. Thestudent knows thatorganisms havecharacteristics that helpthem survive and candescribe patterns, cycles,systems, andrelationships within theenvironments. Thestudent is expected to:

(C) describe environmental changes such asfloods and droughts where some organismsthrive and others perish or move to newlocations.

Environmental Changes

(A) explore how structures and functions of plants and animals allow them to survive in aparticular environment;

Adaptations

(B) explore that some characteristics of organisms are inherited such as the number of

limbs on an animal or flower color andrecognize that some behaviors are learned inresponse to living in a certain environmentsuch as animals using tools to get food; and

Inherited Traits

(3.10) Organisms and

environments. Thestudent knows thatorganisms undergosimilar life processes andhave structures that helpthem survive within their environments. Thestudent is expected to:

(C) investigate and compare how animals andplants undergo a series of orderly changes intheir diverse life cycles such as tomato plants,frogs, and lady bugs.

Growth and Change


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4 Navigation - Content Module

4.1 Introductory Screen On clicking on a title in the Content Module, an introductory screen appears. The purpose is tocatch the learners attention and provide a teaser to the content. The introductory screenautomatically transits to the Index/ Home page.A Skip button on the right hand corner allows the teacher to skip the introductory page in caseof multiple visits.

4.2 Index/ Home Page After the introductory screen the teacher is taken to the Home Page Navigation through the Content Module is possible in two ways:

1. Index or Home page OR 2. Navigation index denoted by the Index link on the top panel

4.2.1 Index/ Home Page

The Index/ Home page appears after the introductory screen and is a starting point for everymodule. Each subtopic name listed is a clickable link to that subtopic.


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For instance the Home Page of Light Grade 5 has the following elements:

The name of the module Light and is seen on the header, on the top panel. Subtopics are listedunder it. Clicking on them would lead the teacher to specific instruction content.

4.2.2 Navigation Index

The navigation index has clear and concise titles to communicate the content of the subtopics.The Index link is seen on the top panel. The Index link when clicked woulddetail the list of subtopics.


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4.3 Instruction Navigation

On a regular content screen, there are a set of navigation buttons on the top and bottom panel.These are Global buttons and are found on all content screens within a module.

A typical content screen looks like this:


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4.3.1 Global Buttons Bottom Panel Global buttons on the bottom panel have the following functionality:

4.3.1.1 Home

Returns user to the Home/ Index page.

4.3.1.2 Sound On

Controls the audio, clicking it will turn off audio. Used by the teacher to provideinputs without the distraction of the voice over/ sound effects.

4.3.1.3 Sound - Off

Controls the audio, clicking it will turn on the audio.

4.3.1.4 Refresh

To replay / refresh the particular screen

4.3.1.5 Pause

Pauses animation at any point in time. There is no animation or voice over when ascreen is paused. Clicking the Play button will activate the animation from where it wasstopped.

4.3.1.6 Play

Resumes the animation from where it was stopped.


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4.3.1.7 Marker Tool

Allows teacher access to a marker which can be used to highlight/ mark off text or visual on screen.

4.3.1.8 Marker Palette

Is enabled when teacher clicks the marker tool. Allows teacher to select color, line thicknessto mark out/ highlight text or visual on screen. It also allows erasing of markings.

4.3.1.9 Glossary

Links to multimedia glossary for the module

4.3.1.10 SAS

Links to the assessment system

4.3.1.11 Back

Returns to the previous frame

4.3.1.12 Next

Proceeds to the next frame. Used to facilitate progression in teaching.


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4.3.1.13 End of Subtopic

Indicates the end of a sub topic.

4.3.1.14 End of Module

Indicates last frame / end of content module.

4.3.2 Global Buttons Top Panel Global buttons on the top panel have the following functionality:

4.3.2.1 Tools

Allows teacher access to a marker which can be used to highlight/ mark off text or visual on screen.

4.3.2.2 Index

Provides access to the list of subtopics. Teacher can navigate to another screenusing this button.

4.3.2.3 Exit

Allows teacher to quit or exit the content module.


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4.4 Interactivity Navigation

Edusmart Science has built-in interactivities that make learning fun and interesting. Theinteractivities work best when the classroom is equipped with a digital whiteboard. Someinteractivities are student centered. Some are designed for use by teachers to illustrate keyconcepts.Interactivities are usually accessed through blue colored buttons on the left or right hand side of the screen.

4.4.1 Teacher Led Interactivity From the screen snapshot seen above, clicking on Fun with Shadows leads to the teacher ledinteractivity How Big is My Shadow? It is a pop-up frame. To exit from the interactivity pop-up, the teacher would need to click on the green button marked with a cross. This returns theteacher to a static, last accessed content frame.


