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Acknowledgments

Complete Curriculum’s K-12 curriculum been team-developed by a consortium of teachers, administrators, educational and subject matter specialists, graphic artists and editors.

In a collaborative environment, each professional participant contributed to ensuring the quality, integrity and effectiveness of each Compete Curriculum resource was commensurate with the required educational benchmarks and contemporary standards Complete Curriculum had set forth at the onset of this publishing program. �

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Table of Contents

Lesson�1��Introduction�to�Science��Objective:�Students�will�become�familiar�with�procedures�for�experiments.��Lesson�2��Are�All�Plants�Alike?��Objective:�Students�will�practice�observing�and�classifying.��Lesson�3��What�Do�Plants�Have�In�Common?��Objective:�Students�will�learn�the�parts�of�a�cell�for�plants�and�animals.��Lesson�4��How�Are�Plants�Classified?��Objective:�Students�will�recognize�how�plants�are�placed�in�groups.��Lesson�5��More�Life�Classified��Objective:�Students�will�read�about�and�learn�the�animal�phylum�and�fungus.��Lesson�6��Other�Organisms��Objective:�Students�will�learn�about�the�protist�kingdom�and�bacteria.�

Lesson�7�Plants�Help�and�Hurt�Objective:�Students�learn�of�a�harmful�plant�and�pull�together�the�information�about�plants�and�their�parts.�

Lesson�8��How�Do�Parts�of�a�Plant�Help�it�Survive?��Objective:�Students�will�learn�that�plants�have�different�parts�that�have�separate�functions�for�the�life�of�the�plant.�

Lesson�9��What�About�the�Stem�of�a�Plant?��Objective:�Students�will�learn�about�parts�of�a�plant.��

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Lesson�10��Parts�of�a�Leaf��Objective:�Students�will�learn�parts�of�the�plant.��Lesson�11��Three�Things�Plants�Need��Objective:�Students�will�recall�what�they�have�learned�in�the�last�few�lessons�about�plants.��Lesson�12��Plants�Need...��Objective:�Students�will�observe�what�happens�when�there�is�no�sunlight�for�the�leaf�of�a�plant.��Lesson�13��How�Does�Photosynthesis�Work?��Objective:�Students�will�look�more�thoroughly�at�the�process�of�photosynthesis.��

Lesson�14��The�Beauty�of�Autumn!�Objective:�Students�will�learn�why�leaves�turn�colors�in�the�fall.��Lesson�15��What�Parts�of�the�Plant�Do�We�Eat?��Objective:�Students�learn�more�about�the�plant�foods�we�eat.��Lesson�16��Review�Assessment��Objective:�Students�will�demonstrate�their�knowledge�of�plants.�

Lesson 17 Life cycles Objective: Students will learn about plants with seeds and those without.

Lesson 18 The making of a new plant Objective: Students will follow the life cycle of the moss and fern plants.

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Lesson 19 How long have these plants lived? Objective: Students learn about how plants adapt and continue their classifications for years.

Lesson 20 What do we know about seed plants? Objective: Students learn some seeds are on cones and other inside fruits.

Lesson 21 Which kind of tree produces my fruit? Objective: Students look at the angiosperms.

Lesson 22 What are cotyledons? Objective: Students will learn about the one and two parts of seeds.

Lesson 23 How do you know there is a flower nearby? Objective: Students will learn why flowers have an aromas.

Lesson 24 Fertilized flowers produce seeds Objective: Students learn the names for the parts of the flower.

Lesson 25 Pollination/Fertilization Objective: Students will learn about self-pollination and cross-pollination.

Lesson 26 What is in a seed? Objective: Students will learn the parts and functions of plant seed.

Lesson 27 How does a conifer live? Objective: Students will read about the life cycle of a conifer.

Lesson 28 Review and enrichment Objective: Students will research more vegetative propagation plants.

Lesson 29 What are Tropisms? Objective: Students will learn how plants adapt to their environment.

Lesson 30 How Do Plants Survive? Objective: Students will learn more about the adaptations plants have to make to survive in various environments.

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Lesson 31 How are animals alike or different? Objective: Students will learn how to classify animals.

Lesson 32 What do scientists use to classify organisms? Objective: Students will learn that scientists use the term vertebrates and invertebrates to classify animals.

Lesson 33 What animals are in the vertebrate groups? Objective: Students will learn about the vertebrate groups.

Lesson 34 Life cycle Objective: To learn the metamorphosis of an animal.

Lesson 35 How animals adapt? Objective: Students learn how animals adapt to their environment.

Lesson 36 Who is my mother? Objective: Students will learn about heredity in the animal’s world.

Lesson 37 Review your lessons Objective: Students will review their lesson by answering questions in this lesson.

Lesson 38 What do living things need to survive? Objective: Students will consider the needs of animals to survive on Earth.

Lesson 39 What is an Ecosystem? Objective: Students will learn what elements make up an abiotic and a biotic environment.

Lesson 40 Prairies Objective: Students will learn about the prairie ecosystem.

Lesson 41 The organization of living things Objective: Students learn more about the dependent of living and nonliving things.

Lesson 42 What if a habitat changes? Objective: Students will consider what happens when habitats change.

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Lesson 43 The Food Chain Objective: Students look at the food chain.

Lesson 44 What is a food web? Objective: Students will learn more about the cycle of foods.

Lesson 45 Competition is on! Objective: Students will learn about how living organisms compete for food to survive.

Lesson 46 What is the pyramid for the food chain? Objective: Students will visualize the level of living organisms in the food chain.

Lesson 47 Are you affected by the food chain? Objective: Students realize how important the health of the web chain is for humans.

Lesson 48 Healthy you; you the consumer! Objective: Students will consider what foods are required for their health.

Lesson 49 How does water change forms? Objective: Students will consider the water cycle.

Lesson 50 How are trees recycled? Objective: Students come to understand all living things recycle.

Lesson 51 What is the carbon and nitrogen cycle? Objective: Students will follow the carbon and nitrogen cycle.

Lesson 52 Why should we recycle? Objective: Students will think about recycling and recalling natures recycle systems.

Lesson 53 Rainforest of the Sea and a Review Objective: Students will learn about the endangered coral reef; they will also do a review of the last lessons.

Lesson 54 How much room is there on the Earth for all the communities of life? Objective: Students will learn about the factors that contribute

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Lesson 55 How do some animals survive? Objective: Students will learn that some animals survive by living off other living organisms.

Lesson 56 What is the host? Objective: Students continue learning about the relationships of plants and animals in nature.

Lesson 57 Do living things survive the changes to the Earth? Objective: Students consider how the Earth changes challenged the life of some organisms.

Lesson 58 Six Major Biomes Objective: Students learn the six major biomes and how to identify each of them.

Lesson 59 A Closer Look Objective: Students will look more carefully at two of the biomes.

Lesson 60 How are they alike and different? Objective: Students will go on to learn more about two biomes.

Lesson 61 Two more biomes... Objective: Students will read more about the deciduous forest and the tropical rain forests.

Lesson 62 How About Water.... Objective: Students read and consider the life of different types of animals in the Earth’s water.

Lesson 63 Think and Write Objective: Students will review the biomes they have read about.

Lesson 64 Ecosystems....how they change Objective: Students recognize the changes of ecosystems.

Lesson 65 Changes in the Earth change populations Objective: Students learn about some changes that people have to make because of the Earth’s ecosystems.

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Lesson 66 Review Lessons Objective: Students will demonstrate their knowledge of biomes.

Lesson 67 Earth's Neighbors Objective: Students will experiment with how the planets stay in their orbit around the sun.

Lesson 68 How are the planets kept in their orbit? Objective: Students will learn about the gravity of the Solar System.

Lesson 69 What is inertia? Objective: Students will read about more situations where they can recognize inertia.

Lesson 70 EARTH SCIENCE Spinning planets Objective: Students will consider how a day is measured for the planets

Lesson 71 The surface of the Earth Objective: Students will learn about the surface of the Earth.

Lesson 72 What are constellations? Objective: Students can learn a little about other things in space.

Lesson 73 How does the crust of the Earth change? Objective: Students will learn more about the crust of the Earth and how it changes.

Lesson 74 Forces in the Crust Objective: Students will learn more about the action of the crust of the Earth.

Lesson 75 Are there other forces that shape the Earth? Objective: Students learn about forces on top of the crust that affects it.

Lesson 76 What about the glaciers of the Earth? Objective: Students will focus on erosion of the Earth via wind, ice and rocks.

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Lesson 77 How about the surface of the Moon? Objective: Students will learn how the surface of the Moon changes.

Lesson 78 What can we find in the crust of the Earth? Objective: Students will learn more about the minerals of the Earth.

Lesson 79 How do they form? Objective: Students learn about the formation of minerals in the crust of the Earth.

Lesson 80 How else can you identify minerals? Objective: Students learn that you use streak, hardness and cleavage to identify minerals.

Lesson 81 How are minerals used? Objective: Students will learn more about how minerals of the Earth are used.

Lesson 82 Treasure chests... Objective: Students will learn the classifications of rocks.

Lesson 83 What are sedimentary rocks? Objective: Students will learn how sedimentary rocks are formed and how they are different.

Lesson 84 One more kind of rock... Objective: Students will learn about how rocks can change with heat and pressure and form a

third type of rock.

Lesson 85 What do we find in our soil? Objective: Students continue to learn about the surface of the Earth.

Lesson 86 How do we care for soil? Objective: Students will think about pollution and how farmers care for the soil.

Lesson 87 The Rock Cycle Objective: Students will think about the life of a rock.

Lesson 88 Review Quiz on Rocks Objective: Students will demonstrate their understanding of rocks and the Earth’s surface.

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Lesson 89 What else supports life on planet Earth? Objective: Students will study the atmosphere.

Lesson 90 What is in the air besides oxygen? Objective: Students understand more about the atmosphere.

Lesson 91 Why are the trees yellow? Objective: Students learn about acid rain and pollution.

Lesson 92 How can we reduce pollution? Objective: Students think about ways to protect the atmosphere.

Lesson 93 Explore Water Objective: Students will do an experiment concerning water and what happens when it evaporates.

Lesson 94 Do we use ocean water? Objective: Students will learn how we have learned to prepare and use salt water.

Lesson 95 The Water Cycle Objective: Students learn the terms used for the water cycle.

Lesson 96 How can people pollute water? Objective: Students will read about the pollution of water and how to purify it.

Lesson 97 More about our oceans Objective: Students will think further about the life of our salt waters.

Lesson 98 What features are under the ocean?Objective: Students will learn the terms for the ocean floor features.

Lesson 99 What are Ocean Currents? Objective: Students will learn what the ocean current is and what causes them.

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Lesson 100 How Water Moves Objective: Students will understand how water moves in waves.

Lesson 101 How heat is transmitted to our Earth Objective: Students learn how the directions of the sunrays affect the heat of the Earth.

Lesson 102 Does the time of day affect heat? Objective: Students will learn more about how heat is kept near the Earth; atmosphere.

Lesson 103 How is the air affected by sunlight? Objective: Students learn about the layers of the atmosphere and how it affects the temperature of the Earth and thus weather.

Lesson 104 What causes weather? Objective: Students consider the elements that make up the troposphere and cause weather.

Lesson 105 Is there water in the air? Objective: Students learn more about how water transfers from things to the air.

Lesson 106 A “bad” hair day! Objective: Students learn about relative humidity.

Lesson 107 What do you see in a cloud? Objective: Students learn how to recognize different kinds of clouds.

Lesson 108 How about wind; what makes it blow? Objective: Students will learn about wind or the flow of air on Earth.

Lesson 109 Review lessons about air, wind and clouds Objective: Students will take a quiz on the facts that have been presented in the last few lessons.

Lesson 110 Weather Forecasting Objective: Students will get more information about air masses and fronts.

Lesson 111 What kinds of air fronts are there? Objective: The students will learn the names of four different types of air masses.

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Lesson 112 Thunderstorms in stages Objective: Students will learn about thunderstorms and their stages of development.

Lesson 113 What is a hurricane? Objective: Students learn about hurricane and how they are formed.

Lesson 114 What is a tornado? Objective: Students learn about tornadoes and how they are formed.

Lesson 115 How are storms tracked? Objective: Students learn about the radars that track storms.

Lesson 116 ClimateObjective: Students will learn that a long-term weather pattern is determined by climates, which can change.

Lesson 117 The things that affect climate Objective: Students learn that affect temperature and precipitation over a period of time.

Lesson 118 Sun's Energy Objective: Students learn about how the Earth gains and loses energy.

Lesson 119 Health and climate! Objective: Students think about how the climate can affect people.

Lesson 120 Review Quiz Objective: Students will take a review quiz on climate and weather.

Lesson 121 Spin it around yourself! Objective: Students will read more about Newton’s Law and unbalanced forces.

Lesson 122 What are the properties of matter? Objective: Students will learn the terms: matter, mass, volume and weight while understanding the properties of matter.

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Lesson 123 How fast does a mass move? Objective: Students will learn that the more matter the harder it is to set it in motion.

Lesson 124 Race the cars... Objective: Students learn about force and inertia.

Lesson 125 Force is needed to maintain motion..... Objective: Students learn about what resistance there is to keep a mass in motion.

Lesson 126 How fast are we going? Objective: Students learn the concepts of speed, velocity and acceleration.

Lesson 127 Why do things stay in motion? Objective: Students wonder about how objects stay in motion.

Lesson 128 Newton's Second and Third Laws Objective: As the net force acting on an object increases, the object accelerates more.

Lesson 129 What affects acceleration? Objective: Net force acting on an object increases; the object accelerates more.

Lesson 130 What does the letter F stand for when considering motion? Objective: Second Newton’s Law: an unbalanced force acts on an object, the object’s acceleration equals the force divided by the object’s mass.

Lesson 131 What about rockets? Objective: Students will consider more about the forces that push and pull against an object.

Lesson 132 Action vs. Reaction Objective: Newton’s third law: for every action there is an equal but opposite reaction.

Lesson 133 Spin it around yourself! Objective: Students will read more about Newton’s Law and unbalanced forces.

Lesson 134 How do forces affect us? Objective: Students will learn about how different forces affect people.

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Lesson 135 Why do things fall? Objective: Students consider the weight of the object to predict how fast it is pulled by gravity.

Lesson 136 Does air make a difference? Objective: The force that pulls us to the ground is the same force that keeps the Moon and Earth in orbit.

Lesson 137 What makes the apple fall off the tree? Objective: Students read more about weight.

Lesson 138 How can gravity be “universal”? Objective: Weight and mass determine the speed of a falling object.

Lesson 139 Does it ever help to add weight to something? Objective: Weight works for us in some circumstances.

Lesson 140 Reviewing gravity Objective: To recognize gravity pulls everything including the Moon and planets orbiting the Earth.

Lesson 141 What causes sound? Objective: Sound is created by the vibrations of objects.

Lesson 142 What is needed to make sound? Objective: Sound creates a vibration.

Lesson 143 What is pitch? Objective: Pitch and loudness are two characteristics of sound.

Lesson 144 How do humans hear sound? Objective: Students will learn more about the vibration of sounds.

Lesson 145 Sound volume Objective: Students will learn about the volume of sound.

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Lesson 146 Good Sound Objective: Students will continue thinking about sound.

Lesson 147 How do you record sound? Objective: Students will read about how sound is captured.

Lesson 148 What materials are the best reflectors of sound? Objective: Students will investigate different materials to see what reflects sound.

Lesson 149 Bounce or reflect? Objective: Sounds vary because objects reflect, absorb, or transmit sound differently.

Lesson 150 Speed of Sound Objective: Students will learn about the speed of sound.

Lesson 151 How does sonar work? Objective: Students will learn about sonar waves and how they are used.

Lesson 152 How can you tell the difference in voices? Objective: Students will learn more about sound frequency.

Lesson 153 Review and Remember Objective: Students will be quizzed on their understanding of sound.

Lesson 154 Can you see without light? Objective: Light is a form of energy that is reflected from some objects.

Lesson 155 How does light travel? Objective: Students learn the path of light energy.

Lesson 156 How does a mirror reflect light? Objective: Students look at how light reflects in a mirror.

Lesson 157 Can we curve the light rays? Objective: Students learn how light rays are curved.

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Lesson 158 Mirror, mirror on the Wall.......... Objective: Mirrors can be used for many things.

Lesson 159 Look at the time line of the light bulb Objective: Students will learn more about the improvements in light bulbs

Lesson 160 Explore light passing through mass Objective: Students look at what kinds of materials light may pass through versus what will cast a shadow.

Lesson 161 What can light pass through? Objective: Students will learn that light is blocked by some objects and passes through others.

Lesson 162 Can light rays be bent? Objective: Students learn about refraction.

Lesson 163 How Do Lenses Work? Objective: Students will learn about the lens in telescopes.

Lesson 164 Eyes, eyes, eyes Objective: Students will think about how the eye works.

Lesson 165 Rethink what happens to light Objective: Students will review what they learned and use it for a report.

Lesson 166 History of the camera Objective: Students read about how the camera works.

Lesson 167 Does a red object always look red? Objective: Work with color to discover more about its properties.

Lesson 168 How do we get the color from white? Objective: White light is a combination of all colors.

Lesson 169 Colors Objective: Student, think further about white color and primary colors.

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Lesson 170 What happens when color is reflected? Objective: Where in nature can you see a spectrum?

Lesson 171 How do waves move? Objective: Waves that produce visible light are part of the electromagnetic spectrum.

Lesson 172 Are all light waves the same? Objective: Students learn about electromagnetism.

Lesson 173 Invisible Wavelengths Objective: Students will learn about other types of light waves.

Lesson 174 What are lasers? Objective: Students learn more about a type of light energy: laser.

Lesson 175 Review Quiz Objective: Students will take a quiz on light energy.

Lesson 176 Review the concepts of light Objective: Students simply reread the basic information about light.

Lesson 177 Someone to know? Objective: Students will read about a nuclear physicist: science as a career.

Lesson 178 Your skeleton Objective: Learn about the skeletal human system.

Lesson 179 Two more systems of the body Objective: Students will read and learn more about the muscular and circulatory system.

Lesson 180 The Heart and Respiratory System Objective: Students will get a short introduction to the heart and respiratory systems.

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TEACHER MANUAL FIFTH GRADE SCIENCE LESSON 1

Lesson 1Life Science

Objective: Students will become familiar with procedures for experiments. Materials Needed: Science Notebook, pencil Engage: What do scientists do?

Engaging Question: How do you know?

Additional Notes to the Teacher: Students will be expected to have a digital or paper notebook for each class. When they are to do an experiment the things they will use is usually something around the house or easy to obtain things. If the Internet is available to the student, that is a plus as there are many things that can be referred to or researched.

In this lesson they will read how scientists investigate our world. They will be introduced to the words used when doing an experiment. When vocabulary is introduced to the student, they should write the word and its meaning in their notebook.

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Lesson 1Life Science

How do we know anything about the Earth? How do we know dinosaurs lived? Inquisitive people like scientists have observed and recorded things they have found. A scientist named Dr. Walter Alvarez studied clues to the existence of dinosaurs. Dr. Alvarez used the Methods of Science, which are the steps scientists follow to solve problems.

Scientists communicate with one another and share information. Dr Alvarez had been observing rocks because that is what a geologist does. They study the Earth’s crust. He found a layer of rock that was full of fossils. He knew it was formed millions of years ago. He found a layer of red rock just above the fossil rock. He knew that was formed after the fossils. His mind wanted to know if this red rock had something to do with how the dinosaurs died. Scientific discovery begins with a good

question. Through measurements Dr. Alvarez found that the age of the rock showed it was formed about the same time the dinosaurs died. A team of scientists studied the rock and discovered it had Iridium a metal that is rare on Earth. What has that metal? Meteorites are made of Iridium. Meteorites are rocky chunks of matter that travel through space and reach the Earth. Based on fact and observation the doctor inferred that a meteorite had smashed into Earth about the time the dinosaurs died out. When you infer you reason from evidence. From this a hypothesis was formed. He stated that the meteorite was so big it caused a huge explosion when it hit the Earth. This is what killed the dinosaurs. What is a hypothesis? It is a possible answer to a question. It must do three things: explain observations, be testable, and predict new findings. A prediction states possible results of an experiment. A hypothesis is like saying “If…the…” statement. So if the meteorite killed the dinosaurs there should be some proof somewhere on the Earth. So we predict that it did but now must find a way to test his hypothesis.

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Now the scientist can design an experiment to prove his theory. Scientists actually use variables of something that can be changed or controlled. One rule is to try your experiment more than one time. Each time it should test only one variable at a time. Dr. Alvarez decided that the meteorite at least six miles wide to have this amount of iridium. The scientists used a computer model. Models can show how real objects react to changes in their environment. Their computer models showed that this large a meteorite could have caused the disaster. When it hit the Earth it would have caused earthquakes and tidal waves. Shock waves would have brought on hurricanes. There would have been wildfires caused by the debris of the meteorite. The air would have been as hot as a furnace. Finally, the temperature would drop to far below freezing as dust blocked the sun. Their next job was to observe. What they would be looking for a place on the Earth that had a huge crater. It was in 1980 that the crater was found on the Yucatan Peninsula. The scientists collected data. The next step is to interpret the data. Most scientists believe that Dr. Alvarez’s theory is correct. When an experiment is complete there should be a conclusion: was the hypothesis correct or not. If it is not scientists create new experiments to test their theories. The scientific method is used in simple experiments as well as complex problems. You may be asked to do an experiment during your course of science. You will be asked to observe, question, form a hypothesis, experiment and come to a conclusion. When you observe you use all of your senses and identify or learn about an object or event. You infer to form an idea from the facts observed. You may have to classify things or measure results. Your prediction is what you like is true. It is from this you form a hypothesis. A hypothesis is a statement that can be tested to answer a question. Think about what variables that could change your results; like it was too cold or too warm or too close or too far away. The experiment is the test you perform. Lesson Wrap Up: Students learned the terms used in creating an experiment.

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Lesson 2Are all plants alike?

Objective: Students will practice observing and classifying. Materials needed: moss plant, flowering plant, fern, microscope or magnifying glass, dropper, water, science notebook, pencil Engage: What can you observe?

Engaging Question: What are you to define? Additional Notes to the Teacher: The student is going to observe different plants with their eye. Then they should look more carefully with a microscope or magnifying glass. They will be expected to draw what they see each time. They need to observe the same part of each of the three different plants; like the leaves. They are observing to recognize the traits of each of the different plants. They are looking for what is alike about them and different.

The students would do this to understand that experiments are often designed to answer the questions of are things from the same classification the same or different. (Since these are all plants they should be very similar.)

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Lesson 2 Are all plants alike?

Plants and especially flowering plants are beautiful to look at. Have you ever really looked closely at different kinds of plants? There are trees, shrubs, grasses, fruits, and vegetables that are easy to identify. How about seaweeds? Have you seen it and could you identify it if you did see it? What you are to do in this lesson is to take a deeper look at different kinds of plants. You are looking to see if a fern, moss and a flowering plant have any traits that are the same and if not what is different. You need to use your eyes to observe and draw what you see.

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Lesson 2Are all plants alike?

Name: _________________________________________________Date: ____________

Procedure: You have three plants. Observe each plant As you observe draw the plant and write a description of each one. Answers will vary.

Place a leaf of one of the plant on the microscope or flat glass surface. Put a drop of water on the leaf. Now observe that leaf. Draw what you see.

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Draw Conclusions: What plant traits can you observe without a magnifying glass or microscope?

Stems, branches, petals, leaves

What other plant traits can you observe with the magnifying glass or microscope? Define: Answers will vary. _______________________________

________________________________________________________________________

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From you observation, come up with your own definition of a plant. Hypothesize: Answers will vary.

________________________________________________________________________

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Look at the other kinds of plants with the microscope or magnifying glass. Do all the plants seem to have the same traits? Do plants that look similar have the same traits? How would you set up an experiment to find out? Yes, plants seem to have the same traits. Plants that look similar do have the same traits. To set up the experiment to find out you place a leaf on a glass slide and place a drop of water on it and observe. From your other science studies you already know some things about plants. Is there anything you see that makes you wonder why some plants look different? Answers will vary. Scientists define things through observation and then put together descriptions of things in nature. This is part of the scientific method. Lesson Wrap Up: Observation helps in defining nature.

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Lesson 3What Plants Have in Common?

Objective: Students will learn the parts of a cell for plants and animals.

Key Vocabulary Needed: Chlorophyll: green chemical in plant cells Nucleus: cell control center; directs all the cell does Mitochondrion: energy processor; helps supply energy for the cell Vacuole: storage space for food, water and waste in a cell Chloroplast: contains chlorophyll in plant cells Cell membrane: holds the cell together Cell wall: rigid structure around the plant cell

Materials needed: science notebook, pencil, colored pencils, two paper plates, glue, and an assortment of jelly beans and/or beans. Engage: What do plants have in common?

Engaging Question: What allows a tree to stand tall? Additional Notes to the Teacher: There are many vocabulary words for the student. You may want to have the student learn how to pronounce the words first and then copy the word and its definition.

Students probably have had lessons on cells. Today they will read about and recognize the difference between plant and animal cells. To visualize those differences they will make a model of each type of cell. You may want the student to read the information in the lesson first and then take a paper plate and make a cell. To make the cells:

Imagine a paper plate represents a cell. Plant cells are not round but the inside of the plate can be designed the structure of a plant cell.

First draw the cell: Use a black pencil to form the shape of a plant cell; slightly rigid with more straight lines like a square.

Label this: Cell Wall…rigid structure surrounding the plant cell With a light green colored pencil, draw a line inside the cell wall line. Label this: cell membrane…holds the cell together With a light blue color draw something that is shaped like a kidney bean in the

center of the cell. Label this: Vacuole…storage space for food, water, and waste With a red pencil draw something about the size of a jellybean close to but not

touching the vacuole. You may have more than one red mitochondrion. Label this: Mitochondrion…cell energy processor; helps supply energy for the cell

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With a purple pencil draw a circle. Color it in a lighter color purple and put a few

curved lines around the circle. Label this: Nucleus…cell control center; directs everything the cell does. Finally, draw jellybean shaped green things all around in the cell. Label this: chloroplast…contains chlorophyll

Add some piece of yarn inside the cell colored green: these are the tissues that help transport food and are what cells are organized into.

Now with the other plate do the same thing for animal cells. With a brown pencil draw a circle inside the plate. Label this…Cell membrane With a purple pencil draw a circle, colored in with lighter purple and with curved

lines around it. Label this…Nucleus With a red pencil draw several jellybean shaped things inside the cell. Label these: Mitochondrion With a pink pencil draw several marbles shapes inside the cell. Label these: vacuole

When you have completed your two cell drawings, you may glue the jellybeans and beans on top of the parts you labeled. When the student has completed their activity, you would want to ask them what is different about the two cells and what is the same. They should recognize two missing pieces in an animal cell are: cell walls and chlorophyll. The shapes are different also.

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Just by observing you can see that plants are green. It is the chlorophyll in the plant cell that makes them green. This allows the plant to use the sun’s energy to make its own food. Plants also must have water, minerals from the soil and carbon dioxide from the air to produce its own food. If you had a microscope you would be able to see the box like shapes in the leaf of a plant. Plants are made up of many different kinds of cells. All of the cells have parts that are the same. A tree has to have rigid cells to help it survive, as it grows so tall. It has to have roots to anchor it in the soil. The trunk supports all of its weight. The cells of a plant look like boxes because it has a rigid cell wall. This is what helps it stand tall and not collapse. There are also tissues that organize the carrying of water and minerals to the plant. These we experience when we eat stringy celery or feel in fleshy fruits. Each type of cell in a plant has a job to do. You have the cells in the leaves that help with food production. There needs to be stems, branches, roots and trunk cells too. This is how the food is transported throughout the plant. Now you will use the words in the vocabulary list to label the parts of a cell as you design a plant and animal cell. After you are finished following these directions note what animal cells are missing; that is what is in a plant cell but not an animal cell. Imagine a paper plate represents a cell. Plant cells are not round but the inside of the plate can be designed the structure of a plant cell.

First draw the cell: Use a black pencil to form the shape of a plant cell; slightly rigid with more straight lines like a square.

Label this: Cell Wall…rigid structure surrounding the plant cell With a light green colored pencil, draw a line inside the cell wall line. Label this: cell membrane…holds the cell together With a light blue color draw something that is shaped like a kidney bean in the

center of the cell. Label this: Vacuole…storage space for food, water, and waste With a red pencil draw something about the size of a jellybean close to but not

touching the vacuole. You may have more than one red mitochondrion. Label this: Mitochondrion…cell energy processor; helps supply energy for the cell With a purple pencil draw a circle. Color it in a lighter color purple and put a few

curved lines around the circle.

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Label this: Nucleus…cell control center; directs everything the cell does. Finally, draw jellybean shaped green things all around in the cell. Label this: chloroplast…contains chlorophyll

Add some piece of yarn inside the cell colored green: these are the tissues that help transport food and are what cells are organized into.

Now with the other plate do the same thing for animal cells. With a brown pencil draw a circle inside the plate. Label this…Cell membrane With a purple pencil draw a circle, colored in with lighter purple and with curved

lines around it. Label this…Nucleus With a red pencil draw several jellybean shaped things inside the cell. Label these: Mitochondrion With a pink pencil draw several marbles shapes inside the cell. Label these: vacuole

When you have completed your two cell drawings, you may glue the jellybeans and beans on top of the parts you labeled. What is different about an animal cell? Lesson Wrap Up: Students note the common characteristics of plants exist in their cells. Plants can make their own food.

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Name: ______________________________________________Date:_______________

My TWO CELL DRAWING

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Lesson 4How Are Plants Classified?

Objective: Students will recognize how plants are placed in groups.

Key Vocabulary Needed: Vascular: composed of or containing vessels Nonvascular: plants with no vascular system Materials Needed: Science notebook, pencil, piece of celery, water, tall glass, water, food coloring Engage: How do scientists group plants?

Engaging Question: Can I see the difference in plant systems?

Additional Notes to the Teacher: In this lesson the students will learn that some plants have a vascular system and some do not. Scientists group plants by vascular and nonvascular systems. The common types of plants with a vascular system are like celery and flowering plants. The types with none are like moss or simple plants.To begin you want to do a simple experiment with a stalk of celery. Place a stalk of celery in a glass half full of water. Add a food coloring other than green and let the students watch what happens. This should stimulate the question how did the food coloring get up the stalk of celery. After observing the celery, have the student read their lesson. They should end the lesson with writing a paragraph describing the difference between a vascular plant and a nonvascular plant.

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Look carefully at a piece of celery. What do you see? Add water to fill a tall glass half full. Put some food coloring in the water. Place the stalk of celery in the water and wait a few minutes. Observe the celery. What did you see? How did it change and what caused the change. From the beginning of time people have noticed differences in plant life and tried to explain what made the difference. They had to find out what plants were good to eat and which were not. They experimented with how plants could be used as a medicine.

Through visual observations scientists’ first classified plants into three simple groups: little plants like herbs, bigger plants like shrubs and the biggest plants such as trees. Observing size made this classification. They recognized the traits or characteristics of plants and recorded what they saw.

Today scientists realize that size is only a small part of what makes plants different. A tiny blade of grass is more like a bamboo tree than moss that grows close to the ground. Now scientists look inside the plant to learn more about its characteristics. First in the moss there are lots of cells packed together like a jigsaw puzzle. All the cells look alike. Water gets into the plant by passing directly into the cells.

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Looking at a corn plant it can be observed that there are tube like systems in the leaves, stems and roots. Food is made in the leaf but moved into the whole plant through these tubes known as vascular tissue. Scientists further divided plants into those that have the vascular system and those that do not. Trees and flowering plants are classified as vascular plants. Vascular means composed of or containing vessels. Moss and other simple plants are nonvascular. All plants are put into these two categories. Plants in these two divisions are far from exactly the same. So scientist made a smaller group within this division called a division. All plants with seed and vascular/ all plants without seeds and vascular is one division. Examples: Vascular with seeds: conifers Vascular without seeds: ferns Then there are plants that flower and those that do not for another division.

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Name: ______________________________________________Date:_______________ What is the difference between a vascular plant and a nonvascular plant? Answer by writing a paragraph describing the difference. Vascular means composed of or containing vessels. Moss and other simple plants are nonvascular. All plants are put into these two categories.

Lesson Wrap Up: Students learned that plants are divided into two groups: vascular and nonvascular.

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Lesson 5More Life Things Classified!

Objective: Students will read about and learn the animal phylum and some about fungus.

Key Vocabulary Needed:

Phylum: (phyla plural) groups of similar animals

Fungus: (fungi singular) organism that makes its food from decaying dead organisms

Materials Needed: Science Notebook, pencil

Engage: How many phyla are there?

Engaging Question: Is this like a kingdom in plant classification?

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Lesson 5 More Life Things Classified!

Recall that one of the things that make animals different than plants is that animals cannot make their own food. They can move from one place to another.

All animals are in the animal kingdom. Then they are divided into two groups used to be more specific about animals.

The first level contains groups called phyla or phylum. The next level contains groups called classes.

So we have the Animal Kingdom divided into two phyla without backbones and one with backbones.

Can you remember some animals that fit into each of these phyla?

You are correct if you remembered fish, birds, reptiles, amphibians and mammals with backbones. The animals with no backbones are: sponges, flatworms, Sea Anemones and crustaceans.

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Lesson 5More Life Things Classified!

How are animals different than plants? There are plants that do not make their own food. One such plant is the fungus or fungi. Can you think of any plant that would fit in this group?

In the Fungus kingdom there are: yeasts, morels, mildews, molds, mushrooms, smuts and rusts. If you do not know what any of these look like you may want to look them up on the Internet or get a resource book from the library.

What is interesting to know about these plants is how helpful they are to our environment. The way these plants survive is by absorbing food from decaying dead organisms and wastes. Some fungi contain chemicals that help fight diseases in humans. Some fungi help bread rise or turn milk into cheese. It breaks down decaying plants and animals so living things can use that chemical. This helps our environment.

There is a negative side to fungi. Some are actually poisonous to people. Others may cause itchy diseases like athlete’s foot. Some spoil food. You may have seen black, fuzzy like growth in damp areas in a bathroom. This is not helpful and may cause people to sneeze, cough or get very sick.

To help remember these plants make a chart in your notebook.

Draw a line and put the title Fungus Kingdom on it.

Draw three lines down from the main line.

Under one line place the words: yeasts, morels, mildews

The second line would be molds

The third are mushrooms, smuts and rusts.

Now in your notebook list the ways that fungi can be helpful.

Lesson Wrap Up: Animals have phylum and plants have kingdoms such as the fungi.

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Lesson 6Other organisms

Objective: Students will learn about the protist kingdom and bacteria.

Key Vocabulary Needed: Protist: a plant kingdom Bacteria: tiniest, simple living thing Materials Needed: Science Notebook, Pencil Engage: What is that floating on the water?

Engaging Question: A single cell with no nucleus; what is it? Additional Notes to the Teacher: Students will learn about the live things they see in ponds and lakes. This is what they call protist. It has a nucleus inside each cell surrounded by a thin envelope. Then there is bacterium, which has a single cell with no nucleus.

These are difficult to find a picture of but perhaps a look on the Internet would give a pick at what they look like up close: it would be slime molds, green algae and bacteria. Students may think about what they see on water especially if it is a pond not used very often. Not so much moving water. Then they can think when they go to the doctor sometimes it is because of a bacterial infection.

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Lesson 6 Other organisms

Have you ever wondered what the green stuff is that is floating on top of still water? Is it alive? Actually it is. It is in the plant kingdom. It is called protist kingdom.

Some is slime mold. You know mold to grow on food. Since this type of plant does not make its own food it must feed off other things.

The protists kingdom is made up of some microscopic living things. They can only be seen with a microscope. The kingdom included living things that cannot be seen with your eye and some you can see such as seaweed and green pond scum. Some protists also live on land.

Some of the protists consist of one cell and they swim around looking for food. Others are made up of groups of the same cells that are linked together. An alga does not have to hunt for food. They have chlorophyll. They float on the water in the sunlight and make their own food. There are even one celled protist that contain chlorophyll and are able to make their own food.

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Lesson 6Other organisms

Name: ________________________________________________Date:____________

To classify life in a kingdom there must be some common characteristics. From what you just read there are many differences, what is same? Through a microscope you would discover a dense structure called a nucleus. An envelope called the membrane surrounds this nucleus. This is the common feature or characteristic that classifies them in one kingdom. Another very simple living thing is called bacteria. Some are helpful and some bacteria are harmful to both animals and plants. One of the differences in them is how they are formed. One kind groups together in a chain or cluster. Other kinds do not. You can see bacteria with a microscope. Each bacterium has a single cell without a nucleus. One of the types of bacterium lives in the stomach of a cow to aid in the digestion of its food. Another lives deep in the ocean where lava seeps through cracks on to the ocean floor. The true bacteria kingdom has some unusual members. One such member lives in the fur of a polar bear. It is blue-green in color and is called cyanobacteria. The prefix of this word: cyano means blue. If you have ever had a very sore throat and the doctor took a swab he might be looking for bacteria that caused your sore throat. The doctor would be looking for the “strep” bacterium. Other diseases caused by bacterium are some upset stomachs because of a food, tuberculosis, and pneumonia. Now think about what you have read and respond to these questions in your notebook.

How are some protists like plants?

They are groups of the same cells that are linked together.

How are bacteria different than other plants and organisms? Each bacterium has a single cell without a nucleus.

Lesson Wrap Up: There is a kingdom of living things called protists.

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Lesson 7Plants help and hurt

Objective: Students learn of a harmful plant and pull together the information about plants and their parts.

Key Vocabulary Needed: Kudzu: plant with woody vine, hairy green leaves and tiny purple flowers; grows 60 feet in one summer Materials Needed: Science Notebook, pencil Engage: A plant that can “take over”?

Engaging Question: What does that mean? Additional Notes to the Teacher: Ask the student if they have ever noticed how vines grow? Have they ever seen vines growing up the side of a building or house? How do they think they “hold on”?

They will read about a vine that over-grew a whole area in America’s south. It is called kudzu. The plant got into the United States back in 1876 when there was an Exposition by Japan. After reading the article of interest they will be asked to review the last couple of lessons. They will be asked to write a paragraph telling of the importance of plants. They may make a poster. They could use a spore print. They could make a print with the spores collected from a mushroom. It takes three hours for the spores to dry before using them so if you wish to try this you may wish to prepare the spores ahead of time.

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Have you ever seen a vine growing on a building or house? It looks like it is climbing the wall. Most vines do not harm the buildings they grow on. But one time we had an Exposition. It happened in 1876 during the Philadelphia Centennial. Many different countries had exhibits. The Japanese brought many unusual plants. The plant they brought is known as the “Mile-a-Minute Vine”. They also call it “The Vine that Ate the South”. The plant can actually grow 60 feet in a single summer and choke the life out of other, weaker plants. It would die out in the winter. It covers seven million acres of America’s southland. How could that happen, because the little purple flower is beautiful? It was used to decorate gardens and homes. Farmers grew it to feed cows, sheep and other farm animals. They liked how it tasted. The plant has huge six foot long roots and grew to seven inches in diameter weighing up to four hundred pounds. The roots hung on to the soil with a grip. This helped keep soil from washing away. The problem was that no one expected the plant to thrive. It grew very well in wet rainy weather. It had no natural enemies so it grew and it grew rapidly. In Japan there were insect pests that kept the vine in “check”. Today kudzu is labeled as a weed and can be controlled with weed killers. Now let’s take a little review of the past few lessons. You may look back for information you may not recall.

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Name: ______________________________________________Date:_______________

What do plants have in common?

A dense structure called a nucleus. An envelope called the membrane surrounds this

nucleus.

What is the same to animals, protists, fungi and bacteria? How are plants different?

One of the things that make animals different than plants is that animals cannot make their own food. They can move from one place to another.

What is different in vascular plants and nonvascular plants?

Trees and flowering plants are classified as vascular plants. Vascular means composedof or containing vessels. Moss and other simple plants are nonvascular. All plants are putinto these two categories.

Describe three characteristics of plants?

Plants are green. They make their own food. Plants also must have water, minerals from the soil and carbon dioxide from the airto produce its own food.

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How can plants from other countries become pests?

Plants can "take over" without the insect pests to control the overgrowth of the plant.

Write a paragraph telling what plants are important in your life, and explain why?

Answers will vary.

Extension: Spores are very small. They can be found in mushrooms. Take the cap of a mushroom and look at the cap very carefully with a hand lens. Put the cap, with the underside facing down, on a piece of poster paper. Cover it with a bowl. After three hours, remove the bowl. Use the tiny spores you find and make designs on the poster paper.

Lesson Wrap Up: There are many different kinds of plants, but they are all very important. Without plants, life would be impossible on Earth. Almost everything you eat comes from plants, or from animals that eat plants.

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Lesson 8How Do the Parts of a plant help it survive?

Objective: Students will learn that plants have different parts that have separate functions for the life of the plant. Key Vocabulary Needed: Xylem: tissue through which water and minerals flow up through the plant Cortex: a layer just inside the epidermis of roots and stems; it stores food Epidermis: the outermost layer of a root, stem or leaf Root cap: a thin covering made up of cells. It protects the root tip as it grows into the soil. Root hairs: threadlike parts of cells on the surface of a root.

Materials Needed: Science notebook, pencil, colored pencils

Engage: What do you call the parts of the plant roots? Engaging Question: Can you name the parts of a plant root

Additional Notes to the Teacher: Students will learn more about the parts of plant roots. The vocabulary words are the words for the parts of the roots. They will be told where these parts are and asked to draw them with colored pencil.

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Lesson 8 How Do the Parts of a plant help it survive?

Do you ever eat plant roots? I am sure you do. Consider the food parts of these plants. Beets, carrots, sweet potatoes, radishes, and turnips are the roots of different plants. How do roots help a plant to survive?

Most plants have roots that hold them in the ground. Some plants, like mosses, don’t have true roots. Mosses have root like structures that anchor them.

Roots keep plants in the ground. They keep the plant from being swept away by wind or water. Roots draw up to the plant minerals from the soil along with water. They store food for the plants. This is happens with those root plants you may eat.

The root pushes into the soil. The tender root is protested by a tough root cap.

Before reading further take a plain piece of paper and your colored pencils. Draw a

structure that is shape like a small carrot. On the very pointed end, draw small round pieces on the tip. Label this part as the root cap. Copy the definition for root cap from your vocabulary words.

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Once the first root gets set in the ground a few hairy branching roots grow on its sides. This is called a taproot. Add hairy roots on the sides of your taproot picture. Label one of the hairy roots you added as root hairs. Copy that definition. Plants like grasses do not have taproots. They have fibrous roots. Taproots grow deep into the ground. Fibrous roots spread out near the surface. They collect water where there is little rain. Fibrous roots can make huge networks. There are even aerial roots that never touch the ground. They get moisture from the air. There is even a root called a prop root. It grows at the bottom of the stem and helps to prop the plant up. Now finish your picture of the root. Leave an opening to your root that you can add more structure. Color the outer side of your root a light yellow color. This is the epidermis; label that part and add the definition. You have two more parts to include in your picture. Just under the light yellow epidermis make several rows of light red circles that look like kernels of corn from the root cap to the top of your root. Label this the cortex of the root. Copy the definition of the cortex. Finally the inside center of the root should be darker red color and shaped the same way. Make them where the center of the root would be. Label this part of the root xylem.

How do you think fibrous roots would help a plant grow in a dry or desert area?

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Lesson 8How Do the Parts of a plant help it survive?

Name: ______________________________________________Date:______________

Take a plain piece of paper and your colored pencils. Draw a structure that is shape like a small carrot. On the very pointed end, draw small round pieces on the tip. Label this part as the root cap. Copy the definition for root cap from your vocabulary words. Now finish your picture of the root. Leave an opening to your root that you can add more structure. Color the outer side of your root a light yellow color. This is the epidermis; label that part and add the definition. You have two more parts to include in your picture. Just under the light yellow epidermis make several rows of light red circles that look like kernels of corn from the root cap to the top of your root. Label this the cortex of the root. Copy the definition of the cortex. Finally the inside center of the root should be darker red color and shaped the same way. Make them where the center of the root would be. Label this part of the root xylem

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How do you think fibrous roots would help a plant grow in a dry or desert area?

Fibrous roots grow near the surface so they absorb what little water there may be.

Lesson Wrap Up: Students learn that parts of the plant roots.

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Lesson 9What about the stem of a plant?

Objective: Students will learn about parts of a plant. Key Vocabulary Needed: Phloem: moves food from plant’s leaves to other parts of the plants Cambium: a layer of cells that separate two Xylem: transport system that moves water and minerals up from the roots Materials Needed: Science Notebook, pencil, colored pencil, plain paper Engage: What do other parts of the plant do? Engaging Question: What do you call the other inside parts of a plant? Additional Notes to the Teacher: Students will consider what is inside the stem of the plant. They will again draw the inside and label those parts as they learn what each part does.

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All plant stems have something in common. But if you touch some stems they are hard like a tree and some have delicate and thin. How can they be alike in any way? No matter what, the job of the stem is to support the plant. They help the leaves reach the places they can get sunlight. Stems also transport water and minerals. Stems move foods made in leaves to all other parts of the plant. The part that moves the water and minerals up from roots is called the xylem. Draw a circle with a green colored pencil. Draw another circle a little ways from the outside circle. Use your lighter green color to draw the second circle made up of small circles with a darker line separating each circle. Label the darker colored circles cambium. Copy the definition for that label. Now use another colored green or yellow and draw egg shaped cells all around under the inside circle. There should be small circles inside the egg shaped circles. These will be labeled xylem. Copy the definition. The circles will also be labeled phloem. Copy these definitions. Some stems do more than support a plant and give it a transportation system. For example, the stems of plants like potatoes and sugarcane store food for the plants to use later. The stem of a cactus plants store water. What are two ways in which all stems are similar?

Lesson Wrap Up: Students learned about the function of the stems of plants.

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Name: ________________________________________________Date:_____________

Draw a circle with a green colored pencil. Draw another circle a little ways from the outside circle. Use your lighter green color to draw the second circle made up of small circles with a darker line separating each circle. Label the darker colored circles cambium. Copy the definition for that label. Now use another colored green or yellow and draw egg shaped cells all around under the inside circle. There should be small circles inside the egg shaped circles. These will be labeled xylem. Copy the definition. The circles will also be labeled phloem. Copy these definitions.

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What are two ways in which all stems are similar?

The job of the stem is to support the plant. They help the leaves reach the places they can get sunlight. Stems also transport water and minerals. Stems move foods made in leaves to all other parts of the plant.

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Lesson 10Parts of a leaf

Objective: Students will learn parts of the plant

Key Vocabulary Needed: Chloroplasts: green food for plants Transpiration: plants process for bringing more water in as it loses water Materials Needed: Science Notebook, pencil, plain paper, crayons, a couple different shape leaves Engage: What does the leaf do for a plant?

Engaging Question: What do you mean by simple and compound leaf? Additional Notes to the Teacher: Students should have a couple different shape leaves to look at. If they have never done a crayon rub on the leaf have them do one now. Put the leaf upside down on a flat surface; place a sheet of paper over it and rub with their crayon back and forth until they can see the shape of the leaf.

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Lesson 10 Parts of a leaf

Do you ever just look at leaves? Do you live in a place where you have many trees with leaves that change color in the fall of the year? Do you think people eat leaves?

When you just notice leaves and look very closely you will observe that some grow as a single leaf and others have several leaves on a petiole, the part that holds the leaf. The single leaves are called simple leaves. The leaves that grow in a cluster are called compound leaves.

There are many parts to a leaf. The leaf helps to keep a plant alive. The outer part of a leaf is called the epidermis. The epidermis secretes a waxy coating called the cuticle. The cuticle helps keep water from leaving the leaf so it will not dry up. There are cells between the layers of epidermis. Imagine a sandwich with a piece of bread on each side and chloroplasts inside. It is kind of in the shape of jellybeans. These chloroplasts are the green food factory for the plant. These factories need sunlight, minerals, water and carbon dioxide to make food for the plant.

On the underside of the leaf there are stomata. These are like doors that can be opened and closed. Their job is to regulate how much water the plant has. When the plant needs to keep its water, there are two guard cells on the sides of the stomata that shrink and keep water in the leaf. When water needs to be release from the leaf, the guard cells swells and allows water out of the leaf. More important than that is the fact that it is the stomata that bring air into the plant and releases carbon dioxide back out. It is sort of like your nose.

Many leaves are flat and large so they can take in the sunlight. The needles of a pine tree are covered with wax to hold water in. The spines of a cactus plant help to protect it. The crunchy leaves of the onion are where food is stored.

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The roots of a plant are a long ways from the leaves but they work together. The roots bring the water up from the soil. The process of water moving through the plant is called transpiration. Think of the word: transportation when you think of the water being transported throughout the plant. If you have a couple of different leaves to look at touch the bottoms and tops. Do they feel the same or differently? Usually leaves have what would be like a vein system on the bottom. This is where the water and food are carried. It is interesting to look more closely at the shape of leaves. If you have some crayons and plain paper you could do a crayon-rub. Just place the leaf or leaves under the paper on a flat surface and rub your crayon all over it. Watch it take shape on your paper. Did you use the backside of the leaf? If so you should have observed the veins on the leaf. Do you eat salad? Then you probably eat the leaf of a lettuce plant. Cabbage, parsley, and spinach are foods commonly eaten.