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4.4.2 Student Led Interactivity From the screen snapshot seen above, clicking on Its Fun Time leads to the student ledinteractivity. It is a pop-up frame. To exit from the interactivity pop-up, the teacher would needto click the green button marked with a cross, which returns the teacher to a static, last accessedcontent frame.


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4.5 More Information Navigation

Edusmart Science has varied other information pop-ups. They can be classified under MoreInformation, Trivia, Fun Facts, Examples and Explanations.A few examples:


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Clicking the Glossary global button leads the teacher to a simple vocabulary listing for a particular module.


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4.6 Assessment Navigation

Another component to the Edusmart Science is the Assessment System. Clicking on the button leads to the assessment component.

This screen contains two buttons namely: Click n Tick These are visually rich multiple choice questions, and higher order

thinking questions (HOT), which explain the solution to a question at length. Print Clicking on this link leads to a screen which enables the user to print the

assessment questions.

4.6.1 Screen for Multiple Choice Question


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4.6.2 Multiple choice question with the popup for correct answers

4.6.3 Screen for Figure it out!


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4.6.4 Figure it out! - Solution

5 Care of disks

CD/DVDs are very easily damaged if treated carelessly. Such damage has a much greater effecton the digital data of a CD/DVD-ROM than on the information of a music CD/DVD. A dirty or damaged CD/DVD-ROM is quite likely to malfunction. With CD/DVD-ROM drives becomingfaster and more disc-sensitive, this is an increasing problem.

The surface of the disc can quickly gather dirt and is very easily scratched. To protect the datafrom scratches, finger-prints, dust particles, and smears, do not touch the readout side (unlabelledside) of the disc or place it face down on a hard surface.

Should the CD/DVD become dirty, clean it with a soft cloth lightly moistened with CD/DVDcleaning fluid or ethyl alcohol, working from the centre to the edge. Do not use any type of solvent as it may damage the surface.

Never leave the disc in a place subject to direct sunlight, high temperature or high humidity.Recommended storage conditions are:

Temperature: 10C to 50C (50F to 122F) Humidity: 10% to 80%


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6 Running out of memory or running slowly

Edusmart Science uses your computer's system memory to display pictures and animations. If you find that Edusmart Science runs slowly, or if you come across out-of-memory errors, the

program probably does not have enough memory. Consider doing the following to improve your computer's performance:

1. Close any unnecessary applications, including any DOS Terminate and Stay Resident programs (TSRs) you may have installed.

2. Check that your computer has at least 512 MB of memory. You can do this by selecting'Control Panel' from the 'Start' menu. Double-click on the 'System' icon. The totalinstalled RAM is displayed under the 'Computer' section under the 'General' tab. If you

have less than 512 MB of memory, then you need to install some more.


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7 Edusmart Science Answer Keys

7.1 Physical Properties

1. Correct Answer: C

Explanation: A thermometer is a device used to measure temperature. We canmeasure the temperature of the two samples with a thermometer and find thedifference.


Explanation: Magnetism is a property of magnets that attract objects made of certain materials, such as iron. Needles are attracted to the magnet because theycontain iron.

3. Correct Answer: A

Explanation: A harder material scratches a softer one. The copper coinscratches the chalk. It is harder than the chalk.


Explanation: Colder objects record lower temperatures. Water in the beaker (C) is at a temperature of 6 C, which is the lowest amongst all four.

5. Correct Answer: B

Explanation: The amount of matter in an object is called its mass. The mass of two objects can be compared using a balance. Two substances balance eachother when they have the same mass or they contain the same amount of matter.


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Explanation: Anything that floats on water is less dense than water.


Explanation: If something sinks in water, it is denser than water.


Explanation: The bowling ball has a greater density than a beach ball filledwith air, so it will sink and the beach ball will float.

9. Correct Answer: D

Explanation: Since both balls float on water, they are both less dense than water.


Explanation: All balls have the same buoyancy. Ball C is floating because it isless dense, not because it is more buoyant. Since the balls have the samevolume, the water pushes upward on them equally.


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Figure it out!

Solution #1:

The hot cup of coffee is at a higher temperature than the temperature of the room.Substances at a higher temperature than its surroundings lose heat and cool down.After some time, the temperature of the coffee will fall because it loses heat to thesurroundings.

Solution #2:

The life jacket decreases your density and provides more volume (surface area) for the buoyant force to work. Because the life jacket has a lot of air, it adds a little bitof mass but a lot of volume. The greater volume also allows more area for the

buoyant force to push you up.


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7.2 States of Matter


Explanation: In gases, the particles are far apart from each other and they movefreely.


Explanation: Orange juice is a liquid and it takes the shape of the container inwhich it is poured. However, the volume of a liquid is constant, and does notchange when it is poured into containers of different shapes.


Explanation: The balloons can be squeezed and stretched into different shapesand sizes. The helium gas inside the balloons has neither a definite volume nor a

definite shape. It takes the shape and volume of the balloon.


Explanation: Water is a liquid. The particles in liquids are not as tightly packedas in solids and are able to move past each other. Thats why liquids dont have adefinite shape. They take the shape of the container.


Explanation: Solids have a definite shape. The shape of the wooden block will notchange when placed in a different container.


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Explanation: Lemonade is a liquid therefore it has definite volume. A baseballis a solid therefore, it also has a definite volume.


Explanation: The balance scale can be used to measure mass. The graduatedcylinder is used to measure volume, the metric ruler measures length, and the

microscope makes small objects look larger.


Explanation: The glass marble took up 10 ml of space the water used to occupy.The marble moved the water out of the way or displaced it. This caused the water to move up the graduated cylinder. The water level rose from 50 ml to 60 ml,which is the amount of space or volume taken up by the marble. The marbles

volume is 10 ml.


Explanation: If you hold an ice cube in your hand for a few minutes it will begin tomelt. Melting is the change of state from solid to liquid.


Explanation: Evaporation in the change in state from liquid to gas. Liquid water evaporates to form water vapor when heated.


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Figure it out!

Solution #1:

Water can exist as solid, liquid, and gas in nature. For example, snow and hail aresolid forms of water; rain and the water in oceans and rivers are water in liquidform; water vapor in the atmosphere is a gas. Water constantly changes from oneform to another in the water cycle. Energy from the Sun changes liquid water inoceans, rivers, and lakes into water vapor, a gas. Water vapor rises into the air, losesheat energy and condenses into droplets of liquid water. If it is cold enough, thewater droplets freeze into ice crystals. These water droplets and ice crystals cometogether to form clouds and then fall as rain, snow, hail, or sleet.

Solution #2:

You could stand in the shade so the Sun is not shining directly on the popsicle, or you could go inside your house to eat the popsicle where it is cooler. You could also

put the popsicle in the freezer for a few minutes to stop the melting.


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7.3 Mixtures


Explanation: A mixture is formed when two or more substances are mixedtogether without forming a new substance.


Explanation: The substances in a mixture retain or keep their own physical properties.


Explanation: The only way to be sure the sugar has kept its sweet taste, is totaste the water, or wait until the water evaporates and taste the crystals thatremain.


Explanation: Sarah can use shape and color to separate the tomatoes from thesalad mixture with her hands. Since she does not like the taste of tomatoes, thisis not a property she would use to separate the tomatoes from the salad mixture.


Explanation: The granola bar is a mixture of oats, nuts, and fruits. Salt, water,and cheese are pure substances, because they are made of only one kind of matter.


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Explanation: Mud is a mixture that forms when two different substances, water and soil, are mixed together. Both substances keep their own properties. When thewater evaporates and the mud dries, it crumbles back into soil.


Explanation: While folding towels, Sarah used the property of size to separate

the mixture of bath and hand towels.


Explanation: Gravity pulls the spices to the bottom of the bottle. The spiceshave more mass than does the oil, so the oil floats on top of the spices.


Explanation: A set of sieves can be used to separate a soil mixture. They use particle size to separate substances that form a mixture.


Explanation: D is an example of a mixture. It shows many different substancesmixed together. The other examples only contain one type of substance.


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Figure it out!

Solution #1:

Alex is correct. When their marbles become mixed, they form a mixture of marblesof two different colors. A mixture forms when at least two different types of matter are mixed together, without creating a new substance. A mixture is also easilyseparated.

Solution #2:

The physical property of color can be used to separate the marble mixture. Alex andMaya can use their hands to remove Alexs blue marbles from the mixture.


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7.4 Different Forms of Energy


Explanation: The Sun provides the Earth with almost all energy in the form of heatand light energy.


Explanation: Light energy from the Sun can travel through space, where thereis little or no matter.


Explanation: Heat energy warms matter. So, students are using heat energy towarm themselves.


Explanation: Light energy helps plants by providing the energy needed bythem to make their own food.


Explanation: Heat energy warms the air inside the balloon and increases itstemperature. Hot air is lighter than cold air, so the balloon will rise.


Explanation: Mechanical energy is the energy of moving objects. Moving air or wind makes the blades of the wind turbine move.


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Explanation: The light energy from the Sun is used by plants to carry out photosynthesis, which allows plants to make their own food and to become foodfor animals.


Explanation: Without the Suns energy, the Earth would become too cold and

dark for plants or animals to survive.


Explanation: Heat energy causes the molecules in the water to move aroundfaster as they heat up. This causes the water to boil.


Explanation: Mechanical energy is the energy of moving objects. Themovement of the water causes the wheel to turn.

Figure it out!

Solution #1:

All activities require energy. Anytime there is movement or change, energy is being used.