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Lesson 10Parts of a leaf

Name: ____________________________________________Date:_________________

Answer the following questions.

Why are leaves important to you?

Many leaves are eaten, such as lettuce, parsley, cabbage, and spinach.

What do leaves do for a plant?

The leaf helps to keep a plant alive. They absorb and release water along. They also absorb air and release carbon dioxide.

Lesson Wrap Up: Students learned more about the function of the leaf.

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Lesson 11Three things plants need

Objective: Students recall what they have learned in the last few lessons about plants. Materials Needed: Science Notebook, pencil, research books on plants or Internet Engage: Could you float on a leaf?

Engaging Question: Are leaves strong? Additional Notes to the Teacher: Students will read about orchids that grow in the Rain Forest. They will be asked to research different kinds of orchid plants and either draw or copy photographs of them. They also can research the royal lily pad that is strong enough to hold up the weight of a small child.

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Lesson 11 Three things plants need

Imagine a plant that does not live in the ground or float on water. Where could this plant be living?

There is a plant called an orchid. It has purple, pink and orange flowers on it. This one lives in the tropical rain forest. It grows high up on a tree. Yes, I said lived ON a tree. The roots of the orchid wind around the trunk of the tree. That would hold it steady give the plant support.

The roots are actually in the air. How does it get water and minerals? When it rains the water drips down the bark of the tree along with minerals and the roots soak it up. Some of the orchids have roots that are flat and as long as you are tall. They wrap around the trunk of the tree and look like a worm. The scientific name for it is “tapeworm leaf”.

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These roots are extraordinary. They not only collect water and minerals they are green. You know what that means! These roots can produce food for the plant. This orchid really does not need leaves though it may have very small ones. What makes the roots of some tropical rain forest orchids unusual?

Put it all together now: We depend on plants. They provide oxygen for us to breathe. Many are food for us. Some even provide us with clothes and shelter. Part of the plant’s ability to survive is how well the parts work together. They need to produce food, absorb water and minerals as well as breathe carbon dioxide. The three parts of a plant are roots, stem and leaves. Now in your notebook write your response to these questions: How do roots, stems and leaves help a plant survive? List the three things plants need to live. How do orchids live in the rain forest? Now you need to compare and contrast two or more different kinds of roots. Also, look up the royal lily pad. What makes it unique? Write down interesting things you find out about it. Research the names of different types of orchids. Draw what they look like or copy photos. Lesson Wrap Up: Students focused on a unique plant of the tropical rain forest and responded to review questions about plants.

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Lesson 11Three things plants need

Name: ___________________________________________Date:_________________

Answer the following questions. What makes the roots of some tropical rain forest orchids unusual?

They grow on the trunk of a tree absorbing water as it runs down the bark of the tree.

How do roots, stems and leaves help a plant survive?

Roots absorb water for the plant. The stems give the plant support for the leaves to reach out to the sun. The leaves absorb sunlight and carbon dioxide to feed the plant.

List the three things plants need to live.

Water, sunlight and air.

How do orchids live in the rain forest?

Orchids live high up in trees. Their roots grow around the trunk and absorb water and minerals that run down the tree trunk. Compare and contrast two or more different kinds of roots.

Answers will vary.

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Look up the royal lily pad. What makes it unique? Write down interesting things you find

out about it.

The size of the royal lily pad makes it unique. The leaf can grow to be 4-6 feet across and support 100 pounds of weight, if evenly distributed. Research the names of different types of orchids. Draw what they look like or copy photos. Answers will vary.

Lesson Wrap Up: Students focused on a unique plant of the tropical rain forest and responded to review questions about plants.

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Lesson 12Plants need....

Objective: Students will observe what happens when there is no sunlight for the leaf of a plant. Materials Needed: Science Notebook, pencil, a growing plant from home, opaque paper or aluminum foil Engage: What will happen when…

Engaging Question: What would happen with no sunlight? Additional Notes to the Teacher: Students will set up an observation about what happens to the leaf of a plant when it has no sunlight at all. Since this will take a while to observe, they will set it up and read about plants adapting before they can see the results at the end of a lesson. This observation of what happens when you cover the leaf of a plant for one class period can be extended to several days. Students could also observe what happens once sunlight is restored to the leaf once covered.

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Name: ____________________________________________Date:________________ You have studies about the parts of the plant and their individual functions. Now it is time to experiment a little with sunlight and the leaf of a plant.

Take a growing plant from home Cover at least four leaves with aluminum foil so no light can get to it Place the plant on the windowsill where there is plenty of sunlight You will leave the plant like that for the rest of the lesson time.

While that experiment is setting consider the different climates of our world. We have the very cold Arctic, the deserts in different countries and the rocky land. What kinds of plants grow where you live? Are they like other plants in other parts of the world? Why do you think they are or are not like other ones? You just read about the sunlight, water and soil plants need to survive. In the dry desert it would be difficult for a plant to survive because it is so hot and the soil is too sandy for roots to hold. In rocky areas it would be nearly impossible for plants to survive because there is very little soil…or we would think. Plants sure would look different in different parts of the world. Like the orchid, growing in the tropical rain forest would look strange in the northern part of the United States where it gets very cold in the winter. Plants are living things and they are amazing. They can adapt to different environments. This is called adaptation. It does not happen quickly but over years plants have been known to adapt to difficult environments and survived. Plants actually grow on rocks. How does that happen? There are tiny cracks between in the rocks. Wind blows sand into the cracks. The plants put down very tiny roots and grow! In the dry, hot desert there are plants too. These plants put down long roots. Their roots grow deep and spread far from the plant. They even have a method to store water. Consider the cactus with its waxy covering and spongy stem; it is a survivor of the desert. These plants have to ward off weather conditions and lack of water to live. They adapt. That means change their natural features. Some plants grow over the top of other plants to get sunlight. They have aerial roots because they above ground like the orchid we read about.

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Name: ____________________________________________Date:________________ The plants of the world are gorgeous. They add color to our surroundings because they come in every color. Some are so small they can only be seen with a microscope.

Perhaps one day when you become a scientist, you will discover yet a new species of plants. Respond to the following questions.

With your digital tools, circle the correct answer. Plants can change to survive in their environment. True or False The ability to change is called: Irrigation or Adaptation Plants so not need water: True False To get more sunlight, some plants: Grow bigger roots or Grow larger leaves Plants that grow on rocks have: No roots or Tiny, thin roots There are no differences in the climates of the world: True or False Now that your lesson time is over you should go back to your plants. Remove only the cover of ONE leaf. In your notebook, write down what you observe about that leaf. Now leave the other three covered. Uncover them one day at a time and record how they look. Write how what you saw that changed from day to day. Conclude: How do light and darkness affect the growth of leaves? Lesson Wrap Up: Students did an observation about how light affect leaves and read about plant adaptation.

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Lesson 13How does photosynthesis work?

Objective: Students will look more thoroughly at the process of photosynthesis.

Key Vocabulary Needed: Photosynthesis: hydrogen from water and carbon dioxide join in the presence of sunlight and chlorophyll to form sugars and oxygen Respiration: sugars and oxygen join to produce water, carbon dioxide and energy Materials Needed: Science Notebook, pencil, plain paper and colored pencils, a large leaf Engage: Where does the energy come from?

Engaging Question: What do animals need to breathe?

Additional Notes to the Teacher: Students will take a look at the process of photosynthesis. They will be encouraged to draw a picture of these chemical processes. It does not matter if they draw stick people; it is the circle with the words on it that should help to clarify a very complicated process.

They could take a leaf and trace around the outside of it just to get the shape. Then they will label the process as they are given to them. You may want them to memorize some of this; it depends on the level of your student. If you do, what you could do in a couple of days is just give your student an outline of a leaf and ask them to rewrite the words on the leaf as they did in this lesson. This is in accordance with the challenge level of your students.

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Lesson 13How does photosynthesis work?

Where does energy come from? Where do you get your energy? You are correct if you answered from the foods you eat. Plants make their own food buy they need energy to go through that process. Where does the energy come from first? It comes from light, especially sunlight.

Light is a form of energy. Plants capture the energy of light and trap it in the foods they make. When they need this energy to make food they use up what they have stored. The word for the food making process is: photosynthesis.

The very word is Greek for “putting together by light”. The process is complex. Take you leaf out and draw an outline of it on your plain paper in green. As you read there will be directions for writing on this leaf. The leaf is green because it has chlorophyll, which helps the plant make food. Chlorophyll is found in the leaf in chloroplasts, which are tiny chemical factories. Inside them there is water and carbon dioxide that combines to make sugar and oxygen. Write the words cells with chlorophyll on the leaf. Write sugar outside the leaf with arrows on the leaf. Write

carbon dioxide outside the leaf and draw arrows indicating it goes into the leaf. Write water at the bottom of the leaf indicating it goes up into the plant; draw an arrow showing that. This process does not happen with light energy. The sugars that the Sun’s energy helps the leaf to make go into the leaf’s veins and off to all parts of the plant.

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Write oxygen outside the leaf with an arrow leaving the leaf. Draw an arrow on the leaf with the word light on it. The plant processes oxygen, which goes into the air. The animals need oxygen so they breathe that in from the air and give back the carbon dioxide the plant uses. Finally the cells used the oxygen to break the sugar energy apart for the plant to use. This process is called respiration. This is the same process that animals use to release energy. Another visual way to think of this process is a huge circle. A start arrow would be sunlight and chlorophyll form sugars and oxygen. Next arrow would indicate that sugars are stored in green plants and oxygen is released. Think about it: you eat and breathe. You breathe out carbon dioxide and use energy. Now think: How is photosynthesis different from respiration? Lesson Wrap Up: Students looked at the process of photosynthesis in plants.

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Lesson 14The beauty of autumn!

Objective: Students will learn why leaves turn colors in the fall Materials Needed: Science Notebook, pencil Engage: Do all leaves change color in the fall?

Engaging Question: Why do leaves change colors? Additional Notes to the Teacher: If your student does not live in a state where the leaves turn colors in the fall, you may want to get a few pictures of what that looks like to show them. If they experience the fall leaves in full bloom, then ask them to give a prediction or guess as to what happens in the fall to the leaves and why. From what they have learned so far they should be able to come close to the change in temperature and light.

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Lesson 14 The beauty of autumn!

Can you guess how leaves change colors? If you have experienced this you may have noticed that all the leaves except for confer trees with needles change. It is like over night in September or October that the trees are adorned with yellow, orange, and red in place of their summer green.

Actually the yellow and orange was in the leaf in the summer. You could not see it because of all of the chlorophyll. So why do we see those colors in the fall? Temperatures begin to drop and the leaf stops producing its chlorophyll. It slowly breaks down and vanishes. Now you can see the yellow and orange. If you see the red it is where the climate is especially cool. Where the climate is warmer and the sky is cloudy you only see yellow and orange.

So where would you see a greater variety of colors on the trees in South Carolina or Vermont?

If you were doing an experiment to find out about the color of leaves you could do this. What changes in the fall of the year? The temperature changes. This information would be considered a variable in an experiment. Secondly days are shorter so there is less daylight. This would be another variable for your experiment.

Now you would guess about the causes of the change in colors to the leaves.

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This guess is calla hypothesis. It is often stated as: If..then… statement. You might write; If the plant does not get water, then it will not grow. To find out if this is true you would set up an experiment. If our experiment had temperature and light as variables then there would have to be several different set-ups for the experiment.

Two plants: one with warm temperature and good light the other with no light but same temperature

Two plants: both with good light but one with cool temperature and one with warm Two plants: One with good light and warm temperature the other with cool temperature and no light. What stays the same? One plant in the pair always has correct temperature and light to grow. One in each pair varies each time: one time no light; one time light but cool temperature and the third time no light and cool temperature. That is how you set up variables to do an experiment. Lesson Wrap Up: Students learned about how we see different colors of leaves in the fall and how to set up an experiment.

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Photosynthesis: hydrogen from water and carbon dioxide joinin the presence of sunlight and chlorophyll to form sugars and oxygen

Respiration: sugars and oxygen join to produce water, carbon dioxide and energy

Answers will vary.


Lesson 16Review Quiz

Objective:

Materials Needed:

Engage:Engaging Question:

Additional Notes to the Teacher:



Name: ____________________________________________Date: _______________

Word list:

Circle the best answer




Name: ____________________________________________Date: _______________

Lesson Wrap Up:



Lesson 17Life cycles

Objective: Students will learn about plants with seeds and those without.

Key Vocabulary Needed: Spores: cells that can develop into new organisms Rhizoids: fibers the work much like roots Materials Needed: Science Notebook, pencil, pictures of some moss and fern plants; Internet Engage: Do all plants have seeds?

Engaging Question: Some have a vascular system and some do not. Additional Notes to the Teacher: Students will read about moss and ferns. They will learn that moss has no vascular system while the fern does. They both use spores to reproduce.

The Internet would be helpful in seeing what some of these unusual plants look like. The main idea of their lesson is both seedless vascular and seedless nonvascular plants have different structures but the same life cycle.

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Lesson 17Life cycles

Most often we think of seeds being what we plant to grow a plant. Not all plants begin with a seed. Seedless plants have spores to reproduce and grow new plants. Spores are cells that can grow into new organisms. They are so tiny you may need a microscope to see the spore. It is found inside a capsule called a spore capsule. Some of the plants with spores are moss and liverworts. Ancient people thought the shape of the liverworts looked like a liver thus its name. They have large flat leaves. This classification of plants is divided into nonvascular and vascular plants. That means some of the spore producing plants have vascular tissue, which is like a long tube like cell. You remember what the back of the leaf looks like, veins going up into the leaf. That is the vascular system. The vascular plants use these cells to deliver water and food a long distance. They are taller and thicker than the nonvascular plants. Moss and liverwort plants are short and delicate.

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Some of the vascular spore plants are ferns, horsetails, club mosses and spike mosses. The nonvascular moss plant does not have the long tube like structures. They cling to damp soil, sheltered rocks and the shade of a tree. Mosses and liverworts are tiny plants that grow to about two to five inches tall. Their leaves are made up of one to two cells. Mosses do not have roots. They stay anchored to one place. They have hair-like fibers called rhizoids. Rhizoids can take water from their surroundings. The water just goes from one cell to another. Many mosses look like green, fuzzy pillows. How do mosses and ferns get water?

Ferns are vascular spore plants. They get water through the veins going up into the leaf. Mosses have rhizoids that take water from their surroundings.

Lesson Wrap Up: Students learn about vascular and nonvascular spore plants.

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Lesson 18The making of a new plant

Objective: Students will follow the life cycle of the moss and fern plants.

Key Vocabulary Needed: Fertilization: joining of male and female sex cells Sexual reproduction: when male and female sex cells meet Sexual reproduction: when there are both male sex cells and female sex cells in reproducing Materials Needed: Science Notebook, pencil, plain paper, colored pencils Engage: What happens in the life cycle of the moss or fern?

Engaging Question: Is the spore plant different than a seed plant? Additional Notes to the Teacher: The lesson takes the students around from the fertilization of the spore to the production of new plants. As the information is given the student will be asked to draw a circle with arrows that show the life cycle of the fern and the moss. They should be able to see whether they are the same or different and how.

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Lesson 18The making of a new plant

Since moss and fern use spores to reproduce you would guess that would happen the same way. You would be correct with some differences. Both moss and ferns produce spores. This stage is called asexual reproduction. That is because the plant does not need but one type of cell or spore to reproduce. The moss spores grow into leafy moss plants that have male branches and female branches. The male branches produce sperm or male sex cells. The female branches produce eggs or female sex cells. When a male sex cell meets a female sex cell, the two may join together. This is called fertilization.

On your plain paper draw a plant that has small leaves. On the top of the plant draw something that looks like a small cup. Draw an orange arrow and place small black spots on that arrow. Those will represent spores. Label the “cup” spore case and label the spores. Draw another small plant and label it a new moss plant. Draw another arrow from that to another larger moss plant. Put small leaves on it. Label some leaves male branch and others female branch. Draw two arrows from the larger plant moving in a circle. One arrow ends with another something that looks like a “cup” with a green color. Put a round circle in the bottom of the cup labeled egg with some black lines going into the cup. From the other branch draw another green cup with short black lines going into the cup. The final arrow going around goes from the two arrows to another “cup” drawn with green and the red circle in the bottom. Label this red circle fertilized egg. Now draw an arrow back to the first small cup you labeled spore case.

You have drawn the life cycle of a moss plant. The fertilized egg eventually becomes a thin stalk with a spore case on top. When the spore case opens, the spores are released. Spores that land on damp ground may grow into new moss plants and the cycle begins again. This process of going from sexual reproduction to asexual reproduction to sexual reproduction again is called alternation of generations. Ferns also reproduce by alternation of generations. Leafy fern plants produce spores on the underside of their fronds or leaves.

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Spores that land in shady, moist soil are most likely to grown. The spores grow into small, heart-shaped plants. These plants produce male and female sex cells. If a male sex cell fertilizes a female sex cell, the fertilized egg starts to form a new plant. The new plant develops into a leafy fern plant. Spore cases on the ferns’ fronds produce spores, and the cycle begins again.

Lesson Wrap Up: Students learn about the life cycle of spore plants.

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Lesson 19How long have these plants lived?

Objective:

Materials Needed:





nonvascular plantsmosses



Name: ______________________________________________Date:_______________

Mosses grow close to the ground because it doesn't have roots or stems.

Moss doesn't have roots that would take water away from the garden plants.

Moss is a spore plant. Spores are cells that can grow into new organisms.

Lesson Wrap Up:


Lesson 20What do we know about seed plants?

Objective: Students learn some seeds are on cones and other inside fruits.

Key Vocabulary Needed: Seeds: contains an undeveloped plant and stored food Angiosperms: plants with roots, stems and leaves and produce flowers Gymnosperms: plants with roots, stems and leaves with no flowers Materials Needed: Science Notebook, pencil Engage: Are all seeds alike?

Engaging Question: What is different about seeds? Additional Notes to the Teacher: Students will learn a little about the angiosperms and gymnosperm plants. They will learn that the angiosperms have flowers and gymnosperms do not have flowers.

You may want the students to look carefully at the trees they see. Do they all have leaves? Interesting fact: giant redwood trees can grow as tall as a 30-story building. The different trees live in different climates. Conifers live in the cold environment. Cycads live in warm climates and the maidenhair tree is the only member of the ginkgo division. It has fan-shaped leaves and round green fruit.

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Lesson 20What do we know about seed plants?

Most of the plants we see everyday are seed plants. We see the grass, shrubs, trees and bushes. These vascular plants produce seeds. A seed contains an undeveloped plant and stored food for the new plant. They all have roots, stems and leaves. Some produce flowers and some do not. The group that has flowers is called angiosperms and the flowerless plant is called a gymnosperm. The gymnosperms are the oldest seed plants. They include evergreen trees as pine, fir, cedar, juniper, yew, larch and spruce. Gymnosperms appeared on Earth about 250 million years ago. The angiosperms appeared about one million years after that. The fruits, vegetables, grains, and almost all of the nuts you eat are produced by angiosperms. You do not want to eat the nut of a pine tree. It is the seed of certain pine trees. The gymnosperms are divided into four divisions. They are the conifers, cycads, ginkgoes and gnetophytes. Their seeds are produced on the scales of female cones. The seeds are not surrounded by a fruit. The leaves of most gymnosperms look like needles or scales. Most gymnosperms are evergreens. Evergreens lose only a few leaves at a time and constantly replace the leaves they have lost. Some conifers, such as the larch, dawn redwood, and bald cypress, lose their leaves each fall. Plants that do this are called deciduous. Gymnosperms evolved on Earth during a cold and dry time. They can survive in cold, dry climates. The needles of conifers have a very small surface area and are covered with a thick cuticle. They lose less water than the wider leaves of flowering plants. Interesting fact: The seed for the bristlecone pine sprouted about 5,000 years ago. How are angiosperms and gymnosperms different?

Lesson Wrap Up: There are two divisions called angiosperms and gymnosperms.

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Lesson 21Which kind of tree produces my fruit?

Objective: Students look at the angiosperms. Materials Needed: Science Notebook, pencil Engage: Where do the plants we eat grow?

Engaging Question: Do we eat grasses?

Additional Notes to the Teacher: Ask the students if they think they eat any kinds of grass? They will probably think not. They will learn that wheat actually is a grass. What do they eat that is made with wheat? You might like to have the student look at the ingredients on the box of cereal. Look at what bread is made from.

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Lesson 21 Which kind of tree produces my fruit?

Just the thought of eating grass is not appealing is it? You read that the angiosperms plant had flowers and seeds. Wheat belongs to the angiosperm family. It is a grass that produces one of the world’s most important food crops.

There are 235,000 different kinds of angiosperms, which makes them the largest division in the plant kingdom. Angiosperms are most recent and best adapted division in the plant kingdom.

Duckweed is the smallest flowering plant. The largest flowering plant is the giant eucalyptus tree. It can grow to 330 feet in height and 66

feet in circumference.

Angiosperms grow all over the world. The saguaro cacti live in the hot, dry desert. You know the orchids live high in the air attached to trees in hot, damp rain forests. They even live in the Arctic Circle.

There is an angiosperm that has very little chlorophyll and thus must live depending on other living things. These kinds of plants we call parasites. The stinking corpse lily that lives in Southeast Asia is a parasite. It produces one of the largest flowers. The flower can be a meter across and as thick as you thumb and weight as much as a small dog. How can you tell an angiosperm from a gymnosperm? Angiosperms produce flowers; gymnosperms do not. The seeds of angiosperms are inside a fruit. Gymnosperms do not produce fruits.

Lesson Wrap Up: Some plants have flowers and some do not.

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Lesson 22What are cotyledons?

Objective:


Materials Needed:





cotyledon

dicotyledons


Lesson Wrap Up:



Name: _______________________________________________Date: ______________

Characteristics of Monocots and DicotsAnswers should follow the directives from the lesson


Lesson 23How do you know there is a flower near by?

Objective: Students will learn why flower have an aromas Materials Needed: Science Notebook, pencil Engage: The relationship between flowers and insects

Engaging Question: Can you smell this? Additional Notes to the Teacher: The students will read about how the smell of the flower attracts insects.

You may like to begin the lesson with a question: What do you usually around brightly colored flowers? They probably have notice bees. Read this lesson to learn more about why. You may want to have the student research where in the world food crops grow. Monocots are corn, onion, rice and wheat. Dicots are apples, beans, cabbage and tomatoes. They could make a map showing where they grow.

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Lesson 23 How do you know there is a flower near by?

Do all flowers smell pleasant to you? Roses usually have a beautiful perfume aroma. For this reason many people love to have roses in their homes.

Do you think the aroma of the flower actually helps the environment and life of the rose plant?

These beautiful aromas attract insects. They help to pollinate the plant. Tiny grains of dust called pollen sticks to the insect. The pollen contains the male sex cells of the plant. As the insect moves the pollen rubs off on parts of the flower that hold the female sex cells. When the cells come together a new plant will grow.

One plant has an awful-smelling odor. The jack-in-the-pulpit is one such plant. It attracts flies. Once the insect is inside the flower it discovers the plants sides are smooth and the insect cannot get out. The insect races around and keeps hitting the inside of the flower over and over. After about 24 hours the inside of the flower changes to wrinkles. Now the insect can get a hold and exit the flower. The work is done.

Answer these questions in your notebook. How are flowers important to a plant? What is the difference between monocots and dicots?

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Permission is granted to copy, distribute and/or modify this document under the terms of the GNU Free Documentation License, Brocken Inaglory


Lesson 23How do you know there is a flower nearby?

Name: ________________________________________________Date:_____________ Answer these questions.

How are flowers important to a plant?

What is the difference between monocots and dicots?

How are gymnosperms and angiosperms alike and different?

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Lesson 24Fertilized flowers produce seeds

Objective: Students learn the names for the parts of the flower.

Key Vocabulary Needed: Anther: holds the pollen grains Stigma: top part of the pistil Filament: the stalk is the filament Style: stalk like part of the pistil Pistil: female part of the plant Petals: colored structures inside the sepals Stamen: think stalk like structures Ovary: the base of the pistil; contains egg Sepals: outer leaf like parts Materials Needed: Science Notebook, pencil, colored pencil and plain paper, Internet or book showing the parts of a flower. Engage: What are the parts of a flower?

Engaging Question: Where does the seed develop? Additional Notes to the Teacher: The student could probably draw a flower but it helps to see how these parts are pictured in a resource book or on the Internet.

Actually if your student is very crafty they may like to use modeling clay to shape the parts of the flower. They would roll a piece in the shape of a “pin” in a bowling alley. This would represent the style. Then roll thread like pieces that are around the style and have a small seed like part on the top of them. This is where the pollen is held. They would roll a piece of clay for the stem and let it leaf off just under the pistil. This is the sepal. They could roll flat and curl slightly the petals and place them around the pistil.

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Lesson 24 Fertilized flowers produce seeds

Every living organism has a way of producing more organisms. The reproduction of plants depends on certain parts of the flower functioning correctly.

Not all flowers are complete flowers. Complete flowers have: sepals, petals, stamens, and pistils. Incomplete flowers hare missing one or two of these parts. Some Flowers are called perfect flowers because they have both male and female parts. They have a pistil where the eggs are developed. They also have the stamen, which is the male part.

If you look very closely at an oak tree you may notice tiny green flowers. When you take a flower apart you are able to see all its parts.

If you unfold a flower or take the front pedal off and look very closely you should see something in the middle. It is the PISTIL. It is shaped similarly to a pin at the bowling alley. There are three names to label this important part of the plant. The round part on the bottom is called the OVARY. At the

base of the pistil in the ovary are the egg cells. The stalk like part of the pistil is called the STYLE. The top of the pistil is considered the STIGMA.

At the bottom of the pistil there is a part that looks like small leaves and are called the SEPALS. Of course, the parts of the flower outside of this are the PETALS.

Around the pistil are thread-like structures growing from under the pistil. They are taller than the stigma. They are called the FILAMENT. On the top of the filament are ANTHERS. They hold the pollen and look like a small cotton ball full of powdery pollen. You may like to find some resources books and just look at the different types of flowers. You could open one up and look inside.

Copy all the names for the parts of the flower. Try to memorize them for yourself.

Lesson Wrap Up: Students learned the names for the parts of a flower.

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Lesson 25Pollination/Fertilization

Objective: Students will learn about self-pollination and cross-pollination Key Vocabulary Needed: Pollination: transfer from the anther to a stigma Self-pollination: pollen is transferred from the anther to stigma Cross-pollination: pollen is transferred from one flower to the flower of another plant Fertilization: sperm cell is combined with an egg Materials Needed: Science Notebook, pencil, plant paper Engage: Travel the way of pollen

Engaging Question: Follow the steps on the journey of a touch of pollen Additional Notes to the Teacher: Students will follow the “journey” the pollen takes to the anther and down to the egg to fertilize it. They learn that some pollen fertilizes the flower they grow on and some pollen is taken to another plant. They will learn the parts of the plant involved in the “making” of a new seed.

The student will draw the steps of fertilization.

Advance Preparation or Homework Required: Soak a couple of lima beans to take it apart and recognize the parts of the seed.

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Seeds come in many sizes. The seed of a double-coconut tree can be half your weight. The smallest seed belongs to the orchid. You could put thousands of this type seed on one teaspoon. No matter the size of the seed, all seeds develop the same way. The pollen grain must journey to the stigma. The pollen grain is the male sperm for the flower. This is called pollination. If the grain of pollen fertilizes the stigma of its own flower it is called self-pollination. If the pollen travels to another plant it is called cross-pollination. What happens when the pollen lands on the stigma is a tube grows down the style and into the flower’s ovary. There the sperm cell combines with or fertilizes the egg cell. A seed develops from a fertilized egg cell. This process of making a new plant is called sexual reproduction. On a plain paper draw a box and write in it: “Once the pollen has landed on the sticky sigma of a pistil, a pollen tube starts to grow.” Draw a few pedals of a flower with the pistil visible and the filament with the anther on it. Inside the ovary part draw an olive size and shape egg. On the top of the stigma put a piece of pollen grain. Draw a box two with the words: “The pollen tube grows from the pollen grain down the style. It grows into the ovary until it reaches an egg cell.” Draw another flower showing the grain of pollen moving down toward the egg cell. Draw a box three with the words: “The sperm travels down the pollen tube and fertilizes the egg cell.” Draw the flower again only this time the seed is in the olive shaped egg. Draw a last box and label the picture: Fertilization occurs when a sperm from a pollen grain travels down the style and combines with an egg in the ovary. Can you retell the story of the journey for the grain of pollen? Lesson Wrap Up: Students: Learned the process of the fertilization of flowers.

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Name: _______________________________________________Date: ______________ Draw a box and write in it “Once the pollen has landed on the sticky sigma of a pistil, a pollen tube starts to grow.” Draw a few pedals of a flower with the pistil visible and the filament with the anther on it. Inside the ovary part draw an olive size and shape egg. On the top of the stigma put a piece of pollen grain. Draw a second box with the words: “The pollen tube grows from the pollen grain down the style. It grows into the ovary until it reaches an egg cell.” Draw another flower showing the grain of pollen moving down toward the egg cell. Draw a third box with the words: “The sperm travels down the pollen tube and fertilizes the egg cell.” Draw the flower again only this time the seed is in the olive shaped egg. Draw a last box and label the picture: Fertilization occurs when a sperm from a pollen grain travels down the style and combines with an egg in the ovary.

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Can you retell the story of the journey for the grain of pollen? The pollen grain must journey to the stigma. The pollen grain is the male sperm for theflower. This is called pollination. If the grain of pollen fertilizes the stigma of its own flowerit is called self-pollination. If the pollen travels to another plant it is called cross-pollination.

What happens when the pollen lands on the stigma is a tube grows down the style andinto the flower’s ovary. There the sperm cell combines with or fertilizes the egg cell.A seed develops from a fertilized egg cell. This process of making a new plant is calledsexual reproduction.

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Lesson 26What is in a seed?

Objective: Students will learn the parts and functions of plant seed.

Key Vocabulary Needed: Embryo: an immature plant Seed coat: encases the whole seed to protect it Materials Needed: Science Notebook, pencil, soaked lima beans Engage: The inside of the new seed

Engaging Question: What is inside of the seed? Additional Notes to the Teacher: In this lesson the students will divide a lima bean in half. They should be able to see the embryo. It should look like a root, stem and leaf of a new plant. The entire half is the food for the seed. They should be able to feel and see the seed coat.

They will also read about the fruit of the plant.

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Have you ever seen the inside of a seed? You can look inside a lima bean. It is fairly large and easy to handle. The seed should soak in water overnight. Carefully pull apart the two halves of the lima bean. Examine the halves carefully. If you have a magnifying glass, use it. Take your science notebook and draw what you see. Which part do you think could be an embryo?

On your drawing label the seed coat and cotyledon where food is stored. Is the lima bean a dicot or a monocot? Explain how you know which is which. The seed is made up of three main parts: an embryo, which is an immature plant. Another part is the cotyledon where food is stored in the form of starch. The third part is the seed coat that protects the seed.

For the seed to grow into a plant something’s must happen. First, the seed must move from the flower to a place where it can sprout. This is what is called seed dispersal. The second, the place must provide what is needed for a new plant to sprout. This is called germination. A warm temperature and water are the two things needed. Food is already stored in the seed.

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Seeds are found long distances from the parent plant. How could that happen? The seed that land near its parent plant may not get enough sunlight because the bigger plant covers the light and warmth. The older plants may use the water and minerals that the seed needs to survive. Seeds can be blown away in the wind. Dandelion fruits have feathery “parachutes” to aid in flying away. Some animals move seed stuck to their fur. Animals eat fruit. A fruit is a mature ripened ovary of a plant. The animals digest the soft parts of the fruits but not the hard seeds inside. As the animals move from place to place, they deposit the seeds in their waste. Gymnosperms do not produce fruits. They disperse their seeds in other ways. The cones of the balsam fir tree shatter. Whey they do this, they release wing like seeds that ride on the wind. Animals move cones from place to place. Heavy rains, floods, and streams can disperse them too.

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Name: ______________________________________________Date:_____________ What are the three parts of a seed?

Hypocoytl, radicle, cotyledons

Lesson Wrap Up: Students looked at seeds and find the parts of a seed.

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Lesson 27How does a conifer live?

Objective: Students will read about the life cycle of a conifer.

Key Vocabulary Needed: Ovules: a small ovum, part of the ovary of seed plants Materials Needed: Science Notebook, pencil, plain paper and colored pencils Engage: Aren’t pine trees beautiful?

Engaging Question: What is the life cycle of a conifer? Additional Notes to the Teacher: The students will learn about pine trees. They will realize that the pine cones actually produce the seeds to grow new trees. The students will draw a picture of the life cycle of the conifers. If you can get some pictures of pine cones or actual pine cones it may help in their recognition of how the pine cone can open into scales. They will also read about vegetative propagation. It is called asexual reproduction.

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Evergreen trees are called conifers. They are part of the gymnosperms classification. They are similar to the angiosperms but do have a different life cycle. A pine tree belongs to a group of gymnosperms called conifers. Pines produce male and female cones on a mature tree. The scales that form the cones carry spore cases that produce the plant’s sperm and egg cells. Male cones produce pollen grains, which contain sperm cells. Wind may blow the pollen grains from the male cone and it may land on a

female cone. The sperm cell will fertilize the egg cell. This becomes a seed. In the winter the female pine cones falls from the tree. The seeds scatter on the ground. The wind or water may carry the seed far away. They end up on places where conditions are right for germination. The seed will sprout a new pine tree and start growing.

That is the life cycle of the conifer plant. Some plants can be grown from pieces of the mother plant. It comes from the stem, leaves and roots. This is called vegetative propagation. It is also called asexual reproduction because it happens with sperm and egg cells joining. A strawberry plant sends out roots and another plant grows from it. Flowering plants produce almost all of the plants you eat. People eat flowers, fruits, seeds, leaves, stems, and roots. Flowering plants are also eaten by animals that we eat. Lesson Wrap Up: Students learned the life cycle of the conifer plants.

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Name: ___________________________ Date: ________________________ Draw two branches of an evergreen tree. On one of the branches draw small brown growths that look like Christmas tree lights. Label the male cones. From this tree draw an arrow to the second branch. Over the arrow draw small dots that will represent the pollen. On the second branch draw a pine cone that has its scales open. Label this cone female cone and label in the scale ovules (ovary). Now draw an arrow going up from those two branches draw another branch with a cone pine seeds blowing out of it. These are bigger than the pollen. Draw another arrow from that to the ground and a small tree growing from it. Pictures will vary.

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Lesson 28Review and enrichment

Objective: Students will research more vegetative propagation plants. Materials Needed: Science Notebook, pencil, research material for vegetative plants and Johnny Apple Seed. Literary Selections: Jonathan Chapman: The Appleseed Man Engage: What can you find out about the man who planted apples?

Engaging Question: Is Jonny Appleseed a read person? Additional Notes to the Teacher: Students will be asked to recall some of their facts from the last lessons. They will also be asked to do some research on Jonathan Chapman. They will need to have an Internet or other resource books.

The question that the students should look for an answer for is: Was there really a person named Jonathan Chapman? How did he become a legend?

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Lesson 28Review and enrichment

Name: _____________________________________________Date: _______________ In this lesson you will need to respond to a few questions to show you understood your last lessons. You may use your notebook to respond to these things. Write the names and functions of the parts of a flower. Explain how seeds are produced. How are seeds dispersed? Anther: holds the pollen grainsStigma: top part of the pistilFilament: the stalk is the filamentStyle: stalk like part of the pistilPistil: female part of the plantPetals: colored structures inside the sepalsStamen: think stalk like structuresOvary: the base of the pistil; contains eggSepals: outer leaf like partsSeeds are made when pollen grains from a male cone land on on a female cone. The sperm cell will fertilize the egg cell. This happens with conifer plants.Seeds are dispersed either by wind carrying them or maybe by animals eating them and dispersing them somewhere else in their waste. Now there are stories about how the apple seeds got to the Western part of our country. They call this person Jonny Appleseed. Have you heard of him? The question is, was he a real person? Find the answer and write about the advantages and disadvantages of bringing new plants into a region.

Answers will vary.

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Lesson 29What are Tropisms?

Objective: Students will learn how plants adapt to their environment.

Key Vocabulary Needed: Response: to react to something around in the environment Stimulus: something that causes a reaction Tropism: a reaction to a stimulus Materials Needed: Science Notebook, pencil Engage: What causes a change?

Engaging Question: Are all changes positive? Additional Notes to the Teacher: The students will have a lesson that describes the changes that light, heat, gravity and more can cause in plants as they grow. They learned that plants can grow even where there are rocks all over the ground.

In reading this lesson there a few vocabulary words given but there a few other ones they will learn too. One is gravitropism: that is how roots respond to gravity and grow down; Phototropism (photo Greek for light) means the plants response to light; and hydrotropism the positive response to water. They will discover they use a prefix indicates which thing is a stimulus for the growth of the plant. There is also a word for the chemical influence on plant growth: auxim. Have the students read the lesson looking for what influences the growth of plants and what things are good for the plant and what may harm the plant.

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Lesson 29 What are Tropisms?

The flash of a camera light can cause you to blink or close your eyes. Things in our environment like heat, light and gravity are stimuli.

Plants respond to their environment too. They do so much more slowly than humans. Scientists have called this response tropism. Tropisms help a plant survive. When you plant a seed it will sprout. Why do you think the roots grow down into the ground?

If you thought of Earth’s gravity, you were correct. That is the stimulus that the plant responds to and it is called gravitropism. Do you see the prefix part of that word is gravity?

It is the plant’s roots that respond and grown down. This is a positive response. The stem of the plant does not grown down but up so this is a negative response to gravity. This is good because the stem needs to reach to the light and heat of the sunlight to survive. The plants response to light is called phototropism. The plants respond to the change in intensity and lack of light. If the light is coming from one direction the stem will grow in that direction only. This is a positive response to light.

If you were to examine the roots of a tree growing near a lake, you will find that the roots grow toward the water. What do you think this response is called? You were correct if you thought of hydro, which means water, is part of the word. It is called hydrotropism. This is a positive response.

Scientist studies plants to find out what causes them to respond to light, water and gravity. They did experiments with plants and found there was something called an auxin in plants. Auxin is a chemical in a plant. It is a substance that enables plants to grow and make adaptations to where they are planted so they survive. It causes cells growth.

Now think about this and respond in your notebook: Give examples of tropisms and

how they affect the survival of a plant.

Tropisms help a plant survive. Roots grow down into the ground, that is gravitropism. Phototropism is what makes the plant grow up to reach the light and heat of the sun. Hydrotropism makes the roots grow toward water.

Lesson Wrap Up: Students learned there is a chemical in plants that help them use their environment and adapt to their survival needs.

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Lesson 30How Do Plants Survive?

Objective: Students will learn more about the adaptations plants have to make to survive in various environments.

Key Vocabulary Needed: Adaptation: what organisms do to survive in an environment?

Materials Needed: Science Notebook, pencil Engage: A closer look…

Engaging Question: What can the rings of a tree trunk tell about its life? Additional Notes to the Teacher: Students will read more about the adaptations plants need to make to survive and how it may affect the plant.

You may start with asking the students when season of the year has longer days with more intense sunlight. Ask if they can predict how that may affect the growth of plants. They may be directed to think about when people plant gardens. If you have a package of seed you may have the student look at the back of it and read the directions for planting the seed. They will notice there are zones in the United States. These zones indicate when a seed should be planted. They will read about short-day plants and long-day plants.

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Lesson 30 How Do Plants Survive?

You are learning about plants survive and adapt to their environments. One of the flowers that respond to sunlight that you could observe is the sunflower. This plant seems to know the time of day. In the morning it actually turns to the east. Through out the day it moves its flower to the west. It is a sight to see when these very tall beautiful flowers are swaying in the breeze and moving toward the sunlight. This would be which tropism?

When we want to investigate the life a tree we “read” the rings of its trunk. Typically, a tree grows one ring for each year of its life. If we want to know what kinds of adaptations the tree has made to make in its life we measure the size of the rings. A wide ring means the tree had adequate moisture during that year of growth. If the ring is narrow it indicates a drought year or poor conditions for the trees growth.

Plants survive in deserts, rain forests, and the Arctic cold. They do this because they can adapt to their environment. An adaptation helps an organism survive in it environment.

Desert plants collect and store water. It is stored in the center of the plant. The plants stomata only opens at night so little water is lost through transpiration. There are carniv-orous plants too. They eat insects. Plants like lettuce and spinach bloom in early spring. They are called long-day plants because when they bloom there is more daylight than night. Strawberries and soybeans are short-day plants because they bloom when there is more darkness than sunlight. These flowers response is called photoperiodism. That word when taken apart means light for a period of time.

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Plants have enemies too. There are things in the environment, that eat them up and destroy them. Each plant is competition with the other plants around them for water, light and minerals. Nature has given plants a chemical that is part of their system. These help to keep other plants from growing too close to them. The chemicals may kill other plants and discourage insects from feeding on them. The neem tree of Africa and Asia makes the most powerful insect-fighting plant chemical. This is chemical is so powerful that water mixed with one teaspoonful used as a spray would keep insects from feeding on it. Plants respond to changes in their environment. They have to be able to adapt to changes in light, water, and temperature. They need these adaptations in order to survive. Other important adaptations help plants reproduce successfully and fight off enemies such as insect pests.

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Lesson 30How Do Plants Survive?

Name:__________________________________ Date: _________________________ In your notebook, respond to the following questions.

What are tropisms? Give an example of one.

Tropisms are a plants response to their environment. Hydrotropism is the response the root has, making it grow toward water.

What helps plants grow toward the sun?

Phototropism is the plants response to grow toward the heat of the sun.

What do you think would happen if all plants bloomed at the same time?

Answers will vary.

Lesson Wrap Up: Plants have many means of adapting to their environment.

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Lesson 31How are animals alike or different?

Objective: Students will learn how to classify animals.

Key Vocabulary Needed: Classify: place things that share the same property into groups. Materials Needed: Science notebook, pencil, magazines with animals pictures in it; try to cut out up to 25 pictures Engage: Animals are grouped by…

Engaging Question: How would your group or classify animals? Additional Notes to the Teacher: Students will be asked to look at pictures of several different kinds of animals. They are to put the pictures into groups according to “something” about them that is the same.

Ask the students if they have pets? What kind of pets do they have? How are they the same and different? Give the students time to put about 25 pictures of the animals into groups. After they are finished find out what method they used to separate the animals. Was it size, color, shape? Help the students appreciate the fact that scientists use a single method for grouping organisms.

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Lesson 31How are animals alike or different?

Look very carefully at up to 25 different pictures of animals. Place the pictures into three or four groups. You decide how and what groups you will classify the animals into. Write down why you classify the animals as you do. Which traits did you use most often in grouping your pictures? Was that easy or difficult to accomplish? Animals have several different traits such as shape, size, body parts, and color.

If we could look inside the wing of an eagle and a bat wing we would see something quite interesting. The bones in the wing of an eagle have a big bone, a hinge connecting two smaller bones and another hinge or joint and one long bone and a small short bone. Now inside the bat wing there is a long bone hinged to another long bone and then it separates out into what looks like five fingers. So the eagle has one finger like bone and the bat has five. Hard to believe they are different while still being and functioning as wings. This is why scientist put organisms into a single system. Lesson Wrap Up: Organisms are classified.

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Lesson 32What do scientists use to classify organisms?

Objective: Students will learn that scientists use the term vertebrates and invertebrates to classify animals. Key Vocabulary Needed: Vertebrates: members of the animal kingdom with a backbone Invertebrates: animals without a backbone Materials Needed: Science notebook, pencil, book of animals, research book, or Internet Engage: Cats and bats are in the same animal group

Engaging Question: Why do you think cats and bats are in the same animal group? Additional Notes to the Teacher: Have the students think what or how scientists group animals. Do they think it is color, shape, size or something else? Then, have them read the lesson to see if they are correct.

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Lesson 32 What do scientists use to classify organisms?

What do scientists see about animals that put them in one of two classifications? It is a wonder! A bat and cat do not seem to be in one classification. Both bats and cats have hair. They both feed their young milk. The bat and the eagle fly and have wings. But the bat and the eagle are different in that one has hair and one has feathers; one feed their young milk and the other does not.

Animals are divided into two large groups. One group is made up of animals that have backbones. The members of this group are called vertebrates. The members of the other group do not have backbones. They are called invertebrates.

You can divide vertebrates and invertebrates into smaller groups. What animals go into which group? Now the scientists look for similar traits. They are listed into simplest to the most complex.

Examples of invertebrates are a sponge, sea anemone, marine flatworm, hookworm, earthworm, tree snail, grasshopper, lobster, spider and starfish. Research them to see what they look like.

A sponge is the simplest with a hollow tube like body. It has pores and cells but no organs. It lives in the water.

Sea anemones have no heads or tails and live in water. They have tentacles where they make and inject poisons.

Flatworms have heads and tails. They also live in the water.

Roundworms have a digestive system and a simple nervous system. They live inside of plants and animals.

Earthworms have eyes, jaws or gills and specialized organs. They have a circulatory, digestive and nervous system.

Snails, clams and octopuses belong to the mollusks and have a shell. They may have the shell inside or outside. They have three main body parts. They have a foot, tissue covering a mantle and a compartment holding internal organs. They breathe with gills and jaws. There is a circulatory system for moving blood.

Arthropods have a tough outer skeleton, jointed legs and a body made up of two, three or more sections. There is more of this group on earth than any other kind of animal. They include insects, spiders, centipedes, millipedes, lobsters, and crabs.

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An echinoderm such as a starfish has a skeleton inside the body. They have spiny skin and tube-like feet with suction cups.

Lesson Wrap Up: As you read the list you could see how each group gets more complicated. One group is the invertebrate.

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Lesson 33What animals are in the vertebrate groups?

Objective: Students will learn about the vertebrate groups. Materials Needed: Science notebook, pencils, research books, Internet Engage: Animals with backbones

Engaging Question: Do most of the vertebrates live in water or on land? Additional Notes to the Teacher: Students will not look into the types of animals that are in the classification of organisms with a backbone.

As they read about each of these they should look for more information and perhaps pictures of each group. Again they should recognize the fact that as the groups go along they will learn how complicated the last group is. Complicated would mean now many more systems the animals have.

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After the groups are identified and you investigate them, think about where they live. The simplest fish, the lamprey do not have jaws or bones. The skeleton is made of cartilage. The fish does not have a backbone but does have a tough nerve cord. They look like a worm and lives on other fish. The reef sting rays are made of cartilage not bone. It runs down the back of a sting ray made of a chain. They have jaws and a pair of fins. The bony fish actually has bones instead of cartilage. They have an air sac that allows them to hover at any depth of water. The amphibians have four legs and skin that is not covered with scales. They live in the water when young and then grown lungs as they move out of the water. Frogs, toads and salamanders are in this class. There is a reptile group. It is the first vertebrate to grow and develop out of water. They breathe with lungs. Some in this class are turtles, crocodiles and snakes. Next are the birds. Not all of them can fly. They do have feathers. Now the classification that you belong in: mammals. All mammals feed their young milk. They have hair. Most mammals have larger brains than other vertebrates. Whales are in this classification. Water is a big part of animal’s lives as you can see from these classes. Within these classes scientist further divide the animals of the world. What do you think they look at? How about bills on birds? If the bill is short and sharp the bird eats seeds while the long scope-like bill is to catch fish. How about the claws of the bird? Sharp-long talons would be used to catch small prey. So each type of bird could be classified. So as we observe our world we can identify different animals by the characteristics we see and how and where the animals live. We can also decide which animals are more alike and which are not alike enough to be in the same classification.

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Name: _______________________________________________Date:_____________

What would be three traits you could use to classify animals?

Three ways of identifying a class of animals could be how it reproduces, whether it has hair, fur or what on its body, whether it has a backbone or not.

What is the main difference between an invertebrate and an invertebrate?

They are two main divisions of animals. One has a backbone and the other is not. Extra: Try this one for extra credit.

There is an animal that swims underwater. It has duck-like bill and webbed feet. It

lays eggs like a bird but the shell of the eggs are like those of a reptile. It is called a

platypus. What class would this animal be in…fish, bird or reptile?

The platypus is a mammal that lays eggs. It is the last of its classification.

Lesson Wrap Up: Students learned more about the classification of animals with backbones.

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Lesson 34Life cycle

Objective: To learn the metamorphosis of an animal.

Key Vocabulary Needed: Metamorphosis: an animal that completely changes Materials Needed: Science Notebook, pencil, plain paper and colored pencils

Engage: Do animals always look the same? Engaging Question: What do you call the stages of change for an animal?

Additional Notes to the Teacher: The students will follow the metamorphosis of a butterfly, grasshopper and frog.

It may help to have a resource book with some pictures of these animals. They could find pictures online if possible. The student will be asked to draw a picture of what the animals looks like at each stage. They should learn the names of these stages of change.

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Lesson 34 Life cycle

Not all animals look the same when they are young as they do when full grown adults. You probably have learned of this with a butterfly.

Take a piece of plain paper and draw these stages: The beautiful butterfly begins as a small egg. Draw a small white egg circle on a green leaf. Label that egg.

Next draw a green leaf with a black and white caterpillar on it. Label this stage larva.

Next draw a green leaf with a cocoon on it. Label this stage pupa.

Finally you can draw a beautiful butterfly with colorful wings.

This is a sample of a complete metamorphosis of an insect. The egg hatches into a wormlike larva. It eats a lot and grows to become a pupa. Many body changes and the larvae spin a protective cocoon. Finally, the adult winged insect hatches.

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An incomplete metamorphosis begins with an egg, growing to a nymph (much like a small adult with no wings) and then grows to an adult. The grasshopper does this.

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Lesson 34Life cycle

Name: _____________________________ Date: _____________________________ Now, if you go to the water’s edge you will find changes happening. Take your plain paper and draw pictures of what you think these would look like.

Under water near some long weeds there are jelly-like deposits of eggs. They just look like a black dot in the middle of clear jello. Label this picture eggs. Next, draw a fairly long, but small fish, with big eyes and two tiny buds growing where front legs may grown. Label this your tadpole with gills. Next draw a tadpole with four tiny legs but still a long tail. Label this tadpole with limbs. Next draw a frog with a fatter body but still a very small tail and underwater. Label this young frog. Finally, draw a frog out of the water. Label this adult frog with lungs.

This is an amphibian. What are the stages of a complete metamorphosis?

The first stage of metamorphosis is the egg. The second stage is larva and the third stage is pupa. The larvae spin a protective cocoon. Last, the adult winged insect hatches.

Learn the names of each stage of growth.

Lesson Wrap Up: Students followed the changes some animals.

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Lesson 34Life cycle

Name: _____________________________________________Date:________________

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Lesson 35How animals adapt?

Objective: Students learn how animals adapt to their environment.

Key Vocabulary Needed: Mimicry: something having an unpleasant in appearance Camouflage: looking like the surroundings Protective coloration: color of an animal helps with camouflage Materials Needed: Science Notebook, pencil, Internet as a research source or book of insects to see what they look like. Engage: How do animals survive? Engaging Question: What characteristics help animals preserve their life? Additional Notes to the Teacher: Students will read about how animals have certain characteristics, behaviors and adaptations that help them survive.You may ask what they think is the best way for a deer to avoid getting shot during deer season. Have the student think about and discuss the colors and shapes of animals. Where do they live and how does that help their survival? Have the students think how difficult it is to see an animal in the woods. Why would this be happening?

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Lesson 35How animals adapt?

Tiny little insects need to survive. How do they do that? Certain traits help them in their environment. These traits are called adaptations. Animals need to keep from being eaten by their predator or an animal that may eat them. You have learned to avoid insects like a yellow jack because you have learned it may sting you. Animals have learned to avoid other animals too. One technique insects have been able to do is look like something else. They appear unpleasant or mimicry. A syrphid fly is harmless but can mimic a stinging wasp and thus survive. The Monarch butterfly and the Viceroy butterfly resemble each other. Birds have discovered not to take a big bite out of a dead butterfly right away because the Monarch does not taste good; it tastes awful! The thornbug looks just like a thorn on a bush. It predators stays away and the thornbug is safe. Another thing an animal does is try to become invisible. They just make themselves appear like their surroundings. The animal moves very slowly and looking like its surroundings is called camouflage. This helps them survive from their predators. Two things that provide camouflage is color and shape. For instance a bird may miss a leaf butterfly because its wings look like the leaves. Birds also like to eat moths. Light-colored moths are disappearing because the birds can see them. The dark-colored moths are surviving. This is an example of how camouflage is called protective coloration. The color of the dark moth on dark bark on a tree protected them from predators. How does camouflage help an animal survive? Lesson Wrap Up: Students learned about what allows some animals to protect themselves from predators.

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Lesson 36Who is my mother?

Objective: Students will learn about heredity in the animal’s world.

Key Vocabulary Needed: Heredity: traits passed on from parents to offspring Hybrids: crossing of animals to produce an offspring with characteristics from both breeds Crossbreeding: breeding with the same species or kind of organism to produce a strong offspring Engage: What is inherited?

Engaging Question: What other things influence behavior? Extensions: Find pictures of a Persian cat, Siamese cat and Himalayan cat. Look at them carefully and try to decide which may be a hybrid. Additional Notes to the Teacher: Students will learn about how animals look and act. Their inheritance from their parents gives them the natural instincts to know how to act and survive. It also gives them their color, shape and other characteristics.

They also are introduced to the fact that there are hybrid plants and animals. This is when they use the same species and try to breed the best qualities into the offspring. This works well when they want a show dog for example. Then they mix breeds to get strong characteristics for the offspring. With plants this helps in producing a disease resistance food. Advance Preparation or Homework Required: Review your lessons and answer the questions tomorrow.

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Lesson 36 Who is my mother?

How do birds know how to build a nest? How do they know where and what kind of nest is needed for them? The answer is they do it automatically. They do not have to see their parents do it.

This is a sign of inheritance. The birds inherit the ability and knowledge of how to build a nest. It is passed down from one generation to the next. An inherited behavior is one that is not learned. This is called instinct. The passing of inherited traits from parents to offspring is called heredity.

What else is inherited? What the offspring looks like. Like a swan does not fit in with a family of ducks. While they are birds the shape of the feet and beak is inherited. The color of its feathers is inherited. It is easy to see.

Physical traits are inherited like an elephant is naturally larger than a mouse. However, where the animal lives may determine how healthy they are and how big they grown. Some animals have very similar characteristics but are different. Think about a horse, mule and donkey. Some parents are different from each other such as a horse and donkey. They produce a hybrid offspring. The mule can do work that neither the horse nor mule can do. Mules can carry heavy loads over rugged country. They do not slip as easily as horses. Mules have more endurance than a donkey.

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Sometimes the parents are bred to produce an offspring called a crossbreed. These offspring have specific characteristics that make something better than the parent in some way. When they crossbreed corn they produce a corn that is resist to disease, produce more food on the same area of land and are more nutritious.

A tree once was natural to an Oriental environment. It was found growing in London. It did not survive because the weather was too cold. Years later the same tree was cross bred with another tree that would survive in the cold weather and now the new crossbred tree grows all over London.

Diversity is important in the animal world too. Diversity refers to a group of the same kind of animal in which there are lots of animals with different traits. A group of mutts is made up of individual dogs with very different traits. What happens with a mutt? Mutts can be very healthy. Some purebred dogs are known to have breathing problems or hip problems.

How is a mule an example of a hybrid animal?

Lesson Wrap Up: Students realize that characteristics are inherited from the parents. Some species are made better by producing hybrid or crossbreeding.

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Lesson 37Review your lessons

Objective:

Materials Needed:




Lesson 37Review your lessons

Name: ___________________________________________Date:_________________



Lesson 38What do living things need to survive?

Objective: Students will consider the needs of animals to survive on Earth Materials needed: wide-mouthed, clear container with lid, washed gravel, pond water or aged tap water, water plants, water snails, soil, small rocks, grass seed and small plants, earthworms, land snails, bugs and other small land animals that eat plants. Science Notebook, pencil

Engage: What do living things need to survive? Engaging Question: Can you make an environment to support life in soil?

Additional Notes to the Teacher: This is an experiment for the students to set up and watch over time. They are to look at what is living and nonliving things in their environment. They should consider what the living things need to survive. How can they tell?

If putting this together is not an option for you and your student; your student could research the different types of environments an earthworm, snails and plants need to survive. Where would they find them? They might think of how they could design an environment that contains both land and water area. If your student is doing the experiment she/he would prepare it during class. Their environment will be set in a lighted area that does not have direct sun. Their observations should be made every other day. They are to record what they see happening to both living and nonliving things. The duration of the experiment is up to you. It should be kept a minimum of time would be two weeks.

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Lesson 38 What do living things need to survive?

Name: ________________________________________________Date:_____________

You challenge today is to put together an experiment. You are watching to see what living things need to survive.

Try two environments: Water environment: add thoroughly washed sand or gravel to a wide-mouthed, clear container. Fill the container with water. Add a few floating plants, rooted plants with floating leaves and submerged plants. Add water snails.

Land environment: Put a layer of gravel on the bottom of the jar and cover it with moist soil. Add plants and plant grass seeds. Add earthworms, sow bugs, and snails.

Place each jar in a lighted area that does not have direct sunlight. Cover each jar with a piece of plastic wrap. Record the number and types of living things

you used. Answers will vary.

Every other day for about two weeks, examine your jars and record your observations. What to look for: Answers will vary.

What are the nonliving parts of your systems? What are the nonliving parts? Answers will

vary.

What do the living things need to survive; how do you know? Answers will vary.

Lesson Wrap Up: Create two water and land environments to observe.

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Lesson 39What is an Ecosystem?

Objective: Students will learn what elements make up a abiotic and biotic environment. Key Vocabulary Needed: Ecosystem: living and nonliving things interacting in one area Ecology: the study of how things interact in order to survive in an environment Abiotic factors: the nonliving parts of an eco-system Biotic factors: the living parts of an eco-system Materials Needed: Science Notebook, pencil Engage: How would you describe an ecosystem?

Engaging Question: What kind of ecosystem do you live in? Additional Notes to the Teacher: Now that the students have made up their ecosystem to watch; they will read about how living things survive in the environment.Have the student think about the living and nonliving things they interact with on a daily basis. Talk about how these things help or harm their daily life. Then have the student read their lesson. They need to copy the vocabulary words and write the definitions. You may ask them to study their words and be ready to be checked on their learning during their next lesson.

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Lesson 39What is an Ecosystem?

What or whom do you interact with every day? Living and nonliving things interact in any given ecosystem. An ecosystem is the living and nonliving things in one area. Ecology is the study of these systems. How large these areas are may vary considerably. One system may be part of the ocean. Another may be a pond. Saltwater systems take up more area than fresh water. Ecosystems may cover a large part of a continent like a desert in Africa or the rain forest of Brazil. What matters is all of these systems have the same parts. The nonliving parts are called the abiotic factors. What would these be? Right, it would be the rocks, sand, gravel as well as minerals, sunlight, air, climate and water. These are things that living things need to survive. All living things or organisms need water. Living things need minerals like nitrogen, iron and calcium. They are dependent on nonliving things to provide them for survival. Animals need oxygen to produce energy. Plants and algae need carbon dioxide. The environment must have the right correct temperature too. The correct abiotic factors help make it possible for organisms in an ecosystem to survive. The living parts are animals, plants, fungi, protists and bacteria. Mushrooms and molds are examples of fungi. These organisms make up the biotic factors or living pars of an ecosystem. Plants and algae are called producers. They produce oxygen and food that animals need. Animals are consumers. Animals consume, or eat, plants or animals. Animals also give off carbon dioxide that plants need to make food. What do the fungi and bacteria contribute? They are a very important part of any ecosystem. Fungi and bacteria are decomposers. They decompose, or break down, dead plants and animals into useful things like minerals that enrich soil. Plants need these in order to grow. Each of these kinds of organisms helps the others to survive. How are these happening in your home-made environments? Keep watching. What are five abiotic and five biotic factors in an ecosystem? Lesson Wrap Up: Students learn that both living and nonliving organisms are needed in a healthy environment or ecosystem.

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Lesson 40Prairies

Objective: Students will learn about the prairie ecosystem Materials Needed: Science Notebook, pencil Engage: What lives in a prairie?

Engaging Question: What will living organisms need on a prairie? Additional Notes to the Teacher: Ask the students what they think of when they think of a prairie. What do they think lives in that environment? Are there any prairie areas in the United States? Where may they be located?

Have the students read about the prairie in their lesson.

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Lesson 40 Prairies

Long ago there was a large prairie area in North America. Now there is a prairie area called the Blackland Prairie in Texas. It is called the black-land because of the rich black soil the early settlers found there. Native Americans once hunted the buffalo on this land. It is now farmland and ranches.

Originally the land had buffalo and all kinds of plants and animals. There were at least 50 different kinds of tall and short grasses for plant-eating animals. There were many kinds of wildflowers. There were purple coneflowers, bluebells, and yellow sunflowers. There were oak, hickory, elm or cedar trees along nearby streams.

Cattle and crops provide our food today. Ranchers and farmers graze cattle and plant crops such as corn and wheat on the Blacklands.

Animals that live on the prairie are the spotted chorus frog, rattlesnakes and lizards. Birds like pipits, longspurs and horned larks as well as 300 other kinds of birds, still live on the Blackland Prairie.

Raccoons, opossums, coyotes, white-tailed deer, and striped skunks live on the blacklands. Cotton rats, white-footed mice, eastern cottontails, red bats, and bobcats live there, too.

Mountain lions, gray wolves, black bears, and jaguars used to come in search of prey. When people came and built towns, cities, and farms, the buffalo left. The animals that fed on the buffalo left too. Texas was cleared for development.

Lesson Wrap Up: Students learned about the prairie of North America.

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Lesson 41The organization of living things

Objective: Students learn more about the dependent of living and nonliving things.

Key Vocabulary Needed: Population: all the organisms of a species living in the same area Community: all the population of an area Habitat: where an organism lives Niche: the role of an organism in the community Materials Needed: Science Notebook, pencil Engage: Why do some organisms live in one area?

Engaging Question: What is a niche? Additional Notes to the Teacher: Ask the students why they think certain organisms would live near another thing? Give an example.

Have the students copy the vocabulary words and then read their lesson.

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Lesson 41The organization of living things

Many different organisms live in an ecosystem. The members are different species. All the organisms of a species living in the same area make up a population. So the Blackland Prairie had a population of animals like the armadillos and badgers. It has little bluestem grass and Indian grass. It even has pond algae and soil bacteria. Scientists study populations to learn how they interact. They investigate the activities. Which animals eat plants? Which insects eat crops? They are interested in how bacteria and fungi make the soil fertile. Scientists have to study the interactions of all the populations in the area. All the populations living in an area make up a community.

Then there is the information the scientists get when they look for where the animals live. This is called their habitat. In the ecosystem each organism has a role to play. This is called their niche. The niche includes the food they eat and what eats it. It includes the kind of environment the species needs to live in. It even includes whether the species is active by day or night. Each population is different. Why would that be true? Because, if we have the same animals, it would eat the same things. Something would not survive. They would have to

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live in the same space and reproduce in the same ways. They would have to grow under the same temperature, moisture, and light conditions, get the same diseases, and look and behave exactly alike. They would have to identical. No two populations are identical so no two populations have the same niche. Scientists study the habitats and niches of organisms in a community. They do this to see if the community is healthy or in trouble. How are your two ecosystems doing? Do you see any changes? What is the difference between a niche and a habitat? Lesson Wrap Up: Students learned about populations.

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Lesson 42What if a habitat changes?

Objective: Students will consider what happens when habitats change. Materials Needed: Science Notebook, pencil Engage: One change affects another

Engaging Question: What is the chain reaction of natural disasters?

Additional Notes to the Teacher: Students think about why some animals disappear. Different ecosystems are changed by natural disasters as well as other factors. Scientists find changes in animal’s actual features as time goes on. They study why these changes are taking place.

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Lesson 42What if a habitat changes?

Name: _________________________________________________Date:____________ The world is a place of changes. One day the weather may be dry and cold. The next day it may be wet and warm. Heavy rains may drench the land one spring and summer. The next year’s spring and summer may have cloudless skies and day after day. This makes habitats change. An ecosystem may be perfect for the survival of some organisms at one time and not the next. How do populations survive difficult times? The Eastern spadefoot toad has learned to adapt. It usually lives in water. When there was a drought time in the Blacklands its hind legs grew into that looks like a spade. It digs into the ground and covers itself with soil. This toad can absorb water through its skin. There were bald eagles on the Blackland Prairies of Texas. Then they disappeared. Insecticides were used for a sixteen-year period when the eagles were disappearing. The insecticide was found in the eagle’s eggs. Label note cards with names of organisms that live in an ecosystem.

Grasshopper: food prairie plants Meadowlark: food crickets, grasshoppers Ground Squirrel: food prairie plants Bullsnake: food mice, rabbits, ground squirrels, birds and eggs Red-Tailed Hawk: food ground squirrels, mice, rabbits, snakes, lizards, small birds Prairie Plants: food made from water, carbon dioxide, and sunlight Coyote: food rabbits, ground squirrels, meadow mice, other rodents

On the top of the paper would be Sunlight. Place the plant cards on the paper, and link each to the sunlight with tape and string. Link each plant-eating animal to a plant card, Link each meat-eating animal to its food source. Only two animals can be attached to a food source.

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Record the links you have made. Answers will vary.

NOW fire destroys half the plants. Remove four plant cards. Rearrange the animal cards. Remove animal cards if more than two animals like to any one food source. Record the changes you have made. Answers will vary.

What has happened to the plant eaters as a result of the fire? What has happened to the animal eaters? If plants or prey become scarce, their predators may move to a new area. What will happen to the ecosystem the predators move into? Answers will vary.

Lesson Wrap Up: Students thought about the affects when an ecosystem is disturbed.

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Lesson 43The Food Chain

Objective: Students look at the food chain

Key Vocabulary Needed: Food chain: the chain of energy from producers to consumers to decomposers Materials Needed: Science Notebook, pencil, plain paper, colored pencils Engage: What is the top of the food chain?

Engaging Question: Where is the end of the food chain? Additional Notes to the Teacher: The students will look at the food chain and get into their minds the beginning and end of that chain.

Students may be an observer. They could simply go outside and observe nature as it works around them. They would make a list of living organisms that they can find. They should not include people, cat, dogs or farm animals. If they have a way they could take photos to complete their observations. They could make two groups: those that can make their own food: producers and those that cannot (consumers). Advance Preparation or Homework Required: Are you watching your two environments that you created? What is happening?

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Lesson 43The Food Chain

Are small changes in a population important? Yes, every change in one population can affect several other populations in the same ecosystem. Energy is needed for a population to survive. What is the source of that energy? The sun is the energy used in each ecosystem.

You feel the energy as warmth to your skin. The meadow mouse and the red-tailed hawk feel it too. Neither of these animals can use this energy directly. But they need it to move, breathe and keep their hearts beating. The energy of the Sun is stored in food. The energy in food is passed from one organism to another in a food chain. A food chain is the path energy takes from producers to consumers to decomposers. Plants capture the sun’s energy through photosynthesis. This energy is stored as foods, or sugars, the plant makes itself. Plants are producer in the food chain. A grasshopper may feed on the plant and uses some of the energy from that food. Some is stored in its body. The lizard may eat the grasshopper. The hawk may eat the lizard. The hawk is the top of the prairie ecosystem. The hawk eats snakes, mice,

lizards, rabbits and other birds. When plants and animals die they become food for small organisms like crickets, worms and ants. They are even a food source for microscopic organisms like bacteria. On your plain paper draw a picture of the food chain as described in your lesson. Title your paper: A food chain moves the Sun’s energy from producers to consumers. Your beginning is the sun and your end is decomposers: soil bacteria. Lesson Wrap Up: Followed the food chain.

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Lesson 44What is a food web?

Objective: Students will learn more about the cycle of foods.

Key Vocabulary Needed: Food web: relationship between all of the species in a community Carnivores: animals that eat other animals Predators: living things that hunt other living things for food Prey: the hunted Scavengers: meat eaters that feed on the remains of dead animals Omnivore: animals that eat both animals and plants Herbivores: plant eating living things Food web: shows relationship between the species in a community Materials Needed: Science Notebook, pencil Engage: What is a food web?

Engaging Question: What living thing needs what to survive? Additional Notes to the Teacher: Students have several vocabulary words to copy into their notebooks. These words will help them understand the relationship between the living things.

You may want to do a prior knowledge question with the student to see what words they already understand. Ask them if they have considered what happens to the community of animals that live in water? What do they need to survive besides water? Ask if they have ever just looked out over the water and seen sea gulls flying close to the water? What are they looking for? Another word not included in the list but important is decomposers. They need to realize that the living things that die break down into the soil to make it richer with nutrients for plans to live. How is their experiment going with the two environments? Have they noticed any change and if so what?

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Lesson 44What is a food web?

How is a food chain different than a food web? You are correct if you guessed that a food chain only shows how energy passes from one organism to another. In the food web you look at how one organism relates to another in a community. It shows how populations must compete for food.

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The first thing is that a living organism must produce something. So the sun’s energy helps the plants to produce food. In oceans the main producers are algae. Next we have the consumer. Consumers can be grouped according to what type of food they eat. Humans are general classified as omnivores since they eat both meat and plants. The bear is considered an omnivore because it eats meats like salmon and plants. Some people choose not to eat meat so technically would be considered herbivores. The bear is considered an omnivore because it eats meats like salmon and plants. Earth’s land and water are full of herbivores. Herbivores are, in turn eaten by carnivores. Carnivores are animals that eat other animals. Cats, dogs, wolves and fox are carnivores. They have sharp-toothed animals. In the ocean the carnivore to be frightened of is the great white shark. Other sea animals eat meat too. Living things that hunt other living things are considered predators. The living things they hunt are prey. The relationship between these two, are the key to the food web and food chain. There are living things that do not hunt for their food. They are scavengers and they find dead animals and eat the remains. There are scavengers on the bottom of the ocean too. The hagfish swims along the bottom looking for dying fish. Every living thing eventually dies. It ends with the decomposers such as worms, insects, bacteria and fungi. These organisms have the job of breaking down dead matter into substances that can be used by producers. Some of the matter is absorbed by the decomposer, and the rest returns to the soil. What are the parts of a food web? Lesson Wrap Up: Students read the names of the groups that are part of the community of living organisms and how they interact to survive.

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Lesson 45Competition is on!

Objective: Students will learn about how living organisms compete for food to survive.

Materials Needed: Science Notebook, pencil Engage: What happens if a species disappears?

Engaging Question: What food the predators eat if its normal food is gone? Additional Notes to the Teacher: Students will think about how animals survive if one type of living organism disappears.

You may start with asking the student to give an example of the good web like telling that a sea gull eats a fish that eats algae. Now ask what would happen if the fish disappeared in the population where the sea gull lives? Let them suggest a solution. Ask the students what adapt means. Ask them if they ever have to adapt for instance when the seasons change. What clothes do they wear?

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Lesson 45 Competition is on!

What could affect the healthy life of some living organism? One of those things would be natural disaster. If the rain forest does not get enough rain some things will not survive. Another upset to a community of living organisms is the introduction into the community that also eats what another predator depends on. That happened in Florida when an anole arrived from the island of Cuba. It was bigger than the green anoles that once populated Florida.

It is unknown how this anole made the trip of 90 miles. Soon after its arrival the smaller green anole just seemed to disappear. Did it disappear? No actually scientists found them living in a new habitat where it did not have to compete with the Cuban anole for food.

Food webs show that animals compete for food. In order to survive, an organism must adapt to competition. Sometimes it needs to change its habitat.

What happens when a farmer uses insecticides to kill pests? The insecticides may also kill harmless ants. Now if the ants disappear then the birds and lizards that depend on

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them for food will have to find another food. Texas horned lizards eat ants but they also eat grasshoppers.

However, if there are less grasshoppers to eat, then the food chain changes. A change in the population affects more than just a food chain. It affects all of the organisms in a food web.

Food chains and food webs help scientists predict how communities will be affected by change.

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Lesson 45 Competition is on!

Name: ___________________________________ Date: _______________________

Think about the food web. Write how a change in the food web can affect other populations? Answers will vary.

Lesson Wrap Up: The population of a food web changes so all other organisms survival is affected.

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Lesson 46What is the pyramid for the food chain?

Objective:

Materials Needed:





Energy Pyramid for a Land Food ChainEnergy Pyramid for an Ocean Food Chain



Name: ___________________________________________Date: _________________

Lesson Wrap Up:


Lesson 47Are you affected by the food chain?

Objective: Students realize how important the health of the web chain is for humans. Materials Needed: Science Notebook, pencil, research source or Internet Engage: What is a Red Tide?

Engaging Question: have you ever heard of a Red Tide? Additional Notes to the Teacher: Students will read about algae. Actually, when an alga increases rapidly it can turn miles of ocean red. This is what is called the Red Tide. Have the student look up the term Red Tide. They will find that one celled organisms called algae are at the base of the marine food web. Scientists call an increase in algae growth a Red Tide. Some of the algae can be poisonous. This threatens the total food chain since this is the base of the ocean chain. Also if people eat the poisonous fish they may get sick too. So changes in the food web can affect us. The lesson will summarize the food chain and web information. The student will then be asked to recognize the foods that they need to eat to be healthy.

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Lesson 47 Are you affected by the food chain?

Name: _______________________________________________Date:______________

Scientists have found that a rapid increase in algae can cause a Red Tide. It can turn hundreds of square miles of ocean red. Most of it is harmless however some produce poisons.

If a food chain, food web, or energy pyramid changes, the results may affect humans. If a farm does not have enough insect predators, the insects may increase and damage the crops. Humans influence changes, also. It is important to watch how human actions affect the populations of an ecosystem.

Write the answers to these questions in your notebook.

What is the original source of energy in an ecosystem? The sun.

What is the relationship between a food chain and a food web? A food chain shows how energy passes from one organism to another. In the food web you look at how one organism relates to another in a community.

Is it possible to have a food chain that has only a producer and a decomposer? Why or why not? No. There needs to be a predator or a scavenger. With having only a producer and decomposer there would be no balance. There would be an over abundance of producers.

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Write about a food chain that includes a meat that you eat. Include yourself as the final consumer.

Answers will vary.

Research why there are fewer coyotes than mice in a prairie ecosystem.

Answers will vary.

Lesson Wrap Up: Food chain, food webs and energy pyramids affect humans.

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Lesson 48Healthy you; you the consumer!

Objective: Students will consider what foods are required for their health

Materials Needed: Science Notebook, notebook, plain paper, colored pencils Engage: What is your choice in foods?

Engaging Question: What kind of foods should you eat? Additional Notes to the Teacher: Students will think about what kind and the amount of foods they should eat. The student will be asked to draw another pyramid. This time they will pictures of the kinds of food recommended for a healthy diet.

Perhaps you could ask your student what foods they see being advertised on television? They could look at magazines and find pictures of types of foods being advertised. What kinds of foods are targeted at the children? You could have the student write down what they typically eat for breakfast, lunch and dinner. They can use this to compare to the ideal food pyramid.

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What kind of foods do you eat most often? What is your favorite? Do you know what part of the Food Pyramid they come from? Think about it: What affects your food choices? What foods did you realize is advertised often on television? Who is the commercial audience meant to affect? Have you ever looked for a toy or treasure in a cereal box? Advertisers often target children. They want you to ask for their product when your parents go shopping. The food industry is a billion dollar industry. Advertising is done on television, magazines and newspapers. It even happens on the Internet. They offer coupons, games and other gimmicks to get the consumer to buy their product. The shopper is part of the food web. We are consumers. Unless a family produces its own food, we buy our food. The choices are often based on what is found in the supermarket. How do we make our choices? We often choose food that looks tastes and smells good to us. Food advertising encourages people to choose one product over another. They may have a colorful box or offers of discounts or coupons. As a result Americans eat more food per person than they did 20 years ago. Many people are unhealthy because of over eating. What can you use to make healthy choices in food? You and your family could consider the U.S. Department of Agriculture’s Food Guide Pyramid. It shows the kinds and amounts of food recommended for our health.

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Name: _____________________________________________Date:_______________ Draw the food pyramid. Answer shall follow the directives below.

Draw a large pyramid. Label your pyramid Food Pyramid. Make it the same as the other two you made except divide levels two and three in half. You will end up with six sections. One the large bottom level, draw or cut pictures out of rice, bread, cereal and spaghetti. This represents the grains in your diet. One level two draw or cut pictures of fruits on one side and on the other side put vegetables. One level three draw or cut pictures of cheese, milk, yogurt on one side and fish, meat on the other. The top level would be nuts, which represents oils, fats and sweets.

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According to your pyramid, which food group should you eat the most servings per day: bread, cereal, rice, and pasta; vegetables; fruits; fat, oils and sweets? Next time you reach for a snack and have the choice of cereal or an apple and you have had no fruit that day; consider eating the apple. Lesson Wrap Up: Students looked at the foods that should be eaten for their health.

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Lesson 49How does water change forms?

Objective: Students will consider the water cycle

Key Vocabulary Needed: Evaporation: process by which a liquid changes into a gas Condensation: process by which a gas changes into a liquid Water cycle: continuous movement of water between Earth’s surface and the air Materials Needed: Science Notebook, pencil, plain paper, colored pencils Engage: Where did the dew come from?

Engaging Question: How is water recycled? Additional Notes to the Teacher: Students will consider how water moves through the ecosystem; understand the water cycle.

Ask the students if they have ever gotten up in the morning and walked into the grass and felt it wet. It did not rain the night before; where did the water come from? Have them think about it and give some logical answer. Then read their lesson as they draw a picture of the water cycle.

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Have you ever heard the word “recycle”? Perhaps you have some type of recycling of paper products in your community. Nature has a way of recycling water. Water is not lost when it rains. Heat from the Sun absorbs the water of the oceans, seas, lakes, streams, ponds and even puddles. This heat makes the water evaporate and go into the air. Evaporation is the process in which a liquid changes into a gas. As the water vapor, or water in its gas state, rises higher and higher into the atmosphere, it cools. When cooled enough, water vapor condenses into tiny water droplets. Condensation is the process in which a gas changes into a liquid. A cloud is formed from the water droplets. When the air is too heavy to hold the water droplets, it rains. The precipitation of water comes in the form of rain, sleet, snow or hail depending on the temperature of our atmosphere at the time. The precipitation is absorbed by the Earth and is stored as groundwater. However, some of the water is part of our surface water. This water becomes runoff. It is collected in streams, lakes or rivers. It finds its way back into the oceans. Here it is absorbed into the atmosphere again. The water cycle is the continuous movement of water between Earth’s surface and the air, changing from liquid to gas to liquid. Draw a picture of a mountain from which flows into a river down into a pond. Draw ground with trees and grass. In the field there could be a deer. In the pond there could be fish and perhaps even a seal. There could be a gull flying over the pond. Draw a few clouds above the mountain and sunshine near the trees and pond. Near the clouds on the top of the paper draw a box in which you write: Condensation: As moist air rises, it cools. Water vapor condenses into tiny water droplets forming a cloud. Draw an arrow from the clouds to the earth. Just below the mountain draw a box with these words: Precipitation: Water droplets fall to Earth’s surface in the form of rain, sleet, snow, or hail. Draw red arrows along the stream from the mountain down to the pond. Draw a box on the earth section with the words: Plants are also part of the water cycle as they remove water from the soil. Some water returns to the atmosphere through the plant’s leaves. Draw a box over the earth close to the pond with the words: Collection: Some of the water flows into streams, lakes and rivers while some soaks into the ground.

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Name: _______________________________________________Date:_____________

Draw a picture of a mountain from which flows into a river down into a pond. Draw ground with trees and grass. In the field there could be a deer. In the pond there could be fish and perhaps even a seal. There could be a gull flying over the pond. Draw a few clouds above the mountain and sunshine near the trees and pond. Near the clouds on the top of the paper draw a box in which you write: Condensation: As moist air rises, it cools. Water vapor condenses into tiny water droplets forming a cloud. Draw an arrow from the clouds to the earth. Just below the mountain draw a box with these words: Precipitation: Water droplets fall to Earth’s surface in the form of rain, sleet, snow, or hail. Draw red arrows along the stream from the mountain down to the pond. Draw a box on the earth section with the words: Plants are also part of the water cycle as they remove water from the soil. Some water returns to the atmosphere through the plant’s leaves. Draw a box over the earth close to the pond with the words: Collection: Some of the water flows into streams, lakes and rivers while some soaks into the ground.

Answers will depict the directives above.

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Lesson Wrap Up: Students learned the words used to explain the water cycle.

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Lesson 50How are trees recycled?

Objective: Students come to understand all living things recycle Materials Needed: Science Notebook, pencil Engage: What helps trees to recycle?

Engaging Question: What is the job of a decomposer? Additional Notes to the Teacher: Students will read about the recycling of trees. They will learn it does not become a liquid like water but it does become part of the food chain again even after it dies.

Ask the student if they have ever looked at a bag of fertilizer. If so what ingredients do they see on the bag? What is fertilizer used for?

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Lesson 50How are trees recycled?

Do all living organisms recycle? The recycling of matter is continuous. When they die they give back something to the ecosystem they are part of. How about a dead tree? When a tree is dead it is being turned into substances other organisms need to survive. Some of these are other trees. The dead tree is providing elements for living trees. How does this happen? The old, fallen tree is made of wood, bark, and other dead tissues. The tissues hold all sorts of complex chemical substances. These chemicals need to be broken down. The decomposers are organisms that recycle matter from dead organisms. Worms, crickets, cockroaches, bacteria, and fungi are decomposers. These decomposers can break down dead wood and other dead plant parts into carbon dioxide and ammonia. All living plants need carbon dioxide in order to make sugars. Ammonia is a simple substance that contains the element nitrogen. Nitrogen is extremely important for plants. No plant can live or grow without nitrogen. All organisms need nitrogen in order to make proteins. Nitrogen is a chemical found in plant fertilizers. Fertilizers are substances used to add minerals to the soil. There are natural fertilizers. These are decaying plants and animals and animal wastes. Others are made in factories. Both contain nitrogen. Some people recycle plant material by composting. Gardeners use compost to make soil more fertile. A good mixture for compost is three parts dry leaves and plant material, one part fresh, grass clippings, and one part food scraps. Earthworms, insects, fungi and bacteria break down the leaves, grass, and food scraps into compost. The compost contains nitrogen, phosphorous, and potassium, which enrich the soil. Nitrogen and carbon have their own cycles in nature too. Earth is a closed system. With the exception of energy, almost nothing gets out or gets in. It is recycled. How do decomposers recycle nutrients?

Lesson Wrap Up: Students read about decomposers and realize all thing recycle.

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Lesson 51What is the carbon and nitrogen cycle?

Objective: Students will follow the carbon and nitrogen cycle Key Vocabulary Needed: Carbon cycle: continuous transfer of carbon between the atmosphere and living things Nitrogen cycle: nitrogen moves between air, soil, plants and animals Materials Needed: Science Notebook, pencil Engage: Nature has a cycle for carbon and nitrogen.

Engaging Question: Does carbon and nitrogen change forms when they are recycled? Additional Notes to the Teacher: When students think of carbon they probably think carbon dioxide. That would be what the plant releases into the air. They may not have any prior knowledge that nitrogen is needed for. Animals get nitrogen from eating protein. Plants get nitrogen by absorbing it from the soil.

This lesson will be given simply with the steps for the recycling of each of these gases. Students may copy the cycle or draw a picture of it if you wish to have them do it.

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Lesson 51What is the carbon and nitrogen cycle?

If you have ever let a marshmallow burn on a stick, or a piece of toast burn, you have produced carbon. It is a very important element. All living things have carbon. It is found in the air as carbon dioxide and used by plants. It is found in fuel to chairs to nonstick pans. A continuous transfer of carbon between the atmosphere and living things recycles it.

Carbon enters the air when plants and animals decay. It enters the air when animals breathe out. It enters the air when fossil fuels such as coal, oil, gasoline and natural gas are burned.

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During photosynthesis plants use the carbon from carbon dioxide to make sugars, starches, and proteins. They also give off oxygen, which is used by animals. When living things die, the carbon in them goes into the air and ground. Some of it is turned into carbon dioxide by decomposers. Some is stored as fossil fuels. This is what happened to the carbon in certain organisms that died millions of years ago. Animals eat plant sugars, starches, proteins, and other substances. The animals use the carbon in these foods to make their own body chemicals. Why do we need nitrogen? When you eat meat, fish, cereal or vegetables you are taking in the nutrients that your body needs to make proteins. Proteins are a part of your muscles and many cell structures. The way nitrogen moves between the air, soil, plants and animals is called the nitrogen cycle. Some soil bacteria turn nitrates back into nitrogen gas. Plants absorb nitrates dissolved in water through their roots. The nitrogen is then used by the plant to make proteins. Bacteria can use nitrogen from the air to make nitrogen-containing substances called nitrites. Other bacteria can turn nitrites into nitrates…another form of nitrogen-containing substances. Animals eat plant proteins, or they eat other animals that eat plant proteins. Animal wastes contain nitrogen compounds. When plants die, decomposers in the soil break down the plant proteins. One product is the nitrogen-containing substance ammonia. Soil bacteria change ammonia into nitrites. Some bacteria that grow on pea and bean roots give those plants the nitrogen they need. The bacteria turn nitrogen gas in the air to nitrogen-containing substances the plants can use to make their proteins. Finally, the air is made up of about 78 percent nitrogen gas. Lesson Wrap Up: Carbon and Nitrogen are important part of the living organisms survival. Each has a cycle to keep them in our soil and air.

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Lesson 52 Why should we recycle?

Objective: Students will think about recycling and recalling natures recycle systems.

Key Vocabulary Needed: Inexhaustible resource: the sun will last for millions of years Raw materials: building blocks of products Renewable resources: resource that can be replaced Nonrenewable resources: a limited amount of such as oil

Materials Needed: Science Notebook, pencil

Engage: What can be recycled? Engaging Question: What is garbage?

Additional Notes to the Teacher: Students are probably aware of recycling materials. They should think about what can be recycled and what is not renewable. What do people do to help with recycling? What can they do?

Advance Preparation or Homework Required: Students should take time to study the last lesson one nature’s cycles for a review quiz in the next lesson.

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Lesson 52 Why should we recycle?

Why is it important to recycle? Have you ever seen a product made from recycled material? Often paper products are recycled. Plastic can be made into new products too. What do you consider garbage? Consider how nature takes care of things. If we look through our garbage perhaps we will find many things that could be recycled. Check the bottom of your bottles and packaging. There may be a recycle code on the bottom to let you know if it can be collected and be remade into something else.

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Lesson 52Why should we recycle?

Name: ________________________________ Date: __________________________ There are many renewable resources. Trees can be made into paper. Paper can be recycled and thus we can save some trees and the homes of many animals. Some things cannot be recycled and those things took millions of years to produce. That would be oil and metals. Sunlight is an inexhaustible resource because it has the potential of lasting for millions of years. Think when you use something whether it could be recycled. Think and write about the following:

By what process does water move from oceans, lakes, rivers, and streams into the air? Evaporation. Heat from the Sun absorbs the water of the oceans, seas, lakes, streams, ponds and even puddles. This heat makes the water evaporate and go into the air.

Describe three ways that carbon dioxide gets into the air. Carbon enters the air when plants and animals decay. It enters the air when animals breathe out. It enters the air when fossil fuels such as coal, oil, gasoline and natural gas are burned.

Name two substances that contain nitrogen. Answers will vary but may be two of the following: Air, soil, plants and animals.

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What organisms turn a dead tree into substances that can be used by living trees?

Decomposers

Lesson Wrap Up: Recycling by people will help our ecosystem. Nature has a method to recycle nitrogen and carbon.

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Lesson 53Rain Forest of the Sea and a Review

Objective: Students will learn about the endangered coral reef; they will also do a review of the last lessons.

Key Vocabulary Needed: Coral Reef: a hard stony substance secreted by certain marine animals forming large reefs in warm seas.

Materials Needed: Science Notebook, pencil/pen, picture of coral reefs if possible. Engage: The “rain forest” of the sea…

Engaging Question: Why would the coral reef be considered the rain forest of the sea? Additional Notes to the Teacher: Students will read about how coral reefs are developed. If the student can use the internet to see and read more about the importance of the coral reef in our seas.

Students will be asked to show their understanding of the past couple of lessons with review questions in this lesson. The student may need to look back in their notebooks to remember about the food chain, community and ecology. You may let them look back or review with the student before they begin their review quiz.

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Like a rain forest where a huge number of different plants and animals live in one environment, this also happens in our warm seas. As many as one-quarter of the oceans’ animals make their homes in the reefs of our oceans. These coral reefs take a long time to grow; they can take thousands of years to grow. They are found in the shallow water. They are animals. They are built of tiny polyps and live together in colonies. As their polyps grow they form hard skeletons. Special algae live inside the coral polyps. The algae provide food for the coral. The algae need sunlight to grow thus the coral is in shallow water. The coral appears like a garden in the sea with its beautiful colors of orange, yellow, purple and green. The algae and the sea animals create the different colors for the coral. The coral reef is so important because it provides shelter for ocean plants and animals including hundreds of fish. Because the coral reef is so beautiful it is endangered as humans try to climb on them and see this water-garden. The reef is very fragile and breaks easily. Pollution is also a threat to its growth. Many countries are trying to protect and save our coral reefs for the health of our water life.

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Name: _______________________________ Date: ___________________________ Use these words to complete these sentences. Community Evaporation Niche Population Predator

Abiotic factor Ecology Food chain Omnivore Precipitation

Complete the following statements by filling in the answer or circling the correct answer.

1. We can trace our energy as it moves in a community with a/an food chain .

2. Evaporation is a process in which a liquid becomes a gas.

3. A (n) community includes all the members of a single species in a certain place.

4. A (n) predator is a consumer that hunts for its food.

5. A consumer that eats both plants and animals is called a (n) omnivore .

6. All populations have a unique niche in their habitat.

7. The study of how living and nonliving things interact in the same place is called

ecology .

8. Water is an example of a (n) abiotic factor .

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9. Elm, corn, and armadillos are part of the population of the prairie ecosystem.

10. Precipitation may include sleet and snow.

11. Which of these things is not an abiotic factor in an ecosystem? Water, minerals,

bacteria or soil

12. A vulture is an example of a: predator, scavenger, carnivore, all of the above

13. Plants absorb nitrogen from: soil, atmosphere, sun or insects

14. In the carbon cycle, carbon is transferred between ________________ and living

things: the ocean, the atmosphere, bacteria or minerals

What is the relationship between herbivores and carnivores?

Animals eat plant proteins, or they eat other animals that eat plant proteins. Animalwastes contain nitrogen compounds.

Write a paragraph about whether it is important to recycle the waste you produce.

Answers will vary.

Lesson Wrap up: Reviewed about the cycle of the life of plants and animals.

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Lesson 54How much room is there on the Earth for all the

communities of life?

Objective: Students will learn about the factors that contribute to limiting the amount and kinds of living and nonliving communities in one environment.

Key Vocabulary Needed: Limiting factors: anything that helps to control the growth or survival of populations Adaptation: characteristics that help an organism survive in its environment Materials Needed: Science Notebook, pencil, pen Engage: How much room would a herd of horses need to survive in the wild?

Engaging Question: What if the herd of horses tried to live where there was nothing but extremely thick forests and marsh lands? Additional Notes to the Teacher: You may like to lead the students into learning about limiting factors by considering how they would feel if the home they lived in became home to four more families the same size as theirs. What would happen to the students’ level of comfort? What would be some of the resources in their home that might become very limited? What would make this very difficult?

Read about how living and nonliving things populate the earth in a balanced way.

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Lesson 54How much room is there on the Earth for all the

communities of life? What do living things depend on in their environment? Certain factors control the survival of living things. What do you think these things could be? Think about dry wind howling across a prairie; hot sun baking the ground; no rain for days: plant-eating insects go hungry. The color of the mouse’s fur helps it blend into the dusty soil. However, when the mouse moves the hawks eye sees and in a flash grabs the mouse. How is the size of populations in nature limited? Anything that controls the growth or survival of a population is called a limiting factor. Nonliving factors that affect the environment would be the sunlight, wind, water and temperature. Living factors that affect the environment are grasses, insects, deer mice, and hawks. You learned that there are communities of living things in certain environments. There is a food chain that keeps things in balance. The number of predators in an ecosystem affects the number of prey. The number of prey in an ecosystem can also determine how many predators the system can support. There is competition between the communities of different living organisms for the natural resources such as water and sunlight. Overcrowding can in a population can cause a problem with the quality or ability to survive. They will have to compete with one another for food, water and shelter. Some will die. There are plants on almost every spot of the earth. Consider the desert plants where there is very little rain. There are tiny plants growing in the icy northland where it is icy cold. Plants even grow on the floor of the rain forest where there is very little sunlight. Characteristics that help an organism survive in there environments is called adaptations. These are inherited traits not learned behaviors.

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Focus on the life of a plant in the desert; how would it survive in a place with less rain than two inches in a year? One such plant is the barrel cactus which lives in the Sonoran Desert.

This plant has roots that reach only three inches down into the dry soil. These roots absorb the rain quickly. When there is a long dry time, the ends of the roots drop off the plant. This helps the plant preserve the water it has stored.

The stem of the barrel cactus is folded and covered with needle-sharp spines. The stem is where the water is stored. The folds keep the plant from loosing water. Small animals and birds that would like to drink from the stem of the barrel cactus are kept away by the sharp spines.

Lesson wrap up: Students read about how animals and plants adapt and what are limit-ing factors in our environments.

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Lesson 55How do some animals survive?

Objective: Students will learn that some animals survive by living off other living organisms.

Key Vocabulary Needed: Symbiosis: relationship between two kids of organisms that last over a period of time. Parasitism: relationship one kind of organism lives on or in another organism and may cause harm Commensalism: relationship in one organism benefits from another without harm or helping another Mutualism: relationship between two kinds of organisms benefits both of them

Materials needed: science notebook, pencil/pen, research material about some animals living on or with another. Engage: Can all animals survive on their own?

Engaging Question: Perhaps there are some friendships even in nature??? Additional Notes to the Teacher: The students will read about long-term relationships between living organisms. Their vocabulary words will help them understand the terms for symbiosis. The first place they will look at such a relationship is from the Yucca plant in the Mojave Desert.

If your student has a dog or cat they can look up fleas to see why they are found in the fur of their pets.

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Lesson 55How do some animals survive?

Organisms in nature relate to one another in many ways. Some hunt one another as predator and prey. Some relationships between organisms are long lasting. Relationships between two different organisms lasting a long time, is called symbiosis. Some times the relationship is beneficial to other organisms but some times it harms one or the other. When the relationship is beneficial to both it is called mutualism. One such mutual relationship is seen between the Yucca Plant and a moth. The strange-looking plant lives in the Mojave Desert in southern California. When the Yucca Plant develops a creamy colored flower, there appears a gray shadow darting around the flower. A careful look reveals this shadow is the yucca moth. This moth cannot survive without the plant. The plant would become extinct if the moth vanished. The two benefit from each other and share a relationship of mutualism. The female yucca moth picks up pollen from the flower and rolls it up into a ball, which it holds in its mouth. The moth moves over another plant and makes a hole in the flower’s ovary. The moth injects its eggs through the hole. It packs the sticky ball of pollen onto the flower’s stigma. The stigma and ovary are female reproductive parts of a flower. Pollen holds male sex cells.

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The moth has pollinated the yucca flower. The pollinated flower can then make seeds. Some of these seeds become new yucca plants. The tree’s seeds and the moth’s seeds develop at the same time. The eggs hatch into larvae and feed on some of the seeds. All this is protected inside the ovary wall safe from predators. If you have the use of the Internet you may like to look for pictures of this plant and insect. Lesson Wrap Up: Students learned new words for relationships of organisms that depend on one another in nature.

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Lesson 56What is the host?

Objective: Students continue learning about the relationships of plants and animals in nature.

Key Vocabulary Needed: Parasitism: a relationship in which one kind of organism lives on or in another and may harm that organism Commensalism: a relationship in which one organism benefits from another without harming or helping it Materials Needed: Science Notebook, pencil/pen, research material: parasites Engage: What do fleas do to cats and dogs?

Engaging Question: Are fleas just a nuisance? Additional Notes to the Teacher: If the students looked into fleas in the last lesson they can go further and learn the name of the kind of relationship they have to animals with fur: parasites.

Perhaps the student could think about other organisms that have parasites; it can happen in the water to fish. The students should add these new vocabulary words to their notebook. They should look over the words and recall the meaning of each. After reading their lesson, the student should do some research to see if there are parasites for humans. He may find a tapeworm and find out how they affect humans and how they ca be affected by them.

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Lesson 56

What is the host?What do fleas do to cats and dogs? Are fleas just a nuisance? Did you look up what kind relationship fleas have for dogs and cats? Did you find out what the fleas do? The dogs and cats are hosts. The relation ship is harmful and it is called parasitism. The organism that lives on or in the other organism is called a parasite. The organism they feed on is called hosts. The parasites benefit from and the host is harmed. The fleas actually live off the blood of these hosts and give nothing back. They do make the host itchy and irritated. Plants can have parasites too. There is a bright orange plant called a dodder. It has very little chlorophyll, which means it cannot make enough food to live on. It winds itself around a plant that can make its own food. It sends tubes into the stem of the plant it is coiled around. The dodder gets food from the plant through the tubes. The host plant does not die but does get weak. Some plants can use another plant without causing any harm. The orchid cannot reach the sunlight from the floor of the rain forest. It attaches itself to the trunk of a tree so it can reach the sun and produce its own food. This kind of relationship benefits one without harming is called commensalism. Some tropical fish are protected from predators by the poison in a sea anemone’s tentacles. The fish is not harmed nor is the anemones. Look back at your vocabulary words. Take some time now to find out if there are any organisms that live on humans. How do parasites affect humans? What do they gain from their host? Write a paper about what you find. Lesson Wrap Up: Students learned more about how living organisms live off or with another other organisms.

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Lesson 57Do living things survive the changes to the Earth?

Objective: Students consider how the Earth changes challenged the life of some organisms.

Key Vocabulary Needed: Extinct: having not living family (species) members. Materials Needed: Science Notebook, pencil/pen Engage: How can organisms survive as the Earth changes?

Engaging Question: The Earth is changing and has changed over years. Additional Notes to the Teacher: Students will read more about the changes in the Earth over years. They will consider how some living organisms could survive these major changes in the Earth. Your student may like to research the disappearance of the dinosaurs about 65 million years ago.

The students will also consider how humans affect the environment of the Earth.