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Solution #2:

Light energy is a form of energy that travels in waves and can move throughempty space, while sound energy is produced by vibrating matter, and thereforeneeds matter to travel through.


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7.5 Force


Explanation: Friction helps us walk. Carpets have a rough surface which increasesfriction and allows us to walk without slipping.


Explanation: When two equal forces act in opposite directions the forces balance each other. The forces applied by A and B balance each other, as aresult the rope does not move.


Explanation: Gravity pulls every object towards the center of the Earth. Theapple falls downward due to Earths gravity.


Explanation: Friction acts in a direction opposite to the direction of movementof the object.


Explanation: Objects with greater mass require greater force to move them.The truck with the most number of wooden blocks will require the greatest forceto move it.


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Explanation: Work is defined as using a force to move an object. The mouseuses force to push the cheese across the floor; therefore, it is work.


Explanation: Gravity is the invisible force with which Earth attracts everyobject toward itself.


Explanation: Friction slows things down because it works in the oppositedirection of the movement of an object.


Explanation: Both gravity and magnetic force pull on objects. Gravity is aforce that pulls objects to Earth. Magnetic force pulls objects containing iron,nickel, or cobalt, toward a magnet.


Explanation: Mass is not a force. It is the amount of matter in an object.


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Figure it out!

Solution #1:

Forces always act in pairs. The boy uses force to push the wall; the wall in turn pushes the boy back. As a result he moves away from the wall.

Solution #2:

A pushing force from the child causes the ball to go up in the air. The force of gravity is what causes the ball to fall back to the ground. (Friction from the air alsocauses the ball to slow down as it moves).


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7.6 Soil Formation


Explanation: Soil provides an anchor for roots. Plants grow roots into soil. Soil iswhere they soak up water and minerals that they need in order to grow.


Explanation: Humus is made up of decomposing matter from plants andanimals.


Explanation: Clay particles are flat, and they retain more water than other soilcomponents.


Explanation: Sand is the largest particle, followed by silt and then clay.


Explanation: Weathering is the breaking apart of rocks. Temperature changes,freezing of water, and growth of plants are some of the causes of weathering.


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Explanation: Clay particles are flat and have limited pore spaces. Water has moredifficulty moving through clay.


Explanation: Humus is formed from the remains of dead plants and animals.


Explanation: Weathering is the breakdown of rock into smaller pieces throughcontact with weather such as heat, water, ice, or pressure. Gravity is a force of erosion.


Explanation: Although all statements about water are true, the only statement thatrefers to weathering the breakdown of rocks is the fact that water expands whenit turns into ice and can break apart rocks.


Explanation: Erosion is movement of rock particles by wind, water, or ice.


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Figure it out!

Solution #1:

Clay helps soil retain water. The sample with the least amount of water flowingthrough is Soil Y. Therefore, Soil Y contains the most clay.

Solution #2:

Sample D is least likely to support plant growth. Soil must contain humus for plantgrowth because humus provides minerals for plants.


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7.7 Earth's Ever-Changing Surface


Explanation: Earthquakes push some sections of land up above other sections of land, sometimes forming mountains.


Explanation: Underwater earthquakes cause tsunamis in the ocean which veryrarely reach mountainous regions.


Explanation: When a volcano erupts, magma is ejected from the crater. Whenmagma pours out of the Earths surface, its called lava. Overflowing lavacreates new land that is rich in minerals. These minerals are useful to plants and

animals.


Explanation: Only earthquakes do not involve water. Glaciers and avalanchesare made of snow, which is frozen water; and tsunamis are giant ocean water waves.


Explanation: A landslide occurs when rocks and rubble suddenly slide off aslope really fast. So, the rock and rubble from a landslide can block rivers, knock down forests, fill in valleys, but they cant create new mountains.


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Explanation: When tons of snow suddenly slides down the slope of a mountainit is called an avalanche. Avalanches usually occur right after a heavy snowfallwhen new snow fails to bond to the snow pack below. The force of the movingsnow can uproot trees and boulders and destroy houses in its path.


Explanation: Weathering is a natural event that breaks rocks into smaller pieces.It can occur when the roots of plants grow into a boulder. As the roots growlarger, they force the cracks open and break the rock.


Explanation: An earthquake happens when two tectonic plates collide. Theearthquake can change the landscape completely.


Explanation: The molten rock inside a volcano is called magma.


Explanation: When an earthquake occurs in the ocean underwater, it sometimesforms a giant wave called a tsunami.


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7.8 Landforms


Explanation: Mountains are landforms that are higher than the surrounding land,with peaks on top and sloping sides. Plateaus are also higher than the surroundingland but have broad, flat surfaces on top.


Explanation: Plains are generally vast expanses of flat lands with no hills,valleys, or mountains.