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If you take a pencil and make a circle starting at the center of your notebook page and went around and around until you are near the edge of your notebook page, you can look at how much time humans have been on the Earth. Put a mark to show where humans have been on the Earth very near the last spiral around in your spiral. So what was here before? Scientists are always looking for evidence of life on the Earth and how it existed years ago. They believe that about 18,000 years ago, great sheets of ice moved deep into the heartland of what is now the United States. Ice sheets covered Europe and South America. New land was exposed and the Earth was cold. The Earth began to warm and the ice melted. Changes like these have happened seven times during the past 700,000 years. This cold period is called the ice age. Over millions of years, continents moved north and south, east and west. Huge mountain-sized rocks have crashed into Earth. Volcanoes have poured gases and dust into the air. During these changes organisms have survived while others become extinct. Looking at the age of the dinosaurs scientists have concluded there were other animals on the Earth. Fossils include frogs, snails, insects, turtles, sakes, and some small furry mammals. Plants of all kinds grew everywhere. The waters were full of fish, sea urchins, clams and algae. There is a theory that a meteorite struck the Earth. It left the Earth full of dust blocking the sunlight. Animals depending on plants died because the plants could not survive without sunlight. Smaller animals could have survived moving from habitat to habitat and adapting. This may be how the Earth, once ruled by dinosaurs, became ruled by mammals.

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You affect your environment at least fifteen times a minute. Every time you breathe in and out there is more carbon dioxide and water in the air. You remove oxygen when you breathe in. Air circulates around the Earth. Your air keeps going through changes and travels around the world. Plants use the carbon and animals eat these plants. People interact with their environment. They can do good and bad things. They can interfere with their ecosystem by cutting down too many trees. They can preserve the system by protecting animals and plants.

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Name: _______________________________ Date: __________________________

Think and respond:What is one way you affect the environment?

Answers may vary. Example: You affect your environment by breathing in and out. It removes oxygen and produces carbon dioxide.

Lesson Wrap Up: Students learned about how the Earth has changed over time and yet organisms have survived.

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Lesson 58Six Major Biomes

Objective: Students learn the six major biomes and how to identify each of them.


Biomes: large ecosystems Taiga: location: high latitude; climate: cold; soil: acidic; plants: evergreens; animals: rodents, bears, wolves Grasslands: location: mid-latitudes; climate: cool; soil: rich; plants: grass; animals: prairie dogs, small mammals (Africa: elephants, lions, zebras, giraffes Deciduous Forest: location: mid-latitudes; climate: cold winter, mild summer; soil: rich topsoil; plants: hardwoods; animals: wide variety of small mammals, birds, amphibians, reptiles and insects. Tropical Rain Forest: Location: near the equator; climate: hot; soil: nutrient-poor; plants: greatest variety of any biome; animals: more species of insects, reptiles, amphibians and colorful birds.

Desert: mid-latitudes; climate: very hot; soil: poor in decay products but rich in minerals; plants: none but cacti; animals: rodents, snakes, lizards, tortoises, insects and some birds

Tundra: location: high northern latitudes; climate: very cold, harsh; soil: nutrient-poor, permafrost layer a few inches down; plants: grass, moss; animals: oxen, caribou, hares, owls various rodents, polar bears Materials Needed: science notebook, pen/pencil, map of the world continents, plain paper and colored pencils. Engage: What is a biome?

Engaging Question: How do we identify a biome? Additional Notes to the Teacher: Students should copy the names of the biomes and the descriptions of each. If they have the ability to look them up online, they could find the ones that cover the most of the earth surface. With the description of the biomes the students could actually draw a picture of the biomes with distinction.

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Lesson 58Six Major Biomes

A biome is a large ecosystem. Each biome has it own kind of climate, soil, plants and animals. There are six major biomes and other minor biomes. We will study the six major biomes. Each major biome is described as the following:

Taiga: location: high latitude; climate: cold; soil: acidic; plants: evergreens; animals: rodents, bears, wolves

Grasslands: location: mid-latitudes; climate: cool; soil: rich; plants: grass; animals: prairie dogs, small mammals (Africa: elephants, lions, zebras, giraffes

Deciduous Forest: location: mid-latitudes; climate: cold winter, mild

summer; soil: rich topsoil; plants: hardwoods; animals: wide variety of small mammals, birds, amphibians, reptiles and insects.

Tropical Rain Forest: Location: near the equator; climate: hot; soil:

nutrient-poor; plants: greatest variety of any biome; animals: more species of insects, reptiles, amphibians and colorful birds.

Desert: mid-latitudes; climate: very hot; soil: poor in decay products but rich in minerals; plants: none but cacti; animals: rodents, snakes, lizards, tortoises, insects and some birds

Tundra: location: high northern latitudes; climate: very cold, harsh; soil:

nutrient-poor, permafrost layer a few inches down; plants: grass, moss; animals: oxen, caribou, hares, owls various rodents, polar bears

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Wikimedia: Sten Porse Research where each biome exists. What kind of biome do you live in? Lesson Wrap Up: The Earth has six major biomes. Each biome has specific characteristics for its soil, location, soil, plants, and animals.

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Lesson 59A Closer Look

Objective: Students will look more carefully at two of the biomes. Key Vocabulary Needed: Grasslands: where there is more grass with mild temperature Taiga: lakes and ponds of a cool, forested area Materials Needed: Science Notebook, pencil; pen Engage: What has caused the different kinds of biomes?

Engaging Question: What could dig holes in the Earth? Additional Notes to the Teacher: Students will look at two of the biomes. They will read about the grasslands and the taiga.

As an extra project you student may like to make a biome in a diorama. This is made with a shoebox and whatever would fit in the biome they wish to display. They could put colored paper in the back to show the skyline. They could add things like sand for a desert and some plastic plants and trees. They would also use plastic animal. If they are creative, they could make the animals out of cardboard or paper. This is according to your time and how your student learns best.

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Lesson 59 A Closer Look

In the grassland biomes there is plenty of grass. There is a irregular amount of rain. Some of the grasslands are temperate zones. That means mild. These grasslands have existed for years. They are called the “bread basket” of the world. The grasslands of the United States and Ukraine are now covered with crops such as wheat, corn and oats. Other grasslands look as they were years also. They are called Savannas and stay warm all year round. Their soil is not as fertile as the temperate ones are. They do get more rain.

In the African Savanna there are more hoofed animals than anywhere else on Earth. The native animals are small and large. They travel in herds. There are zebras, wildebeests, antelopes, hyenas and lions. These areas are disappearing. The land is being used for domestic cattle to graze. The native animals will lose their habitat.

Now stop and think: How are two types of grasslands different?

One is in the temperate zone. A large part is covered with crops of wheat, corn and oats. The other are the Savannas. That is where there are more hoofed animals such as zebras, wildebeests, antelopes, hyenas and lions.

Another type of biome is the taiga. They are found in North America, Europe, and Asia. Scientists have studied the Earth and how and when it changed. There was a period of time 15,000 years ago that glaciers inched down from the arctic regions. As the hundred feet thick mountains of ice moved over the Earth it dug chunks of land out of these areas. Lakes were formed where the ice melted. Fresh lakes were formed. The lakes and ponds of a cool, forested biome called the taiga.

Taiga is surrounded by confers over eleven percent of the Earth’s land. These areas are found in Alaska, Canada, Norway, Sweden, Finland, and Russia.

You may hear the sound of birds in the summer. In the winter the birds migrate to warmer weather. You may hear a chainsaw. The trees are cut for pulpwood. This lumber is used to build homes. It is also used to make paper.

What is the weather like in the Taiga? The climate of the Taiga is cold.

Lesson Wrap Up: Students read more information about two of the biomes.

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Lesson 60How are they alike and different?

Objective: Students will go on to learn more about two biomes.

Key Vocabulary Needed: Tundra: a cold biome Deserts: hot almost lifeless biome Materials Needed: Science Notebook, pen/pencil Engage: Could there be something the same in opposite weather conditions?

Engaging Question: How would you have to dress living in a tundra biome? Additional Notes to the Teacher: The two biomes the students will read about in this lesson are opposite when considering temperatures: tundra and desert.After reading the lesson the student is to find out if there is anything that is similar about these two biomes. An interesting thinking question for your students would be how they would have to dress while visiting either of these two areas of the Earth.

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Lesson 60How are they alike and different?

Where on Earth is there a Tundra biome? It is where the ground is frozen in the summer. There is very little precipitation in this area. The winters are very cold and icy. Just below the surface the ground is frozen solid. The plants are not usually taller than twelve inches in height. You may see weasels, arctic foxes, snowshoe hares, hawks, musk oxen and caribou. There are polar bears too. Where would you be? You are in the far Northern part of the Earth. It is an area between the taiga and the polar ice sheets. You will find this in Alaska, northern Canada, Greenland or frigid parts of Europe or Asia. This cold biome is called tundra. The weather is so cold because the sun rays are low and come at a glancing angle. There is just enough heat from the sun to melt the top layer of the soil. The permafrost or frozen soil is just underneath. The top soil acts like a sponge for the water. Deep roots cannot get down deep enough to develop. The growing season is only about fifty days of the year. The soil is poor in nutrients for large plants. Do you think you would find any cities or villages in this biome? Why or why not?

Answers will vary.

A desert is a region that receives an extremely low amount of precipitation. Three of the largest desert biomes of the Earth are the Sahara, Gobi and the Atacama. This is a sandy, rocky biome with a small amount of rain and little plants. Each continent has at least one desert. The largest on Earth is the Sahara desert in Africa. Its sands dip down to the Atlantic Ocean in the west and the Mediterranean Sea to the north with the Red Sea to the east. It has 3,500,000 miles of land. If you think about our 48 continuous states as all sand and that would be like the size of the Sahara desert. The Gobi Desert is in China and Mongolia. This one is about twice the size of Texas. The Atacama Desert runs 600 miles from the southern tip of Peru down through Chile. It is between the Andes Mountains to the east and the Pacific Ocean in the west. Few animals and plants live in deserts. Those that do are able to adapt and are very hardy animals and plants. Is there anything similar about the tundra and the desert?

Lesson Wrap Up: Students read about two biomes with little ability to sustain life.

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Lesson 61Two more biomes...

Objective: Students will read more about the deciduous forest and the tropical rain forests.

Key Vocabulary Needed: Deciduous: decay Tropical rain: hot, humid with lots of rain Materials Needed: Science Notebook, pen/pencil Engage: A forest is a forest…right?

Engaging Question: Are all forest alike? Additional Notes to the Teacher: The students will be reading about two entirely different forests. You may like to ask the student what they think of when they think of a forest. What would it look like? What would they find in a forest?

Have the student read about different kinds of forests. As they read they must read to find out what makes them different.

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Lesson 61Two more biomes...

Do you live near a forest? Do the leaves the trees turn colors in the fall of the year? Then you live near a deciduous forest biome. This is the kind of forest that has trees with leaves that turn colors in the fall of the year and fall off the trees. They cover the ground. These leaves then decay. Forests like this cover the United States. Many of these forests have been cut down to make room for towns, cities, farms and factories. The animals that once lived in these forests still live in these places. You can see chipmunks darting around buses while squirrels leap from branch to branch on the trees that survived. The birds still live in the remaining deciduous forests. Garter snakes live under rocks. Birds that might be seen are robins, cardinals, crows and hawks. Many of the remaining deciduous forests are part of national parks or where there are few people living and working. As long as they stay that way, people will be able to see the changing seasons. What are the characteristics of a deciduous forest?

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Near the equator there are other kinds of forests. The biomes in the hot temperate zone of the Earth are not called deciduous. This hot, humid biome with lots of rain is called a tropical rain forest.

The trees grown tall and create a canopy over the floor of the forest with their branches and leaves. This is so thick very little sunlight can reach the floor of the forest. With little light, plants are more likely to grow on the trunks of trees. Most of the life in this forest is high up in the trees. You could experience a rain forest in Central America, South America, India, Africa, Southeast Asia, Australia, and many Pacific Islands. Each of these forests has its own plants and animals. Millions of species of animals live in this kind of environment. Scientists have not even discovered all the different types of species.

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In South American tropical forest have colorful birds like toucans. Giant anacondas live in tropical rain forests. The trees of the rain forest have been victims to people cutting them down for their needs. Now people are replanting and restoring tropical rain forests. What are some characteristics of the tropical forest?

Lesson Wrap Up: Students learn about two different kinds of forests; they are different because they live in different temperate zones of the Earth.

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Lesson 62How About Water....

Objective: Students read and consider the life of different types of animals in the Earth’s water. Materials Needed: Science Notebook, pen/pencil, Engage: Fresh or Saltwater environments…

Engaging Question: Where do animals live in the water? Additional Notes to the Teacher: Students should be led to think about lakes or oceans they have swum in. How was the lake different than the ocean? Did they see any of the animals that live in these waters? What is the major difference between these two types of bodies of water?

Then the students could read their lesson. If you like you could have the student draw the different kinds of animals that live at the levels of water in the oceans.

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Lesson 62 How About Water....

Water ecosystems are watery and differ from each other by their saltiness. Plain water is called fresh water. The salt and fresh water ecosystems have three main categories of organisms. Plankton are organisms that float on the water. Nekton swim through the water and benthos are bottom-dwelling organisms.

Freshwater has plants living in the shallow parts. In lakes, ponds and other fresh water there are cattails, reeds, wild rice and arrowheads. There may be frogs, turtles and crayfish found near the top of fresh water.

In the deeper water we find microscopic plankton like algae and protozoa. Look beneath the surface and find nekton. There may even be game fish like trout. At the bottom are aquatic worm burrowing into the mud.

There are several sections found in the ocean ecosystem. The shallowest is called the intertidal zone. Here the tide goes in and out covering and uncovering crabs, mussels and barnacles attached to rocks.

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Two more regions exist further out in the ocean. The first is up to 656 feet deep. Many large fish and whales live. The 150 ton blue whales live here. The lower region goes from the 656 feet deep to the oceans bottom. The bottom can be 3,281 feet from the surface and there is no sunlight. It is completely dark. Nothing that needs sunlight can live here. There are fantastic creatures in the dark. Some of these creatures light up. Others are blind. Can you imagine what they may look like? Think: What are the two water ecosystems and how are they different? As years have passed on the Earth there have been many changes to the water ecosystem. People used to hunt whales when there were plenty of whales. As the centuries passed whale hunting increased. Over the time with new technology hunting became easier and more efficient. By 1962, 66,000 whales were being killed. Whales did not have enough time to reproduce. Extinction threatened the blue whales, humpbacks, bowheads and right whales. The whales were used for human and animal food, oil for lamps and fertilizers. In 1946 people realized they did not need whales for these things. In the following years laws were passed and whales are protected. Our world biomes remain constant as long as their climates and populations do not change greatly. Human and natural activities can change biomes. Biomes can affect the kinds of plants and animals that can live there. It is important for people to protect the biomes.

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Lesson 63Think and Write

Objective: Students will review the biomes they have read about. Materials Needed: Science Notebook, pen, pencil, research material, plain paper, colored pencil Engage: What do you remember about the biomes of the Earth? Engaging Question: Can you describe the biomes in terms of their climate, soil and inhabitants? Additional Notes to the Teacher: Students can take some time to recall what they have been reading about. They will answer a few questions and make a map of a country. They would need research material to identify a biome in a country. They would construct a map of the country with its major cities. They would draw the biomes showing plants and animals that live in it.

This will help them make their information concrete in their minds.

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Name: ______________________________________________Date:_______________

It is time to put your knowledge into a creative project. Answer the following questions for in your science notebook. Then you will choose a country and construct a map. You will need to draw each biome located in the country and show which plants and animals live in it. Answer in complete sentences. You may use your lessons to help you remember the facts.

1. Describe the taiga biome in terms of its climate, soil, and inhabitants.

location: high latitude; climate: cold; soil: acidic; plants: evergreens; animals: rodents, bears, wolves

2. How do organisms found in desert and tundra biomes adapt to their environments?

Answers will vary.

3. Explain why few plants live on the floor of tropical rain forests.

Tropical rain forest trees grow so thick that very little sunlight can get through to the floor of the forest. Most life grows on the trunks of the trees.

4. Describe the two types of aquatic ecosystems.

Freshwater and saltwater. They differ from each other by their saltiness.

Now choose your country. Look up the country. Identify the major cities in that country. Now draw that country. Draw each biome and show, which plants and animals live, in your country. Answers will vary.

Lesson Wrap Up: Review lesson of the biomes.

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Name: ______________________________________________Date:_______________

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Lesson 64Ecosystems....how they change

Objective: Students recognize the changes of ecosystems.

Key Vocabulary Needed: Ecological succession: gradual replacement of one community by another Materials Needed: Science Notebook, pen/pencil Engage: Overtime what happens to our ecosystems?

Engaging Question: Can change come quickly? Additional Notes to the Teacher: Students will realize that ecosystems change over time and so do communities. The students might think about whether the Earth stays the same over years or changes. What do they think may change our Earth? You may help the students think about how things could change if there is a weather event such as a hurricane. They may like to look at some pictures of disasters and see what happened to ecosystems and communities because of the happening.

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Lesson 64Ecosystems....how they change

How does nature change the Earth? How does nature change an abandoned farm’s fields into a flourishing forest? Imagine an abandoned farm. It would not have its fields planted but rather just empty with weeds growing. A year later the weeds grow taller and there may be some wild flowers and animals living in the field. Four to six year later there may be some trees growing with more animals and birds. Give that field twenty-five years later and you may see a forest with even larger wild animals. So what happened over those years? The field got hot and dry. Pine seeds sprouted. This provided shade so more birds joined the community of small mammals. The number of new pine seedlings drops because they cannot grow in the shade. Seeds of deciduous trees such as maple, hickory and oak trees sprout. Now larger animals can survive here. There are now deer, squirrels, raccoons and foxes in this new forest.

So an abandoned farm field can become a forest. Scientists call this gradual replacement of one community by another ecological succession. Ecological succession can begin in two different kinds of places. It can begin where a community already exists such as in an abandoned farm field. Ecological succession in a place where a community already exists is called secondary succession. Ecological succession can also happen where there are few, if any, living things. This is called primary succession. Primary succession can begin where communities were wiped out. Such places include land that is cleaned by a volcanic eruption. It can also begin where communities never existed before such as landmasses rising from the sea.

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In 1980 the United States experienced a volcano erupting. It happened in the state of Washington but it affected many states beyond there. It was Mount Saint Helens that blasted into the sky. It knocked down the thousands of trees that grew in the area. It covered the whole area knee high with ash and finely smashed up rock. Not a blade of grass could be seen for miles. The landscape was shaded in gray. In a year you could go back and the cloud is gone. Wind and rain have cleared some of the ash. Seeds and fruits from the nearby forests have blown near the area. There are some rose-purple objects among the charred tree trunks. They are flowers of a plant called fireweed. It is often the first plant to grow after a forest fire. Scientists call the fireweed a pioneer species. That is because it is the first species to live in a lifeless area. The plants attract animals and insects. A new community is formed. This is called a pioneer community. Lesson Wrap Up: Students learned about how an ecosystem can change.

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Lesson 65Changes in the Earth change populations

Objective: Students learn about some changes that people have to make because of the Earth’s ecosystems. Materials Needed: Science Notebook, pen/pencil, Internet Engage: How do scientists know the Earth has changed over long periods of time?

Engaging Question: What story does a fossil tell? Additional Notes to the Teacher: Students will consider how scientists know how the Earth has changed over long periods of time. As the Earth changes what happens to the people?

Students may like to use the Internet to look up some of the information about the plate tectonics theory. Then the students will go back and review how the Earth changes. They may go to thinking about how people are affected their environment right now. Advance Preparation or Homework Required: Review your past few lesson about biomes for a quiz in your next lesson.

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Lesson 65Changes in the Earth change populations

The Earth is very old. We know this because we study the Earth surface. When the scientists look at what they find, we learn about changed in the Earth. The scientists have a theory called plate tectonics. The Earth’s crust is made up of moving plates or pieces of crust. Six million years ago two plates between Africa and Eurasia collided. The continents of Africa and Europe bumped into each other. This created a natural dam between the Atlantic Ocean and the Mediterranean Sea. Sea dried up and became a desert. The marine life died out. Animals and plants migrated to Europe. Again five million years ago the dam broke apart and allowed water to flow into the desert. The Mediterranean became a sea again. What do you think happened to the people when this happened? Our planet is constantly changing. The continents move north, south, east and west. Climates change from cold to hot, hot to cold, wet to dry, dry to wet. Communities change. Fossils found in Italy showed that fish and sea creatures disappeared from the Mediterranean Sea. Horse-like animal fossils from Africa were found in Europe. Palm tree fossils were dug up in Switzerland. Five million year old fossils of fish were found in the Mediterranean area. These were some of the discoveries that convinced scientists that the plates of the Earth moved and changed the Earth’s crust over time. Things we find in the Earth’s crust are like treasures. There is gold, silver, aluminum, iron, copper, and many more. Each and every one of these treasures has been used by people over time. Iron is used for the steel for making buildings, bridges, ships, trains and pieces of machinery. Electricity is conducted through copper. Metals play an important part in our society. In order to use these natural things we carve our Earth’s surface. This is called surface mining, open-pit mining, or strip mining. The United States alone has cleared an area of the Earth as big as three fourth of the area of the state of Rhode Island. The surface-mined land has harmful things to living plants and animals. This is washed into our waterways with rain. The wind picks up the dust and pollutes our air. Living things are harmed. How are people affected by mining? The activities and health of all living things on Earth are interconnected. What happens to one living thing and one ecosystem usually affects other living things and other ecosystems. Human activities can both harm and help our ecosystem. Think about ways you may affect your environment.

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Lesson 66Review Lessons

Objective: Students will demonstrate their knowledge of biomes. Materials Needed: Science Notebook, pen/pencil Engage: Can you describe different kinds of biomes?

Engaging Question: What kinds of change are happening to the Earth’s crust?

Additional Notes to the Teacher: Students should be ready to recall their knowledge of the Earth and its biomes.

You may wish to give the students a few minutes to review their lessons or notes before asking them to take the following quiz.

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Lesson 66 Review Lessons

Name: ___________________________________________Date: ______________

Use these words to complete the sentences.

Taiga Tundra Biome Adaptation Symbiosis

Pioneer community Mutualism Deserts Climax community Parasitism

1. The Gobi and Mojave are deserts .

2. There are many evergreen trees in the Tundra .

3. Characteristic that allows organisms to survive is called a(n) adaption .

4. Part of the soil in the Taiga is frozen all the time.

5. The first organisms to colonize are made up in a(n) pioneer community .

6. Two organisms relationship benefits one while it harms another is called

parasitism .

7. The relationship between two organisms which benefits both is called

mutualism .

8. When ecological succession slows down a(n) climax community has formed.

9. A relationship that last from one generation to the next is a(n) symbiosis .

10. A deciduous forest is an example of a(n) biome .

Choose the correct answer: Which of these is a parasitic plant: fir tree or orchid

Which can harm the environment: trees are cut down and land is cleared or new

trees are planted

Which one of these is a relationship that benefits both organisms over time:

mutualism or parasitism

Which of these is an example of a biome: a pond or grassland

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How do the shallow roots of the barrel cactus help it survive in the desert: soaking

up rain very quickly or resisting flood damage

Write a paragraph to answer this statement:

Explain how a change in the biome you live in affects your way of life.

Answers will vary.

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Lesson 67Earth's Neighbors

Objective: Students will experiment with how the planets stay in their orbit around the sun.

Materials Needed: Science Notebook, pen/pencil, clay, string, scissors and a yardstick or meter stick. Engage: How are the planets held together?

Engaging Question: How can we simulate the paths of the planets? Additional Notes to the Teacher: Ask the students how many planets there are in our Solar System? Ask them how they think the planets are kept in their path around the sun.Ask if they know how we count or calculate the amount of time it takes for a planet, including the Earth, to travel around the Sun. (They may know that is how we determine the number of days in a year, 365 days.) To simulate the path, the student will use a ball of clay tied to the end of a string and spin it around. The procedure will be in the student lesson.

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Lesson 67Earth's Neighbors

Do you remember the names of the planets in our Solar System? You would be correct if you named: Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune and Pluto. Consider the planets are not standing still in one place. They are moving around the Sun in a path. The question you will consider is what holds the planets in their path as they pass around the Sun? You will need: a ball of clay, string, scissors and a meter stick.

Make a mode: cut 40 cm length of string. Wrap that around a small, round lump or clay about the size of a baseball. Wrap it in several directions so it will hold. Measure and tie a 60 cm of string to the string of the ball. Observe as you spin the ball of clay slowly around yourself. This should be just fast enough to keep the string tight but keeping the ball off the ground. In your notebook, describe the path of the ball. As you spin the ball, let it go. What happens? What path does the ball take? Repeat this so you can understand what is happening. What can you conclude about the Solar System from what you have done? What represents the Earth and the Sun? How did you represent the force between them? Explain what happened when you let the string go. Why did that happen? How would your results change if the mass of your ball were doubled or tripled? How does mass affect the pull on the string?

What is our Solar System? It is our Sun and the objects that are traveling around it. Our Sun is similar to other stars except it is much closer to our planet. It appears large and bright. It is composed of hydrogen and helium. The formation of helium from hydrogen is what generates light and heat from the Sun. There are planets that travel around the Star in a path. The path is called an orbit. Planets do not give off light. They reflect the light of the Sun. The orbit is oval in shape.

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One complete trip of an object in its orbit around the Sun takes one year. The length of the year is different from planet to planet. For Earth one year is 365.25 days. Here is a chart of the days and distance of the planets in the Solar System. Mercury 57.9 million km 88 days Venus 108.2 224 days Earth 149.6 365 days Mars 227.9 687 days Jupiter 778.3 4, 333 days Saturn 1,427 10,759 days Uranus 2,870 30,685 days Neptune 4,497 60,188 days All of these days were calculated according to the length of one day on Earth. What are the parts of a Solar System? Write your response in your notebook. Lesson Wrap Up: Students looked at what the path of a planet is like in our solar system.

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Lesson 68How are the planets kept in their orbit?

Objective: Students will learn about the gravity of the Solar System

Key Vocabulary Needed: Gravity: a force that attracts or pulls an object Inertia: tendency of a moving object to keep moving in a straight line

Materials Needed: Science Notebook, pen/pencil, plain paper, colored pencils Engage: What makes Earth keep in a path? Engaging Question: Is there more than one thing affects the orbit of a planet?

Additional Notes to the Teacher: Have the student draw a picture of how the planets look in individual orbits around the Sun. The order of the planets is part of the last lesson. When they draw their picture they can use colored pencils to represent the different planets. Mercury is small is nearest the sun. Venus is about the size of the Earth in the second path. Earth could have another ring around it representing the moon. Mars is between the size of the Earth and Mercury. Jupiter is the largest planet. Uranus has a ring around it. Neptune has rings around it. Pluto is the smallest and furthest away.There are also asteroids, rocky fragments, like mini-planets, traveling between mars and Jupiter. Comets, a mass of frozen gases, dust, and rock particles orbit the Sun too but not in an orbit. The other side of the paper may be used during the lesson to represent gravity and inertia and how it affect things in the Solar System.

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Lesson 68How are the planets kept in their orbit?

Now having an idea of the system of our Solar System, consider the question how do the planets stay in their path or orbit. They are not connected to a string. Scientists have wondered about that and 300 years ago Sir Isaac Newton came up with an idea. He described an invisible force holding the Sun and the planets. He called the force gravity. He described that force as a property of all matter. It is a force of attraction, or pull, between any object and any other object around it. Gravity depends on two measurements: mass and distance. The more matter, or mass, in an object, the greater the pull in the object’s direction. The closer two objects are, the stronger the pull of gravity between them. Newton applied this to explain how most objects behave. He includes all objects on Earth, in the solar system and beyond. His ideas are called the law of universal gravitation. According to Newton’s law, there is a force of attraction between you and the Earth. Earth pulls you. You pull Earth. When you stumble, why do you fall down? Why doesn’t Earth fall up? Comparing you to the Earth, the Earth has more mass. Your gravitational pull is less. Earth’s gravity is very strong because of its mass. Earth’s gravity is so strong everything near it moves in its direction. That is why you fall “down”. The Sun has more mass than the Earth. So its gravitation pull is stronger than the Earth’s. The sun holds all the objects in its system. Without gravity, Earth and all of the other objects orbiting the Sun would go flying into space. It is believed that Sir Isaac Newton came up with his law of gravity when an apple dropped on his head. Now if gravity was the only law in nature, the Earth would be pulled directly to the Sun. So what else is there? The reason is the Earth is moving. The planets have a property called inertia. This is the tendency of a moving object to keep moving in a straight line. So there are two forces keep the planet in their orbit. The planet moves in a straight line but gravity “steers” the planets in their oval paths. It is gravity and inertia that keep the planets in their orbits. Rethink your experiment with your ball of clay. The clay had inertia and gravity working on it too. If you had made your ball bigger it would have had more mass and move differently than the smaller ball of clay.

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On the other side of your planet paper you could draw a big ball of sun on one side of the paper. Draw a ball representing the Earth directly (straight line) from the sun. Gravity would pull these two together. Inertia would result in the Earth following a path and draw another planet moving around the sun. Gravity and inertia together make the Earth follow a path around the Sun and not straight out. In your notebook, explain how gravity and inertia keep a planet in orbit.

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Lesson 69What is inertia?

Objective: Students will read about more situations where they can recognize inertia. Materials Needed: Science Notebook, pen/pencil, plain paper, colored pencils. Engage: What or how would you know there is inertia in something?

Engaging Question: What happens when a tablecloth is pulled out from underneath a table set with dishes?

Additional Notes to the Teacher: The students will read an article about different times and ways they can recognize inertia. After they read the information they will be asked to answer a few questions.

You may ask the student to recall the definition for inertia. They have them consider the fact that Newton said that was a universal law. Does that mean everything has inertia?

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Magicians pull tablecloths from under the dishes set on a table. This trick demonstrates the law of inertia. The dishes have inertia and stay put. Only the tablecloth moves because of the force of pulling it. The force is applied only to the tablecloth. Scientists have determined that some things in science have been found to always be true. They are known as laws of science like Newton’s law. A scientific law tells what does happen and what people and things will do. There is no way to change or break a scientific law. The law of inertia is one of these scientific laws. The law of inertia says that an object at rest or not moving will remain that way until some force causes it to move. A ball on the floor will stay still until someone moves it. The law says that things that are in motion will stay in motion unless some force works on it…like some throws the ball and another person catches it. The force may slow it down or stop it. The force can also change the direction of the object. It is difficult to move some objects because they have more mass. A heavy rock will not be blown around by the wind while a piece of paper, with little mass, will blow away in the wind. Imagine you want to move a wagon full of newspapers. The wagon is heavy and it is hard to move. Its inertia makes it tend to stay still. You can pull hard on the wagon. When it moves some of the papers may fall off the top of the pile, why? You applied force to the wagon but not to the newspapers. Inertia made the newspapers stay where they were since no force applied to them. The wagon moved forward but the newspaper did not. According to the law of science, all things have inertia whether they are moving or not. To change its movement, force must act on the object. What happens when the car you are riding in suddenly stops? When the car stops, the inertia of your body makes it keep going forward. Your seatbelt pulls you back. You would hit the windshield without the seatbelt. The law of inertia says that an object at rest will stay at rest until a force causes it to move. It also says once it is in motion it will continue until a force stops it. The direction and speed of the motion will continue until a force causes a change. Inertia says that an object resists any change in motion. Objects tend to keep on doing what they are doing. If they are not moving, they will not move until a force is applied to it. If they are already moving it will not stop until a force like air resistance or gravity makes

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them stop. A force can cause something to change its direction. So the gravity of the Sun can cause the planets to stay in their path.

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Name: ________________________________ Date: _________________________ Answer the following questions about about inertia.

1. What is a law of science? a. it tells what happens what people and things will do b. it tell what should happen and what people should do c. It is a rule that can be broken

2. The law of inertia says that…

a. an object at rest will rain at rest until some force causes it to move b. if an object is in motion it will stay in motion at the same rate of speed and in the

same direction unless some force works on it c. both a and b

3. A force can ______.

a. cause an object that is not moving to begin moving b. cause a moving object to stop c. cause a change in speed or direction of a moving object d. all of the above

4. Using what you have learned about the law of inertia, which do you think is true?

a. the heavier the load of a truck, the less gas the truck would need b. a car uses more gas when it makes frequent starts and stops than it would use

on a long trip. c. A heavier care would get better gas mileage than a small, lightweight car. d. Lighter objects have less inertia than heavy objects

5. Which of these things would have more inertia?

a. a small rock b. a loaded cement truck c. a bag of popcorn

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6, Using what you have learned about the law of inertia, which do you think is true? a. the heavier the load of a truck, the less gas the truck would need. b. A car uses more gas when it makes frequent starts and stops than it would use on a long trip. c. A heavier car would get better gas mileage than a small, light weight car.

Lesson Wrap Up: Student read about normal things and how inertia works.

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Lesson 70Spinning Planets

Objective: Students will consider how a day is measured for the planets Materials Needed: Science Notebook, pen/pencil Engage: How do we measure hours of the day on the Earth?

Engaging Question: If our planet was larger, would the day be longer or shorter? Additional Notes to the Teacher: Now that the students have the law of inertia and awareness of gravity, measuring time for the planets is the next lesson. Ask the student to describe how the planets are kept in their path or orbit. Ask the student if the planets are the same size?

You may need two lesson days to complete this lesson. It will depend on how much you wish to do with demonstrating the rotation of the Earth.

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Lesson 70 Spinning Planets

The Sun does more than keep the planets in their orbits. It provides heat and light. The Sun is the reason for the light of day and warmth. All of the planets not only rotate around the sun but it spins on its axis.

At one time half of the Earth is facing the Sun. It has daylight. At that same time the other side of the Earth has no sunlight and it is the dark night. In time the Earth turn and day become night and night becomes day. Each planet makes one complete spin in its day. Each planet has its own speed of turning. The length of a day is different for each planet. How long it takes the planet to spin around one complete time depends on the size of the planet and how fast it is turning.

Here are the planets and their number of hours it takes for one day using Earth’s time, are listed here:

Mercury 59 days Venus 243 days Earth 24 hours Mars 24 hours 30 minutes Jupiter 9 hours 56 minutes Saturn 10 hours 40 minutes Uranus 17 hours 14 minutes Neptune 16 hours 6 minutes

This list shows the time it takes each planet to complete on “spin” in Earth hours or days. Now take the list and copy them in your notebook with the shortest day to the longest. Are you surprised at the length of some of the days?

The amount of heat and light each planet receives from the Sun depends on how far it is from the Sun.

Earth is in a position from the Sun to receive just the right amount of heat and light to provide living things with what they need to survive. Why are there different seasons of the year in opposite places on the Earth? Earth’s orbit is slightly stretched circle or an oval path. This shape brings Earth slightly closer to the Sun during part of the year and farther away during other parts of the year. In the Northern Hemisphere, Earth is slightly closer to the Sun during winter than summer. Then how come it is colder in winter than and warmer in the summer?

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The answer is that the Earth travels with a tilt. Think of the Earth having a stick that runs from the North Pole to the South Pole. Now take the Earth and slant the Earth by holding the “stick” slightly to one side. You could actually do this with a ball; put a stick through it from top to bottom. Now place another ball down. Use the ball with the slant going around the big ball in the center of a circle. As you move the “planet” ball around the sun, using a pencil in four equal positions around the sun pointing to the spot the Earth will pass by the sun.

What you will notice is the sun’s rays represented by the pencils will “hit” the Earth in different spots as it travels in its orbit around the Sun. The four seasons of the year are created by rays of the Sun.

Winter in the Northern Hemisphere starts around December 21, when the direct rays of the sun are hitting the Earth at 147 Million kilometers. Summer in Northern Hemisphere starts around June 21 and the direct rays of the sun come at 152 million kilometers. The Northern Hemisphere is titled toward the Sun in the summer and away from the direct rays of the Sun in the winter.

The Sun is high in the sky all year and hit the Earth directly in the “fattest” part of the Earth. This is what we call the equator. There is less change in seasons on that part of the Earth. The surfaces warm up more than other areas too. Dark soils heat up more than light-colored sands. As a result, Earth ends up with a whole range of temperatures supporting many different kinds of life on Earth.

Use your notebook and write how Earth’s tilt brings about the seasons of the year.

Lesson Wrap Up: The Sun’s rays create seasons of the year on Earth.

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Lesson 71 The surface of the Earth

Objective: Students will learn about the surface of the Earth

Key Vocabulary Needed: Lithosphere: Hard surface, outer layer of Earth Crust: rocky surface above the lithosphere Hydrosphere: Earth’s water Atmosphere: many layers of gases that surround the Earth

Materials Needed: Science Notebooks, pen/pencil

Engage: What surrounds the Earth? Engaging Question: What is the order of Earth’s layers?

Additional Notes to the Teacher: Ask the students what they see of the Earth’s surface? They will probably say things like grass, soil and plants. Find out what the student knows about the scientific names for the layers of the Earth. Lead them into the recognition that the Earth has gases, liquids and solids.

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Lesson 71 The surface of the Earth

Is the Earth made up of all solids or are there gases and water? We know from the pictures taken from outer space that our planet is three-quarters water. We breathe oxygen and recognize that is invisible gas. We would not survive without the water we drink daily. The Sun interacts with all of these parts of our planet.

Scientists have named the solid ground the crust. This is made up of rock and includes the continents and the ocean floor. The hard, outer layer of the Earth is about 62.14 miles thick and is called the lithosphere. The crust of the Earth includes soil and many resources. Earth has high mountains, and low valleys.

The hydrosphere accounts for the trillions of liters of water on the Earth. Water is a valuable resource. Most of this water is ocean. It is salty because of the minerals that have been washed into it over the ages. It includes rivers, streams, underground water and ice. This is the source of fresh water used for drinking, cooking and bathing. The hydrosphere a big heat absorber. Water changes temperature slowly as compared to the land. The earth’s oceans keep the temperature on Earth from changing too drastically.

Outer space pictures also reveal white clouds swirling in the atmosphere. The atmosphere has several layers of gases. It contains gases that help protect Earth from forms of harmful energy from the Sun.

Our closest neighbor is our Moon. It is 240,000 miles from the Earth. We have looked at it with telescopes. We have astronauts who have landed on and walked on the Moon.

Of course, we are looking for similarities between Earth and the Moon. There are no clouds or oceans. There are no hills covered with forests; in fact there is no sign of life.

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The Moon has no hydrosphere with virtually no atmosphere. There is no water to drink and no air to breathe. There is no weather because with no atmosphere, to trap the heat of the Sun, temperatures change greatly during a Moon day. The Moon has a lithosphere which is a rocky surface. You can see the features of the surface with a telescope. It has a dark-colored region called maria. Maria is Latin for “seas”. They are dry, flat lands surrounded by mountains and ridges. The Mon’s surface is covered with huge dents, called craters. Trails of rock and dust extend out from them. They reflect sunlight and look like rays coming out of the crater. The Moon is not a planet. It travels in an orbit around the Earth. “Moon” light is actually “Sun” light. Your part of Earth is facing the Sun at night. Sun’s light reaches the Moon and bounces into space. Some of this reflected light reaches Earth. Lesson Wrap Up: Students learned more about of the vocabulary for the parts of the Earth.

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Lesson 72What are constellations?

Objective: Students can learn a little about other things in space. Key Vocabulary Needed: Constellations: patterns of the stars

Materials Needed: Science Notebook, pen/pencil, Research material for constellations Engage: Do you know where the Big Digger is?

Engaging Question: What is the Big Dipper?

Additional Notes to the Teacher: Students will learn a little about constellation and take time to reconsider what they have learned and find information about the constellations.You may ask the students if they have ever looked closely at the sky at night. What do they see on a clear night? Have they ever noticed how stars cluster together?

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What else do you see besides the moon in the night sky? If the sky is dark enough you will see the stars. A star is a large, hot ball of gas that is held together by gravity and gives off its own light. Stars look like points of light in the night sky. Stars are far outside our solar system. Our Sun is a medium star and is the closest one to our planet. Years ago people looked at the sky and saw a pattern in the stars. These patterns are called constellations. People looked at the patterns and thought they looked like pictures of animals or people. Some of the stars have names. One is called the Rigel star. When people looked in the sky they decided that the star Rigel was part of the pattern of stars that formed the hunter. They stay in a formation even though they appear to move. As Earth travels in its orbit around the Sun, its “night side” faces different directions. You see only the constellations that are in that direction. The constellation Orion is seen from the Northern Hemisphere in the winter season.

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In the summer sky people located in the Northern Hemisphere can see the constellations Corona Borealis and Aquila. In the fall sky Pegasus is visible. The winter sky reveals Canis Major and the spring sky has Leo. Earth is teaming with life and movement. The Sun is the source of life to the Earth. It produces seasons, day-to-day weather and climates. When the Astronauts visited the Moon, they had to prepare for their trip by thinking about what they would need to survive. They had to bring all of the things they would need. Earth is the only planet that supports life as we know it.

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Name: __________________________________________Date:______________

How is gravity important to Earth?

Without gravity, Earth and all of the other objects orbiting the Sun would go flying into space.

How does the Sun affect life on Earth?

Earth is in a position from the Sun to receive just the right amount of heat and light to provide living things with what they need to survive.

Why is the Moon unlivable compared with the Earth? The Moon has no hydrosphere with virtually no atmosphere. There is no water to drink and no air to breathe. There is no weather because with no atmosphere, to trap the heat of the Sun, temperatures change greatly during a Moon day.

Now take some time to research the solar system or constellations. Learn more about the Earth and its neighbors. What do the planets look like? Answers will vary.

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Make a model of the Solar System by using a hanger, string and construction paper or clay. Make models of the planets and hang them from the hanger in the order they orbit the Sun. Models will vary.

Lesson Wrap Up: Students read more about our Solar System and continued with their study through research.

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Lesson 73 How does the crust of the Earth change?

Objective: Students will learn more about the crust of the Earth and how it changes.

Key Vocabulary Needed: Faults: cracks in the crust of the Earth Geologists: scientists who study Earth Seismographs: instrument that locates and records the motion of the Earth’s crust

Materials Needed: Science Notebook, pen/pencil, plain paper, colored pencils

Engage: Have you ever felt the Earth’s crust move? Engaging Question: What do we call it when the Earth’s crust moves?

Additional Notes to the Teacher: You may want to have the student look at the land around them. Do they see any hills or is it all flat land? Ask them if they have ever seen the Rocky Mountains? Ask the students to think why our Earth crust is flat in some places and hilly in other.

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Lesson 73How does the crust of the Earth change?

Did you feel that! If you live in California you may have experienced the movement of the Earth. It happens in other places of the Earth too. What is it? It is the Earth moving. When it moves quickly enough it may be seen and felt. Big movements of the Earth are called Earthquakes. The crust of our Earth has weak points. These weak points or cracks in the crust of the Earth are called faults. These may have formed years before or while the earthquake is happening. During an earthquake there are vibrations traveling through the crust. The crust moves on either side of the crack or both sides. People far away from the earthquake may not feel the vibrations while those close by will feel the affects of the quake. A device called a seismograph will record the motion and location of the vibrations. Most of the time the Earth moves so slowly you cannot feel it. It may take centuries for the rocks around a fault to move. People only recognize the movement when something visible changes position. Another way the Earth’s crust moves is like what happens when you take a newspaper that is folded in half. Push the pages together from the sides. All those pages of the newspaper would represent all the layer of the Earth. The part of the newspaper that moves up represents the hills and mountains that the bending motion may affect. To measure crust movement, surveyors measure elevation of the earth. Elevation is how high the land is in relation to sea level. They leave plaques called benchmarks that tell the exact location and elevation of a place. When they re-measure they find where the Earth’s crust has risen or sunk. Geologist, scientists who study Earth, place sensitive devices all along faults. They are hoping to record any tiny movement and be able to predict an earthquake. The Earth’s crust is a hard surface. It is very thin. It is only about one-thousandth of Earth’s thickness. Under the crust is the mantle of the Earth and is the thickest layer. Rock material is solid. Like putty can move when squeezed, this section can “flow”. Just below the mantle is the core of the Earth. This section has two parts; a liquid outer core and a solid inner core.

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Lesson 73How does the crust of the Earth change?

Name: ______________________________________________Date:_______________ Draw a half circle

In the center, color a yellow section labeling it CORE. Put a spot of black right in the center and label this the inner core.

From the outside of the core, use red and color all of this area. Label it mantle. Draw oblong circle with arrows pointing around it. Where the arrow is going toward the bottom of the circle label it sinking. Where the arrow is pointing up toward the crust label it rising. These are convection currents.

Color the thin line on the outside of the half circle brown and label it crust. Within that near crust there are plates.

In the mantle the rock material is in motion like heated water. It rises and pushes against the bottom of the crust. This causes the think, brittle crust to break into pieces or plates. Plates move along the Earth’s surface. Earthquakes and the slow motions of the crust all result from moving plates.

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Now take your notebook and answer this question: How are earthquakes related to faults and plates in the crust? The crust of our Earth has weak points. These weak points or cracks in the crust of theEarth are called faults. During an earthquake there are vibrations traveling through the crust. The crust moves on either side of the crack or both sides.

Lesson Wrap Up: The Earth has layers and is in motion.

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Lesson 74Forces in the Crust

Objective: Students will learn more about the action of the crust of the Earth Key Vocabulary Needed: Magna: hot, molten rock deep below Earth’s surface Lava: when magna flows out of the surface it is called lava Materials Needed: Science Notebook, pen/pencil Engage: Push, pull, squeeze!

Engaging Question: Fold Mountains and Fault-block Mountains…what is that?

Additional Notes to the Teacher: You may like to give your student a ball of soft clay. Have them pull it; then have them squeeze the ball and finally have them twist, tear and push the clay.

Ask the students what they think would be happening as a result of pushing and pulling on the Earth’s surface? Make them go back to how the ball looked at first; smooth and round. Now they can read the lesson about the surface of our Earth.

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Lesson 74Forces in the Crust

The plates of the Earth move and collide with one another. Sometimes they pull away from each other. They slide past each other. This movement causes these three kinds of forces that act on the Earth’s crust.

Tension stretches or pulls apart the crust. Compression squeezes or pushes together the crust. Shear twists, tears, or pushes one part of the crust past another.

Each forces a fault to form in the crust. Each can cause movement along a fault. These forces can also result in other kinds of motion in the crust. Each of these forces can cause a fault to form. Each can cause movement along a fault. These forces can also result in other kinds of motion in the crust. As the Earth moves upward the land is built up. Compression can crumple rock layers into wavy folds. Mountains can be formed when two pieces of crust crash together. The impact of squeezes causes it to crumple into huge folds. Mountains made of crumpled and folded layers of rock are called fold mountains. The Alps and Himalayas are all ranges of fold mountains. Tension and shear can also build up the crust of the Earth. Mountains can be formed, as the crust is pulled apart.

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Hot molten rock deep below Earth’s surface, called magma, rises upward. If magma reaches the surface, it may flow out as lava. When a volcano erupts lava flows out or is hurled out. The volcanoes lava is gushing up through a crack between two pieces of crust that are being pulled apart. Tension and shear also cause great blocks of crust to break apart cleanly and move along faults. Blocks of crust moving along a fault can form fault-block mountains. Such mountains have formed along several western states.

In your notebook, record three forces that act on the Earth’s crust?

Lesson Wrap Up: Students learned about three forces that cause changes in the Earth’s crust.

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Lesson 75Are there other forces that shape the Earth?

Objective: Students learn about forces on top of the crust that affects it.

Key Vocabulary Needed: Weathering: breaking down of the materials of the Earth’s crust Erosion: picking up and carrying away of pieces of the crust. Materials Needed: Science Notebook, pen/pencil Engage: What can cause changes to the surface of the Earth?

Engaging Question: How can wind-blown sand affect the earth’s crust? Additional Notes to the Teacher: Have the students think about any sand castle they have built on the shore. How long does it last? If it is too close to the water, it washes away. If it survives the wind can pick it apart little by little until is collapses. Some of the substances of the earth are soft and wind and rain can change them. What else causes changes to the surface of the Earth?

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Lesson 75Are there other forces that shape the Earth?

While the Earth is being formed from underneath there are forces at work on top of the crust. Weathering and erosion are breaking down the materials of the Earth into smaller pieces. Erosion is picking up and carrying away the pieces of the crust. They have been around for billions of years. Physical weathering happens when the crust is exposed to water, air, and changes in temperature. How do these break down rocks? Water can break down the crust by dissolving some minerals right out of the crust. Moving water can make pieces of rock bang into each other. Small chips break off the surface and the rock get smaller. The churning waters of a stream can wear down big pieces of rock into small rounded pebbles. Wind is moving air as the sand blows the broken bits over the Earth. These particles also wear away rock. If the temperature drops low enough, water can freeze. When water freezes it expands, or takes up more space. Water freezing in cracks in rocks expands against the rock. The force of the expanding water is so great that it can split the rock apart. Changes in temperature also cause rocks to expand and contract. A rock may be made of a number of different materials. One part may expand and in another material contract causing a push or pull against itself. Eventually the rock may split apart. Gases in the atmosphere react chemically and may form new substances. Oxygen, for instance, reacts with iron to form rust. Acids are formed by carbon dioxide and sulfur dioxide in our rain. A limestone cavern was solid rock. The acid rainwater seeps through the rock and dissolves part of it. This can eat away and form huge holes such as caverns in the rock. Erosion is the carrying away of pieces of weathered rock by gravity, water, wind, and ice. Piece by piece erosion can carry away a boulder, a hill, or even a whole mountain range. Water is the greatest agent of erosion. When a drop of rain falls to the earth’s surface it erodes the land. Think of how many raindrops fall in a rainstorm. They can move a lot of soil. The water flows downhill. Moving water can push and carry things along with it. It picks up pieces of rock and carries them downhill. The faster the water is moving, the bigger the pieces of rock can be moved.

How do weathering and erosion work together to shape Earth’s surface?

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Lesson 76What about the glaciers of the Earth?

Objective:


Materials Needed:




Lesson 76


deposition


Lesson 76What about the glaciers of the Earth?

Name: ____________________________________________Date: _______________


Wind is moving air as the sand blows the broken bits over the Earth. These particles also wear away rock.Rocks of all sizes become frozen into the bottom of a glacier. As the glacier moves, the rock scratches and wears down the Earth surface.

Layer by layer, pile after pile, bits and pieces of rock deposited by water, wind and ice build up on the Earth’s surface in another place.


Lesson 77How about the surface of the Moon?

Objective: Students will learn how the surface of the Moon changes Key Vocabulary Needed: Meteorites: rocks from space that strike a planet or other space materials

Materials Needed: Science Notebook, pen/pencil Engage: Does the surface of the Moon remain the same?

Engaging Question: What could affect the surface of the moon? Additional Notes to the Teacher: Students think about the surface of the Moon. How and what could change the surface of the Moon? Is there air, water or gravity working on our neighbor?

Can we “see” the surface of the moon? Find out what the student already knows about the Moon and its surface before reading their lesson. If the students have the Internet you may want them to look into the topic: surface of the moon?

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Lesson 77 How about the surface of the Moon?

Is there anything about the surface of the earth and the surface of the moon that is the same? Both belong to our Solar System. The earth’s surface has earthquakes and volcanoes. There is no evidence of any of these happening on the surface of the Moon. There is not air and water to cause weathering. There are no glaciers, nor wind. There are other materials in space.

Rocks are part of space. When a rock from space strikes the surface of the Moon it is called a meteorite. Craters are formed by the impact by these meteorites. These are craters create holes big enough to be seen from Earth. Other craters are as tiny as a single mineral crystal.

Can meteorite hit the surface of the earth? Would they produce craters too? Yes this can happen. However the earth’s atmosphere protects its surface from many such impacts. As rocks pass through the earth’s surface, they burn up. The moon does not have an atmosphere as thick as the earth’s.

Meteorite impacts shatter rocks on the moon and also create a lot of heat. The neat melts the rock. Pieces of rock may melt together and droplets and globs of molten rock can spatter outward. Over time continual meteorite impacts break down the rock. The end

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result is a mixture of shattered pieces or rock, rock droplets and melted-together bits of rock. As a result, the surface of the Moon is changed by meteorites. Natural forces change the surface of the planets. As the solar system has been explored, evidence of surface changes and erosion has been found on other planets. Venus has thousands of volcanoes. Mars has the largest volcano in the solar system. Jupiter’s moons surface demonstrates constructive and destructive forces. There are volcanoes erupting and some water and ice. The presence of water, organic compounds and internal heat mean life may be possible there. Think about what you read and respond to these questions in your notebook:

What evidence is there that the earth’s crust has moved?

What are the three types of forces acting on earth’s crust?

How do they measure earthquakes?

What is the difference between weathering and erosion?

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Lesson 78What can we find in the crust of the Earth?

Objective: Students will learn more about the minerals of the Earth. Key Vocabulary Needed: Minerals: solid materials of the Earth’s crust; chemical composition Luster: way light bounces off a mineral Materials Needed: Science Notebook, pen/pencil Engage: How do we recognize a mineral?

Engaging Question: How are the minerals used? Additional Notes to the Teacher: It would be great if you could collect a few things for the students to see and thus recognize as minerals of the Earth. They would be lead pencil, copper wire, rock salt, talcum powder, a china plate and a piece of gold or a gem.Students will go a little further in recognizing and identifying minerals. They will learn the properties of minerals include identifying them by color, streaking, hardness, and cleavage. You may like to have the students look some of the minerals up on the Internet and see how they are used or see more of them. You may like to grow crystals with the students by using a cup of hot water, add salt and stir until no more will dissolve. Tie one end of a 15 cm piece of string to a crystal of rock salt. Tie the other end to a pencil. Lay the pencil across the cup so the crystal hangs in the hot salt water without touching the sides. Observe for several days. Identical crystals shall form, which is rock salt.

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Lesson 78What can we find in the crust of the Earth?

Digging into the crust of the Earth reveals many different substances. Many of the materials are minerals. Some are made of chemical compounds and others are two or more elements joined together. Minerals are solid materials of Earth’s crust. Ones made of one element are gold, silver, copper and carbon. Each mineral has a definite chemical composition. Scientists can classify minerals by identifying the elements or compounds they are made of. In these minerals the atoms and molecules fall into fixed patterns. These patterns cause minerals to form geometric shapes called crystals. Different patterns form different crystal shapes. The six main crystal shapes are: hexagonal is the shape for lead, tetragonal is the shape for copper, cubic is the shape for rock salt, orthorhombic is the shape for jewels used in jewelry, monoclinic is the shape for talc powder and triclinic is what is used in china plates. Just seeing a china plate will not show you the crystal form of these minerals. These words will only make sense to you if you look them up and see what shapes they form. No two minerals are exactly alike. Each has a different composition. Each has its own set of properties that you can use to tell them apart. A crystals shape is one property. A property is a way to recognize a mineral. Find out the crystal shape is not an easy way to identify a mineral. Here is a simpler way to recognize a mineral:

The color of a mineral is the first thing you see. You can observe color on a fresh surface. Color alone does not identify most minerals because some minerals come in a variety of colors and weather can discolor it. Luster is the way light bounces off a mineral. Minerals with a metallic luster are shiny, like metals. Graphic has a metallic luster. Minerals with a nonmetallic luster may

look shiny or dull. Nonmetallic luster can be described as glassy, waxy, pearly, earthy, oily, or silky. Talc has a nonmetallic luster often described as oily.

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Lesson 79How do they form?

Objective: Students learn about the formation of minerals in the crust of the Earth Materials Needed: Science Notebook, pen/pencil, a few common rocks, hand lens Engage: Aren’t they just rocks?

Engaging Question: Which is the hardest rock? Additional Notes to the Teacher: Students will read more about how minerals are formed. Ask the students what they think would be left if an ocean dried up? Hopefully, they would say salt.

This is one of the ways minerals are discovered in the crust of the Earth. Minerals are in the rocks of the crust. Ask the students if they ever pick rocks up and just look at them. What do they see? Do the rocks look alike? Have them thinking. If you have a hand lens have them just look at various rocks.

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Lesson 79How do they form?

Where are the minerals of the Earth? In those rocks you pick up and look at. Minerals are made up of rocks. If you examine a rock with a hand lens you can often find some of the most common rock-forming minerals in the rock. How do minerals form in these rocks? Some form from the hot liquid rock or magma from volcanoes. It cools and hardens into a solid. The magma has molecules that move very fast. When it cools its molecules slow down and get closer together. They connect into a pattern forming crystals. The longer it takes the more time the crystals have to grow and larger than get. Other are minerals are deep with the Earth. The temperature of the deep Earth is hot. The weights of rocks press down like a pressure cooker. The heat and pressure produce minerals such as diamonds. Movements of the Earth’s crust bring the minerals nearer the surface where it can be mined.

Crystals are formed from cooling water. Water heated by magma inside the Earth is rich in dissolved minerals. Hot water can hold more dissolved minerals than cold water. As the water cools, it is able to hold less of the dissolved minerals. The minerals that can no longer stay dissolved form crystals. Some minerals are formed after water evaporates. Ocean water contains many dissolved substances. As ocean water evaporates, the substances that were dissolved form crystals.

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Common table salt is mined in areas that were once covered with salt water. The salt is the mineral halite. It was left behind when an ancient sea evaporated. Research different minerals.

Lesson Wrap Up: Minerals are found in the Earth’s surface

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Lesson 80How else can you identify minerals?

Objective: Students learn that you use streak, hardness and cleavage to identify minerals.

Key Vocabulary Needed: Streak: color of the powder left when a mineral is rubbed against a hard, rough surface Hardness: measure of how well a mineral resists scratching Cleavage: tendency of a mineral to break along flat surfaces

Materials Needed: Science Notebook, pen/pencil

Engage: How do you discover the hardness of a mineral? Engaging Question: What is the scale for hardness?

Additional Notes to the Teacher: The scale for find the hardness of a mineral will be included in this lesson. The types of minerals in the scale are talc, calcite, Fluorite, apatite, feldspar, quartz, and topaz/diamond. If these minerals can be found the tool for testing are: fingernail, copper penny, iron nail, glass plate, steel file, and streak plate. If these things can be collected it would be fun to try the scratch test.

Students will have the Mohs’s scale for hardness. If the minerals are not easily available the student can go to the Internet and see every possible mineral on Earth. Then when they see them in real life experiences they may recognize that they are minerals of our Earth…like gold and diamonds.

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Lesson 80How else can you identify minerals?

Have you ever seen a diamond? What did it look like? You probably could see it was a crystal with luster. The luster was how it allows light to bounce off it. One of qualities of a diamond is how hard it is. How is a mineral tested for hardness? Hardness is a measure of how well a mineral resists scratching. Soft minerals are easily scratched. There is a scale called the Mohs’ scale. This is how it works. They used different minerals and scratched them with things from a fingernail to a plate. They put numbers next to the things that can scratch the mineral.

Talc/gypsum gets a 1-2 for hardness because it will scratch with a fingernail. Calcite gets a 3 because it can be scratched with a copper penny Fluorite is a 4 because it can be scratched with an iron nail Apatite is a 5 because it can be scratched with a glass plate Feldspar is 6 as it can be scratched with steel file Quartz is a 7 on the scale scratching with a streak plate Topaz 8 Corundum 9 Diamond 10

The last three minerals are the hardest minerals in our Earth. Streak is the color of the powder left when a mineral is rubbed against a hard, rough surface. Rub it against a porcelain streak plate. The streak is always the same for a given mineral, even if the mineral varies in color. The streak may not be the color of the outer surface of the mineral. Fool’s gold, pyrite, is brassy yellow, but it has a greenish black streak. Gold has a yellow streak. You would need a streak plate to identify real gold.

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One more identifier is cleavage. Cleavage is the way a mineral beaks. This property is the tendency of a mineral to break along flat surfaces. It is described by the number of directions, or planes, along which the mineral breaks. Many do not break smoothly. They are said to have fracture. Quartz shows jagged edges when it breaks. Some minerals have special properties that help you identify them.

Magnetite is attracted by a magnet. Some minerals are denser than others. That means they a lot more mass packed into them to give them volume. Density makes a sample feel quite heavy. Gold, silver and galena are dense minerals. In your notebook, answer the following: Where are

minerals found? How are minerals identified?

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Lesson 81How are minerals used?

Objective: Students will learn more about how minerals of the Earth are used. Key Vocabulary Needed: Ore: a mineral that contains a useful substance Gems: minerals that are valued for being rare and beautiful


Engage: How we use minerals? Engaging Question: What are the two major types of minerals?

Additional Notes to the Teacher: Students will read about how some of the minerals mined and used as a resource for people. You may start with having the students look around and think about what they see. Have them consider what some of the things they see are made of. Have them think about what they wrap food in to keep it fresh…other than plastic. Ask them about any jewelry they have or have seen with precious stones in them. Perhaps they can think about or find out what stone is considered their birthstone. A different gem is designated for each month of the year. The student may like to do some research of where the stone comes from and how it is mined.

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What minerals did you find as you looked around your room or house? Minerals are used in many products from light bulbs to steel. Now look again. Some of the most useful minerals are called ores. An ore is a mineral that contains a useful substance. Where there is ore with useful mineral, it is profitable to mine the ore. One of these minerals is hematite. It comes from mining iron. Iron is used to make nails, building and ships. Aluminum comes from the bauxite. It is used for food wrap foil, soft-drink cans and pie tins. Can you think of other things it may be used for? The iron and aluminum that come from these two ores are metals. Metals have many useful properties. Metals conduct electricity and can be stretched for wire. Aluminum is lightweight and strong. Magnesium has these properties too. These metals are ideal for use in building jets and spacecrafts. Gems are minerals. Gems are found in jewelry stores placed in rings and other forms of jewelry. They are rare and beautiful. Diamond, the hardest mineral, is one of the most desirable gems. Rubies and sapphires are other gemstones. Which gem represents you birthstone? What are two types of useful minerals? Minerals are nonrenewable resources. They cannot be replaced as trees can be. They take so long to form that they cannot be replaced in your lifetime. Because minerals are nonrenewable, they must be conserved. To conserve means to “use wisely or avoid waste”. One way people can conserve minerals is by recycling them; finding ways to treat them or use them again. Researchers can also come up with substitutes to use in place of natural minerals. Many diamonds used in industry for cutting stone, are not natural diamonds.

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Name: ___________________________ Date: _______________________________

Which properties are most useful in identifying a mineral?

Streak, hardness and cleavage.

How does time affect crystals? Minerals that can no longer stay dissolved form crystals.

How are metallic ores used? Iron is used to make nails, building and ships. Aluminum comes from the bauxite. It is used for food wrap foil, soft drink cans and pie tins.

Lesson Wrap Up: Students learned that minerals are used in many products. Nonrenewable minerals should be cared for.

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Lesson 82Treasure chests...

Objective:


Materials Needed:




Lesson 82 Treasure chests...

bsidian Granite


Lesson Wrap Up:


Lesson 83What are sedimentary rocks?

Objective: Students will learn how sedimentary rocks are formed and how they are different. Key Vocabulary Needed: Sedimentary rocks: made of small bits of matter joined together Fossils: remains or imprints of living things of the past

Materials Needed: Science Notebook, pen/pencil, Engage: How are rocks used?

Engaging Question: Are all rocks equally strong? Additional Notes to the Teacher: Students will learn that not all rocks begin under the Earth. Bits and pieces from the weathering on the Earth surface form the sedimentary rock. They are also part of the things on the earth that contain what is left of dead matter. The kinds of material for these are like clay, silt, sand and gravel. They form shale, siltstone, sandstone and conglomerate rocks. History is told by studying sedimentary rocks that have fossils. These are the clues to what living things were on Earth eras ago. If you have any sedimentary rocks with fossils like imprints of shells it would be great for the student to see. Ask the students if they think coal is a rock? If so, what is coal used for?

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Lesson 83What are sedimentary rocks?

Do you know what the word sedimentary means? It is a word that comes from Latin and means to settle or settling. Like when you settle down in a chair and relax. Scientists used this root word sediment to mean matter that settles to the bottom of a liquid. Geology matter that is carried by water or wind and deposited on the surface of the land and may in time become consolidated into rock. How do sedimentary rocks compare to igneous rocks? Sedimentary rocks are made of small bits of matter joined together. These bits of matter are bits of weathered rocks. They may be shells or other remains of living things. They are formed on the Earth’s surface rather than under the Earth’s surface.

Sedimentary rocks are formed by being compacted or cemented together. The weight of layer upon layer of sediment on top of each other compacts or squeezes sediment together. Bits of minerals glue coarser sediments together. Dissolved minerals in water, act as the glue to help form the new rock. The water evaporates and the mineral crystals form. It is the crystals that form the

solid rock. Rocks are named by the sediment that form the rock. Silt helps form siltstone, sand forms sandstone and gravel is part of conglomerate rocks. Limestone consists mostly of calcite. The mineral is dissolved in ocean water. As the water is evaporated the calcite is left behind as solid limestone. Some sedimentary rocks are made of substances that were once part of, or made by, living things. Cemented together shells form coquina. Coral skeletons form coral limestone. How do we use sedimentary rocks? Is coal a rock? Do we use coal; if so for what? There is a kind of sedimentary rock that is coal. It is called bituminous coal or soft coal. Earth’s supplies of coals were formed millions of years ago from dead plants buried in ancient swamps and forests. Coal today is a source of energy, the energy that comes fro those ancient forms of life. Sandstone is used for buildings and trim. Limestone is used for buildings, trim, monuments and even part benches. Shale is often broken into pieces that are mixed with other materials to make concrete and cement.

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Sedimentary rocks are very useful in helping to piece together Earth’s history. They often contain clues, called fossils, to life long ago. Fossils are the remains or imprints of living things of the past. The remains of dead organisms were often covered with mud, sand, or other sediment. Living things leave a imprint like a fingerprint on the soft mud. The imprint hardens into the rock. Almost all fossils are found in sedimentary rocks. Why do you think fossils could not be found in an igneous rock?

Lesson Wrap Up: Learning about sedimentary rocks, what they are and how they are found.

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Lesson 84One more kind of rock...

Objective: Students will learn about how rocks can change with heat and pressure and form a third type of rock. Key Vocabulary Needed: Metamorphic rock: formed under heat and pressure from another kind of rock

Materials Needed: Science Notebook, pen/pencil Engage: Add one more natural resource…

Engaging Question: What is the story of coal?

Additional Notes to the Teacher: Students will read about how rocks can change and what we call the new rock that is produced.

You could have the students look up the word: metamorphic: Meta means change of condition and morph is a Greek for form. So change of form. So the Earth’s surface produces igneous rocks and sedimentary rocks. One is formed under the surface of the Earth and the other on the surface. Have the students think how they think a metamorphic rock is produced.

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Lesson 84 One more kind of rock...

Rocks that are deep under ground are under going constant change. Have you ever been at the bottom of a pile of your friends? If you are there very long you will experience a feeling of heat and pressure. Rocks deep under the crust of the Earth are under pressure from the rocks lying above.

Wikimedia Commons: Quartzite, a form of metamorphic rock, from the Museum of Geology at University of Tartu collection.

Heat and pressure can actually change one kind of rock to another. The new rock is called a metamorphic rock. Under this pressure and heat the original rock does not melt away. It remains solid until the mineral grains may flatten and line up. The mineral may change their identity by exchanging with another substance in the surroundings. Or the minerals may separate into layers of different densities.

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So if you have a limestone under heat and pressure the new rock is marble. A piece of granite under pressure and heat may produce gneiss rock.

How are metamorphic rocks used? In their new form these rocks have new properties that are useful.

Slate is a metamorphic rock produced from shale which is a sedimentary rock. Slate has the quality of being tightly packed so water cannot seep through. This is used as roofing shingles as well as stepping stones and outdoor floors.

Marble is produced with heat and pressure from limestone, which is another sedimentary rock. Marble is a beautiful, shiny rock. It gives off brilliant colors. It is easy to carve so is often used for statues, floors, countertops and monuments.

What is the story of coal? Think in millions of years ago. Heat and pressure changes soft coal into anthracite, which is a hard coal that burns cleaner and longer.

Think three hundred million years ago: there is a forest swamp Two hundred eighty million years and the plants die and sink to the bottom Two hundred twenty million years and a thick layer of peat, partly decayed plants,

build up. One hundred fifty million years and the swamp dries up. Buried under layers of

sediment, the peat changes to a sedimentary rock called lignite. Ten million years and the buried by more and more layers of sediment, the lignite

becomes more compacted. It forms bituminous coal. Present time you will find buried even deeper, bituminous coal is changed by great

heat and pressure. It forms anthracite, a metamorphic rock.

If you were picturing this swam and the layers of rocks under it, you could imagine that the layers are undergoing constant change. When the rock was like a peat it would have been a different color and harness. The lignite is more like a light gray color followed by the soft coal being black. The hard coal is black and buried even deeper than the soft coal was.

Lesson Wrap Up: Students read about how rocks change under pressure and heat.

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Lesson 85What do we find in our soil?

Objective: Students continue to learn about the surface of the Earth. Key Vocabulary Needed: Humus: decayed plant or animal material Materials Needed: Science Notebook, pen/pencil, moist soil ample in a plastic bag, sand sample in a plastic bag, hand lens, 2 cups, and 2 plastic spoons Engage: What part of the Earth’s crust do we use daily?

Engaging Question: What do we need from the Earth’s crust? Additional Notes to the Teacher: If it is possible, collect sand and moist soil. This can be collected in a plastic bag. The student will then look at each sample to see size and shapes of things there. They would add water to some of the samples and see which can hold the water. The object is for them to observe and come to a conclusion about what soil contains.

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Lesson 85What do we find in our soil?

Name: ________________________________________________Date:_____________

Take some time to observe the Earth we come in contact with. Earth’s crust is made up of rocks and minerals. However, to get the rocks, you usually have to dig through layers of soil. Soil looks different at different places. It has different properties. Soil can be sandy. It can be moist. Just what is soil? Make an observation. Write what you observe.

Answers will vary.

Use a hand lens to examine a sample of moist soil. What materials can you find? How do

their sizes compare. Write a definition. Answers will vary.

Look at two samples of soil. How do they compare? Answers will vary.

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Fill a cup half way with sane and another with moist soil. Pour a spoonful of water in each at the same time. Which absorbs more water? Why do you think this is so? Answers will vary.

What do you think makes up soil? How may the soil differ? Answers will vary.

With just a hand lens you can see that soil have many different materials. The main ingredient is weathered rock. Soil may contain water, air, bacteria and humus. Humus is decayed plant or animal materials.

Where did the soil come from? The solid rock weathers into chunks. These chunks weather even more into smaller pieces. Living things die and decay to form humus. If you could dig down into the soil you would find many different layers. The top layers is the horizon and just under that is layer B called the horizon B layer mixed with sand and rocks. Below that is horizon C with more rocks mixed with sand. Just under that is the bedrock. The difference between the top layer and the bedrock is the amount of solid rock and the tiny pieces of rock mixed with humus.

commons.wikimedia.org Different locations of the Earth’s crust differ in layers of soil. Grasslands and forests have a thick layer of soil. A polar desert has no A horizon on the top.

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Sometimes the materials in soil match the bedrock below it. Sometimes it does not. Why do you think that may be so? (The weather in that region should be considered). Soil is Earth’s greatest treasure. Plants need soil to grow. All living things depend on soil for food and survival. Farming is the most important uses of soil. All of the food we eat depends on soil. What is soil made up of?

Lesson Wrap Up: Students looked at different soils and discovered that humus added to sand makes a different consistence of soil.

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Lesson 86How do we care for soil?

Objective: Students will think about pollution and how farmers care for the soil. Key Vocabulary Needed: Pollution: adding any harmful substances to Earth’s land, water or air Materials Needed: Science Notebook, pen/pencil Engage: What can harm the soil?

Engaging Question: How can the soil be destroyed? Additional Notes to the Teacher: Students should think about the word pollution. They should make a list of ways that people pollute the soil. Ask them if they know what the recycle symbol looks like and what it means. Where can they look for the recycle symbol?Perhaps you could have a few items with the recycle symbol on the bottom of them to show the students. Look for plastics and cans. Do they recycle in their neighborhood?

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Lesson 86How do we care for soil?

People depend on our soil. However, some people often get rid of garbage and hazardous wastes by burying them in soil. These things can poison our soil and some even cause diseases. Spraying chemicals on soil affects the soil. The chemical becomes part of the plant that people eat. Foam cups, plastic wrap and such material are often tossed into the trash. These things cannot decay and become of our soil. They rain wastes. If these things build up it may makes the soil unusable. All of these materials and more cause pollution. Pollution means adding harmful substances to the Earth’s land, water or air. The substances are called pollutants. When people cause pollution, we say they pollute soil, air and water. Some materials people manufacture cause a waste material that will not biodegrade into humus. Things that

biodegrade, change back into nature. Plants die and decay and add valuable substances back into the soil. Even crops that are removed from their growing soil cannot return their nutrients to the soil. This can make the soil nutrient-poor soil. Plants also keep the soil particles in place. They protect the soil so it cannot be blown away or washed off. If plants are removed the soil is exposed to erosion by wind and rain. If you let cattle graze in the same area for a long time it is exposed soil. Cutting down forests exposes soil. As a result soil takes centuries to form a good base to re-grow the trees. Recycling waste material is helping us think about our Earth’s surface. Look for the recycle mark on the bottom of different materials and recycle. Many things are being manufactured from recycled material. This is better for our Earth.

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Farmers need to take care of their soil too. Some of the things they do is add fertilizers and humus after growing crops. Farmer use crop rotation where they change the crop they grow in a particular area because different plants take and give different nutrients to the soil. In strip farming strips of tightly growing grasses are grown between more widely spaced crops. The grasses trap runoff and the soil it carries. Farmers also use contour plowing. They plow furrows across a slope rather than up and down a slope. In terracing planting rows of trees to block the wind prevents soil from being blown away. Think about what you have read. What can prevent soil from being polluted or wasted?

Is there a way to throw less garbage away?

Be a soil conserver…recycle and think before throwing garbage away! Lesson Wrap Up: Students realize that the soil can be a renewable resource if we take care of it.

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Lesson 87The Rock Cycle

Objective: Students will think about the life of a rock. Key Vocabulary Needed: Rock cycle: change in a never-ending series of process Materials Needed: Science Notebook, pen/pencil, plain paper, colored pencils Engage: What is the process of life for a rock?

Engaging Question: What is the path for a rock? Additional Notes to the Teacher: Students should think about how rocks change. What do they think the cycle of life would be for rocks? Nature has a way of keeping life. We call things biodegradable if they can be put back into the Earth. Why is it important to understand and maintain the health of the soil? Have the students consider how much they eat in one day that come from the soil. Perhaps they could write down all the things they eat in one day. What are the parts that make cereal or bread?

Advance Preparation or Homework Required: Study for a review quiz on rocks in the next lesson.

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Our soil is as healthy as our whole Earth is healthy. As the rocks give us our basic part of our soil that feeds us. Without the rock there would be no soil. No soil means no food from plants people or animals that eat the plants. So let’s look back and think about what we learned about how rocks are formed. The igneous rocks come from magma or lave. Sedimentary rock is made of broken up pieces of rock. Metamorphic rock is formed from other rocks. All rocks are constantly changing from one rock into another. This is a constant process of never-ending series. There is a rock cycle. Part of this cycle is the weathering of rocks into bits and pieces, which may eventually become our soil. Rocks are constantly forming one changing into another. This takes a long time. We dig up a deposit of sandstone or use up the coal, which cannot be replaced. Rocks are nonrenewable resources. People are designing man-made materials to take the place of some rocks. Concrete, porcelain and brick are all artificial rocks. Take you plain piece of paper to draw and look at the rock cycle. Cover your entire paper with one-third colored blue on the top to indicate the sky. The rest of the paper would be colored a light brown indicating Earth. Now with words written in a small square and arrows you can recreate the rock cycle. Draw five small squares along the bottom of the brown (earth) section of your paper. Color the first one on the left of your paper light blue and write: “changes due to heat and pressure”. Draw a blue arrow to metamorphic rock and an arrow back from the metamorphic rock. On the next one to the right color it medium blue and write: “metamorphic rock” Draw an arrow to melting and an arrow from the top of the square to the surface of the Earth. The middle square colored pink and label it: “melting”. Draw an arrow to liquid rock square. Arrow to the right to the next square colored pink and label it: “liquid rock, magma, lava”. Draw an arrow to cooling square. Arrow to the right to the last square colored pink and labeled: “cooling and crystallizing” Draw two squares above the far left square. Just above changes color the square brown and label this: “sedimentary rock”. Just above that one color it light brown and label it: “compaction, cementation”. On the far right side of the chart just above cooling place one square colored red and label it “igneous rock”.

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Arrows would follow this path: From the igneous rock a red arrow would go from the bottom of the square all the way past the squares on the bottom to the light blue one named changes due to heat and pressure. From the side of the red square an arrow goes over the top of two pink squares to the pink square labeled melting. On the top of the red square draw an arrow up to the surface of the Earth. Thus the chart shows igneous rocks melting and changing due to heat and pressure. Metamorphic rock is under pressure and melting. Sedimentary rock is changed with heat and pressure. Draw five squares along the top or surface of the Earth. Color the one on the left light gray and label this: “dissolves in water; water evaporates”. Draw an arrow down to the brown square labeled sedimentary rock. Color the other four squares a medium brown. Label the second to left square: “deposition”. Draw an arrow from the bottom of that one to compaction, cementation The middle square is labeled “carried away by erosion”. Draw an arrow from the top over to the gray square dissolves in water. Draw an arrow from the left over to deposition square. The next square is labeled: “sediments”. Draw an arrow from its left to carried away by erosion. The last square on this line is labeled: “exposure at Earth’s surface”. Draw one more light brown square up in the sky, or air section of the graph. Label this square: “weathering”. Draw an arrow from the left of that square to the square labeled sediments. Draw an arrow up to weathering from Exposure at Earth’s surface. When you finish this “map” of the rock cycle you will see where the rocks form and reform. So the rock is formed under the Earth’s surface but in time will become exposed to the surface. With the weathering of the wind and rain drive the rocks back under the surface where it may change because of the heat and pressure. A crack in the Earth may push the lava or magma back to the surface. Lesson Wrap Up: Students drew and thought about the rock cycle.

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Name: ______________________________________________Date:______________

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Lesson 88Review Quiz on Rocks

Objective:

Materials Needed:



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Lesson 88Review Quiz on Rocks

Name: _____________________________________________Date:______________

Which of these are true? Circle the correct answer.

it is too small OR there is no airto breathe

mantle or crust

lava or sedimentary rock

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meteorites that fell to the Earth or melted rock material that cooled and hardened?

weathered rock or bacteria

Answer these questions in complete sentences or paragraphs.

Lesson Wrap Up:

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Lesson 89What else supports life on planet Earth?

Objective: Students will study the atmosphere

Key Vocabulary Needed: Renewable resource: a resource that can be replaced

Materials Needed: Science Notebook, pen/pencil Engage: Have you ever had your skin burn from the Sun? Engaging Question: What can you do to protect your skin? Additional Notes to the Teacher: Students will learn about the air around them called the atmosphere. They will come to realize how important this renewable resource is to their life. They will connect the fact humans cannot survive on other planets with the oxygen they need to breathe. They will read about the cycle of this and other gases in the atmosphere.

Students should begin by thinking what do they need to live on Earth. How do they get oxygen? Do all living things need that same gas? If not what do they need? How do they get this necessary gas for survival?

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Lesson 89 What else supports life on planet Earth?

Did you come up with the answer: wear sunscreen lotion? There is something that starts your protection from the Sun long before the sunscreen.

You learned that the other planets of our Solar System would not be a good place for people to live. Why? You probably said because some planets are too close to the Sun and other too far away thus no heat. You may also have remembered that humans need air.

Air is more than just oxygen. It is a mixture of nitrogen, oxygen and a few traces other gases including water vapor. This mixture is vital for life to survive. It supports and protects life on Earth.

Organisms on the Earth need oxygen. Living things have structures that enable them to get the oxygen they from the air. The water creatures take in air that is dissolved in the water.

The process of taking in oxygen is called respiration. Oxygen is then used so that energy can be gotten from it. Part of the process is there is a waste produced which is carbon dioxide.

With all these organisms giving off carbon dioxide why is the air not full of it? The plants of the Earth need the carbon dioxide instead of the oxygen. They give off oxygen in the process of their respiration. Plants that have green substance chlorophyll take in carbon dioxide. They use it to make food as you know.

These green plants can be as small as a one-cell algae plant. They replace oxygen in the atmosphere. This natural process makes oxygen a renewable resource. A renewable resource is one that can be replaced. It even can be replaced in a short period of time to support life on Earth.

Visualize this: An island with a tree, a burning little pit fire, a human, some dead wood and a person. There is water all around the island. The human breathes in oxygen from the air around him. He breathes carbon dioxide out into the air. The burning fire is using oxygen and giving off carbon dioxide back into the air too.

The air takes the carbon dioxide to the tree. The tree gives back oxygen both to the human, animal and fire but also to the water.

The creatures of the water take in the oxygen and give back carbon dioxide that the algae of the water give back oxygen to the air.

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Nature has its way of making life go round. There is a cycle for life.

Think of ways to ensure that our air is good to breath?

Lesson Wrap Up: Students look at and think about the cycle of oxygen in the air.

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Lesson 90What is in the air besides oxygen?

Objective: Students understand more about the atmosphere

Key Vocabulary Needed: Ozone: a layer of gas; screens out a percentage of the Sun’s UV rays

Materials Needed: Science Notebook, pen/pencil Engage: What does the atmosphere do for us?

Engaging Question: Where do the gases come from? Additional Notes to the Teacher: Students will read further about the parts of the atmosphere. It not only provides gases for life on Earth it also protects live from unhealthy rays from the sun.

Students might think about what ways they protect their bodies from the elements. What do they wear when it rains or snows or when the sun is very intense and they are out side? Like clothes are a protection for the skin and body so the ozone layer of the atmosphere is a protection against harmful rays from the Sun.

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Lesson 90 What is in the air besides oxygen?

Think about the atmosphere as a protective shield as well as a source of oxygen. It protects Earth’s surface from harmful energy that comes from the Sun. The atmosphere helps screen out harmful ultraviolet rays from the Sun. About eighteen miles above your head is a layer of gas called the ozone. The ozone layer screens out about nine-nine percent of the Sun’s UV rays.

The atmosphere also shields Earth from rocks from outer space. Those things we call shooting stars are not stars. They are rocks from space that burn up because of friction with the air as they speed through the atmosphere.

The atmosphere also protects life from the possible extremes of temperature. Clouds block sunlight during the day. At night they keep much of the heat from escaping into space so it does not cool off too much. When one area gets hotter than another, the air moves. It circulates moving warm air up and cool air down. It spreads the heat around. Nitrogen is another ingredient in the atmosphere. It is very important in food. About seventy-eight percent of the air is nitrogen. How does it get into our food? Nitrogen is taken from the air by bacteria. The bacteria change the nitrogen into a form that stays in the soil.

Plants use this to make proteins. Living things eat the plants and pass the nitrogen along. It is returned to the soil when living things die.

Up-Warm Down-Cold

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Picture it this way: The cow is out eating the grass. The cow passes the digested food onto the ground and the bacteria breaks it down. Some of that nitrogen goes back into the soil and some into the air. When living things die they decay leaving nitrogen return to the soil. Think about it: What does the atmosphere provide for living things? Write about it.

Lesson Wrap Up: Students continued their understanding of how the atmosphere protects the Earth.

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Lesson 91Why are the trees yellow?

Objective: Students learn about acid rain and pollution

Key Vocabulary Needed: Fossil fuels: fuels formed from the decay of ancient forms of life Nonrenewable resources: resources that cannot be replaced in a lifetime Smog: a mixture of smoke and fog Acid rain: moisture with acids that fall to the Earth’s surface

Materials Needed: Science Notebook, pen/pencil Engage: Have you ever seen someone outside wearing a mask on their mouth/nose?

Engaging Question: Why would a person need a mask outside?

Additional Notes to the Teacher: Students will read about acid rain and smog. They will realize our air is polluted and think about some of those pollutants.

You may want to do a simple observation with the student. Put simple board chalk pieces and a rock in a cup along with vinegar. Have the students watch what happens to the chalk and observe the effect vinegar’s acid base has. Think how rocks are affected by air pollution. :

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Lesson 91Why are the trees yellow?

Do an observation. You need three cups, a piece of regular board chalk broken into pieces, vinegar, plastic wrap and rubber band. Please the small pieces of chalk in each of the cups. Add a rock in each cup. Add enough vinegar to cover them. Take some plastic wrap to cover and cup and rubber band it on to keep the vinegar from evaporating. Record what you see immediately. Now watch for several minutes and then later times in the day. Record your observation. Vinegar is a mild acid. How did it change the chalk? Do the rocks change in the same way? Many of the things humans do add pollution to the air. There are harmful solids, gases, and liquids in the air. Where do they come from? What can destroy forests, kill animals and plants in lakes. It can even eat away at buildings. Some comes from power plants that burn coal to produce energy. The other comes from vehicles that burn gasoline. The burning of these fuels creates waste that goes into the air. The waste mixes with moisture. This forms chemicals called acids. This eventually falls to the Earth as acid rain. Moisture with acids falls as precipitation of rain, snow, hail and sleet. Acid rain can harm soil and water. Trees turn yellow and die if there is too much acid in the soil. Fish die when water in lakes contains too much acid. This acid weather even affects statues and buildings. It can cause metal surfaces on cars to crumble. Burning trash adds smoke to the air. Dust comes from plowed fields and construction sites and mines. Factories add chemical waste to the air. Pollutants get into the air from burning fossil fuels. These are fuels that were formed from the decay of ancient forms of life. Fossil fuels are nonrenewable resources. This means these fuels cannot be replaced in a lifetime. Cars, buses, trucks, and planes burn these fuels. All the pollutants can build up into thick clouds called smog. Smog is a mixture of smoke and fog. Smog irritates the eyes, nose and throat. People with breathing problems have died from heavy smog. Smog hangs like a brown cloud over many cities. Sometimes ozone can form in smog. Remember high up in the atmosphere ozone protects the Earth from UV radiation. The ground level gas can make people sick.

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What are five sources of air pollution?

Lesson Wrap Up: Students learn that UV rays can be destructive to the Earth.

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Lesson 92How can we reduce pollution?

Objective: Students think about ways to protect the atmosphere.

Key Vocabulary Needed: EPA: Environmental Protection Agency formed by the government to help protect the atmosphere Materials Needed: Science Notebook, pen/pencil, Internet resource about our atmosphere Engage: What can be done about air pollution? Engaging Question: Is there a hole in the ozone? Additional Notes to the Teacher: Students will continue learning about what affect air pollution has made on the atmosphere. They will learn how the government is working on cleaning up our air. They will hear the term Clean Air Act. They will come to understand everyone must work toward cleaning up our atmosphere.

After reading their lesson have the student learn more about the Clean Air Act.

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Lesson 92How can we reduce pollution?

Satellites have taken photos of our atmosphere from outer space. They have determined that there are holes in our protective atmosphere. It seems humans have caused holes to form in this layer. The holes are letting UV radiation through. How did the holes get there? Scientists are not totally sure. There is much evidence which points to substances that people have been using. These are called CFCs, short for chlorofluorocarbons. They are gases used in refrigerators, freezers, and air conditioners. They are used in spray cans. When the CFCs leak out from products they rise into the atmosphere and can affect the ozone layer. CFCs have been banned worldwide. Aerosol spray cans now use substitutes. Cleaning up the air is a job that takes all nations. Congress passed laws to protect the air. It passed the Clean Air Act in 1967 and added parts in 1970, 1977 and 1990. Cars now have lowered amounts of harmful wastes they release. Clean coal methods were introduced. Power plants burn coal that has sulfur removed. Sulfur can result in acid rain. In 1970 the first Earth Day was celebrated. People are more concerned about the health of the atmosphere. The EPA, Environmental Protection Agency was formed in 1970. It has the job of checking that laws are being followed. Air pollution harms trees, lakes, and buildings. It can also affect you directly. Air pollution can make people sick. It can make your eyes and nose feel like they are burning. It can make your throat feel itchy and irritated. Laws help to protect the air. It takes people to keep the laws and find ways to cut down on fuel usage. Now you take the time to research the laws of the EPA.

Why is air important to living things?

How does the atmosphere protect Earth?

How do people pollute the air?

What causes acid rain? How does it affect land and water?

Lesson Wrap Up: Students learn there are laws to help protect the atmosphere.

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Lesson 93Explore Water

Objective: Students will do an experiment concerning water and what happens when it evaporates. Materials Needed: tea bag, deep pan, plastic cup, saucer, large, clear bowl or container, water, Science Notebook, pen/pencil, research material about salt water. Engage: Is there anything in that water?

Engaging Question: Can you turn salt water into fresh water? Additional Notes to the Teacher: Students will follow an experiment where they are looking for what is left in water mixed with the tea from a tea bag. This will simulate what may be left when salt water evaporates.

You may want to ask the students how salt-water tastes. Since over three fourths of the Earth is covered with salt water why do we have a water shortage? Since they need to watch the water during the day but also for several days later, you may have the students research why salt water itself cannot substitute for fresh water in keeping plants and animals alive. Could a person lost at sea drink salt-water? Why or why not?

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Lesson 93Explore Water

Name: ______________________________________________Date:______________

Experiment: What’s in water? Hypothesis: Answer: What you think you will find…your guess. Your sentence would be written like this: If…then, you fill in what would happen; what you think would happen. Materials: tea bag, deep pan, plastic cup, saucer, large, clear bowl or container, water Procedure: Put a tea bag in a cup of water until the water is orange. Place a pan where there is strong sunlight if possible. Pour some tea water into the saucer. Put the saucer in the large, shallow pan Cover the saucer with a large bowl…clear if possible Observation: Look at the bowl and pan several times during the day and the next day without picking up the bowl. Take notes in your science notebook about what you see. Results: How was the water that collected in the bowl or pan different from the original

tea water? ANSWERS WILL VARY Conclusion: What do you think caused the water to collect in the bowl or pan?

ANSWERS WILL VARYHow does this model represent what might happen to salt water, the water of Earth’s

oceans?

ANSWERS WILL VARY

Take your experiment further and consider whether you could speed this process up and if

so how? ANSWERS WILL VARY Is this a model of how ocean water can be turned into fresh water? Explain. ANSWERS WILL VARY Lesson Wrap Up: Students watched what would happen when tea water evaporates. A model of what may happen when salt water evaporates.

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Lesson 94Do we use ocean water?

Objective:


Materials Needed:




Lesson 94 Do we use ocean water?

desalination

Lesson Wrap up:


Lesson 95The Water Cycle

Objective: Students learn the terms used for the water cycle. Key Vocabulary Needed: Water cycle: water changing from liquid to gas vapor and back to liquid Groundwater: water that seeps into spaces between rock and soil Water table: the top of the water-filled spaces Aquifer: underground layer of rock or soil that is filled with water Spring: where water table meets the surface Wells: holes dug below the water table Reservoirs: storage areas for freshwater supplies

Materials Needed: Science Notebook, pen/pencil, colored pencil, plain paper Engage: What forms are there for water?

Engaging Question: What causes the changes in water? Additional Notes to the Teacher: Review the water cycle with the students. Have them draw the places water is found in the water cycle. The visual will help the idea stick with them.

Have the students write the vocabulary words and definitions in their science notebooks.

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Lesson 95The Water Cycle

The Water Cycle: The main source of water in the water cycle is the oceans. Every day trillions of liters of water evaporate from the oceans. Water also evaporates from rivers, lakes, and other sources on land. Plants give off water vapor as well. Water vapor in the air cools and condenses into tiny droplets. Bunches of tiny droplets collect into clouds. Water from clouds falls back to Earth’s surface as precipitation. Rain and snow are the main sources of fresh water on land. When water reaches the ground, three

things happen to it. Some water seeps into the ground. Some runs downhill over the surface. Some evaporates back into the air. Now you see the water cycle. What is happening is water is constantly on the move. It is a liquid to a gas. Water evaporates and leaves material it contains. The water vapor is not salt water. When water falls back to Earth, where does it go? Some seeps in to the ground and is called groundwater. This seeps into the spaces between bits of rock and soil. Then the water starts to back up and fill the spaces in the soil and rocks above. The top of the water-filled spaces is called the water table. If the water table reaches above the surface, a pond, a lake, or a stream forms. Ponds and lakes are still bodies of water. They form where water fills up low-lying places. Streams, however, flow downhill. As they flow, they join with other streams, becoming a river. Eventually rivers reach the oceans or other large bodies of water. An underground layer of rock or soil that is filled with water is called an aquifer. Water can move through an aquifer for great distances.

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Some groundwater seeps out of the ground in a spring. Springs occur where the water table meets the surface. They feed water into streams and lakes long after it stops raining. People discovered long ago that if they dig down underground they could dig a well for the source of water. Wells are holds dug below the water table. Water spouts up in these wells because it is squeezed by the rock layers. Most supplies of fresh water for large towns and cities come from reservoirs. Reservoirs are storage areas for freshwater supplies for people. They can be human-made or natural lakes or ponds. Pipelines transport the water from reservoirs. Why is groundwater an important part of the water cycle?

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Lesson 96How can people pollute water?

Objective: Students will read about the pollution of water and how to purify it. Materials Needed: Science Notebook, pen/pencil Engage: How can you keep water clean?

Engaging Question: Freshwater can be cleaned up... Additional Notes to the Teacher: Since this lesson is about the type of water they drink, you may begin by asking your student what kind of water they drink. For instance, are they a person who likes to have bottled water or just drink the water from the faucet? Why do they think so many people have bottles of water with them?

Ask if they think our lakes and streams are clean enough to drink?

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Lesson 96How can people pollute water?

Our fresh water resource is being polluted by people, who are careless. It can be polluted in many other ways too.

Precipitation such as rain or snow may pick up pollutants from the air. Some chemicals in the air make the rain turn into an acid. Acid rain harms living things and property.

Fresh water also gets polluted as it runs off over the land. Water that runs over dumped garbage can end up in streams and lakes. In some cases garbage is dumped into rivers. As water soaks down through the soil, it can pick up chemicals, such as pesticides. Water used by industry gets polluted as it is used. For example, water that is used to help produce paper is filled with fibers and chemicals.

People can pollute water too. Every time a toilet is flushed, take a bath or brush teeth or wash dishes or clothes water is polluted with wastes. Where do you think this water ends up?

Many families use water-treatment devices in their faucets. Some families have to use bottled water for cooking and drinking.

The question is can polluted water be cleaned. It can. The water cycle helps clean water. Remember that when water evaporates, it leaves behind materials it contained. The water vapor and eventually the rain that forms no longer contain those materials.

When water seeps into the ground, the ground acts as a fine screen or filter. Most dirt particles in water are trapped or filtered out, as water seeps down through the ground. A well that is dug down deep in the ground collects water that has been filtered. Freshwater supplies for large areas can be cleaned on a large scale.

This is the process for water purification: Water is treated with chemicals that make tiny particles clump into big particles that sink to the bottom Water flows through layers of gravel and fine sand, which act as filters. Air may be bubbled through the water to improve the taste. Chlorine is added to kill bacteria. Some cities add fluoride to help prevent cavities

in teeth.

Lesson Wrap Up: Students read about polluted water and how it can be cleaned up.

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Lesson 97More about our oceans

Objective: Students will think further about the life of our salt waters.

Key Vocabulary Needed: Basin: the ocean’s floor Materials Needed: Science Notebook, pen/pencil, research material for oceans Engage: What is life like under water?

Engaging Question: What is salt water like? Additional Notes to the Teacher: Ask the students what they already know about life in an ocean. Have them make a list of resources in the ocean. How would ocean life be different than a lake or stream? Why would they be different?

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Lesson 97 More about our oceans

The Earth’s water is contained in large bodies of salt water called oceans. Examples include the Atlantic and Pacific Ocean.

If all that water evaporated it would leave a layer of salt about 200 feet thick. The salt would not be table salt. There are many other forms of salt. So where does table salt come from? Rocks break down through weathering and their minerals flow into streams. Those minerals end up in the ocean.

The other source is deep in the Earth. Volcanoes erupt and release gases and water vapor. The water vapor is a source of water but the gases include some of the salts found in the ocean.

If there is already salt in the ocean why doesn’t it get even saltier as this process is going on? The salt is removed as fast as it is added. Plants and animals use the salt to build shells and skeletons. Minerals also drop to the bottom of the ocean.

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The ocean floor is called the basin. The basin is as varied as any other earth’s surface. There are mountains, valleys and plains.

Seawater is an important source of minerals. As the sun heats the water it evaporates and leaves the minerals behind to be used.

To get to the richer minerals of the ocean drilling is necessary. Oil, natural gas and coal lie beneath the ocean floor.

The ocean’s living creatures are a valuable resource. People use fish, crabs and squid for food. Some seaweed is also eaten. There is a product called carrageenan made from seaweed. It is used in toothpaste and even ice cream.

Use your imagination and draw a picture of what you think the floor of the ocean looks like. You will read more about it and the terms used for the places under the ocean. Do you think the ocean waters can be affected by people?

Marine pollution has become a serious problem for the world’s oceans. Sewage and waste from factories get introduced into all of our waterways. Ships spill oil or dump sewage overboard. Ocean pollution can harm or kill marine animals and plants. It can be dangerous for humans too.

Overfishing affects the balance of the fish population. The results are some types of fish may become extinct.

Where do the oceans’ salts come from?

Write a paragraph about the resources we have from the oceans.

Lesson Wrap Up: Students read more about the ocean and its resources.

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Lesson 98What features are under the ocean?

Objective: Students will learn the terms for the ocean floor features Key Vocabulary Needed: Continental shelf: underwater edge of a continent Continental slope: slope leads from the continental shelf toward the sea floor Continental rise: buildup of sediment on the sea floor at the bottom of the continental slope Abyssal plain: one of the flattest places on Earth Seamount: underwater mountain Trench: deepest points on Earth mid-ocean ridges: part of the chain of mountains

Materials Needed: Science Notebook, pen/pencil, dictionary

Engage: A real floor under water? Engaging Question: How high could the parts of the floor rise? Additional Notes to the Teacher: Now the students will get the scientific names for the land formations under the ocean water.

They will have many vocabulary words. You may wish have them look them up and perhaps their dictionary will have pictures of some of the formations. The definitions here are very short. You may wish to have them learn the words. They may think about the land formations and see if they are a like the ones under the ocean water.

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Lesson 98What features are under the ocean?