Explanation: Although hills and plateaus are found on raised surfaces of land,only hills have a more rounded top and gently sloping sides.


Explanation: Valleys are the V-shaped lowlands between mountains, hills, and plateaus.


Explanation: A desert is a very dry place where water and vegetation are veryscarce. Deserts can be very hot or very cold.


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Explanation: Plateaus have a flat surface in the highlands, while plains are largeflat areas of land in the lowlands.


Explanation: An island is a piece of land completely surrounded by water.


Explanation: The large mass of water that covers three-fourths of the Earthssurface is called the oceans. Both land and water make up the surface of theEarth. Hills, mountains, and valleys are found on land.


Explanation: The seven large masses of land that make up the surface of theEarth are called continents. Hills, valleys, and plains are some of the landformsthat are found on the continents.


Explanation: Lakes are large bodies of water found on land.


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Figure it out!

Solution #1:

When the stream flows through the shallow valley, it erodes the floor and the wallsof the valley, making it deeper and more narrow, with very steep sides. Over millions of years, this is most likely to form a V-shaped valley or a canyon.

Solution #2:

Possible answers:

Hurricanes

Tornadoes

Earthquakes

Volcanoes

Landslides


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7.9 Earths Natural Resources


Explanation: Lumber (trees), leather (cattle), and eggs (poultry) can all be grownor reproduced almost as fast as they are used up; therefore, they are renewableresources. Cars and buses run on fuel made from oil, a nonrenewable resource.


Explanation: A resource that can be replaced by nature about as fast as its being used is called a renewable resource.


Explanation: Sunlight is a renewable resource that does not need to berecycled.


Explanation: Although natural processes continue to produce coal, it is beingused more quickly than nature can replenish it. That is why coal is considered anonrenewable resource.


Explanation: Wind is a renewable resource that never runs out, no matter howmuch we use, we can never use it up.


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Explanation: Using a hose to clean leaves off a driveway wastes water. Using a broom or rake instead would help conserve water.


Explanation: The Sun is the natural resource that provides Earth with the mostheat and light. Without this resource, there would be no life on Earth. Heaters,

light bulbs, and stoves are not natural resources because they are not found innature. They are man-made.


Explanation: Recycle means to make new products from old or used objects.


Explanation: Coal, silver, and wood are found in nature; therefore, they arenatural resources. Plastic is not something that is found in nature. It is a man-made product made from oil.


Explanation: Carrots, lima beans, and soil are renewable resources that can begrown or replaced about as fast as they are used. Natural gas is a nonrenewableresource that takes millions of years to form.


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Figure it out!

Solution #1:

Rain is water, and water is a renewable resource. Rain belongs to Group A, becauseall the natural resources in Group A are renewable resources. All the resourceslisted in Group B are nonrenewable resources.

Solution #2:

A nonrenewable resource cannot be grown again or be replaced quickly by nature,so it is important to avoid discarding such resources. We need to reuse and recyclethese resources as much as possible.


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7.10 Weather


Explanation: The correct answer is 'C', since the thermometer indicates atemperature of 16 C.


Explanation: A windsock is a tube of fabric that points in the direction thewind is blowing.


Explanation: A meteorologist is a scientist who studies and predicts weather conditions.


Explanation: The illustration depicts a rain gauge. A rain gauge is a tool usedto measure rainfall.


Explanation: With an average precipitation of 0.5 cm, March has the lowest precipitation.


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Explanation: The Sun heats Earths air and changes the air temperature.Changes in temperature causes the air to move and can also affect the type of

precipitation that falls.


Explanation: Too much rain can cause a flood. A flood is too much water on

land that is normally dry.


Explanation: A moderate wind causes a flag to flap in the breeze and dust to pick up from the ground.


Explanation: The inner valleys have dry weather, partly because the mountainrange blocks humid air.


Explanation: Snow is frozen precipitation. The air temperature must be at or below freezing (0 C) to snow.


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Figure it out!

Solution #1:

Weather conditions, such as temperature, wind, and precipitation can bemeasured and recorded. The measurements can be compared using charts andmaps.

Solution #2:

No. Weather patterns happen at bigger scales or time frames, such as months,seasons, or years.


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7.11 Earth, Moon, and Sun


Explanation: The Sun is the largest object in our solar system. It is 1 million timeslarger than Earth, and 4 million times larger than our Moon. All the planets, moons,and other objects in our solar system can easily fit inside the Sun.


Explanation: It takes Earth one year, or 365 days, to complete one orbit aroundthe Sun.


Explanation: Earths orbit is an oval-shaped path around the Sun.


Explanation: The Sun does not control the Moons revolution around the Earth.The gravitational pull of the Earth causes the Moon to revolve around it.


Explanation: The Sun is at the center of our solar system. It does not orbitaround Earth or any of the other planets. It is the object all the planets in our solar system orbit around.