Imagine you were in a submarine and went for a trip around on the ocean’s floor. What would you see? Your trip would start above the continental shelf, the underwater edge of a continent. It extends for 600 feet from the shore on a gentle slope into the water. About 50 miles from the shore there is a steep slope. You would now be just above the continental slope. The continental slope leads from the shelf toward the sea floor. It is steeper, deeper, and narrower than the shelf. You travel another twelve miles out into the ocean and find the continental rise. This is where there is a buildup of sediment on the sea floor. It has sand and mud that goes from the slope deep on to the floor. At the end of the continental rise comes the flattest place on Earth called the abyssal plain. Most of the hills and valleys are buried under a layer of sand and mud. This is what created the abyssal plains. These flat lands cover almost half of the deep ocean floor.

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Your trip comes to a huge underwater mountain called a seamount. A seamount is a volcano and rises hundred of kilometers above the ocean floor. It was formed just like the volcanoes of the Earth from molten rock rising up and cooling. A seamount may never cross the surface of the ocean. It grows large enough it may emerge as an island. The Hawaiian Islands are an example of a chain of seamounts. You may travel along to a narrow V-shaped valley known as a trench. These trenches are the deepest points on Earth. They go as far down as five to six miles below sea level. The trenches never have sunlight. It is pitch black and freezing cold. A submarine would not be able to reach this bottom because the pressure would be too great and would crush a submarine. In the middle of the Atlantic Ocean, you would see a mountain range known as the mid-Atlantic ridge. It is part of the chain called mid-ocean ridges. This winds its way through all the world’s major oceans. The mid-Atlantic ridge runs the entire length of the Atlantic Ocean. These were formed by molten rock that cooled and hardened. What a journey! Can you picture this journey in your “mind’s eye”? Lesson Wrap Up: Students learned the terms for the floor of the ocean

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Lesson 99What are Ocean Currents?

Objective: Students will learn what the ocean current is and what causes them Key Vocabulary Needed: Current: a stream of water that flows through the ocean like a river Materials Needed: Science Notebook, pen/pencil Engage: Where would a bottle end up if placed in the ocean?

Engaging Question: Does a current move? Additional Notes to the Teacher: Students hear about a current when they listen to weather reports. As they read this lesson they will think about what causes the currents of the oceans.

You may like to have a globe to have the student look at where the oceans are and follow the path as they read the lesson. They should learn several ways an ocean current is formed. Tell them to find out how the currents are formed.

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Lesson 99What are Ocean Currents?

The waters of our Earth are moving most of the time. The ocean waters move all around the world. A current is a stream of water that flows through the ocean like the waters of a river. Some of the currents on the surface of the water is moved by wind. As the winds blow and cause the top layer of water in huge circular patterns. A current may move water miles through the ocean. Another thing that affects the movement of the ocean water is the rotation of the Earth. As it rotates it pulls great masses of water on the surface along with it. This causes currents to bend to the right in the Northern Hemisphere and to the left in the Southern Hemisphere. The current starts flowing in huge circles. The surface current travels at about 137 miles a day. Some currents are huge. A surface current can carry more water than the Amazon River has. The currents affect the Earth’s climate. California’s current carries cold water along the West Coast helping it stay cool. On the East Coast, the Gulf Stream keeps the climate warm. Deep-water currents move far beneath the ocean. They are set in motion by differences in temperature and saltiness of water. By the poles of the Earth, water at the surface loses heat to the atmosphere. It may also become saltier as water is removed by evaporation or freezing. This colder, saltier water is denser than the water below it. It slowly sinks toward the ocean bottom. The less dense water flows in to replace it closer to the surface. So, deep-water currents are set up. The water in a deep-water current moves much slower than surface current. Dense water forms mainly in Antarctica and in the North Atlantic Ocean. From there the water sinks and spreads slowly outward toward the equator. The water may not resurface for hundreds of years. Remember what you read and respond to this question in notebook. What are three ways an ocean current may form? Lesson Wrap Up: Students read about the ocean currents.

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Lesson 100How Water Moves

Objective: Students will understand how water moves in waves Materials Needed: Science Notebook, pen/pencil Engage: Waves and tides…what are they?

Engaging Question: Watch the water move… Additional Notes to the Teacher: You may want to ask the student if they ever floated a boat in a bathtub. How does the water move…does it stay smooth on the surface?Let them consider that as they read about the water particles that create waves and a little about the tides. Do the tides of the water move because of our rotation or other heavenly bodies of our solar system?

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Now let’s think about the waves we see in bodies of water. The bigger bodies of water have bigger waves naturally…there is more water. Watch a toy boat bob around in a bathtub. As the waves go by the boat moves up, around, down, and then back. It returns to almost same position. This is exactly what happens to the water particles in waves…they move in circles. Waves carry energy from place to place. In the ocean the winds blow across the surface, passing energy to the water. The energy of a wave moves forward across the water, but not the water particles themselves. The water particles move in a circle returning to its original position. Winds blow across the ocean and drag the water forward slightly. Most of the energy passes through the water as waves. When a wave approaches the shore, it begins to slow down. Each wave hurls thousands of tons of water against the shore breaking rocks apart and smoothing the fragments into pebbles and sand.

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Name: _____________________________________________Date:________________

What is the motion of the particles of the water? The water particles move in a circle returning to its original position.

The people living near the shore of the ocean are familiar with the tides. Tides are the result from the pull of the Moon’s and the sun’s gravity on Earth. Even though the gravity of the moon is much smaller than the sun it is closer to Earth. It is the moon that has the greatest affect on the Earth. The sun influences the tides. It is so far away that it has less than half the pull of the moon. About twice a month, near the times of new and full moons, the sun and the moon line up. Their combined pull causes the highest high tides and the lowest low ties, called spring tides. The tides with the smallest range, called neap tides, occur between spring tides. During a neap tide, the moon and the sun are at right angles to Earth and their pulls partly cancel each other. What are tides the results of? Tides are the result from the pull of the Moon’s and the sun’s gravity on Earth.

Lesson Wrap up: Students read about waves and the tides of the oceans.

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Lesson 101 How heat is transmitted to our Earth

Objective:

Key Vocabulary Needed: o

Materials Needed:




Lesson 101How heat is transmitted to our Earth

Lesson Wrap Up:


Lesson 101How heat is transmitted to our Earth

Name: ______________________________________________Date:_______________


Lesson 102Does the time of day affect heat?

Objective: Students will learn more about how heat is kept near the Earth; atmosphere Materials Needed: Science Notebook, pen/pencil, plain paper, colored pencils Engage: What is in a shadow?

Engaging Question: How does a Sun Dial work? Additional Notes to the Teacher: Students will think about the shadows. Ask the student if they had ever watched their shadow. If they have, ask if they noticed how the shadow gets shorter and longer. If you are in a sunny location and time of year, the student could place a ruler straight up in the ground and check the shadow at different times of day. They should note that at noon the shadow directly over the ruler gives no shadow. As the shadow changes, the length of light changes. So have them think about how a sundial would works. They could research sundials.

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Lesson 102Does the time of day affect heat?

Think about what we call isolation. The angle of isolation can be measured by examining the angles created by shadows. If you place a ruler or stick in the ground and watch where the ruler leaves it shadow during the day you will discover how isolation can be measured. Take your plain paper and draw a quarter size circle up in the right hand corner of the paper. Color it yellow and then draw a stick or ruler from the bottom of your paper about in the center. Draw a line from the ruler to the left corner and label that: shadow of wall. This is where no sunlight will show because it will be blocked by the ruler or stick. Now draw about 10 lines evenly apart from the sun toward the ruler and past it where they pass over the ruler to the bottom of the paper. All of the lines should be straight. What happens when the Sun gets higher in the sky? How will this affect the temperature? Why do some things get hotter than others? Have you noticed how much cooler you feel when you wear a white shirt than when you wear black? Dark colors get hotter than light colors. Texture is how smooth or rough a surface feels. Rough textures cause light to bounce around at many angles. Each time a little more energy is absorbed by the surface. Rough surfaces tend to get hotter in sunlight than smooth surfaces. Water is cooler than the soil in the summer. The light energy will heat land to a higher temperature than it will heat water. Think: How do color and texture affect the amount of heat absorbed?

Lesson Wrap Up: The sunrays are measured by shadows. The texture and color of materials affect the heat absorbed.

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Lesson 103How is the air affected by sunlight?

Objective: Students learn about the layers of the atmosphere and how it affects the temperature of the Earth and thus weather.

Key Vocabulary Needed: Atmosphere: the air surrounding the Earth Troposphere: the layer of air closest to the Earth’s surface Air pressure: the force put on a given area by the weight of the air above it. Materials Needed: Science Notebook, pen/pencil, plain paper Engage: What gases are in the atmosphere?

Engaging Question: How is the air affected by the height? Additional Notes to the Teacher: Students will learn the words for the layers of air around the Earth. They will read about where weather is caused on the Earth. They will draw the layers of the atmosphere above the Earth.

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Lesson 103How is the air affected by sunlight?

Have you ever wanted to climb a mountain? As you move up the mountain, what do you think is happening to the air around you? The temperature changes as you go higher. Climbing a mountain is a journey up in our atmosphere. Our atmosphere covers the Earth from the surface up to the edge of space. Draw the following:

Color the bottom green for Earth with a person standing there and Mount Everest too. Now color that background a little less than one quarter of the way up blue.

Label this blue area: Troposphere and at the top of it write 8-18 KM for how high that goes above the Earth’s surface.

The next layer should be colored a teal or blue green color and it should go a quarter of the way up above the Troposphere. This is to be labeled: Stratosphere; also write Ozone on the top of this layer. On the top write 50 KM for how high this layer goes.

Layer three should be a lighter color blue green and be another quarter of the way up. This would be labeled: Mesosphere and measures 80 KM above the Earth’s surface.

The top quarter of the paper is colored light blue and is labeled: Thermosphere. It is has ionized gas. This should be your top of the paper.

Most of our weather occurs in the troposphere, which is the lowest region of the lowest region of the atmosphere between the earth’s surface and the tropopause. The ozone layer in the stratosphere helps shield us from the Sun’s ultraviolet light. The auroras, northern and southern lights, form in the ionized, electrically charged, gas in the thermosphere. These layers surround the Earth like a huge shell or blanket. The layer closest to Earth’s surface is the troposphere. This is about five-eleven miles thick. Most of the air exists here. All moisture is found and all clouds, rain snow and thunderstorms form. Air gradually gets thinner and is near empty above this layer. Temperature between layers changes abruptly several times. We experience air pressure on Earth. Air pressure is the force put on a given area by the weight of the air above it. Air is made up of a mixture of gases. These molecules are small and form nitrogen and oxygen. The molecules have mass and therefore are attracted by Earth’s gravity and have weight. Normal air pressure is felt at sea level. As you go higher in the altitude, the weight of the air pressure becomes less.

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So if you climb a mountain you will experience a change in temperature and air pressure because you are moving above sea level. Lower altitudes have greater air pressure. If you are interested in the affects of air pressure on mountain climbers perhaps you could research what do climber bring with them to survive on a high mountain climb and why.

Lesson Wrap up: The Earth is surrounded by layers of different types of air. Temperature changes, as does air pressure depending on how far up you are above sea level.

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Lesson 104What causes weather?

Objective:


Materials Needed:







Name: ______________________________ Date: __________________________

weather

Weather changes are caused by the characteristics pressure, airtemperature, amount of moisture in the air, wind, clouds and rain or snow. If thetemperature of the air is hot than our weather is described as hot. If there is a lot ofmoisture in the air and the air temperature is cold we may experience snow. So changesin the characteristics cause weather change.

The amount of warming depends on the angle of isolation. The greater the angle, thewarmer it gets. The angle of isolation is always smaller near the poles than near theequator. That means while it is freezing cold in one part of the world, it is hot in another.

Most of our weather occurs in the troposphere, which is the lowest region of the lowestregion of the atmosphere.

Lesson Wrap Up:


Lesson 105Is there water in the air?

Objective: Students learn more about how water transfers from things to the air.

Key Vocabulary Needed: Water vapor: water in the air; it is in the form of a gas Humidity: the amount of water vapor in the air Evaporation: the process of a liquid changing into a gas Condensation: the changing of a gas into a liquid Materials Needed: Science Notebook, pen/pencil, houseplant, a clear plastic bag big enough to cover the plant Engage: What do you call it when water moves into the air?

Engaging Question: Why do I sweat? Additional Notes to the Teacher: Students will first watch what happens when they put a clear plastic bag over a house plant in the sun and observe it several different times of the day. Water droplets should develop on the inside of the plastic bag. They should come to the conclusion that when the plant breathes it releases nitrogen and oxygen, which, forms water molecules. You may like to start the lesson with having the student think about what happens to a glass in a door when one side it warm and the other very cold. What are they “writing” on when the car is heating up on a cold day and the window is all fogged up? Where did this come from? Then they can read to find out what these processes are called.

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Lesson 105Is there water in the air?

Name: ___________________________________________Date:_________________

Take a regular houseplant and place it in the sun. Cover and close tightly only the plant part, not any of the soil. Observe the plant several times a day. Record your observations…what did you see change? ANSWERS WILL VARY.

Describe what you see on the inside of the bag. Explain what happened? ANSWERS

WILL VARY.

This is called transpiration. It is much like the human body sweating. Plants’ roots absorb water from the soil. The water is transported through the roots and stems to the leaves of the plant. The leaf gives off water in the form of what is called transpiration. This is the second largest source of water vapor in the atmosphere. Think about places and times you see something like this happen. What about when you make a big glass pitcher of lemonade and add ice cubes? On a hot day there would be droplets of water on the outside of the pitcher. This would drip into puddles. The water does not come from the lemonade. The water is from the air around the glass. When warm air touches the cold glass the air cools, droplets of water form, and run down to make puddles. The water in the air is water vapor or water in the form of a gas. It is colorless, invisible, odorless, and tasteless. The amount of water vapor in the air is called humidity. Now humidity is not a droplet of liquid water because you can see fog, rain or clouds. The Earth’s surface is covered two thirds of the way with water in the form of rivers, oceans, and lakes. There is also ground water and water in plants. To get that water into the air it must change forms. The changing is called evaporation. This change takes energy. The main source of this energy is from the sun. Each day the Sun’s energy changes trillions of tons of water from the oceans into water vapor. As the water heats the water molecules speed up their movement and evaporate into the atmosphere as water vapor. When the air is cooled, the molecules slow down. The molecules collide and stick together changing them back into a liquid droplet.

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Condensation is the changing of a gas into a liquid. You can see the condensation on windows, cold drink glasses and dew on the grass. Now can you explain how water gets into the air? Lesson Wrap Up: Students learn the process of condensation and evaporation.

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Lesson 106A “bad” hair day!

Objective: Students learn about relative humidity

Key Vocabulary Needed: Relative humidity: comparison between how much water vapor is in the air and how much the air could hold at a given temperature Materials Needed: Science Notebook, pen/pencil Engage: What does temperature have to do with humidity?

Engaging Question: What kind of day is comfortable in the summer? Additional Notes to the Teacher: Ask the students why we call some days: a bad hair day? Explain that people with naturally curly hair have a bad hair day when there is too much humidity in the air because it keeps their hair very curly and not relaxed and styled.As the students whether it would be more comfortable to be part of a race in the summer if the day was hot and damp, hot and dry, cool and damp or cool and dry? Ask them if they can think what each of those types of days “feel” like. Explain that when we exercise, such as running a race, our bodies sweat to keep us cool as we use energy. If it is too hot and humid our bodies do not sweat because the air is too full of water vapor to evaporate our sweat and thus cool us. Then have them read their lesson.

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Lesson 106A “bad” hair day!

A beautiful summer day feels like: the sun is shining but not too intense; the air is moving gently and is relatively dry. This is near perfect for me. If the angle of the sun is direct and too intense, my skin gets too hot too soon to be outside. If there is quite a bit of humidity the air feels heavy and my skin will not be able to perspire enough to cool me. When there is not movement of the air and it is stagnant, it feels like it is hard to breath. What are the factors relating to water, that make our weather comfortable? Two factors determine the amount of humidity in the air. First, there has to be water available to evaporate. Second, the warmer the temperature, the faster the water evaporates. This means that if water is available, warm air will take on more water vapor. Humidity and relative humidity describe the amount of water vapor in the air. Humidity is the actual amount or mass of water vapor. Relative humidity describes the capacity for the air to absorb water. If the relative humidity is 100% than there is no more room to absorb more water vapor in the air. Relative humidity is a comparison between how much water vapor is in the air and how much the air could hold at a given temperature if it is not fully saturated. When the air is dry it may be 25% relative humidity. If the air is saturated with water vapor it has a higher percentage of water vapor in it. This depends on the changes in the weather. So your sticky days in the summer are when the humidity is high. Relative humidity can be used to predict when condensation will occur. In the atmosphere, condensation is usually the results of warm air being cooled. The greater the relative humidity the more likely condensation will occur and clouds and rain happen. Now think it through: How does temperature affect relative humidity? Lesson Wrap Up: Students learned more about relative humidity and how it affects how we feel.

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Lesson 107What do you see in a cloud?

Objective: Students learn how to recognize different kinds of clouds. Materials Needed: Science Notebook, pen/pencil, dark blue paper, cotton balls, and glue Engage: Are you a cloud watcher?

Engaging Question: How do clouds form? Additional Notes to the Teacher: Now that the students are watching the weather, they should also look closely at the shapes of clouds. They will learn that clouds differ from what they are made up of. It might be fun to give the student a big bag of cotton balls and as they learn the thickness of each type of cloud they can “form” their own on a sheet of dark blue paper. This might help them remember the names and make up of each type. They would put a clump of cotton in an area of the dark blue paper and label that one: Cumulus clouds Then they pull the cotton almost in straight lines across an area of the paper and you can see through the clouds in some spots and label it: Stratus clouds The third would be more like the cotton pulled straight across blue paper so you can see the blue through them in almost all of the place where it almost looks like white strings and label it: Cirrus Clouds After making their models, they should read their lesson to find out how they are formed and at what level they are found in the atmosphere.

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Lesson 107What do you see in a cloud?

Where would you expect to see clouds over the ocean or desert? Why? Since clouds are made up of tiny water droplets or ice crystals, you would more likely to find them over the ocean where there is water. The cloud is formed by air filled with water vapor. The air is cooled and water vapor condenses. The molecules clump together around dust and other particles in the air. They form droplets of water. If you lay on the ground and look at the clouds in the sky you can imagine what things they form. It depends on what the cloud is made up of as to what kinds of shapes they can form. Water droplets tend to produce sharp, well-defined edges. If cloud is very thick, it look gray, or even black. That is because sunlight is unable to pass through this type of cloud. Ice crystal clouds ten to have fuzzy, less distinct edges. They look whiter. Clouds form in the troposphere. There are three basic types of cloud formations. Stratus clouds form in blanket like layers. Cumulus clouds are puffy clouds that appear to rise up from a flat bottom. Cirrus clouds form at very high altitudes out of ice crystals and have a wispy, featherlike shape. If rain or snow falls from a cloud the word nimbi or nimbus for “rain” are added to the cloud’s name. Clouds also form at different layers of the air. There are low layer, middle layer and high layer clouds and clouds of vertical development. Cumulonimbus clouds develop upward. These clouds bring thunderstorms. They can start as low clouds and reach up to the highest clouds. If moist air is ground level cools, a cloud can form right there. A cloud at ground level is called fog.

Now think about it: How are low, middle and high clouds different?

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Lesson 108 How about wind; what makes it blow?

Objective: Students will learn about wind or the flow of air on Earth.

Key Vocabulary Needed: Wind: horizontal movement of air Convection cell: a pattern of rising air, sinking, air and winds caused by uneven heating and cooling Sea breeze: wind that moves from the sea toward land Land breeze: wind that flows from land toward the sea Materials Needed: Science Notebook, pen/pencil, ball of clay Engage: Updraft, downdraft…what is that?

Engaging Question: …the uneven heating and cooling of air! Additional Notes to the Teacher: Students will consider where there are breezes and how they feel. They will learn what causes air to move. They will think about wind as a horizontally moving air: wind. When air moves upward or downward it is called a downdraft or updraft and caused by the uneven heating cooling of the air. Advance Preparation or Homework Required: In your next lesson you will take a quiz on the last few lessons understanding.

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Lesson 108How about wind; what makes it blow?

Denser air exerts a higher pressure than less dense air. So you can see something like that when you take a ball of clay. What happens when you take a ball of soft clay on a table and push down on it? The clay squishes out from under your fingers where the pressure is lower. Like that, denser clay flows toward less sense air. This flow of air is wind. Air that moves horizontally is called wind. Air that rises or sinks is an updraft or a downdraft. It is the warm air that flows upward and the cool air that drops down. How does air become more or less dense? As the Sun’s ray hit an area, they transfer energy to the air. This is when the air heats up. Now the air is less dense and it rises above the cooler more dense air. This is an unequal heating and cooling pattern of rising air and sinking air and the wind called a convection cell. A convection cell is part of the atmosphere where air moves in a circular pattern. An example of a convection cell is a breeze along a coastline. Sun warms the land and air around it. The air rises and the cooler air from the ocean replaces it. A wind blows onto the land. A wind that blows from the sea toward the land is a sea breeze. At night the reverse happens and the land cools more rapidly than the air over the water. A land breeze blows from the land toward the water. Convection cells also occur along mountains. As the Sun shines on a mountain during the day, the slope heats up faster than the valley below. Slope air wars and rises. The valley air replaces the rising warm air creating a valley breeze blowing up the slope. The mountain breeze then blows down the slope.

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Lesson 108How about wind; what makes it blow?

Name: _______________________________ Date: __________________________

Now think and respond: How are sea and land breezes produced?

Sun warms the land and air around it. The air rises and the cooler air from the oceanreplaces it. A wind blows onto the land. A wind that blows from the sea toward the land is a sea breeze.

Lesson Wrap Up: Students read about the movement of air.

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Lesson 109Review lessons about air, wind and clouds

Objective: Students will take a quiz on the facts that have been presented in the last few lessons. Materials Needed: Science Notebook, pen/pencil Engage: how well did you understand your lessons? Engaging Question: Think and respond Additional Notes to the Teacher: Students should understand the concepts about clouds, wind and air. They should go back and study their lessons and notes they may have taken while reading the lessons. You may choose to have the student write their answers in their notebook on a new page or a separate piece of notebook paper. They may need five to ten minutes to look over material be you ask them to do their quiz.Answers for quiz:

1. Precipitation 6. Condensation 11. Cooler 2. Barometer 7. Cirrus 12. / 13. Varied answers 3. Sea breeze 8. humidity 4. Evaporation 9. Stratus cloud 5. Land breeze 10. troposphere

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Lesson 109Review lessons about air, wind and clouds

Name: ________________________________________________Date:_____________ Use these words to answer the first questions: Barometer Cirrus cloud Condensation Evaporation Humidity

Land breeze Precipitation Sea breeze Stratus cloud

1. Rain, sleet and snow are kinds of ______________________________________

2. A _____________________________________________ measures air pressure.

3. Wind blowing from the ocean toward the land is called:______________________

4. Liquid changes directly to a gas by the process called:______________________

5. Wind blowing from the land toward the ocean is called:______________________

6. The process that turns water vapor into raindrops is called:___________________

7. A high, wispy cloud made of ice crystals is a:______________________________

8. The amount of water vapor in the air is called:_____________________________

9. A ___________________________________________forms in blanket like layers.

10. Weather takes place in the: a. mesosphere, troposphere or stratosphere

11. On a hot day, a lake is likely to be: cooler than land, same temperature as the

land or hotter than nearby land

12. Answer in a paragraph: Why do you need to be careful on hot days when the

relative humidity is high?

13. What if there were no plants on the Earth. Do you think Earth would still get as

much rain as it does now? Write your ideas.

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Good job! Watch your weather and check yourself on why the weather is what it is day to day.

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Lesson 110Weather Forecasting

Objective: Students will get more information about air masses and fronts

Key Vocabulary Needed: Air mass: large regions of the atmosphere where the air has similar properties Front: a narrow boundary between air masses Materials Needed: Science Notebook, pen/pencil, plain paper, colored pencils, or a globe Engage: Different air masses met and…

Engaging Question: What is an air mass? Additional Notes to the Teacher: If you have a globe it would work to show the air masses. You would want six thick curved arrows cut out. They would be placed on the globe to show the direction weather patterns move. Looking at the North America side of the globe an arrow would be placed on Texas pointing north and labeled: Continental Tropical (cT) hot, dry air. A thick arrow would be placed from the North Pole pointing down to the central part of America and labeled Continental polar (c P) cold, dry air. There would be an arrow from South America curving up toward the East Coast of America labeled Maritime Tropical (m T) warm, moist air. There would be an arrow coming from Northern Europe curving around the Eastern portion of the United States and turns back into the Atlantic Ocean labeled Maritime polar (m P) cool, moist air. An arrow from the Pacific Ocean side curving over the Northwest part of America and labeled: Maritime polar (m P) cool, moist air. The last one would be an arrow from the southern part of the Pacific Ocean and heading inland on the Western part of America labeled: maritime tropical (m T) warm, moist air.

In total there would be six arrows indicating the air masses affecting our weather. If it would be easier have the student follow these direction but on a plain paper or map.

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Lesson 110Weather Forecasting

Why is weather different in different parts of our country? If you have a globe your teacher has directions for how arrows point out different major air masses. They come from the poles and each of the ocean sides of our country. There are three tropical areas coming mainly from the southern hemisphere. There are polar air masses coming from the North Polar areas toward our country. Where do you live? If you are in the western part of the United States near southern California, your weather is coming from the air mass called the maritime tropical and it is warm, moist air. If you live in the northern mid section of the country your air mass is the continental polar air mass and is cold, dry air. An air mass is a large region of atmosphere where the air has similar properties throughout. Air over the Gulf of Mexico is above warm water. The water warms the air, and evaporation from the Gulf adds water vapor. The air becomes warm and moist. Air masses are named for the region they come from. Air masses move and bring their conditions with them. Once an air mass is formed, it is moved by global winds. In the United States, global winds tend to move air masses from west to east. Sometimes air masses meet. That means they run into each other. The air between the two masses does not mix. Instead a narrow boundary forms between them. This is called a front. Weather changes rapidly at fronts. That is because you pass from one kind of air mass into another. Fronts often cause rainy, unsettled weather. There are several types of fronts. You will learn more about the front in the next lesson.

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Lesson 111What kinds of air fronts are there?

Objective: The students will learn the names of four different types of air masses.

Key Vocabulary Needed: Warm front: warm air moves in over a cold air mass Cold front: cold air moves in under a warm air mass Occluded front: cold front and a warm front meet Stationary front: front stays in one place and is calm weather Materials Needed: Science Notebook, pen/pencil Engage: What kind of weather is produced by an air mass?

Engaging Question: Which front produces precipitation? Additional Notes to the Teacher: Students will read through the four different types of air mass fronts. They learn that there are different possible outcomes when two masses meet in a front. You may wish to have the students read through the information with you and then write notes for themselves to study later.

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Lesson 111What kinds of air fronts are there?

You may want to picture in your mind what is happening as the different air masses are described. In a cold front, cold air moves in under a warm air mass. Cold fronts often bring brief, heavy storms. There may be thunderstorms and strong winds. After the storm the skies are usually clearer, and the weather is usually cooler and drier. In this case the storm turns to cool dry weather. In a warm front, warm air moves in over a cold air mass. Warm fronts often bring light, steady rain or snow. The precipitation may last for days. Winds are usually light. Now we have rain or snow coming. Warm fronts bring fog, stratus clouds that form near the ground. Then the weather is usually warmer and more humid. An occluded front occurs when a cold front and a warm front meet. There is a fast moving cold front moving in on a warm front. There are two possible ways this may end. In a cold-front occlusion, the air behind the front is cold. The air ahead of the warm front is cool. What is happening is that cold air is moving in on cook air and warm air is pushed up between them. The weather along this front will be like that produced by a cold front. In warm-front occlusion, the air behind the incoming cold front is just cool, not cold. The air in front of the warm front, however, might be cold. The weather will be more like that produced by a warm front. When a cold and warm air mass meet and remain over an area for days is called a stationary front. Stationary fronts usually have calm weather. A warm front, warm air moves in over a cold air mass. Warm fronts often bring light, steady rain or snow. The precipitation may last for days. Winds are usually light. Now we have rain or snow coming. In Warm fronts bring fog, stratus clouds that form near the ground. Then the weather is usually warmer and more humid. An occluded front occurs when a cold front and a warm front meet. There is a fast moving cold front moving in on a warm front. There are two possible ways this may end. In a cold-front occlusion, the air behind the front is cold. The air ahead of the warm front is cool. What is happening is that cold air is moving in on cook air and warm air is pushed up between them. The weather along this front will be like that produced by a cold front.

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In warm-front occlusion, the air behind the incoming cold front is just cool, not cold. The air in front of the warm front, however, might be cold. The weather will be more like that produced by a warm front. When a cold and warm air mass meet and remain over an area for days is called a stationary front. Stationary fronts usually have calm weather. To review what you read: write a paragraph comparing a warm front with a cold front.

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Lesson 112Thunderstorms in stages

Objective: Students will learn about thunderstorms and their stages of development

Key Vocabulary Needed: Thunderstorm: most common kind of severe storms Materials Needed: Science Notebook, pen/pencil, plain paper, colored pencils Engage: Have you ever been caught outside in a thunderstorm?

Engaging Question: How is a thunderstorm different than a regular rain? Additional Notes to the Teacher: You may wish to ask the students about being caught outside when it is raining. How do they think a thunderstorm is different than a regular rainstorm? After some discussion they may begin reading their lesson. They will be asked to draw what the three stages of a thunderstorm are. They can just fold one paper into thirds so they can use of the sections for one of the three stages.

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Lesson 112 Thunderstorms in stages

Thunderstorms can cause great damage. It is a violent storm that forms under special conditions. Often it forms out of another, more common kind of storm. Thunderstorms are the most common kind of severe storm. They form in clouds called thunderheads…cumulonimbus clouds. What happens is there are huge electric sparks called lightning?

The lightning heats the air and causes the noise called thunder.

The storm has heavy down pours of rain and strong winds. Some even produce hail. It begins with the air becoming heated. The intense heat causes air to rise very quickly. This forms a cloud as the upward rush of heated air happened. This is called updraft. As more warm moist air goes upward, the cloud grows bigger. Droplets of water and ice crystals keep growing in size. When the updrafts get too heavy it falls as rain or hail. This is the first stage of how a thunderstorm is formed.

Now that the rain has fallen, there is a downdraft in the cloud. First, updraft happens in the cloud and now a downdraft. Air moves downward.

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The air going up rubs against air going down. Static electricity builds up. When there is enough build up, there is a huge spark known as our lightning. If you picture this in your mind, you would see a cloud that reaches near the ground and goes up into the sky. Inside there are plus and minus signs to represent the electric charges. They move up and down and rub against each other causing lightning. Lightning is unpredictable. It can jump from the cloud to the ground or from the ground to the cloud. It may even jump from cloud to cloud. It just takes seconds. Lightning superheats the air so the air expands. It slams into the air around it with force and makes a mighty sound; thunder. The third stage is when the downdraft becomes stronger than the updraft. Heavy rain lightens up and stops. Most thunderstorms form in warm air ahead of a cold front. Cold air is dense and it moves under the warm, moist air. The warm air rises rapidly. Look out a thunderstorm may be on its way. The most likely time for a thunderstorm is when the weather is humid and a cold front approaches. Review: In your science notebook, write a description of how a thunderstorm forms.

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Lesson 113What is a hurricane?

Objective: Students learn about hurricane and how they are formed.

Key Vocabulary Needed: Hurricane: very large, swirling storms with a low pressure at the center Materials Needed: Science Notebook, pen/pencil, plain paper, colored pencils. Engage: Where do hurricanes form?

Engaging Question: Satellites have pictures of hurricanes. Additional Notes to the Teacher: It would be interesting if the students would be following the weather as they study the different storms. Perhaps they can find out where in the United States these storms occur. If you and your student live near a Gulf Coast you may have first hand experience of a hurricane. Here they can how they are formed and what to look for it. They may like to picture the formation of a storm layer by layer. They can draw it with this information.

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Have you ever seen or been in a hurricane? What caused that hurricane? That is what we look at in this lesson. Hurricanes usually form over places like the Gulf Coast. They are large, swirling storms with very low pressure at their center. They can be experienced over tropical oceans near the equator. Masses near the equator tend to be very much alike. They form lots of thunderstorms. Picture this: Thunderstorms and rain with low-level winds flow inward. Draw arrows on your paper that flow upward.Now draw a circle three quarters of the way around your paper from

the arrows. Leave the center of the clouds open. Make red arrows from the right around to the left. Label the red arrows warm air. Also label the end of the arrow: direction or rotation of hurricane. From the center of the circle draw some arrows that come up to the top of the cloud labeled upper-level winds; color them green. Lastly draw arrows going down into the center of the cloud colored blue. Label these arrows dry air sinking. That is the picture of the process. Strong heating and lots of evaporation over the ocean can cause a large low-pressure center to form. Winds begin to blow in toward the low. As the rushing air nears the center, it moves upward and forms a ring of tall thunderstorms. Hurricanes can pick up about 20 billion tons of water in a day over an ocean. A force is put on the winds to spiral counterclockwise. Clusters of thunderstorms are pulled into the spiral. The thunderstorms merge forming a single large storm. Water vapor is condensed and heat is released. The air is warmed. This decreases the air’s density and pressure. Moisture evaporating into the air decreases the air’s density and pressure even more. Low air pressure favors more evaporation. This lowers the pressure even more.

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The lower the air pressure, the faster are the winds that blow in toward the center of the storm. Winds can reach speeds of 75 miles per hour or higher. As the moist air in the storm rises and cools, condensation takes place. The clouds thicken. Heavy rains fall through the high winds. A hurricane has an eye at its center. The eye is an area of light winds and skies that are nearly clear.

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Name: ___________________________ Date: ______________________________

Think: How does lower and lower air pressure lead to the formation of a hurricane. Write the process down as you can follow it. Water vapor is condensed and heat is released. The air is warmed. This decreases theair’s density and pressure. Moisture evaporating into the air decreases the air’s densityand pressure even more. Low air pressure favors more evaporation. This lowers thepressure even more.

The lower the air pressure, the faster are the winds that blow in toward the center of thestorm. Winds can reach speeds of 75 miles per hour or higher.

As the moist air in the storm rises and cools, condensation takes place. The cloudsthicken. Heavy rains fall through the high winds.

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Lesson 114What is a tornado?

Objective: Students learn about tornadoes and how they are formed.

Key Vocabulary Needed: Tornado: a violent whirling windstorm Materials Needed: Science Notebook, pen/pencil, map of the United States Engage: Where do tornadoes form? Engaging Question: What is a waterspout? Additional Notes to the Teacher: The strong thunderstorm on land is the tornado. You can do an experiment if you wish. Take two empty two-liter bottles. Fill one one-third full of water. Dry the neck of the bottle, and tape over the top with duct tape. Use a pencil to poke a hole in the tape. Place another two-liter bottle upside down over the mouth of the first bottle. Tape the two bottles together. Observe: Hold the bottles by the necks so the one with the water is on top. Swirl them around while gently squeezing on the empty bottle. Place the bottles on a desk with the water bottle on top. What do they see? Then the student can read how a tornado is formed.

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Lesson 114What is a tornado?

A dangerous whirling wind moving across the ground in a narrow path could be a tornado. They are violent, dangerous storm. How can that happen? On a warm summer afternoon the Earth’s surface is very warm. This can lead to a tornado. This is a sort of runaway convection cell. Warm air rushes in to an updraft from all sides at a high speed. The air curves into a spin. As this happens, the air pressure lowers. This moves even faster in a spinning action. The tornado gets faster and faster. A funnel forms that touches the ground. In the center winds can reach speeds of 300 miles per hour. Everything in its path as it moves across the ground can be destroyed. As the tornado moves across the ground it is unpredictable. It can change directions continually. If you have a map of the United States, locate the states near the center. There are more tornadoes in the United States than anywhere else. Our Tornado Alley is located from Texas, Oklahoma, Kansas, Nebraska, Iowa, Illinois, Indiana and Florida to name some of the states. The Midwest and the South are places where we have dry, cold air masses mixed with warm, moist air masses. That is in the Great Plains region and the Mississippi Valley. Tornadoes are most likely to occur when there are big differences in the air masses. This happens most often in the spring and summer. When a tornado forms over water it is called a waterspout. Answer the following questions in your science notebook:

Where is the pressure lowest in the tornado?

Which direction does the air spin in the tornado?

Where do tornadoes form?

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Lesson 115How are storms tracked?

Objective:


Materials Needed:




Lesson 115How are storms tracked?

ra d a r

Storm Watch

Storm Warning

Thunderstorm:


Tornado:

Hurricane


Lesson 116Climate

Objective: Students will learn that a long-term weather pattern is determined by climates, which can change

Key Vocabulary Needed: Climate: average weather patter of a region Materials Needed: Science Notebook, pen/pencil; parking pencil, sticky-notes, 2 trays of dry soil, spray bottle of water, a lamp and thermometer; plain piece of paper with green and blue marker or colored pencil. Engage: Where do we find dry air most of the time?

Engaging Question: How do I describe climate in a region of the world?

Additional Notes to the Teacher: Students can do a simple experiment to discover different climates. They will also draw a simple “map” of climate zones.The experiment is to simulate the climate of two cities by measuring how the amount of water affects the soil. The picture they will draw will represent the temperate zones. To begin the lesson you may ask them what their general weather is like. Is it hot or warm most of the time? How would they describe their weather patterns? Their answer is the climate of their area.

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Lesson 116Climate

What is climate? It is the general or average weather pattern in a region. You know like we go to Florida if we want to feel the sun even during the winter. What kinds of climates are there on our Earth? Temperature and precipitation determine the climate of an area. Draw the following:

Color all of your paper light green. Start in the right bottom corner and write COLD on the corner and draw a couple of coniferous trees.

Just above those trees draw a couple of deciduous trees and write TEMERATURE on the side of the paper with those trees and an arrow going up to the top of the paper.

On that upper corner draw a Rain Forest type trees and plants and label it monsoon forest…HOT should be written on that corner.

Go back down to the bottom of the paper and label the bottom of the paper: Northern Temperate.

On this corner (across from the coniferous forest) label it Ice cap and draw a blue ice corner names POLAR.

Up from the Ice cap draw another area of just blue ice and label it Tundra on the bottom side and Steppe on the upper side. Just above but not to the corn yet, draw some tall narrow evergreen trees and label this Taiga.

In the upper corner above the Polar draw a cactus plant or two and label this Desert. This corner is called: DRY.

To the right of the desert draw a patch of grass and label it grassland. Now between the Grassland and Rain Forest draw a grayish, green patch of ground

and label it Savannah Tall-grass. Label your picture between the Grassland and Savannah with the word:

PRECIPITATION. Draw an arrow toward the dray and one toward the other side labeled MOIST.

In the center of the picture write: TEMPERATE near the Deciduous Forest. On the side between the Taiga and Steppe write: SEMIARID.

As you look at your completed picture you will be looking at the titles given to the various climates on the Earth. The things that affect the climate are temperature, precipitation, winds, and distance from a coast, mountain ranges and ocean current.

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Lesson 116Climate

Name: _____________________________ Date: ___________________________ To model a climate do this simple experiment that explores changes in water and heat.

Step 1: put six inches of dry soil into a reusable tray. Use your stick paper and label one City 1 and the other City 2.

Step 2: You are going to look at the temperature for several months. Minutes will equal 1 month. One squeeze of water equals 10 millimeters of precipitation. Each minute the lamp is on equals 20 degrees of temperature. So you would keep the lamp on for 5 minutes in January.

City 2 tray gets no water and the lamp shines for three-fourth of a minute. The City 1 tray gets 12 squeezes of water and the lamp is on for 1 and one-quarter minutes.

What do you observe about the soil? ANSWERS WILL VARY.

Use a thermometer to find the temperature of the soil. Which has the driest soil and why? ANSWERS WILL VARY.

Try this again for what might be February. Decrease heat from the lamp and water. Watch what happens. Continue for a few times and compare the results. ANSWERS WILL VARY.

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Lesson 117The things that affect climate

Objective: Students learn that affect temperature and precipitation over a period of time. Materials Needed: Science Notebook, pen/pencil

Engage: How would latitude, ocean currents and altitude affect temperature? Engaging Question: What latitude do you live in?

Additional Notes to the Teacher: If you have globe have the student look at the latitude and longitude lines on the globe. Have the student locate their home and notice what lines cross where the student lives. Look at the latitude lines again and identify the middle line or equator. This is the Tropical zone with abundant rainfall. Above the Tropical Zone there is the Temperate zone with ample precipitation. The top part of the globe is the Polar zone with sparse precipitation. Going the other way under the equator there is there is another Temperate zone and Polar zone.

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Lesson 117The things that affect climate

Climate is affected by temperature and precipitation over a period of time. The latitude is a measure of how far north or south a place is from the equator. The angle of insolation is different at different latitudes. So the temperatures are not the same. You will find the Tropical Zone near the equator. Here the rainfall is plentiful. For about 30 degrees latitude in each hemisphere there are deserts and high temperatures and low precipitation. In the middle, summers are warm and winters are cool or cold. There is plenty of precipitation. This is the Temperate Zone. At the highest latitudes winters are long and cold. Summers are short and warm. There is very low precipitation.

Wikimedia Commons Look at the globe and you see water covering the globe. Land and water heat at different rates. Land heats up faster in the sunlight than water does. Land then cools off faster. This affects the air temperature. Land is warmer in the summer and cooler in the winter. You know that wind patterns circle the globe. The winds blow continually above the Earth’s surface. They bring warm, moist air and they push air masses and fronts across the country. The winds also move water across the surface of the ocean. The ocean waters move, and warm or cool air with it. Gulf Streams flows up the east coast with a warm current. Now the altitude of the Earth measure how high above sea level a place is. It is cooler on the higher altitudes. This is measure from sea level.

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In mountainous places you may find tropical plants growing at the base of the mountain. As you travel up the mountain there may be pine forests. When you reach the peak of the mountain you will find permanent ice and snow. It depends on how close the mountain range is to water how much precipitation occurs. The global wind patterns can force air up along the side of a mountain. Warm, moist air from the Pacific Ocean is blown up the side of the Sierra Nevada and the Cascades. As the air move up, there is precipitation on the windward side. The dry air descends down the other side of the mountain. This side is to be in a rain shadow, they say. Now think about it: What affects climate?

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Lesson 118Sun's Energy

Objective: Students learn about how the Earth gains and loses energy.

Key Vocabulary Needed: Radiates: heat into space Radiative balance: amount of energy gained balances the energy lost Greenhouse effect: the atmosphere keeps Earth warm; gases trapped in the atmosphere Materials Needed: Science Notebook, pen/pencil Engage: How does the Earth use energy?

Engaging Question: How does it lose energy? Additional Notes to the Teacher: Have the students think about energy? What kind of energy does the Earth need? What would climate have to do with energy? After you explore these questions with the students then go to the lesson and learn more about solar energy.

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Lesson 118Sun's Energy

Think about a sponge. It starts dry. If you put it in a sink of water, the sponge absorbs the water. When you squeeze the sponge, the water is released. So the Earth’s climate depends on the Sun’s energy. The Earth is dependent on the heat energy given off by the Sun. The Sun radiates heat into space. The Earth gains and loses that energy. Radiative balance is when there is a balance of heat into the atmosphere and releases what is not needed. The Earth’s average temperature remains the same. Too much sunlight or too little can cause the temperature to rise or fall. The atmosphere of the Earth plays an important part in this balance. Without an atmosphere the Earth would be like the Moon. Temperatures could be too hot or too cold. The Earth’s atmosphere works as a protective blanket. The clouds and dust in the atmosphere act to reflect or reflect the incoming sunlight. This sunlight, energy, goes back into space. About fifteen to twenty percent of the energy from the sun is absorbed by the atmosphere. About half of the incoming sunlight reaches the surface of the Earth. This keeps surface temperatures from rising much higher during the day. At night the heat is kept in the Earth warm. When the atmosphere is clear, the evening is cooler or cold. How does the Earth hold the energy from the sun? The atmosphere keeps Earth warmer than it would otherwise be. This is called the greenhouse effect. The atmosphere works something like the glass in a greenhouse. In a greenhouse a glass over a plant lets sunlight in but does not let heat escape. Thus a warm environment encourages the plant’s growth. The Earth’s greenhouse effect is caused by just a few gases. Under the glass you will find tiny parts of water vapor and carbon dioxide. There are other gases too such as methane, nitrous oxide and chlorofluorocarbons or CFCs. So we have the Sun’s energy absorbed by the atmosphere. Some of the energy is lost to space. Some of the energy does reach the Earth and is absorbed. The Earth’s energy is absorbed by the atmosphere and is absorbed back from the atmosphere. Now the greenhouse gases that are trapped in our atmosphere are caused by human activities. Think about just the exhaust from vehicles and industries. These are trapped in the atmosphere. Scientists are examining and interpreting data in order to understand the greenhouse effect. Think about it: How does the greenhouse effect keep Earth from losing energy? How would that affect the atmosphere on Earth?

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Lesson 119Health and climate!

Objective: Students think about how the climate can affect people.

Materials Needed: Science Notebook, pen/pencil Engage: How does the climate affect what you wear?

Engaging Question: Can people live in all climates? Additional Notes to the Teacher: Ask the students how their clothes change with the seasons of the year. Why is it necessary to dress according to the climate/weather? Now that they have thought about that they can read more information about that topic. To extend this topic, you may wish to have the student research a climate, other than their own. They should write how climate affects the lives. Advance Preparation or Homework Required: Study the lesson on climate and weather for a review quiz in the next lesson.

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Lesson 119 Health and climate!

What happens when the weather outside is very cold? How do you dress to outside? Why? Yes, we are warm-blooded animals and need to keep our body temperature around 98.6 degrees. So if it is below zero outside, your body can lose its heat.

Cold weather cools the surface of your body. Your body responds by circulating warm blood faster to keep you warm. Blood pressure increase and puts a strain on your heart. Proper clothing and shelter help you trap your own body heat and warm the air close to your body. Clothes are made with materials that trap air between loose fibers. Your body heats the trapped the air surrounding your body.

In hot, dry climates, the health problem may be your body losing water. Now your body begins to sweat in hot weather. This sweat evaporates and cools your skin. If you do not drink enough water, your body stops sweating. Now your body temperature will rise. This can cause hyperthermia or overheating, which can be fatal.

Light-colored fabric can protect your skin and reflect the sunlight. Loose clothing lets air circulate so sweat can evaporate and cool your body.

So in cold weather:

Protect your nose and ears on cold days.

Keep your hands, head and feet warm.

Dress in layers to trap your body’s heat.

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…in hot weather: Wear light-colored loose clothing to protect you from the sun and lets your skin breathe. Wear a hat. Use sunscreen.

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Lesson 119Health and climate!

Name: ______________________________ Date: ____________________________

Think and respond:

What is climate? Climate: average weather pattern of a region What are the main factors that describe the climate in your area? Temperature and precipitation.

What is the greenhouse effect? Greenhouse effect: the atmosphere keeps Earth warm; gases trapped in the Atmosphere. Why is climate different in different parts of the Earth?

The Earth’s climate depends on the Sun’s energy. The Earth is dependent on the heat energy given off by the Sun. The Sun radiates heat into space. The Earth gains and loses that energy. Climate would depend on where on the Earth you are; and where the sun and its heat are.

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Objective: Students will take a review quiz on climate and weather Materials Needed: Science Notebook, pen/pencil Engage: Can you remember the safety tips in storms?

Engaging Question: the Earth’s energy comes from… Additional Notes to the Teacher: You may allow your student the first part of this time to review their last few lesson on weather. They should look over their drawings and notes as well as the lessons. There will be 10 fill-in the blank questions and 5 multiple choice questions. Then they will be asked to reflect and responds.

Students should prepare a piece of notebook paper to do their test according to your directions. Answers: 1. Warm front; 2. Tornado; 3. Climate; 4. Hurricane; 5. Greenhouse affect; 6. Storm surge; 7. Air masses; 8. Thunderstorm; 9. Front; 10. Cold front Weather pattern repeating itself; warm front; radiative balance; higher than normal

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Name: _______________________________________________Date:______________

Review Quiz on climate and weather: Use these words to complete the following sentences. Air mass Warm front Climate Cold front Front

Tornado Thunderstorm Greenhouse effect Hurricane Storm surge

1. A(n)___________________________________________________may bring fog.

2. A dangerous storm that forms over warm ocean waters is a(n)________________.

3. The average weather pattern of a region is its _____________________________.

4. A storm often created in thunderstorms is a(n)_____________________________.

5. The _______________________________________may be making Earth warmer.

6. A great rise of sea level at a shore due to a hurricane is a(n)__________________.

7. A large region of the atmosphere in which the air has similar properties is

a(n)_______________________________________________________________.

8. A storm that produces lightning is a(n)___________________________________.

9. A boundary between air masses of different temperatures is called

a(n)______________________________________________________________.

10. A(n) ___________________forms when cold air moves in under a warm air mass.

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Which is correct? Circle the correct answer

Statistical weather forecasts are based on: the chance of a weather pattern

repeating it or the kinds of fronts moving out of an area.

Earth gets its heat from: greenhouses or the Sun.