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Explanation: Earths rotation on its axis causes daytime and nighttime. Whenour half of Earth faces the Sun, it is daytime. When our half of Earth turns awayfrom the Sun, it is nighttime. It takes Earth 24 hours, or one day, to completeone rotation.


Explanation: The Sun is Earths closest star. It is classified as a star, because itis made up of hot gases that give off heat and light.


Explanation: Arrow Q is pointing to Earths axis. An axis is an imaginary linethat passes through the Earth from the North Pole to the South Pole about whichthe Earth spins.


Explanation: Based on the information in the graph, it takes less than 100 days(only 88) for Mercury to make one orbit around the Sun.


Explanation: The Moon orbits Earth. While this happens, the Earth orbits theSun. In addition to moving around in an orbit, Earth and the Moon rotate ontheir axis.


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Figure it out!

Solution #1:

Object C is most likely a star, because it is the only one made up of hot gases.Stars are enormous balls of gas that emit heat and light. Object A is made up of rocky material; therefore, it cannot be a star. Object B has lava that gives off heat, but it is not a star, because it is not made up of hot gases.

Solution #2:

Light and heat from the Sun provides the energy plants need to grow. This isimportant, because all organisms depend on plants in one way or another for food. The Suns energy also controls Earths water cycle. Without it,evaporation and condensation would not take place, and water would not berecycled. Energy from the Sun also influences our weather and ocean currents.


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7.12 The Solar System


Explanation: In the model, P and Q are the fourth and fifth planets. The fourth planet from the Sun is Mars and the fifth is Jupiter.


Explanation: X is the second planet from the Sun. It must be Venus.


Explanation: The planet that is closest to the Sun is Mercury.


Explanation: Jupiters Great Red Spot is a giant storm that has been raging for many years.


Explanation: The six layers of the Sun starting with the innermost layer are: thecore, radiation zone, convection zone, photosphere, chromosphere, and finally, theoutermost layer, the corona.


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Explanation: The two primary gases that make up the Sun are hydrogen andhelium. Hydrogen turns into helium in a process called fusion. This processreleases a lot of energy.


Explanation: Except for the Sun and the Moon, Venus is the brightest object

that we can see from Earth. It is sometimes called the Morning Star.


Explanation: Venus has a rocky surface and is a terrestrial planet. The other planets mentioned here are all gas giants.


Explanation: Mars is a terrestrial planet and is smaller than Earth.


Explanation: Earth is the third planet from the Sun. Venus and Mars are thesecond and fourth planets from the Sun.


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Figure it out!

Solution #1:

If Earth were any closer to or farther away from the Sun, it may not be able tosustain life as we know it. If Earth were closer to the Sun, it would be too hot for lifeto exist. The heat from the Sun would have boiled away all the water and theatmosphere. If it were farther away from the Sun, it would be too cold to sustain life.

Solution #2:

Mercury has a shorter year than Uranus because Mercury is closer to the Sun. SinceMercury is closer to the Sun, it has a shorter orbit or path to travel around the Sun.Uranus is farther from the Sun, so it has a longer orbit around the Sun and takesmuch more time to orbit the Sun.


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7.13 Habitats and Organisms


Explanation: All the organisms in these pictures would be found in a pond habitat.Turtles and fish could be found in an ocean habitat; however, water lilies and blueherons do not live in or near oceans.


Explanation: Animals need air to breathe, food to eat, water to drink, and shelter as their basic survival needs.


Explanation: All of the populations living in an area together make up acommunity.


Explanation: A fish would most likely compete with a turtle for the water lilies.The frog and lizard mainly feed on insects and the heron will feed mainly onfish.


Explanation: Shelter is not a basic need of plants. However, plants need energyfrom the Sun, and water and nutrients from the soil to make food and survive.


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Explanation: Every organism has basic needs for survival. Organisms are ableto live only in ecosystems that are able to fulfill these needs.


Explanation: Crabs dig holes in the ground for shelter.


Explanation: The specific place where organisms live is called its habitat. Ahabitat provides an organism with all its basic needs.


Explanation: Water is a non-living element.


Explanation: All the individuals of one kind living in an environment at thesame time form a population.


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Figure it out!

Solution #1:

Most animals are not able to survive in many different environments as they are notable to meet their basic needs of food, water, and shelter from the differentenvironments. The raccoon is an animal that can live in many different habitats as itis very adaptable. It can feed on a tremendous variety of food that includes both

plant and animal matter. It does not mind living near people and eating food found intowns and suburbs. Raccoons in the forests and meadows live in tree holes, but canalso live in burrows and dens of other animals. They can even take over parts of human made shelters such as barns, garages, and chimneys. As their needs can bemet in so many different environments, they can live in many different habitats.