When a cool air mass and a warm air mass meet and stay over an area for days

without moving, this is called a(n): warm front or stationary front.

A balance between energy lost and energy gained is called: radiative balance or the greenhouse effect.

A hurricane can cause sea level to rise because the air pressure under the

hurricane: is higher than normal or lower than normal.

Write a paragraph explaining safety rules to follow in a thunderstorm.

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Lesson 121Spin it around yourself!

Objective: Students will read more about Newton’s Law and unbalanced forces. Materials Needed: Science Notebook, pen/pencil Engage: How can you tell if something is moving forward?

Engaging Question: How do you know a force is acting on an object? Additional Notes to the Teacher: Students will recognize that acceleration can cause a change in speed or direction or both. Have the student imagine they are in the car and suddenly it accelerates. What do they feel? If the acceleration is hard and fast they may move back in their seats. What other things may indicate something is moving?

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If you are riding along in a car with your eyes closed you may not notice the movement. If the driver pushes on the pedal and speeds up very quickly you would feel like you were pushed back in your seat. If you have something to drink in your hand it may spill. Sometimes it happens when a car goes around a corner. We recognize that acceleration as an unbalanced force and is an action. Unbalanced forces reveal their action by causing acceleration. It may be a change in speed or direction or both. All objects traveling at a constant speed in a circle experience an unbalanced force. It is directed toward the center of the circle and acts constantly to change the direction of the circling object. Perhaps one day scientists will use the force felt by an object traveling in a circle to produce artificial gravity in a space station. If the walkways were built around the rim and the space station was made to spin, the floor would push on the passengers. The passengers would feel this push as weight. Respond: How can you tell when forces are acting? We recognize that acceleration as an unbalanced force and is an action. Unbalanced forces reveal their action by causing acceleration. It may be a change in speed or direction or both.

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Lesson 122What are the properties of matter?

Objective: Students will learn the terms: matter, mass, volume and weight while understanding the properties of matter.

Key Vocabulary Needed: Matter: all gasses, liquids and solids in the world are made of matter Mass: a measure of the amount of matter in an object Volume: describes how much space matter takes up Weight: the actual force of gravity between Earth and matter Density: how massive something for its size Materials Needed: Science Notebook, pen/pencil Literary Selections: How do we measure weight? Engage: How do you think you could describe matter? Additional Notes to the Teacher: Students should copy the new vocabulary words and their definitions into their notebook. Have the student think about the experiment they did in the last lesson. Ask them to consider the vocabulary words and see how they help them understand what they discovered with their experiment. Did they find something was “more”? Was that more weight or volume? How would they describe the difference?After they think about these questions have them read their lesson

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Lesson 122What are the properties of matter?

Everything around you is considered matter. The properties of matter are what describe the matter. Matter has mass and volume. Mass is a measure of the amount of matter in an object. It is often measured in kilograms. Volume describes how much space the matter takes up. This is often measured in milliliters. Liquid matter is measure with cylinders or beakers. Solid matter is measured by multiplying its height times its length times its width. If the solid has an irregular shape it may be measured by putting it in water to see how much liquid it displaces. Matter is defined using the properties of mass and volume. Matter is anything that has mass and takes up space. The weight is actually the force of gravity between the object and the Earth. To measure weight, use a quantity that describes the force of gravity between two masses. Scientists prefer to use a quantity called the Newton to measure force. Newton’s and pounds both describe the amount of pull or push a force produces. The force is the pull of gravity. The weight of a piece of mass depends on where it is located in the universe. Should you be able to travel to the Moon your weight would be less than it is on the Earth because the Moon ha less mass. With the two properties of mass and volume, matter can also be shown to have density. Density is found by dividing the mass by its volume. As long as the temperature does not change, the density should stay the same. Each material can be identified by their density. Lead has the density of 11.3 g per ml. Aluminum would have the density of 2.7 g per ml.

Lesson Wrap Up: Everything is matter. Matter has the property of mass and volume.

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Lesson 123How fast does a mass move?

Objective:

Materials Needed:




Lesson 123How fast does a mass move?

Name: ______________________________________________Date:_____________


Lesson 124 Race the cars...

Objective: Students learn about force and inertia.

Key Vocabulary Needed: Force: pull or push that acts on an object Inertia: tendency of an object to resist a change in its state of motion


Engage: What makes something move? Engaging Question: How far will the mass move?

Additional Notes to the Teacher: Students will think and look at how the larger a mass is the harder it is to move it. They will recognize that a push or pull can move or change the state of an object. Have them think about or perhaps try moving a toy car and truck. They could move with the same push force and measure the distance each of the objects. They should see the car moves forth with the same force. The student may tie a washer to a string and stand with it still. Now let it move ever so slightly. According to Galileo the pendulums swing back and forth to the same height on either side. See if it works.

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Lesson 124Race the cars...

What did you find out about the car and truck moving? Which one moves furthest? The smaller car would travel faster because objects with more mass are harder to set in motion than one with less. The car has less mass, so the push set it into more rapid motion. A pull or push acting on an object is called the force. It takes more force to move an object with more mass. The tendency of an object to resist a change in its state of motion is called the object’s inertia. The mass of an object tends to make the object resist being set into motion. That is why larger objects are harder to move. The famous Italian scientist Galileo began to understand how inertia affects the motion of objects. He believed that moving objects will stop eventually because of the force of friction. He created an experiment using two inclined planes which were facing each other. He observed that a ball rolls down one plane and up the opposite plane approximately to the same height it rolled down. He also observed when smoother (flatter) planes were used that the ball would roll up the opposite plane even closer to the original height. He concluded that any difference between the initial and final heights was due to friction. He believed if the friction could be eliminated, then the ball would reach the exact same height.

Regardless of the angle of the ramp, the final height was almost always, equal to the initial height of the ramp. He observed that pendulums swing back and forth to the same height. He reasoned that the ball would roll to the same height on nay ramp. He realized that if the ramp were less steep, the ball would roll a greater distance and slow down more gradually.

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Galileo inferred that if the second ramp or hill were flat, the ball would roll forever at a steady rate. This meant that the ball’s natural state of motion was coasting. Just as it takes a force to set an object in motion, it also takes a force to slow or stop a coasting object.

Roll a ball down an incline and see if it goes the same distance in the opposite direction.

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Lesson 125Force is needed to maintain motion.....

Objective: Students learn about what resistance there is to keep a mass in motion.

Key Vocabulary Needed: Friction: acts against motion Materials Needed: Science Notebook, pen/pencil Engage: A sailboat moves across the water with wind as its force…

Engaging Question: Does it need anything else? Additional Notes to the Teacher: Students will learn Newton’s first law of motion:Objects at rest remain at rest and objects traveling at a steady rate in a straight line continue that way until a force acts on them. Have the students consider a spacecraft traveling in outer space. Do they think it would continue to move in a straight line at a steady speed? The answer is yes; read to find out why.

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Lesson 125Force is needed to maintain motion....

A sailboat will just sit in the water until the wind begins to blow against the sail. The wind keeps pushing and putting forth force. The water causes friction. Friction acts against moving objects. It opposes the motion of one object moving past another. If friction is taken away, no force is needed to maintain motion at a steady rate. An object’s inertia is all that is needed to keep it moving. Sir Isaac Newton, a scientist, published a complete description of the concept of inertia. This is Newton’s first law of motion. It says:

Objects at rest remain at rest and objects traveling at a steady rate in a straight line continue that way until a force acts on them.

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This is why the spaceship keeps moving; there is no friction in outer space. Newton’s first law of motion, the law of inertia, tells us that the state of motion of an object does not change until a force is applied to it. That means, if an object is traveling at a steady rate in a straight line, it will continue to do so until a force is applied to it.

Newton’s law also means that if the object is sitting at rest, it will continue to be at rest until a force is applied to it. Cars traveling around a race track could not change their direction of travel without the force of the road surface pushing sideways against the tires. Think about Newton’s law. Try to think how that works in your world.

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Lesson 126How fast are we going?

Objective: Students learn the concepts of speed, velocity and acceleration.


Speed: how fast an object is changing with time at any moment Velocity: speed plus the direction of movement Acceleration: change in velocity Materials Needed: Science Notebook, pen/pencil Engage: How fast does a turtle travel?

Engaging Question: How long will it take to get there? Additional Notes to the Teacher: Students may think about car races. The fastest one wins! When they are in a car traveling on a vacation may want to know, “How much longer?” Have the students consider what tells you how fast a thing is moving? Introduce the vocabulary words and have them copy them with their definitions into their notebook.

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Lesson 126How fast are we going?

Have you ever asked the question: “When will we get there?” It is the thought on the mind of many children when they are in a car traveling. How do you know you are moving? Just sit back and look out the window of the car. You will see many things as you pass by them. That means you and your car, are changing positions. If you get lost while traveling you can check where you are by identifying the things around you and look at a map. If you find the name of a city you can find that marked on the map and decide where you are. How soon you will arrive at your destination, you may calculate the distance and your speed. Speed is how fast the cars position is changing with time. When you know the distance the speed is found by dividing the distance by the time. The speed of a moving object taken together with its direction of travel gives the velocity.How do you determine the velocity of a car? You need to know the speed of the car. Which direction are you traveling? Two objects can have the same speed but different velocity if they are traveling different directions. They also can be traveling in the same direction but with different speeds. The only way they could have the same velocity is if they are traveling in the same direction at the same speed. As long as the objects are traveling in a straight line and maintain their speed, the velocity is constant. Newton’s law states that an object’s velocity will remain constant unless another force is applied. What could that force be? A change in velocity is called acceleration. Isaac Newton realized that applying a force to an object would overcome its inertia and change its velocity thus causing acceleration. The opposite of this would be to slow down or decelerate. If a speeding car was going around a race track and then a parachute opened on the back of the car, it would decelerate and stop.

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Reflect on these concepts. Take a couple of toy cars. Watch them move as you push them at the same time in the same direction. Provided they are the same size cars, they should move in a like manner. Gently put a marble on top of the car as it is moving and it should slow and possibly stop. Think of yourself getting on a ride at a fun park. Imagine it is a high-flying chair ride that circles around. As you move around in a circle you swing back and forth. What makes the go faster? What causes the deceleration?

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Lesson 127Why do things stay in motion?

Objective: Students wonder about how objects stay in motion Materials Needed: Science Notebook, pen/pencil Engage: What happens to things in motion?

Engaging Question: Which way will the object move in? Additional Notes to the Teacher: Have the students take a plastic bottle filled with water. Tie a thread to the middle of the bottle. Pull slowly so the bottle moves. Pull rapidly and the bottle will move but the thread will probably break. Have the students think about why this happened?

If the student has a model plane, have them move it around themselves with a string. Move in a circle. The plane will continue moving around. If the string would break, the plane would continue to move but now in a straight line at a constant speed due to inertia.

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Lesson 127 Why do things stay in motion?

In the absence of forces, motion in a straight line and constant velocity continues indefinitely. If you have a gas-powered model airplane you know it tends to fly in a straight line. However, motion in a circle requires forces to act. If you tie the plane to a string it would force the airplane to follow the path of the string. The circular motion cause the plane to experience just the right amount of net force directed toward the center of the circle or curve. It is steadily changing direction of travel which means that its velocity is changing and that it is accelerating.

You can even think about this when considering the Earth and the Sun. Objects obey the laws of motion in the same way. The pull of gravity between Earth and the Sun acts like the string on a model plane. Gravity keeps Earth moving in a path around the Sun. With no gravity, the Earth would move in a straight line out into the deep space.

Think and respond in your notebook: If a motorboat dies while it is traveling at a high speed, what would happen to the boat? Why?

Imagine a car speeding along on a rainy day and approaches a curve. His car does not make the curve. Which way does it go in and why?

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Lesson 128 Newton's Second and Third Laws

Objective: As the net force acting on an object increases, the object accelerates more.

Materials Needed: Science Notebook, pen/pencil, toy car, two boards with hooks for rubber bands, rubber bands, measuring stick, and masking tape

Engage: Play with toys looking at speed Engaging Question: What will be the force?

Additional Notes to the Teacher: Let the students work with toy matchbox type cars. They will need two pieces of wood block with a hook on each or nail. These will be used to propel the cars by attaching the rubber band from each side with the wood blocks. The car will be propelled by stretching the rubber band from the middle between the two blocks of wood. Masking tape will measure the distance the cars travel.

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Lesson 128 Newton's Second and Third Laws

Place a six-inch piece of masking tape on the floor.

Put a block of wood on each side of the starting line with a rubber band stretched between them. Put a toy car in the middle of the stretched rubber band and pull back about two inches. Measure how far the car traveled. Repeat this two more time and average the distance for the three tries. Predict what you think would happen if you used two rubber bands instead of one. Test your prediction out and record your findings.

When did the car more the farthest when you used one or two rubber bands? Do you think the distance of the car was affected by how hard the rubber band was pulled?

Place another toy car on top of the one you were using. Will the car travel as far as it did before? Why or why not?

Record the results in your science notebook.

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Lesson 129What affects acceleration?

Objective: Net force acting on an object increases; the object accelerates more. Materials Needed: Science Notebook, pen/pencil Engage: What two factors affect the object’s acceleration?

Engaging Question: What if the object has more mass? Additional Notes to the Teacher: The students will learn Isaac Newton’s second Law; force produces acceleration. After working with the toy cars the students should have notices how far back they pulled the rubber band changed the distance of the car. They should also have noticed that if the object has more mass, or weight, it does not move as far.

Students should also come to realize that the two factors in determining how great an object’s acceleration is are force and mass.

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Lesson 129What affects acceleration?

Pulling the rubber band to launch your toy car allowed the car to move in a straight line. As the car moved forward it begins to slow down and stops. Friction brings it to a stop. The farther the car traveled before stopping indicates it is going faster at the start. Now if you tried the same action with two rubber bands you should have discovered the car went further. Why? Because you applied more force to the car. Sir Isaac Newton realized that forces produce acceleration. As force is applied an object’s velocity will change. Remember, velocity is the speed of motion or operation. It may slow down, or change direction. It could even change both speed and direction. Newton thought that if you multiply the force by a certain amount, you change the acceleration by the same amount. So if we triple the force the acceleration will triple also. Now if you taped another car on top of one, what did you find? You actually were doubling your mass. The two cars traveling together will only go about half of the distance. Isaac Newton understood that changing the force is not the only factor in acceleration. He understood that mass affects acceleration also. So if you increase mass you decrease acceleration. Thus the relationship to mass and acceleration are direct. When one goes up the other goes down. Write in your notebook: What two actors determine how great an object’s acceleration is?

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Lesson 130 What does the letter F stand for when considering

motion? Objective: Second Newton’s Law: an unbalanced force acts on an object, the object’s acceleration equals the force divided by the object’s mass

Key Vocabulary Needed: Balanced forces: all forces on an object cancel one another out Balanced forces: a force is partially canceled or not canceled at all by another force


Engage: What does unbalanced mean? Engaging Question: How does a force become unbalanced?

Additional Notes to the Teacher: Have the student think about the shape of a model airplane. Perhaps they could even draw one or look it up online. As they look at it consider why there are wings on a plane. What do they do? Imagine what would happen if one of the tail wings were broken off. Will the plane be able to fly in a straight line? Now they can copy their vocabulary words and definitions into their science notebook.

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Lesson 130 What does the letter F stand for when considering

motion?

Think about a plane in the sky. It is flying at a constant speed in a constant direction. The pilot is using the throttle to make the plane’s motor apply a forward force. The plane’s motor is offset by other forces acting in the opposite direction. Like if you put your two hands together and pushed with equal force. Neither hand will move passed the other as long as you push with the same force on each hand. So the plane is using the engine’s forward force to push against friction and air resistance. If you were in a wind tunnel with a strong wind pushing against you, you could move through the tunnel as long as you can exert enough force to move your body against the wind. There are a number of forces working against the plane but each one is cancelled out. When all of the forces on an object cancel one another out, the forces are balanced forces.

Now go back to pushing your two hands together. What if one of your hands only had three fingers? Will the force be the same from both sides? No, it would not and this is what is called unbalanced force. For the plane, an unbalance force might be if the motor of the plane give more force forward than the resistance of the air or friction. The friction and air resistance will not cancel the forward movement. This will leave unbalanced forward force acting on the plane.

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Newton’s second law is sometimes referred to as the second most famous law of motion. This law says that the relationship between an object’s mass and how quickly it accelerates depends on the force that acted on it: force = to the mass of the object time the object’s acceleration (F = M x A or F = MA)

What Newton’s second law says is-If I hit a baseball with a small bat, the ball will accel-erate. If I apply a greater force to the ball next time, it will have greater acceleration and go farther than it did before.

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Lesson 131What about rockets?

Objective: Students will consider more about the forces that push and pull against an object. Materials Needed: Science Notebook, pen/pencil, plain paper, red and blue colored pencils Engage: Where does the force come from to move a rocket?

Engaging Question: Which way do the forces move in? Additional Notes to the Teacher: If you would like to, you may have the student make a balloon rocket. All it takes is a balloon with several pieces of soda straw threaded on the balloon with tape. Hold the neck of the balloon after blowing it up. Let go of the balloon and watch. The student should observe the fact that the air goes out one side of the balloon and the balloon moves in the opposite.

The students should take their plain paper and draw two balloons. One should be totally blown up while the other should demonstrate the balloon as air is moving out of the opening. They should make red arrows all around on the inside of the totally blown up balloon. These arrows should be moving from the inside line of the balloon toward the inside of the balloon. Take the blue pencil and make arrows next to the red ones pointing to the outside of the balloon. So the push of the stretch rubber is indicated as the force with the air. The return push of air on the rubber is indicated with the blue arrows. On the other balloon indicate that it is letting air out and getting smaller. Draw a red arrow where the air comes out of the balloon. Draw a blue air that indicates the pushes the balloon forward.

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A rocket ship blasts off from the Earth when the engine’s combustion burns hot gasses. The force is now unbalanced. Like the balloon when it loses it air pushes the balloon in the opposite direction so the rocket is moved up from the blast of burning fuel. Newton’s second law of motion helps in calculating the acceleration of the rocket. His formula is a = F/m. So if you know the unbalanced force and the rocket’s mass, you can calculate its acceleration. When thinking about the balloon you come to realize the force that moved it was from the air inside the balloon being squeezed out. It is the squeezed rubber that forces the air out. So the force from the escaping air pushes the balloon. When the air comes out, there is no rubber surface on which to push. The push of the air forward is offset by any rearward push. The result is an unbalance force.

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Name: ___________________________ Date: ____________________________ Now think and respond: What force makes a balloon rocket go forward? The force that moved it was from the air inside the balloon being squeezed out. It is the squeezed rubber that the air out. So the force from the escaping air pushes the balloon.

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Lesson 132Action vs. Reaction

Objective: Newton’s third law: for every action there is an equal but opposite reaction

Key Vocabulary Needed: Action: applied force to another object Reaction: force of the second object from the first action Materials Needed: Science Notebook, pen/pencil Engage: What happens when you push something?

Engaging Question: What causes something to move? Additional Notes to the Teacher: The students will think about the fact that if there is a force on something it will have an opposite reaction. You might like to have them blow a balloon up. Then let the air out of it. The force of the air pushed the sides of the balloon outward. When the force is removed, the balloon will return to a small size because the force outside the balloon is greater.

They could put two objects on wheels opposite each other. If they are big enough like a wagon, a person could sit in the wagon. Then a rope could be attached to one of the wheeled objects and the other in the hand of a person in the other wagon. Pull on the rope and the opposite wheeled object will move toward the person in the wagon. The lighter object will move more than the other. Then have them write this law: Newton’s third law of motion: For every action, there is an equal but opposite reaction.

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Sir Isaac Newton understood that one object pushing on another will always receive a push in return. In the case of a balloon, the rubber of the balloon is stretched with air and returns to it normal shape when the air is squeezed out.

When one object applies a force to a second, we call this force the action.The force on the second object returns to the first and is called the reaction. If two children of the same size and weight pull on each other while skating on ice they end up moving at the same speed in the opposite directions. There come with the ideas of Newton’s third law of motion: For every action, there is an equal but opposite reaction. What happens in a rocket engine? When the rocket is propelled up, the hot

gas expands and applies a force to the walls of the combustion chamber. The wall of the combustion chamber applies a reaction force to the gas. The gas pushes the rocket ahead while the combustion chamber pushes the gas to the rear and out through the bottom. As one thing applies force to another, both feel force but in the opposite direction. If the two forces are not equal, both will accelerate. Go back to the two skaters. What if one of the persons was an adult and the other a small child? Both pull but the light-weight child will move more quickly toward the adult. There would not be an equal force. Now if the two were on the ground and the child has tennis shoes on this would cause friction and it would help the small child pull with greater force.

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Name: __________________________ Date: _____________________________

Explain the difference between an action and a reaction.

When one object applies a force to a second, we call this force the action. The force on the second object returns to the first and is called the reaction. What happens when one object exerts a force on another?

As one thing applies force to another, both feel force but in the opposite direction.

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Objective: Students will read more about Newton’s Law and unbalanced forces. Materials Needed: Science Notebook, pen/pencil Engage: How can you tell if something is moving forward?

Engaging Question: How do you know a force is acting on an object? Additional Notes to the Teacher: Students will recognize that acceleration can cause a change in speed or direction or both. Have the student imagine they are in the car and suddenly it accelerates. What do they feel? If the acceleration is hard and fast they may move back in their seats. What other things may indicate something is moving?

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If you are riding along in a car with your eyes closed you may not notice the movement. If the driver pushes on the pedal and speeds up very quickly you would feel like you were pushed back in your seat. If you have something to drink in your hand it may spill. Sometimes it happens when a car goes around a corner. We recognize that acceleration as an unbalanced force is an action. Unbalanced forces reveal their action by causing acceleration. It may be a change in speed or direction or both. All objects traveling at a constant speed in a circle experience an unbalanced force. It is directed toward the center of the circle and acts constantly to change the direction of the circling object. Perhaps one day scientists will use the force felt by an object traveling in a circle to produce artificial gravity in a space station. If the walkways were built around the rim and the space station was made to spin, the floor would push on the passengers. The passengers would feel this push as weight. Respond: How can you tell when forces are acting?

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Lesson 134How do forces affect us?

Objective: Students will learn about how different forces affect people. Materials Needed: Science Notebook, pen/pencil Engage: The bat and ball, the water from a hose and hot gases in the jet engine…

Engaging Question: What do these things have in common? Additional Notes to the Teacher: Have the student consider a baseball game. The ball is thrown and the bat hits the ball out into the field. What is the force? What is the reaction? After a short lesson the student will be asked to write about interviewing a race- car driver about the forces and acceleration they feel during a race.

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There are forces working on us all the time everywhere. Newton’s law gives us an understanding of this fact. It helps us predict what will happen when forces are applied to objects. Think about going to a baseball game. The ball is thrown with force. The bat hits the ball and sends it in the opposite direction. There is a fire and the firemen are using a hose to force water out toward the fire. The water applies great force back on the hose. The firemen have to have quite a bit of strength to hold the hose and direct the water. If the hose gets loose, it will go flopping around on the ground as the water is coming out. A jet is taking off and the hot gases in the jet engines push it forward. The engines force the hot gases rearward.

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Name: ________________________________ Date: ________________________ What would it be like if a crew of boaters pulling with their oars moving a racing craft across the water. What is happening there? Now become a sport news reporter. Imagine you are interviewing a race-car driver. You want to find out about forces and acceleration. Ask what does it feel like to travel at high speeds? Write your interview for a sport magazine.

ANSWERS WILL VARY.

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Lesson 135Why do things fall?

Objective: Students consider the weight of the object to predict how fast it is pulled by gravity. Materials Needed: Science Notebook, pen/pencil, table tennis ball, golf ball, pencil, eraser and goggles Engage: Predict about falling objects

Engaging Question: Which one will fall fastest? Additional Notes to the Teacher: Students will realize the same force that holds us on the Earth keep the Moon and orbiting Earth orbiting around the sun. Students will do a simple experiment to find out which falls faster a golf ball or a table tennis ball. They will write down what their prediction is to this question: Do heavy objects fall faster than lighter objects?

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Lesson 135Why do things fall?

Name: ____________________________ Date: _____________________________

Predict: Which will fall faster; a golf ball or table tennis ball? Write you prediction in your notebook Procedure: Hold the table tennis ball in one hand and the golf ball in the other. Stretch you arms straight out in front of your self at the same level. At the same height, drop the two balls to the floor and listen for which one hits the floor first. Record your results. Repeat this procedure at least two more times to be sure your results are correct. Now try dropping a pencil or an eraser with one of the balls and record those results. Record your observation. Which ball hit the ground first?When dropping other things which object hit the ground first the lighter or heavier object? Explain why you got those results. Try this one too; two pieces of paper. One is balled up and the other is not. Drop them at the same time at the same distance. Which one of these hit the floor first? Explain those results. Does weight affect how fast an object falls? Yes. Explanations may vary.

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Lesson 136Does air make a difference?

Objective: The force that pulls us to the ground is the same force that keeps the Moon and Earth in orbit.

Key Vocabulary Needed: Gravity: an attraction between the mass of Earth and the mass of the object Mass: weight of an object Materials Needed: Science Notebook, pen/pencil Engage: What is gravity?

Engaging Question: Does air make a difference in the pull of an object? Additional Notes to the Teacher: If possible, have the student research: Is there air on the Moon? They should find out there is not air on the Moon. They should drop a feather and a ball. Which one is slowest in reaching the floor? Why? Have the student think about someone sky diving. Why doesn’t the person fall straight down to the ground? Think about it.

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Lesson 136 Does air make a difference?

What would air have to do with the fall of an object to the ground? If you dropped a ball and a feather at the same time, would they reach the ground at the same time? Why or why not?

Think, when the ball and the feather are dropped they must pass through air before hitting the ground. Air offers resistance to the motion of objects. The air gives more resistance to the feather than the ball. The ball will fall farther in the same amount of time because of this resistance working on the feather.

What if there was no air? There is no air on the moon. So if you drop the feather and the ball on the moon they would not fall at different rates. There is no air resistance. So the two objects would fall at the same rate of speed.

So with no air resistance weight will not affect the fall of an object. If an object is very compact there would be little air resistance and objects may fall at the same rate of speed even where there is air.

Galileo lived in the 1600’s and believed that objects fall at the same rate even if there is air resistance. He experimented with rolling marbles down ramps.

He talked about dropping two objects with different weights off a tall tower to see if they hit the ground at the same time. Galileo concluded that objects accelerate steadily as they fall and that they would hit the ground at the same time. So an objects weight (or mass) does not affect how fast it accelerates when falling.

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Today we know the pull to Earth by gravity is the force moving the objects toward Earth. Larger objects have more weight but also more inertia. Inertia is the resistance to a change in motion. So this resistance to motion offsets the greater pull of gravity on larger objects. So objects with greater mass fall with the same acceleration as less massive objects.

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Lesson 136Does air make a difference?

Name: ___________________________ Date: _____________________________

Reflect: How does air affect a falling object? Air offers resistance to the motion of objects. Why does a larger mass accelerate at the same speed as a smaller object?

With no air resistance weight will not affect the fall of an object. If an object is very compact there would be little air resistance and objects may fall at the same rate of speed even where there is air.

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Lesson 137What makes the apple fall off the tree?

Objective: Students read more about weight

Key Vocabulary Needed: Weight: the force of gravity on any object a special name Materials Needed: Science Notebook, pen/pencil, plain paper, colored pencils, an apple Engage: What makes an apple fall faster?

Engaging Question: How fast does an apple fall? Additional Notes to the Teacher: Since this lesson is about gravity’s pull on things; you may want to give the student an apple. What you would want them to do is have the student drop an apple from five different heights. If you have a stopwatch they could try to time the apple as it falls. If this works correctly they would discover that the higher the apple fell from the faster it would fall.

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Lesson 137What makes the apple fall off the tree?

There is a legend about Sir Isaac Newton. He is said to be sitting under an apple tree when he got hit in the head by a falling apple. This gave him an idea. He thought the force that pulls an apple to the ground is the same force that keeps the Moon in its orbit around the Earth. If you drop an apple from different heights you will find that it falls fastest from the highest point. As it falls it is accelerating. This means that it is acted on by an unbalanced force. The force acting on the falling apples is gravity. We give the force of gravity on an object a special name; weight.

The weight or mass of an object does not affect how fast it accelerates. Isaac Newton once wrote, “I began to think of gravity extending to the orbit of the Moon.” He wondered if the gravity of Earth could be the force that holds the Moon in it orbit. Just like there is a force between the apple and the Earth as between the Earth and the Moon. The force is stronger on objects is more on larger masses. However, the Moon is much further away from the Earth than the apple falling from a tree. It is the same force. Draw a round circle in the middle of the paper of blue representing the Earth. Draw a circle around the Earth representing the path the Moon takes around the Earth. Draw a round circle on the path representing the moon. Add this information to your paper: If there is no force pulling on the Moon, it would fly off into space. To stay on its path the Moon must accelerate around the Earth. The force pulling it inward causes the acceleration. So the Moon accelerates toward Earth. This is caused by gravity. What causes things to fall toward the Earth? The force acting on things falling is gravity. We give the force of gravity on an object a special name; weight.

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Lesson 138How can gravity be “universal”?

Objective: Weight and mass determine the speed of a falling object Materials Needed: Science Notebook, pen/pencil Engage: Newton’s Law of gravity is universal.

Engaging Question: Does that mean it applies to everything, everywhere? Additional Notes to the Teacher: Students will have more time to get “their head” around the concept of gravity on things on the Earth and in our Solar System. Have the student imagine they could travel to other planets in our Solar System. Have them predict if there is gravity on them. If so, would their weight be the same on each planet.

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Lesson 138How can gravity be “universal”?

Did you decide whether each of the planets of the Solar System has it own gravity? Do you think their gravity is as strong as the Earth’s? Sir Isaac Newton concluded that there is a pull on each planet. He also wrote that as mass (size) increases so does the strength of the gravity. He concluded when two objects are close enough to each other they “pull” on each other due to gravity. Newton also reasoned that the larger the object the greater the pull. The pull between the objects decreases as distance between the objects increase. Thinking about the moon, Sir Isaac Newton wondered about how gravity would change with distance. This is the new law he came up with: Newton’s law of universal gravitation: The force of gravity between two objects increases with the mass of the objects and decreases with the distance between them squared. Newton’s law did not just apply to the moon but to all objects. Each of the objects in the Solar System has different masses and radii. Therefore; the force of their gravity at their surfaces, vary. As the mass increase, surface gravity tends to be stronger. But as the radius increases, surface gravity tends to weaken. Since gravity has much to do with your body weight; do you wonder what you would weigh on another solar system object? Here is a chart to show you the gravitational pull on different planets. It shows the combined effect of the objects’ different masses and radii on surface gravity compared with Earth. You can find out your weight on the other planets by using the multiplier for each of the planets. OBJECT GRAVITY SUN 28 MOON 0.16 MARS 0.38 JUPITER 2.6 SATURN 1.07 NEPTUNE 1.1 An example of one multiplied would be an Astronaut on the Sun would weigh 7,000 pounds. The same astronaut on Mars would weigh 95 pounds. Can you figure out what you would weigh?

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Lesson 139Does it ever help to add weight to something?

Objective: Weight works for us in some circumstances. Materials Needed: Science Notebook, pen/pencil Engage: Think about when it might be good to have more weight.

Engaging Question: What kind of bike would you want to use in a race? Additional Notes to the Teacher: Ask students if they had ever raced with a friend on their bike. Were the bikes the same size and weight? If not, who won and why do they think it happened. Ask the student what kind of path they like to ride their bikes on and why. They may have thought this out and realized that some surfaces are easy to race on and some are not. They need to think about friction on the wheels. Students will have a review quiz in their next lesson. They should take time to study Sir Isaac Newton laws and how they understand them.

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Lesson 139Does it ever help to add weight to something?

Get set, ready, go! Imagine two ten year old boys that weigh 90 pounds each are on their bikes and ready to race each other down a paved road. The only difference is one of them is riding an older bike that weigh 50 pounds and the other has a new bike weighing 30 pounds. Who do you predict will win the race? Do you think it might be the lighter weight bike? You may be correct but it may not also like that. Going up hill on an old bicycle would be difficult. The newer bike that is lightweight would be easier to go up hill. The older one has more mass. Most older bicycles are made of steel. It is strong but heavy. Newer bicycles are built with steel alloys, titanium, aluminum or carbon fiber. All of these materials are much lighter. In cycling, weight does offer certain advantages. The weight of the rider and bike presses the tires against the ground. Remember friction? This downward force increases friction between the tire and the road. Without this the tires could not push on the road surface to drive the rider forward.

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Now, when would it be good to have some weight? When there are bicycle races there are often curves in the track. The weight of each bike and rider presses into the track through the tires. The track pushes back through the tires. If the rider goes around the curve without enough weight, the bike and rider may go flying off the track. So pick your bike according to the track for the race. Are there hills; are there curves? Review: What causes objects to fall? Why do objects with different masses fall at the same rate? You will have a review quiz in your next lesson. Take some time to review your lessons about Sir Isaac Newton’s law.

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Lesson 140Reviewing gravity

Objective: To recognize gravity pulls everything including the Moon and planets orbiting the Earth. Materials Needed: Science Notebook, pen/pencil Engage: Remember what you have learned

Engaging Question: What laws did Sir Isaac Newton give to us? Additional Notes to the Teacher: Be sure the student has review the last lessons on gravity. They should study their vocabulary words and understand what they mean.You may have the student write their answers in their notebook or another piece of fresh notebook paper. Answers: 1. Force; 2. Inertia; 3. Balanced forces; 4. Speed; 5. Gravity; 6. Weight; 7. Reaction; 8. Acceleration; 9. Force; 10. Unbalanced force 11: force; 12: exerts a reaction 13: a force acted on it 14: unbalanced force 15: baseball and paper will land at the same time Answers will vary

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Lesson 140 Reviewing gravity

Name: _____________________________________________Date: ________________

Review your notes and prepare for a quiz. Prepare for your quiz. Choose the best word to complete each sentence. Acceleration Weight Balanced forces Velocity Force

Unbalanced force Gravity Reaction Inertia Speed

1. A push or pull that acts on an object is called a(n)__________________________.

2. An object’s tendency to resist a change in motion is its ______________________.

3. Pushes or pulls which completely cancel one another out are called ____________.

4. How fast the position of an object changes is its ___________________________.

5. How much an object weighs depends on its mass and the force of _____________.

6. An astronaut on the moon has the same mass as she did on Earth, but has less

_________________________________________________________________.

7. For every action, there is an equal but opposite ___________________________.

8. A change in a velocity in a certain amount of time is called ___________________.

9. An object’s speed in a certain direction is its ______________________________.

10. Pushes or pulls which are not cancelled by other pushes or pulls are

called____________________________________________________________.

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Choose the best word:

11. Gravity is a: weight or force

12. When object A exerts a force on object B, object B: doesn’t move or exerts a reaction

force on object A

13. A mass accelerates because: a force is acting on it or it has inertia

14. An object is accelerated when it is acted on by: an unbalanced force or velocity

15. A baseball and a sheet of paper are dropped at the same time from the same height.

If there is no air resistance: the baseball and the paper will land at the same time or the

baseball will land first

Think and respond:

Why do seat belts help protect passengers when a car stops quickly? What about

what happens. _____________________________________________________

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Suppose you are on a merry-go-around holding a full cup of water. What happens

to the water as the merry-go-round speeds up? ____________________________

__________________________________________________________________

__________________________________________________________________

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What do you think it would feel like to be weightless? Where can you be

weightless? Imagine you are on a space shuttle for the first time and you write a

letter to a friend to explain how it feels to be weightless. Describe how you feel and

what strange things happen. ___________________________________________

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Lesson 141What causes sound?

Objective: Sound is created by the vibrations of objects Materials Needed: Science Notebook, pen/pencil/a ruler, long rubber band, plastic or foam cup, clear tape, ballpoint pen, scissors Engage: How do we hear sound? Engaging Question: Is there sound on the moon? Additional Notes to the Teacher: Today the student may do a simple experiment to make them think about sound. You may like to get them thinking about sound by telling them that they could only hear a radio on the moon with earphones. Have them predict what causes sound?

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Lesson 141What causes sound?

Name: ______________________________ Date: _______________________ Think about what makes sound:

1. Use a pen to poke a hole in the bottom of the cup. Cut the rubber band. Push one end of the rubber band through the hole and knot it to hold firmly.

2. Tape the cup to the end of the ruler. Stretch the rubber band to the other end of the 12 inch ruler and tape it securely.

3. Hold the cup next to your ear and pull on the rubber band and let it go. Record to what you hear and see as you pluck the rubber band.

4. Hold the ruler with one finger on the rubber band keeping the rubber band against the ruler. Pluck it again. What happens?

5. From what you have done and observed, how can you explain what makes sound? 6. What happened when you held your finger against the rubber band?

Now that you have done this experiment; think more about how we hear sound. If you have ever heard a wind-up clock you may have heard it tick. If the clock were on a table and you put your hear on the table you would feel the ticking. What do you think would happen if you filled a plastic bag with water and place the bag against the clock? ANSWERS WILL VARY.

Do you think you would feel or hear the tick of the clock? BOTH

Now how could you hear the ticking best: through water, just air or through wood? THE TICKING WOULD BEST BE HEARD THROUGH WOOD. How do you think sound travels? ANSWERS WILL VARY.

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Lesson 142What is needed to make sound?

Objective: Sound creates a vibration Materials Needed: Science Notebook, pen/pencil Engage: What is around you when you hear sound?

Engaging Question: How is sound made? Additional Notes to the Teacher: Student will be thinking more about how sound travels. You may have them consider how a deaf person can hear. How do we have so many musicians could produce music if they cannot hear? If you have a piano have the student hit various keys while touching the wood of the piano. Can they find or feel anything? Ask them to consider what is around them when they hear sound.

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Lesson 142What is needed to make sound?

What is all around you when you hear sound? Sound produces waves. There are parts of an ear that are moved when the wave of sound hits it. Since air is a mixture of gases, you may conclude that sound can travel through gases. It travels as sound waves. Can sound travel through solids and liquids? Put your ear on a table when you tap the table. You hear the tapping. If you have someone tap the other end of the table even louder and you lift your head away from the table you can hear the tapping. If you are swimming and your head is underwater, you can hear someone outside the water calling you. You can also hear sounds in the water around you. Sound waves can travel through all forms of matter. In fact, sound waves depend on matter in order to travel away from the vibrating object that produces them. Without matter, sound waves could not travel. No. Respond to these questions in your notebook: What is needed to make sound? What can sound travel through?’ Think: how do guitars and drums make sound? EXTRA: Research how humans hear sound. How do people lose their sense of hearing?

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Lesson 143What is pitch?

Objective: Pitch and loudness are two characteristics of sound.

Key Vocabulary Needed: Pitch: characteristic of sound as high or low Frequency: number of times an object vibrates per second Hertz: unit of measure for a vibration Materials Needed: Science Notebook, pen/pencil Engage: How can rubber bands help?

Engaging Question: What do vocal cords have to do with vibration? Additional Notes to the Teacher: Students will learn more about musical instruments, vibrations, and how pitch is produced and how to measure the pitch of sound. If you have a guitar it would be helpful to look at the strings. If you do not have one to look at, a few different size rubber bands can be used to help changing pitch. If the student can research guitars they could see the different sizes in the strings on the guitar.

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Lesson 143What is pitch?

Do you like music? There are many guitars used in music. How do guitars produce music? If you have a few rubber bands of different sizes you can discover something about how a guitar makes a musical sound. If you pluck a rubber band you can produce a sound. That sound has a pitch. Pitch is the high or low sound. Pythagoras, a Greek mathematician, observed that a longer string produces a sound with a lower pitch than a shorter string. Try it. A shorter string vibrates faster and produces a higher pitch. A second way you can change the pitch is to stretch the rubber band tighter. Then the rubber band vibrates faster and produces a higher pitch. The pitch of a vibrating string is also related to its thickness. If you could look at a guitar you would observe thinner and thicker strings. A thicker string vibrates slower and produces a lower pitched sound. The thinner string vibrates faster and produces a higher pitched sound. Guitar players press on the strings to make them shorter which changes the length of the string. There are tuning pegs at the end of the guitar to tighten the instruments strings or loosen them to sound differently.

You cannot actually see sound. There is an instrument called an oscilloscope that can picture the sound waves. Then you can compare them. If the up and down lines of a sound wave is far apart the sound is low pitched. If the waves are close together it is picturing a higher pitched sound wave. This wave pattern is called the frequency. Frequency is the number of times an object vibrates per second. Frequency describes vibrations and sound waves. Pitch describes how your brain interprets a sound. A flute has a high pitch. A bass guitar has a low pitch. Frequency and pitch are related:

the higher and frequency, the higher the pitch; the lower the frequency, the lower the pitch.

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Frequency is measured in units called hertz. A frequency of one vibration per second is one hertz (Hz). Hertz comes from the name of Heinrich Hertz, a German physicist who studied sound and radio waves. You can hear 20 to 20,000 Hz. A higher number presents ultrasonic sound that cannot be heard by humans. There is a lot of information in this lesson. Reread it and take notes in your notebook.

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Lesson 144How do humans hear sound?

Objective: Students will learn more about the vibration of sounds.

Key Vocabulary Needed: Larynx: organ in the human’s throat with vocal cords Materials Needed: Science Notebook, pen/pencil Engage: The magic of the ear.

Engaging Question: What are the parts of the ear? Additional Notes to the Teacher: Students will be introduced to the parts of the ear and how the vibrations of sound can be transmitted to the brain to be recognized and thus “heard”.

If the student has the Internet to use, they may like to look up a picture of the inner parts of the ear. Before reading the lesson, have the students describe how they think a person is able to hear. They probably think all of the hearing is done in the ear. Have them then read to find out how we know the sound is music or a bird chirping. You may want them to identify any sounds they hear as they are sitting learning their lessons. How do they know it is the sound of the furnace running or the fan spinning? Answers: 1: vibrations 2: having to do with sound 3: throat 4: parts of the ear 5: there is no medium for sound to travel through 6: sound waves are refracted

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Lesson 144 How do humans hear sound?

The busy bee is buzzing around the beautiful rose bush. The cars have roaring engines and the washing machine is rumbling. A television set is blasting out your favorite song. Sounds are all around us. How do we hear them? Sound produces waves in the air that reach our ears.

You produce sound when you talk. You have a larynx that is located in your throat. It has thin folds of tissue called vocal cords. Air from your lungs, rushes through the slit between the vocal cords begins to vibrate producing sound.

The vibration of air is produced in other ways too. Bees vibrate their wings to make the buzzing sound we hear. A tree crashing down is an action that creates sound. The air is filled with vibrations coming from all directions.

When that vibrating sound wave hits your ear it enters your auditory canal. There is an eardrum, which vibrates tiny bones in your middle ear. These bones are called: the hammer, the anvil and the stirrup. There is fluid in your inner ear that vibrates. The vibrating fluid sends a message, by way of your auditory nerve, to your brain. Your brain will interpret the message so you can recognize what it is.

Air is the medium for the sound waves to travel. Other things that sound waves can travel through are solids and water. The Indians put their ear to the solid ground to hear if horses were coming.

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When there is too much sound and it is very loud, we say we have noise pollution. If there is constant noise it is not good for us. It can cause headaches. This is when noise is ugly but sounds like music can be beautiful. Engineers work on producing environments that help filter out unwanted sounds to protect our ears. Sounds can be reflected like when you hear an echo. Sound waves can also be bent or refracted. There must be a medium, something for the sound waves to travel through, for there to be sound. There is no sound in outer space.

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Lesson 144How do humans hear sound?

Name: _________________________________ Date: __________________________ Circle the correct answer.

1. All sounds are produced by: people, water, or vibrations

2. Auditory means: music, noise pollution or having to do with sound

3. The larynx is located in: brain, ear, throat

4. Bones called hammer, anvil and stirrup are: part of the brain, parts of a trumpet or

parts of the ear

5. There is no sound in outer space because: there is no medium for it to travel

through, it is too near the sun, there is no electricity

6. An echo happens when: sound is very loud, sound is reflected, two people talk at

once

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Lesson 145Sound volume

Objective: Students will learn about the volume of sound

Key Vocabulary Needed: Volume: how loud or soft sound waves are produced; heard Decibels: unites measuring the volume of sound Materials Needed: Science Notebook, pen/pencil Engage: How loud is too loud?

Engaging Question: Why do sounds differ in volume? Additional Notes to the Teacher: Ask the student to whisper. Now allow them to yell very loudly. What sound is like noise pollution? Ask them how they think they made the different sounds.

Students will read about volume and how that is measured.

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Energy is part of sound. A sound wave makes molecules of air vibrate. This back and forth distance of vibration is based on how energy is used to produce the sound. The more energy the greater the distance the sound travels. The height of the waves produced is higher when they are loud. So what is the difference between a whisper and yelling? It is the sound’s volume; how loud or soft it is. You can make a louder sound when you pluck a rubber band harder. The loud sound has more energy. It produces a taller wave. If you connected two paper cups with a rubber band you can make sound. The cup and rubber band will vibrate each other. Together they make a louder than just the rubber band. Volume is measured in units called decibels (dB) with an instrument called a decibel meter. Here is a chart of loudness in decibels: Hearing limit 0 dB Leaves rustling 10 Whisper 20 Night sounds 30 Soft radio 40 Office 50 Normal conversation 60 Inside a car on a highway 70 Busy city street 80 Subway 90 Siren 100 Thunder 110 Pain threshold 120 Loud indoor rock concert 120 Jet plane 140 This table gives loudness of sounds in common circumstances. Quiet sounds are between 30 dB and 50 dB. Moderate sounds begin at 50 dB. At 70 dB sounds are getting loud. Above 110 dB sound is unbearable to hear.

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Name: _________________________________________________Date:____________

Using the chart, answer these questions in your notebook.

1. How much louder is soft radio than your house at night? An office than a house at night?

SOFT RADIO IS 10 DB LOUDER THAN MY HOUSE. AN OFFICE IS 20 DB LOUDER.

2. How much softer is normal conversation than thunder? NORMAL CONVERSATION IS 50 DB SOFTER THAN THUNDER.

3. You make a chart listing loud sounds in your environment. How can you protect your ears from harm?

ANSWERS MAY VARY. YOU CAN PROTECT YOUR EARS FORM HARM BY USING EAR PLUGS.

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Lesson 146Good Sound

Objective: Students will continue thinking about sound Materials Needed: Science Notebook, pen/pencil Engage: Consider good sounds

Engaging Question: Can an opera star sing high enough to shatter glass? Additional Notes to the Teacher: Students will read more about sound and think about good sounds versus noise pollution.

They will read an article and then be asked to add the missing words for the same reading. Answers: 1. Someone 2: explain 3: something 4: place 5: another 6: these 7: feel 8: energy

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How would you explain sound to someone? What if the person was a deaf person? Would your answer change? It is difficult to describe something you cannot see. Sound is not just something you hear. It is a kind of energy. Energy can do work and so can sound. It can make things happen. Sound moves from one place to another in the form of vibrations. These vibrations are how we can sense that a sound has been made. Vibrations move through air, or other material, like waves in an ocean. As the vibrations move they transfer their energy to other things. When that happens it becomes something you can see or feel. An opera star can sing a very high loud sound that can force the energy from the vibrations to actually break glass! Your inside can feel the vibrations of a large drum. If you are close to the drum you see the top vibrate and almost feel like your stomach is dancing to the beat of the music. You can see the sound too if you know where to look. If you have a glass of water in a room and someone is banging a big drum, you may see sound waves move through the water. If the drum is played very loudly, what may happen to the water in the glass? Can you see and feel sound? If something has energy, can it make something happen? What is similar to the waves of an ocean?

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Name: _____________________________________________Date:________________

Fill in the blanks Someone Explain Something Energy

Another Feel Place These

If __________________asked you to _____________________what sound was,

what would you tell them?

Sound is a kind of energy. That means it can do__________________________.

Sound moves from ____________to _________________in the form of vibrations.

_________________vibrations are how we can ______________that a sound has

been made.

As the vibrations move, they transfer their _____________________to other things.

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Lesson 147How do you record sound?

Objective:

Materials Needed:




Lesson 147 How do you record sound?



Lesson 147How do you record sound?

Name: ______________________________ Date: ___________________________

RESPOND


Lesson 148What materials are the best reflectors of sound?

Objective: Students will investigate different materials to see what reflects sound.

Key Vocabulary Needed: Reflector: a surface that bounces sound waves Materials Needed: Science Notebook, pen/pencil, 2 long cardboard tubes (can be taped rolls of newspapers), sound maker like a timer or clicker, hard and soft test materials such as a book, wood block, cloth, metal sheet, sponge, towel. Engage: What happens to sound?

Engaging Question: How can you find out? Additional Notes to the Teacher: In this lesson the students will try different materials to find out which ones will allow sound to reflect off them. They should collect the common materials and set their experiment up. They need to record what they hear or do not hear for each material.

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Gather your materials, sound maker and 2 long cardboard or paper tubes. The materials should have a variety of texture like hard, smooth and soft. You will place one of the objects on a table. Set up your tubes in a V-shaped pattern on the table. The V should meet at the object you are testing. You will record the name of the object. Observe: Place a sound maker at one end of the V. Listen for ticking at the other end of the V. Rank the loudness of the ticking on a scale of 1 (lowest) to 5 (highest). Record the number after listening carefully. Repeat these steps with the different materials you collected.