Solution #2:

Both the fish and turtles compete for the same food. If both of their populationsincreased, they might eat all of the food too quickly. If there is less food for them toeat, the population of both the fish and the turtle would then begin to decrease. If thefish and turtle population decrease, other animals that depend on either fish or turtlesfor food might also decrease.


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7.14 Food Chains


Explanation: The Sun provides the energy that begins the food chain. Plants are producers that produce or make their own food using energy from the Sun and other materials.


Explanation: Every organism is important to the food chain in an environment.If an organism is removed, it eventually affects all of the other organisms in theecosystem. Some populations may increase while others decrease, but all areaffected.


Explanation: If the grasshoppers are removed, the mice and frogs will not haveanything to eat, and will have to move to another ecosystem or starve to death.


Explanation: The frog and mice populations will increase because fewer of them will be eaten. The owl population will increase because the owls will nothave to compete with the foxes for food.


Explanation: If a new producer is introduced, the grasshoppers will have moreto eat. The grasshopper population will increase which will lead to increase in allthe other consumer populations.


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Explanation: If the food source for cows were depleted, it will cause the cow population to decline. This means there will be less beef for human consumption.


Explanation: Shrubs use the energy from the Sun to produce their own food.This makes them producers.


Explanation: Rats get their energy from eating other organisms, such as shrubsand cacti. This makes them consumers.


Explanation: The insects eat only producers in this food web, so they areherbivores, which means plant eaters.


Explanation: Lizards eat both producers, or plants, and other animals in thisfood web. They are special consumers called omnivores.


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Figure it out!

Solution #1:

Leaf Mouse Snake Hawk

Grass Rabbit Snake Fox

Leaf Insect Bird Hawk

Solution #2:


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7.15 Environmental Changes


Explanation: A long period of dry weather that affects the environment and prevents the growth of plants is a drought. Droughts cause the land to dry up.


Explanation: Deforestation is the cutting down or the destruction of the forest. Itis caused by human activities and is not a natural occurring event.


Explanation: Nutrient-rich ash is left behind after the burning of forestvegetation. This nutrient-rich ash dissolves into the soil and is then used by new

plants to grow.


Explanation: Planting trees where trees have previously been cut down helpsorganisms that live within that environment. Trees provide food and shelter tomany animals.


Explanation: When beavers build dams, it causes the water in the river to flow ontodry land, flooding it. Moving animals, lightning, and logging would not causeflooding.


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Explanation: The animals miss their need for space. Many animals need spaceto make their homes, and cannot live near other animals that might endanger them or force them to compete for available food. This might cause someanimals to move to a new habitat.


Explanation: One way a beaver can change the environment when it builds adam is by creating a new pond habitat for other animals and plants to use.


Explanation: A beaver cannot prevent other animals, such as muskrats, fromusing the pond to avoid competition for food.


Explanation: Cutting down trees in a forest would not help to create more foodfor animals. If trees are cut down, many animals might lose their homes, whichwould cause them to move or die. If the animal population decreased, then thefood chain in the forest would be affected by their being less food for other animals.


Explanation: A drought is a long period of time with little precipitation but withhigh amounts of evaporation. Cactus plants and plants with shallow roots that areadapted to survive with little water benefit from drought. Plants that cannotsurvive die providing clear growing space for more cacti.


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Figure it out!

Solution #1:

The change in climate is going to affect the animals and plants in many ways.Many Arctic animals like the Polar bears, seals, walruses, and sea birds rely onthe sea and the presence of sea ice for feeding. Any change in climate could leadto food scarcity for these animals. Increasing temperature will also lead to thenorthward expansion of the boreal forest into the tundra. Hence, the plants andanimals will face increasing competition from other organisms that will comeand make this region their home. For example, the red fox from the boreal forestis now found in Arctic regions where winters have become less severe. This is a

threat for the cold-hardy Arctic fox as it cant compete with the large, moreaggressive red fox.

Solution #2:

When a beaver builds a dam to provide food and shelter for itself and its family, itcreates a new pond habitat that benefits some organisms, but is harmful to others.When a dam is constructed across a stream, some of the land behind the dam thatwas dry will be flooded. The plants and trees in the flooded areas die. Animals

whose homes are destroyed by the rising water must move to new locations. Birds,such as woodpeckers, might begin to find more food in the rotting trees. Others willfind safe places to nest in the branches of trees that drowned due to flooding. Frogsand turtles need calm water areas to lay eggs. Water plants flourish providing foodand shelter for other organisms and their young, such as fish that are hunted by

predators, such as osprey and otters for food.


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7.16 Adaptations


Explanation: The jackrabbit lives in hot climates, and uses its ears as a coolingmechanism.


Explanation: Cacti have shallow yet far reaching root systems, so that whenthere is rainfall, the roots can easily and quickly absorb the water that falls to thedesert floor.


Explanation: Birds, including hawks, do not have teeth. A hawk uses its sharpeyesight to locate prey, its sharp talons to catch prey, and a hooked beak to tear

its prey apart.


Explanation: Physical adaptations affect an organisms body parts or the way itis colored.


Explanation: Behavioral adaptation is when animals act in a certain way to increasetheir chance of survival.


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Explanation: Behavioral adaptations are an animals actions that help increasetheir chance of survival. Physical adaptations affect the animals body parts or color. A spadefoot lies under the desert floor for months, until it senses rain. Thisis a behavioral adaptation.


Explanation: Living in large communities is a behavioral adaptation that helpsthe penguins to survive. Densely packed feathers, being white on front, black onthe back, and having a layer of blubber are all physical adaptations that help the

penguin to survive.


Explanation: Snow leopards use their strong shoulders to help them climb and

maneuver the mountainous terrain. The long fur helps to keep them warm in their cold environment. The wide feet of the snow leopard act like snow shoes to help prevent the leopard from falling in the snow. Lastly, the long tail helps theleopard to balance itself.


Explanation: Being active at night when the temperature is cooler helps protect thekangaroo rat from getting too hot. Large eyes help it see better when there is lesslight. Its strong back legs help it escape predators, and its brown fur helps thekangaroo rat to avoid being seen by predators.


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Explanation: Digging burrows underground and having long ears (like the jackrabbit) would allow a desert animal to stay cooler. Shallow roots allowdesert plants to quickly absorb precious water when it is available. Hunting other animals is not an adaptation specific for the desert environment.

Figure it out!

Solution #1:

A sunflower plant has broad leaves that are thin. To survive in the desert, itneeds to have leaves that are as small as possible, and covered with a waxycoating to prevent water loss. It also needs to develop thorns or other defensivemechanisms to protect it from the animals that would otherwise eat it! The rootsneed to be more spread out to absorb as much water as possible when it rains,and its stem should adapt to store water.

Solution #2:

Eagles nest in trees and eat fish, rodents, and small mammals. They have keeneyesight that allows them to spot prey from extreme heights. They have sharp,thick beaks that are strong and point downward. This allows them to rip the fleshof fish and other small animals. Eagles also have very sharp claws that help sliceflesh easily. Their wingspan is large enough to carry their own body weight as wellas the weight of their prey.Penguins on the other hand nest on land. Their streamlined bodies, paddle-shapedfeet, and wings, which resemble flippers, help them "fly" underwater. Their short,

sharp beaks are adapted for eating krill, fish, and squid. Their feathers, colored black and white, help them avoid predators while swimming, while the blubber under their skin protects them from the cold.


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7.17 Inherited Traits


Explanation: The color of fur is an inherited trait that is passed on from parents tooffspring.


Explanation: Inherited traits are the characteristics of an organism that are passed from the parents to their offspring.


Explanation: The number of bees a rose attracts is not passed from its parent plant and is not an inherited trait.


Explanation: Freckles are an inherited trait and are passed on from parents tooffspring.


Explanation: A skunks ability to spray its predators is an instinctive behavior that has been passed on by its parents.


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Explanation: An instinct is an inherited behavior an animal is born knowinghow to do.


Explanation: The most common trait found on the birds at Burke Lake iswebbed feet because 20 birds have that particular trait. The other traits are not

as common. Brown feathers are only found on 15 birds, green feathers on only 5 birds, and only 12 birds have long, thin beaks.


Explanation: Any behavior that is taught or acquired through experience iscalled a learned behavior.


Explanation: All plants have green leaves. Traits such as flowers, colors,shapes, size of leaves, and the presence of thorns differs between plants.


Explanation: The only animal that is using a tool is the chimpanzee. It is usingthe stick to dig termites out of a log to eat. The squirrel is eating, but it is notusing any tools. The eagle is catching its food, but not with a tool. It uses thesharp talons that are part of its feet to capture the fish. The elephant is using itstrunk to spray water.


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Figure it out!

Solution #1:

Because dolphins are born knowing how to swim, swimming is an instinctive behavior. Dolphins have to be taught how to jump through a hoop and jumphigh in the air on command; therefore, both of these behaviors are learned

behaviors.

Solution #2:

Earlobe shape is an inherited trait in people that is passed down from the parentsto their children.


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Explanation: The major stages of metamorphosis of a ladybug include eggs,larva (feeding stage), pupa (transformation stage), and adult (reproducingstage).


Explanation: During the larval stage of the ladybugs life cycle, a large amount

of food is eaten to store energy for the pupal stage when the insect cannot eat.


Explanation: An annual is a plant that lives only one growing season.


Explanation: A perennial is a plant that lives through th

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