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Classify: What types of material were the best reflectors of sound? Were they smooth,

hard or soft? What kind is the best absorber?

ANSWERS WILL VARY.

Draw a diagram of the path of sound from the sound maker to your ear. On your diagram, mark the point in the path where the sound wave bounced.

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What did you learn today? ANSWERS WILL VARY.

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Lesson 149Bounce or reflect?

Objective: Sounds vary because objects reflect, absorb, or transmit sound differently. Materials Needed: Science Notebook, pen/pencil

Engage: Where do we experience sound? Engaging Question: Why do sounds vary?

Additional Notes to the Teacher: The students will focus on where they hear sounds and what materials are present in those environments. Are they outside hearing the crack of a bat at a baseball bat or at a concert hall?

You may start the lesson by asking the student what sounds they hear when they go to a baseball game. Ask them what the environment is in a theater? Why are they different; what makes them different?

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Lesson 149Bounce or reflect?

Did you discover that hard, smooth surfaces reflect sound better than a soft texture? So if you hit a towel and then a metal sheet you would recognize a huge difference in the sound because the sound wave does not act the same way. When a sound wave hits a surface, some of its energy bounces off the surface. The bouncing of a sound wave off a surface is called reflection. However, some wave’s energy enters the surface and part of the sound disappears. The disappearance of a sound wave into a surface is called absorption. Sound energy can be absorbed. Its energy is changed into heat energy. Then other times not all of the energy is absorbed. Part of the energy may travel through a surface and come out the other side. Think about putting your ear to a wall and hearing sounds from the other room. How much of the sound wave’s energy is reflected or absorbed depends on the kind of material of the surface. When sound waves hit a hard, smooth surface such as the wall around the racetrack, much of the sound wave’s energy is reflected. However, when sound waves hit a soft, textured surface such as a towel, less of the sound wave’s energy is reflected and more is absorbed. Now if you wanted to design a concert hall you would be very interested in how sound is heard. Engineering such a place means knowing which material does what. Rugs on the floor will keep walking and feet quiet. Padded seat will absorb another people sounds. Now hearing the music as it is meant to be heard is tricky. There was a concert hall built called the London Music hall. It was built in 1871. At that time it was known as the best place in the world to hear music. By the 1930s listeners complained that the music did not sound good. Sound engineers were confused. The hall was the same. After many investigations, the engineers came up with what had changed. It was not the hall; it was the audience. In the 1800s the women wore huge long billowing layered sound-absorbing gowns to the concert. The new styles of the 1900s did not absorb sound as well. Overall they changed the balance of reflection and absorption of sound in the room. Do more sound waves bounce from hard, smooth surfaces or soft, textured surfaces?

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Lesson 150Speed of Sound

Objective: Students will learn about the speed of sound

Key Vocabulary Needed: Echo: a reflected sound wave

Materials Needed: Science Notebook, pen/pencil Engage: What could slow sound down?

Engaging Question: Can a jet o faster than the speed of sound? Additional Notes to the Teacher: If the student has the Internet they may check when and if jets have flown faster than the speed of sound…going through the sound barrier.Ask the student if they have ever been in a wide-open place and yelled real loud and listened for their voice to come back to them? Did their echo come right back at them or was there a pause (time)? Have the student stand about 8 meters away from a large wall. There should be open space around them. Clap their hands and listen for an echo. Notice how much time there is between the clap and the echo. Move closer and do it several more times. Did they always hear an echo? Then they can begin reading their lesson.

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Hello…hello! Listening to you voice come back at you is fun. How does that happen? As your vocal cords make sound waves they travel away from you in all directions. If the sound waves hit a surface, some of the sound wave’s energy will reflect off the surface and travel back to you. A reflected sound wave is called an echo. If there is more than one surface to reflect off you will hear your voice come back at you more than one time. A shower is a great place to have your voice echo. There you have hard, smooth walls. The sounds go back and forth off the walls. Your voice will sound rich and mellow. Just how fast does sound travel? An echo takes almost no time at all to bounce back at you. Sound waves travel very fast. In a room that is warm, the sound waves can travel about 343 meters per second. That is faster than most jet planes travel. The medium that the sound waves hit or go through make a difference in the speed of the sound. Sound will travel faster in a solid than in a liquid. It is faster in liquid than a gas. What must be considered is how tightly the molecules of the medium are packed. The temperature will affect the speed of sound. Temperature is most important when considering how fast sound goes through gas than in liquids and solids. What do you think: Will sound travel faster through air or steel?

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Name: ________________________________ Date: _________________________ Here are a few materials and how fast sound travels through them: Stone 5,971 meter per second Aluminum 5,000 m/s Seawater at 25 degrees C 1,531 m/s Water at 25 degrees C 1,498 m/s Air at 25 degrees C 346 m/s Of these things: which material does sound travel slowest? AIR AT 25 DEGREES C How are echoes made?

IF THE SOUND WAVES HIT A SURFACE, SOME OF THE SOUND WAVE’S ENERGY WILL REFLECT OFF THE SURFACE AND TRAVEL BACK TO YOU. A REFLECTED SOUND WAVE IS CALLED AN ECHO.

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Lesson 151How does sonar work?

Objective: Students will learn about sonar waves and how they are used.

Key Vocabulary Needed: Sonar: sound navigation ranging Echolocation: bouncing sound waves off objects to find out how far away they are Doppler Effect: source of sound moves toward or away from you Materials Needed: Science Notebook, pen/pencil Engage: How do you find things when it is dark?

Engaging Question: Fish use echolocation Additional Notes to the Teacher: Ask the students to think about trying to walk around their home at night. How do they find their way down the hall? How do fish swim around underwater and not run into one another? How do the fish find their well-hidden food?They have a way of using sound in a special way. What is it?

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Lesson 151 How does sonar work?

You have learned that an echo is when sound hits something and bounces back. Your ears pick up the sound waves and you hear your own voice just seconds after you made the sound.

Sonar stands for sound navigation ranging. Sonar uses the way sounds bounce back, or reflect, off objects. A sonar device can be active or passive. Passive sonar just listens for sounds and uses them to find the distance and location of objects. Sonar has many uses. Passive sonar is used by the navy to find ships and submarines. Scientists use it to find whales or other animals in the sea they want to study. While active sonar is used

to measure distance with sound. When sound hits an object, some of the sound waves are reflected back to the device. The distance to the object can be found from the time it takes for the sound to travel to the object and back.

A passive sonar device collects sound made by an object. It can find the direction in which the object is moving. It is not useful to find the distance to the object. Submarines use passive sonar to avoid being heard. Active sonar is used to map the bottoms of oceans and lakes. Fishermen use active sonar to find fish.

Whales, dolphins, and bats use a form of natural sonar called echolocation. They send out sound waves and listen for the echo. Their brains use the echo to find food or their families and to find their way. These animals use sound to “see” what is around them. Bats are able to live in dark caves because they use a form of echolocation rather than sight to navigate. Bats send out high-pitched squeals and clicks into the air at their prey. Their large, forward pointing ears pick up the echoes. Using this information, bats can close in on their prey.

The pitch of an echo and the original sound are the same. Have you ever heard a police coming behind you with its siren on? If you may have noticed the pitch is higher when the car is behind you, and lowers the pitch as the car passes you.

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As the car was coming, the waves of the sound crowd together. As the car moves beyond you the waves spread apart. Then your ears only hear some of the sound. The pitch of the siren is lower than. The change in frequency and pitch as a source of sound moves toward or away from you is known as the Doppler Effect. It is named for a 19th century scientist named Christian Johann Doppler who first described it. Many radar (radio detection and ranging) devices use the effect to find the speed of objects. Patrol cars detect changes in frequency as a way of detecting speeding vehicles.

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Lesson 151How does sonar work?

Name: _______________________________________________Date:______________

Now check your memory:

1. What do the letter of sonar stand for? SOUND NAVIGATION RANGING

2. Sonar is like an echo because…

SONAR USES THE WAY SOUNDS BOUNCE BACK, OR REFLECT, OFF OBJECTS.

3. How would you describe echolocation?

WHALES, DOLPHINS, AND BATS USE ECHOLOCATION BY SENDING OUT SOUND WAVES AND LISTEN OR THE ECHO.

4. Sonar or echolocation helps animals do what?

TO FIND FOOD OR THEIR FAMILIES AND TO FIND THEIR WAY.

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Lesson 152How can you tell the difference in voices?

Objective: Students will learn more about sound frequency.

Key Vocabulary Needed: Quality: makes a difference between sounds Fundamental frequency: lowest frequency at which it vibrates Overtones: different pitch, over another pitch Resonance: build up of frequency

Materials Needed: Science Notebook, pen/pencil Engage: How can you tell one instrument from another?

Engaging Question: Is it a trumpet or a saxophone? Additional Notes to the Teacher: What instrument do you like most, a violin or a saxophone? How can you tell which instrument is playing; do they sound similar? Have you ever just listened to an orchestra or band and identified the different instruments? Advance Preparation or Homework Required: Prepare for a quiz in the next lesson

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How do we tell the difference in voices? What if two people sin the same note at the same pitch at the same loudness? You probably would be able to recognize the difference between the two voices. The quality of the sound is what makes it different from another sound of the same loudness and pitch. Quality makes a sound unique. The quality depends on the vibrations that produce the sound. When a string vibrates it vibrates at more than one frequency at a time. The whole string vibrates at the fundamental frequency, the lowest frequency at which it vibrates. At exactly the same time the sections of the string are vibrating at a higher frequency called overtones. Each of the overtones has a different pitch. It is the blend of the fundamental frequencies and the overtones produced that gives each sound its own quality.

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Each sound, whether it is a voice or musical instrument, whether produced by a vibrating string or column of air is different from all other sounds. Each sound has its own blend of fundamental frequency and overtones that allows you to identify it. What do buildings and bridges have in common with musical instruments? Each has its own natural frequency of vibration. If a vibrating force shakes them at their natural frequency, the vibration builds up. This buildup results in a condition called resonance. Resonance can make a violin or trumpet sound louder. However, resonance can also cause great damage to buildings and bridges, making them rattle and sway. Bridges have collapsed as a result of resonance. So hear your voice as other do. Tape record your voice and listen to it. Does it sound differently than when you are just speaking? Do you know why? Because when you produce a sound it resonates in your head as well as hearing it from your ears. When you hear your voice on the tape recorder you are hearing your voice quality as others hear you. Surprised? Can you explain how the same note played on two different instruments at about the same loudness sound different?

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Name: _________________________________ Date: _________________________

Write a paragraph: Does sound travel with the same speed through all materials?

ANSWERS WILL VARY.

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Lesson 153Review and Remember

Objective: Students will be quizzed on their understanding of sound Materials Needed: Science Notebook, pen/pencil, paper to take a quiz Engage: How does Sound reach our ears?

Engaging Question: Read carefully and find the best answer Additional Notes to the Teacher: Students will take a quiz on their knowledge of sound. They will have to find the correct word to complete a sentence or statement, and choose a best answer.

Answers: 1: rarefaction 2: hertz 3: frequency 4: sound wave 5: vibration 6: echo 7: reflection 8: quality 9: decibels 10: absorption Higher, reflection, compression/rarefraction, Doppler Effect, pitch and quality

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Lesson 153Review and Remember

Name: _______________________________________________Date:______________ Use these words for the answers of these statements: Absorption Vibration Compression Decibel Sound wave Echo

Reflection Hertz Rarefaction Quality

1. When molecules spread apart, that’s the _______________ stage of a sound wave.

2. The unit for measuring frequency is a(n)__________________________________.

3. When molecules bunch together, that’s the _____________ stage of a sound wave.

4. A sound starts with a (n) _____________________________________________.

5. A sound travels as a (n) _____________________________________________.

6. A reflected sound is called a(n)________________________________________.

7. An echo is caused by a (n) ___________________________________________.

8. Overtones affect the _______________________________________ of a sound.

9. Loudness is measured in a unit called a(n)_______________________________.

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10. Sound tends not to bounce off carpets because of ________________________.

Circle the best answer:

If the frequency of a musical note is increased…the note gets louder or higher

Echoes are the result of…absorption or reflection

The two parts of a sound wave are…compression and rarefaction or overtone and

resonance

The changing pitch of a moving siren is caused by…absorption or the Doppler effect

Two differences we hear in sounds are…pitch and quality or absorption and rarefaction

Respond:

Do people learn better if they listen to Mozart’s music than if they listen to rock music? Write a design for an experiment that would test this.

Or…Write a paragraph explaining how the a violin and a trumpet are built differently to produce different sounds.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

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Lesson 154Can you see without light?

Objective: Light is a form of energy that is reflected from some objects. Materials Needed: Science Notebook, pen/pencil Engage: Why do we see the moon?

Engaging Question: What light can melt metal? Additional Notes to the Teacher: Ask the student what they know about light. Record the details they give. Ask what they would like to know. Record those responses also.The technique you would be using here is get the student thinking about light and begin reading to find answer to their own questions. They may also confirm what they think they already know. Some things are misconceptions.

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Does the moon give out light on its own? What do you think? I know you can see the moon sometimes and others it is difficult to see. What you are actually seeing is the reflection of sunlight on the moon. The sunlight bounces off the Moon’s surface and into our eyes. The dark side of the Moon is not lit by the Sun. Since the sunlight does not reach that side of the Moon we cannot see it. So what is light? Scientists know it is not matter, as we know matter. It does not take space and it has no mass. Light, like sound, is means of transferring energy between points. List is a form of energy. All objects we can see are reflecting light. The source of that light may be the Sun or a light bulb. Heat is involved in light energy. Nuclear reactions heat the Sun. Chemical reactions heat a burner flame. Electricity heats the glowing wire of a light bulb. The hotter the material the faster the molecules are moving. The molecules collide and some energy from the collision may be given off as light. At times the molecules themselves vibrate and give off light waves. Light sources give off one kind of light energy. The Sun energy is nuclear energy. A burner makes light from chemical energy. The electric light bulb makes light from electrical energy. The light energy given off by these sources, carry the energy away at great speed.

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Name: ______________________________________________Date:______________

Who invented the light bulb? Look that answer up and find who, when and what the first light bulb looked like. Write a report on what you find out. THOMAS EDISON INVENTED THE LIGHT BULB IN 1879. REPORTS WILL VARY.

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Lesson 155How does light travel?

Objective: Students learn the path of light energy.

Key Vocabulary Needed: Light ray: a straight line from the light source out Materials Needed: Science Notebook, pen/pencil Engage: Which way does light travel?

Engaging Question: Do light waves curve around things? Additional Notes to the Teacher: You should begin this lesson with a review/reading the report of Thomas Edison and the invention of the light bulb.

Ask the students if they know how a flashlight works. What is the source of energy that produces the light? If you have a flashlight let the student put it on and look for the direction of the light. Just have them point it different directions and see what they discover about the path or the light from the flashlight.

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Lesson 155How does light travel?

What happened when you pointed the light from a flashlight? If you looked carefully you would have noticed the light went directly to the object. Behind the object left a shadow behind the object. This might suggest that light always travels in straight lines. However, this is true only when a substance like air or water remains the same along the whole pathway of light. Light usually changes direction when it passes from one substance into another. Otherwise, as long as light travels through air or water, it follows a straight line. Actually, light travels as a series of waves. These waves can be disturbed or bent when they travel past the edge of a thin object or flow through a very narrow opening. If we could follow a point on a light wave as it ripples outward from its source, we would trace a straight line. This beam of light is called a light ray. Light rays bend as they pass through a thin object or a very tiny hole. Each small section of a light wave follows a straight path, creating a ray of light. When a flashlight is on, electric currents from the batteries flow through the metal strip and lights the bulb. Now turn your flashlight on again and look at the light ray. Is the path of the light straight?

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Lesson 156How does a mirror reflect light?

Objective: Students look at how light reflects in a mirror.

Key Vocabulary Needed: Law of reflection: angle between an incoming light ray and a surface equals the angle between the reflected light ray and the surface


Engage: Follow the bouncing light Engaging Question: Why do ambulance signs have their sign written backwards?

Additional Notes to the Teacher: Have the student take an ordinary hand mirror. Have them look at themselves in the middle of the mirror. Another person runs a piece of string from the tip of the student’s nose in the mirror. Leave a length of string dangling at the mirror. Run the extra string from the mirror to the tip of your nose. Be sure the string is tight. Look at the angles formed between string and mirror.

Move a little farther apart. How does the mirror have to be moved for your partner to see your face? Can you see each other in the mirror? What was observed about the angles the string made with the mirror?

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Lesson 156How does a mirror reflect light?

All objects that are seen must give off its own light or reflect light. Light reflects or bounces off objects using light rays. Now how about the mirror? Does it produce its own light or reflect light? When you look into a mirror where you can see yourself, where did the light come from? Light rays reflect off rough surfaces in a scatter direction. Light rays on a flat polished surface reflect light rays and create an image. The angle between an incoming light ray and a surface equals the angle between the reflected light ray and the surface. This is called the law of reflection. An image is created by a light source hitting a polished shiny surface. The things you see when you look in a flat mirror look very real. Your experience tells you they are not real; just an image of the real thing. A basketball shows what a light ray does when it reflects off a surface. The angles between the path of the ball and the floor are equal on either side of the bounce. Ambulance signs are often done in “mirror writing” so that they can be read correctly when seen in a rearview mirror of a vehicle. Now think about what you experienced and read. Answer in your notebook: How does light bounce off a mirror?

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Lesson 157Can we curve the light rays?

Objective: Students learn how light rays are curved.

Key Vocabulary Needed: Concave mirrors: Mirrors that curve in on the shiny side Convex mirrors: Mirrors that curve out on the shiny side

Materials Needed: Science Notebook, pen/pencil, two shiny teaspoons, a candle and a flat mirror Engage: Different kinds of mirrors

Engaging Question: Why curve a light ray? Additional Notes to the Teacher: Set a candle on a table half way down a table from a tall mirror. Have the students look carefully at the image reflected in the mirror. Is the image upright and what size does it appear? It should look life-size and upright. Now have the student think how the image may change if the mirror were not flat. What if instead of a flat mirror you used something like a very shiny large inside of a frying pan that is curved? Have them look at the two spoons. Turn one spoon upside down. Explain that the spoon sitting as it usually does is shaped in a concave shape. When looking at the back of the spoon they are seeing a convex shape.

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Lesson 157 Can we curve the light rays?

Mirrors that curve in on the shiny side are concave mirrors, while mirrors that curve out on the shiny side are convex mirrors. Curved mirrors form images that are different from those formed by flat mirrors, much like the shiny hard surfaces of the spoons.

How do you think the images on these curved mirrors would be different from the flat mir-ror image? If you can see your image in the spoon, did you look different? Your image may look different depending on how far away you are.

The inside of the spoon acts like a concave mirror while the backside of the spoon is similar to a convex mirror.

The convex mirror produce reduced upright images. The concave mirror forms different types of images depending on the position of the object in relation to the mirror.

Concave mirrors are used in telescopes. The images can be case on film or light detec-tors for study. Objects very close to a concave mirror produce enlarged, right-side-up images. If the object is farther back it becomes enlarged and upside-down. As the object moves farther away from the mirror the image remains upside-down but gets smaller.

If you can draw a picture of what happens you might think of the candle in front of a shiny curved frying pan. The light ray from the top of the candle would come directly from the candle to the bottom of the frying pan and bounce back to the bottom of the candle. The object thus looks upside down. The light rays into the pan and back to the candle are straight but on an angle top to bottom thus producing an upside image.

Think: How are images formed by curved mirrors different from those of flat mirrors?

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Lesson 158Mirror, mirror on the Wall..........

Objective: Mirrors can be used for many things Materials Needed: Science Notebook, pen/pencil, empty toilet paper tube, plastic wrap, tape, three small triangular mirrors, and bits of colored paper Engage: Why would a convex mirror be useful for store security?

Engaging Question: How do convex mirrors work? Additional Notes to the Teacher: Make a kaleidoscope with the student by taking the toilet paper tube and cover it with plastic wrap. Tape three small rectangular mirrors of the same size in the form of a triangle. Be sure the mirrors are facing out. Put the triangle of mirrors into the tube. Place bits of colored paper in the tube. Cover the open end with a round piece of cardboard that has a hole cut in the center. Tape it securely. Hold the Kaleidoscope up to the light while turning it to see the patterns that form.

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Have you ever seen a big round curved mirror in a store? They are often placed up near the ceiling facing down. The image they reflect are the people walking near or around it. These mirrors are convex mirrors and are curved like part of the outside of a sphere. The image it produces is right-side up and much smaller than the object. Convex mirrors are used as side rearview mirrors on cars. They are capable of giving a wide-angle view. The car mirrors give a image that seems to be farther away than they really are. Convex mirrors are used in stores as security to give a wide view of what is going on in the store. Mirrors are used for other things too. If you go to a parade and are too short to see over the people in front of you there is a solution. You could use a periscope. Yes, a periscope. You use tall tubes with mirrors inside to see over the tall people in front of you. Periscopes are used in submarines to allow the subs to stay underwater while getting a look at what is going on above the water’s surface.

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Name: ______________________________ Date: ___________________________ Now think more about light waves: What evidence can you give that light travels in straight lines? WHEN POINTING A FLASHLIGHT, LIGHT WENT DIRECTLY TO THE OBJECT. BEHIND THE OBJECT LEFT A SHADOW BEHIND THE OBJECT. THIS MIGHT SUGGEST THAT LIGHT ALWAYS TRAVELS IN STRAIGHT LINES. How are the images formed by concave mirrors different from those formed by convex mirrors?

THE CONVEX MIRROR PRODUCE REDUCED UPRIGHT IMAGES. THE CONCAVE MIRROR FORMS DIFFERENT TYPES OF IMAGES DEPENDING ON THE POSITION OF THE OBJECT IN RELATION TO THE MIRROR. Have ever been to a “fun house”? There are mirrors in them. What kind of mirrors would you use and why? It fun to see yourself tall and moving in strange shapes!

ANSWERS WILL VARY.

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Lesson 159Look at the time line of the light bulb

Objective: Students will learn more about the improvements in light bulbs Materials Needed: Science Notebook, pen/pencil Engage: How was the light bulb developed?

Engaging Question: When did the modern light bulb arrive? Additional Notes to the Teacher: If your student did a research project about Thomas Edison then they have some information about the invention of the light bulb. This lesson will show the timeline of the improvement of the original light bulb.

The student might take a good look at a light bulb. Is there something inside the bulb if so what is it? How does this work?

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Lesson 159 Look at the time line of the light bulb

It was a bright idea! How did the early American’s see at night? That is correct they used candles and oil lamps. It worked but was not too bright. It was in the 1800’s that Alessandro Volta produced the first steady electric current. In 1820 an inventor put a current through a metal wire. He saw a glow and put that into a closed glass container. This was the first light bulb.

In 1841 someone built the first light with glowing carbon. Other inventors used other kinds of filaments or thin materials that glow when electrified. The United States first popular light bulb had a carbon filament. It was invented by Thomas Edison in 1879. It was but two years later that Howard Latimer patented an improved bulb with a carbon filament. He later worked with Thomas Edison.

In 1902 metal-filament light bulbs were for sale. They were very expensive. The General Electric Corporation set up a laboratory to create new bulbs. It was 1910 that they discovered how to make inexpensive, bright bulbs with tungsten filaments. However, black material coated the inside of these bulbs dimming the light.

Scientist Irving Langmuir found that by filling the bulbs with a special gas, they would not turn black. So by 1934 he had learned that coiling the filament made the light brighter. Fluorescent light bulbs were also produced in the 1930’s. They use light from a glowing gas to make a coating inside the bubs glow. Fluorescent lights use less electricity and are cooler than ordinary bulbs. In the 1980’s small fluorescent bulbs that would screw into ordinary sockets was introduced.

In your science notebook draw a timeline. On that line, put the date on the top of the line and underneath each date given in this lesson write the name of the person or group responsible for improving our light bulbs.

Think and write: How has the invention of the light bulb affected the space shuttle, the camera and the automobile?

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Lesson 160Explore light passing through mass

Objective: Students look at what kinds of materials light may pass through versus what will cast a shadow Materials Needed: Science Notebook, pen/pencil, plastic sandwich bag, paper, waxed paper, aluminum foil, other assorted materials to test, flashlight, clear-plastic cup, water, food dye Engage: What materials can light pass through?

Engaging Question: What causes a shadow? Additional Notes to the Teacher: Students will experiment with light using a flashlight and various materials. They will focus the light on the materials and observe whether it appear light went through or cast a shadow behind the object the light.

Before they start you may like to ask the students what they think cause a shadow. They may discuss their own shadow. Have them guess what materials they think light may pass through. Questions may be: What are shadows? What kinds of materials cast shadows? Can a window glass cast a shadow? Are shadows always black?

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Lesson 160Explore light passing through mass

Name: ___________________________________________Date:________________

Gather up some materials you think light will pass through. Put them in one spot on a table. Put things you think light will not pass through in another place. Use a flashlight to test if light to test if light can pass through the solid materials you have selected. Try water in a plastic glass. Now add some food dye to that water and see if that affects your results. Record your results for each object you used. ANSWERS WILL VARY.

How could you test if light goes through gas? What materials would you need for that? ANSWERS WILL VARY. Did light pass through each of the items equally as well? What was the difference? ANSWERS WILL VARY. Do you think light can pass through some solids, gases and liquids? ANSWERS WILL VARY. What do you think may happen with the water if you added something like sand, ink or instant coffee? ANSWERS WILL VARY. Extend your experiment by thinking about designing a room from window coverings to lighting, where shadows of objects are always soft and fuzzy never sharp. What sort of materials would you have to use to create this? ANSWERS WILL VARY. What did you learn from doing this activity? Now do you think shadows are formed the same way? How does that happen? ANSWERS WILL VARY.

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Lesson 161What can light pass through?

Objective: Students will learn that light is blocked by some objects and passes through others.

Key Vocabulary Needed: Opaque: materials completely blocked light from passing through Transparent: materials allowing light to pass through Translucent: materials allow only part of the light to pass through Polarization: allowing only waves of light to pass through in one direction Materials Needed: Science Notebook, pen/pencil Engage: What material is considered transparent?

Engaging Question: What does transparent mean? Additional Notes to the Teacher: Students will now classify the different materials that they used on their activity. They will learn new vocabulary words to help understand the affect of light on different objects.

If the student made a Kaleidoscope from one of the last lessons, remind them that what that did was use the mirrors to reflect light into changing patterns. If they had used translucent pieces of colored glass or plastic to make the Kaleidoscope light would have gone through the plastic piece and they still could have seen the color of the pieces. Perhaps you could gather up a few things like a solid color vase, a clear glass, a vase with water in it and another frosted vase. Have the student look carefully at each of the things as they begin reading their lesson.

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Lesson 161 What can light pass through?

You have discovered that sometimes when light hits some objects it goes right through it. Other times it cannot go through the object at all or only some goes through it.

Opaque objects are materials that completely block the light. Transparent materials allow some light to go through them. Some of these are colored and others are not. Translucent objects allow only part of the light to go through and some bounces off the object. The glass on showers is often translucent to provide privacy.

Light passes through outer space in empty space to reach us. Empty space is opaque and usually would not let light pass through; more about that in a later lesson.

In our daily life light can be manipulated for our use. One of the ways to control light is called polarization. Light travel in waves in all directions. It can be polarized by some materials. That would make it come only in one direction.

Do you ever wear sunglasses? These may be polarized so we can see better on a bright sunny day. On bright days much of the glare we see comes from light reflecting off water and other substances.

This reflected light is often naturally polarized to vibrate sideways. Polarizing materials in sunglasses let through only the light that is vibrating up and down. This blocks glare and all other kinds of light that vibrates sideways.

There glasses that change color too. They can be regular glasses some people wear daily. These lenses of self-tinting glasses contain very small amounts of transparent,

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silver containing chemical. These particles block light and darken the glass when there is a bright light. When the person goes inside, the silver particles become transparent again so, the lens lighten. Learn your vocabulary words. Copy them in your notebook along with the definition.

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Lesson 162 Can light rays be bent?

Objective: Students learn about refraction.

Key Vocabulary Needed: Refraction: bending of light rays as they pass from one substance into another

Materials Needed: Science Notebook, pen/pencil. Two paper cups, water, two pennies, pencil, clear cup of water

Engage: Look carefully! Engaging Question: What do you see something strange?

Additional Notes to the Teacher: Students show look at a pencil placed in a clear plastic glass of water. Do not fill the glass completely full. They should get down so they are looking directly at the pencil in a glass of water. They should notice that the pencil looks bent. Light rays go through the water into air making the pencil appear to be bent. Now use a paper cup and put a small amount of water on the bottom of the cup. Place a pencil in the middle of the cup in the water. Stand away from the table. Can they see both pennies? What would you have to do so that could see both coins at the same time? What is the trick to seeing things in water?

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Lesson 162 Can light rays be bent?

Look at this picture. Light can “trick” your eye.

The illusion is caused when light rays from the lower part of the pencil change direction as they go from water into air. The bending of light rays as they pass from one substance into another is called refraction.

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How does light affect what you see when it passes through water? Can light rays move from one substance into another without bending? It is the thickness of a substance that affects lights path of traveling. The denser substance is made of material that is packed together more tightly than the material that makes-up the less dense substance. If light strikes the new material head-on, its direction is unchanged. If it strikes at any other angle, it gets refracted into a new direction. The amount of refraction increases, as the incoming angle gets shallower.

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Lesson 162Can light rays be bent?

Name: _______________________________ Date: __________________________

Think and respond: When do light rays bend? Light rays bend as they pass from one substance into another. Why did the pencil look like it was bent or in two pieces? The illusion is caused when light rays from the lower part of the pencil change direction asthey go from water into air.

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Lesson 163How Do Lenses Work?

Objective: Students will learn about the lens in telescopes

Key Vocabulary Needed: Convex lenses: curved outward Concave lenses: curve inward Materials Needed: Science Notebook, pen/pencil, a magnifying glass, binoculars and/or microscope Engage: How do we see things far away?

Engaging Question: What helps us see things that are very small? Additional Notes to the Teacher: If you have a magnifying glass, have the student play with it. Look at things under it; move the thing father away; can you still see it? How does it change? What shape is the lens or glass?

Have you ever used a telescope? What is the function of a telescope?

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Lesson 163 How Do Lenses Work?

What do you use a magnifying glass for? How does that work? The glass on a magnifying glass is usually convex. When you use it you will enlarge what ever you wish to see. Who may need this device?

Lenses are pieces of transparent materials with curved surfaces that use the refraction of light to make images. Convex lenses curve outward. Concave lenses curve inward. Convex lenses form images by refracting light rays together. The size and position of the image depend on how far the object is from the lens.

Concave lenses form images by refracting light rays apart. These images are always right-side up and smaller than the object.

A telescope is an instrument invented in the 17th century in the Netherlands. It is an instrument designed for the observation of objects far away like studying stars and planets. It is the lens in the telescope that allows you see these things.

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When would you use a pair of binoculars? Binoculars are a pair of identical or mirror symmetrical telescopes mounted side-by-side and aligned to point accurately in the same direction. This allows the viewer to use both eyes when viewing distant objects. You can usually hold them with both hands. Unlike the telescope, binoculars give an enlarged, right-side up view. Most scientists use microscopes in their work. What would they use a microscope for? How does it work? The lenses in a microscope help you see a tiny world that is invisible to your eye. There is an eyepiece on the top. There is a piece with several different strength lens. You move that around to the strength you need to see what you want to examine. There is a flat surface called the stage where light can come through. If you have a prepared slide you clip it on the stage. There is a lens under the stage that allows light to go through. There may be a microscope lamp to produce the light. So there are three different ways that light and lenses are used in our life. The convex lens reflects an image upside down while the concave lens will reflect an image right-side-up.

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Lesson 164Eyes, eyes, eyes

Objective: Students will think about how the eye works Materials Needed: Science Notebook, pen/pencil. Plain paper with colored pencils Engage: Why do some people have to wear glasses?

Engaging Question: How do our eyes work? Additional Notes to the Teacher: Ask the student if they wear glasses why they need them? If they do not, do they know anyone who wears glass and why they need them?The students will attempt to draw different shapes of eyes and learn about the parts of the eye as well as how they see an image.

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Lesson 164Eyes, eyes, eyes

Do you know anything about your eye? Do you know the parts of an eye? Here is one of the important things about our eyes. Our eyes have a convex lens. What do you remember about a convex lens? The image will be upside down. Why do we see the world the way it should? Let’s begin here. The convex lens on your eye casts an image onto the back of the eye. There is a tissue there called the retina converts the light into signals that nerves carry to the brain. It is your brain that turns the nerve signal into a view of the world. Draw the following: Label the top of your paper: How the eye works. Draw a circle with a slight bulge or “pimple like thing on front side. Leave an open spot in the back of the eye where a tunnel filled with nerves comes out of your eye. You may color the nerves and the outline of the eye yellow except for that very front part that bulges.

Label the yellow outline retina. Label the opening in the back Optic nerve. Use a white line around the bulge in front and label this cornea. Use a light blue to fill in the bulge and label this pupil. Just behind the bulge place a white lens and label it lens.

Now to take the journey of an image, draw an evergreen tree out in front of the eye. Draw straight lines from the top and bottom of the tree to the lens. At the lens make the bottom line take a turn and go to the back of the eye straight up. Make the line from the top line and have it go from the lens straight down to the back of the eye. Draw a small tree up side down on the back of the eye. So this is what was happening. Light from an object reaches the eye and is refracted by the cornea. The refracted light then enters the eye through the pupil and travels to the lens. The lens of the eye bends the light even more, so that it forms an image on the retina. Images that form on the retina are sent on by the optic nerve to the brain. The brain then turns these images into your view of the world. Pretty clever!

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So why do some people need glasses or contact lens? Nearsighted eyes are not able to imprint the image on the retina. The image falls short so the lens of a glass helps it travel further back on the eye. These people need a concave lens to correct their vision. People who are farsighted have images that fall behind the retina. Now the glasses help to shorten the line so the image hits the retina. These people need a lens that is convex.

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Lesson 165Rethink what happens to light

Objective: Students will review what they learned and use it for a report Materials Needed: Science Notebook, pen/pencil, resource material about astigmatism or corrective lens for vision. Engage: What kinds of aids are there for blind people?

Engaging Question: What are those dots on an elevator? Additional Notes to the Teacher: Understanding how a healthy eye works brings to mind how blind people can negotiate the world around them.

Perhaps you may ask the students if they have ever been in a elevator and noticed some raised dots beside the numbers for the floors. What do they think those are there for? What do they mean? Who uses them? If you would like, the student may research the Braille alphabet. Once they do that they will rethink the raised dots on the elevator. Where else would Braille be used? What other things aid people who cannot see?

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Lesson 165Rethink what happens to light

Did you discover what the raised dots are on an elevator? They are part of a system called Braille. People who are blind need braille to know which button to push for the floor they want the elevator to go to. The Braille alphabet is how some blind people are able to both read and write. Research braille to see what the raised dots mean. You could use Elmer’s glue and make dots on a paper. Let them dry and feel them. That is how blind people can read. In review, we have discovered that light waves bend as they travel from one kind of substance to another. Lenses are used to focus light and form various kinds of images. The cornea of the eye has a lens that focuses light rays on the retina. Without this focusing ability, you would not be able to see things clearly. Respond to the following in your notebook. Give two examples for each of these types of materials: opaque, transparent and translucent. ANSWERS WILL VARY.

Why are lenses curved?

Lenses are pieces of transparent materials with curved surfaces that use the refraction oflight to make images.

What function does your brain play in giving you the ability to see?

Images that form on the retina are sent on by the optic nerve to the brain. The brain thenturns these images into your view of the world.

Now choose one of these activities: Write an essay that explains why lenses are important to you. Tell about these lenses and their uses. OR make a health poster where you first research something called astigmatism. Draw a diagram showing how light travels through an astigmatic eye. Then draw a diagram showing how cylindrical lenses are used to correct this condition.

ANSWERS WILL VARY.

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Lesson 166History of the camera

Objective: Students read about how the camera works Materials Needed: Science Notebook, pen/pencil Engage: Smile!

Engaging Question: How do cameras work? Additional Notes to the Teacher: Students will read about the early camera and how it works with light and mirrors. If you have an old one perhaps they would love to take it apart but that is totally up to you and your student.

What they understand is that the camera records images. Have think about the movie industry. Would we have movies if someone did not invent some type of device that could record images and even have them move and talk.

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Lesson 166History of the camera

Do you have a camera or does your parent have one? I bet it comes out and is used for every special event of your life. They can record your whole life history. One of the earliest devices with a lens was called the camera obscura, which means in Latin “dark room”. It was a closed box with a lens on the outside and a tilted mirror inside with a glass on the top. Sounds pretty simple. The lens let light from an object into the box. The light hit the mirror and reflected an image of the object onto the glass, which was on the top.

There was something called a “bull’s eye” lantern. It was also an enclosed box with a lens. When a light was placed inside the box, a narrow, bright bean shone through the lens. This lantern was used for lighthouses. Someone placed an image on a transparent sheet and placed it between the light and the lens of a bull’s eye lantern. The image was projected outside the box. The device became known as the “magic lantern”.

The lens and chamber of the eye are like a small camera Obscura. Sometimes an image is formed either too far in front or too far in back of the eye. This can be corrected by adding other lenses in front of the eyes or glasses. Some chemicals change color when light shines on them. Inventors put a surface coated with these chemicals at the back of a camera Obscura. After many improvements this became the most common way of taking pictures. Now it will be called simply camera. People used to have to wait until film with the images we processed before they could see the pictures they took with their camera. In 1944 Edwin Land created an “instant” camera using Polaroid film. He called it the Polaroid Land camera. He researched on polarized light for many years. During World War II he and his company invented infrared filters, target-finding devices and night goggles. With all of this his most successful invention was the Polaroid camera. The cameras used photo-sensitive surface. It was used as film and photo. You just take the picture and wait a few minutes to let the process get started. The photo is pulled from the camera and the developing process begins. The instant results are fun to see.

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The camera is still sold and is constantly improving. In 1972 the SX-70 model replaced the wet film with dry film and developed in light. Edwin Land held 535 patents on his cameras. He died in 1991. Though many people use a digital camera today, it is interesting that some people still enjoy using a Polaroid camera for special events. Now use your science notebook to see what you remember:

1. Why couldn’t people see a photo right away? The photos had to be developed first or people didn’t want to share them right away

2. How long did it take Edwin to create the Polaroid camera? A week or a month

3. Who invented the Polaroid Land cameras? Edwin Polaroid or Edwin Land

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Lesson 167Does a red object always look red?

Objective: Work with color to discover more about its properties Materials Needed: Science Notebook, pen/pencil, red, yellow, blue and green cellophane sheets, white paper, crayons, red, yellow, blue, green and black squares of construction paper and a flashlight Engage: What is color?

Engaging Question: How does light affect color? Additional Notes to the Teacher: Students will work with different pieces of paper and color. They are looking at mixing of colors and what new color appears to their eye.Think about how colors appear. Do they all look the same shade? Why does an object that is one color in normal light look different in certain colors of light but not others?

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Lesson 167Does a red object always look red?

Let’s try this: Take a flashlight and use it to look through a piece of colored cellophane toward a white sheet of paper. Record what you see. What color did the sheet look with the light going through colored cellophane.

Now change the white paper to the colored paper. Use the cellophane again but change the white paper to the same colored paper as the cellophane. Does the color you observe change at all? Draw additional colored squares to view through the cellophane sheets. In your notebook create a chart to record what you are seeing and predict why this is so. Chart each time you add another color. How does red look through the red cellophane? What happened when you looked at red squares with blue cellophane used on it? What would happen if you looked at a red paper with both red and blue cellophane? You can make white. Take a cardboard circle like what a pizza is delivered on. Divide the circle into six equal pieces like pie shaped. Color them red, orange, yellow, green, blue and violet. Now make a hole right in the center just big enough to put a pencil through it. Put a long pencil in the center and begin spinning you circle. This should “trick” your eyes into seeing all of the colors at one time. With the correct mixture of these colors you can produce white light. Our eyes pick up light in much the same way that camera does. Light enters your eyes through the cornea, which is the clear covering over the front of the eye. It is the cornea that bends or refracts the light. Then the iris, the colorful part of the eye opens or closes a little to let "just enough" light through the pupil. The light passes through the lens behind the pupil. The light is then on the retina. The retina and the electrical charges, sends a signal to the brain to understand what you see.

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You can also demonstrate a strange phenomenon called total reflection. This is when light waves are reflected out in all directions so you can no longer see the object at all. Curved mirrors make reflections that are unusual sizes and shapes. They reflect light waves at changing angles. Look at a reflection in a spoon. This is what they use in a fun house to get some unusual views of people.

What is the outer cover of your eye called?

Your eye works like a mirror or a camera?

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Lesson 168 How do we get the color from white?

Objective: White light is a combination of all colors.

Key Vocabulary Needed: Prism: a triangular piece of cut and polished glass Spectrum: meaning “ghostly vision” or the color band


Engage: If light is white; how do raindrops break up the Sun’s light? Engaging Question: What colors make up the color spectrum?

Additional Notes to the Teacher: Students will think further about the spectrum of colors in white light. Ask the student to think of a rainbow. What colors do they see in them? If you have a crystal that the student can look it they may discover how it breaks light up into colors they can see. Ask them to predict where these colors come from.

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Lesson 168 How do we get the color from white?

Sir Isaac Newton passed a beam of white sunlight through a prism, a triangular piece of cut and polished glass, in a dark room. He was startled to see a band of rainbow colors. He called the color band a spectrum after a word meaning “ghostly vision”.

With a curious mind, Newton wanted to know more about the colors. Where did they come from? He believed the white sunlight was actually a mixture of all the colors. The prism simply spread the colors out by refracting each one at a different angle. Red is refracted the least, violet the most.

Sir Isaac thought more about the spectral colors cast by the prism. He predicted that if there was a second prism the light would reline into the white light again.

He was correct. White light is really made up of many colors including red, orange, yellow, green, blue and violet.

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A raindrop works much like a prism. You can see the colors after a storm. The drops of rain bend rays of sunlight at different angles. This causes the colors to spread out. Then the various colors reflect off the back of the drops into your eye. That is how rainbows are formed in the sky. You could make a rainbow with a spray of water from a garden hose. Stand with your back to the sun and spray a mist of water from hose. You will probably see a rainbow appear. You can produce a rainbow inside also. Take a plastic cup about half full of water. Hold the cup just over the edge of a table. Hold a piece of white paper directly behind the cup. Now shine a flashlight vertically through the bottom of the cup. You should see a rainbow on the paper.

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Lesson 168How do we get the color from white?

Name: __________________________________ Date: _______________________

Respond:

How do raindrops break up the Sun’s light into different colors? The drops of rain bend rays of sunlight at different angles. This causes the colors to spread out. Then the various colors reflect off the back of the drops into your eye. How do raindrops and prisms produce rainbow colors from white light? The prism or raindrops simply spread the colors out by refracting each one at a different angle. When a spinner with all the colors on it spins, what color do you see? White

What is white light? White light is a combination of all colors.

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Lesson 169Colors

Objective: Student, think further about white color and primary colors

Key Vocabulary Needed: Primary colors: the colors needed to make any color: red, green and blue Materials Needed: Science Notebook, pen/pencil, red, yellow, blue, and green food dyes, water, plastic cups Engage: True colors

Engaging Question: Predict…what color will result Additional Notes to the Teacher: Students may recall when they were in the young grades. The only color crayons they were allowed to use were red, green and blue. This was to give the students a focus and see the primary colors. They soon got to mix the colors to see what they could create.

Ask the student what a red object looks like in a green light.

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Lesson 169Colors

A color filter is a material that absorbs certain colors of light and allows others to pass through it. The color of an object depends on the color of the light hitting it. What if you looked through colored cellophane sheets as color filters? For example, the red cellophane allows red light to pass through it but blocks other colors. Try shining a flashlight on a red apple. Use the red cellophane as your filter. The apple will still look red. Try a green sheet as your filter. Since the apple can only reflect red it looks black. Keep trying different filters to test this theory. If you mixed equal amounts of red, green and blue light, you would get a white light and the apple would look red. All of the colors of the spectrum can be created by mixing proper amounts of red, green and blue light. Red, green, and blue are considered primary colors of light. The retina of your eye reacts to color. Some cells react only to red, others only to green and still others only to blue. If the eye is struck with all three you see white. If your eye sees red and green light you will see yellow. So if you drew three circles that intermixed in the middle you would have: Blue on the top circle. Where blue mixes with the red circle it turns magenta. Where the blue touches green you see cyan. Where the red circle overlaps the green you see yellow and where it has all three overlapping it is white. The green circle would look yellow where it overlapped red and white where all three intercepts. Now you can place four cups on a piece of paper each with one dye in each. You can play with mix colors to see if you can create these.

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Lesson 170What happens when color is reflected?

Objective: Where in nature can you see a spectrum?

Key Vocabulary Needed: Primary pigments: magenta, cyan (a greenish blue color) and yellow absorb one primary color and reflect the other two Pigment: the natural coloring matter of plants and animals Materials Needed: Science Notebook, pen/pencil Engage: Why is a leaf green?

Engaging Question: What is pigment? Additional Notes to the Teacher: Have the students look around at things. What colors are they? The color you see is the natural pigment or the color that item absorbs.You can make a color wheel with cyan (blue/green), magenta, yellow and black for where the three wheels overlap. Answers: answers will vary

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When light hits a leaf it is white light or a light energy with all of the colors of the spectrum. Why then does the leaf appear to be green? The absorbed colors are missing in the reflected light. The reflected colors mix to produce the color of the object. Remember that the colors that result when you blend paints are different from the colors that result when you blend colored lights. As you mix colored lights, you keep adding light until you get white. As you mix pigments, such as food dyes or markers or paints, you keep subtracting colors until you get black. That is how black is formed at the center of the color. Magenta, cyan, and yellow are called the primary pigments. Each absorbs one primary color of light and reflects the other two. When properly mixed, these pigments can create any desired color by reflecting a blend of primary colors of light. Under white light, for example, equal amounts of magenta and cyan would produce the color blue. The cyan would absorb the red out of the white light and the magenta would absorb the green out of the light. Only blue would be reflected. When a printer uses colors he would use yellow, magenta, cyan and black plates to make four-color photos. The red in the final print is a combination of different amounts of yellow and magenta. The blue is a mixture of cyan and magenta. Green is a mixture of cyan and yellow. Darker colors also mix in a little black. Other colors are formed by mixing various amounts of three or all four color plates.

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Name: _____________________________ Date: _____________________________ Answer the following questions. What happens when white light passes through a prism? ________________________________________________________________________

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What are the four colors of light? ________________________________________________________________________

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What are the four colors of primary colors of pigments. ________________________________________________________________________

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Where in nature could you see a spectrum? Explain ________________________________________________________________________

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Lesson 171How do waves move?

Objective: Waves that produce visible light are part of the electromagnetic spectrum. Materials Needed: Science Notebook, pen/pencil, slinky toy or a jump rope Engage: Think about waves

Engaging Question: How does an object move in wavy water? Additional Notes to the Teacher: To prepare the students to think about how light moves in waves, the students will rethink about the properties and movement of water.To watch a wave, fill a pan half full of water. Fold small squares of foil into boats. Place several of these boats on the surface of the water. Make waves on the water’s surface. Do this by moving a pencil horizontally up and down in the water. What happened to the boats? How did they move? How far did they move? If you move the water faster what will happen to the boats.

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Lesson 171How do waves move?

What happens to things in the water when a wave comes? All waves carry energy from place to place. The way a wave carries energy depends on the kind of wave motion. Remember that sound waves are produced by vibrations. As a string or bar or some other object vibrates, it causes molecules of gas in the air to move back and forth. The energy of the vibration is carried through the air to your ear. In a similar way, sound waves travel through solids, liquids and gases. Have you ever played with a slinky? When you let it go down stairs it looks like a snake moving. It appears to go up and down. If you take a rope you can make waves with that too. Just lay it flat on the floor and then shake it and it will move up and down. That is how

wave particles vibrate back and forth. Sound travels with waves of particles vibrating back and forth. The energy of the sound waves cannot travel in a vacuum, a space where there is no matter; it needs the matter particles to be heard. You can make a wave by tossing a pebble into a quiet body of water. How does a particle of matter move in the water as the wave moves past it from left to right? Each particle moves in a circle. The waves of a slinky or a rope do not move left and right. They move up and down. So, all waves do not move in the same way.

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Lesson 172Are all light waves the same?

Objective: Students learn about electromagnetism.

Key Vocabulary Needed: Electromagnetism: forces that come from electricity and magnetism Electromagnetic spectrum: wavelengths of light seen and unseen

Materials Needed: Science Notebook, pen/pencil Engage: What kind of wave is produced by light?

Engaging Question: What is the difference between sound and light waves?

Additional Notes to the Teacher: In this lesson the students will learn that light is a electromagnetic spectrum. Some light waves can be seen and some cannot be seen.They will find out that light travels faster than sound. Students should take notes in their science notebook.

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Lesson 172Are all light waves the same?

If you hold a wire to a battery and put a compass near the wire, the compass needle will move. The electric charge moving through the wire actually created a magnetic field. This is an example of electromagnetism.

Electromagnetism refers to forces that come from electricity and magnetism. When an electric charge moves in a magnetic field, it produces electromagnetic energy. The electrical and magnetic parts of the energy can carry themselves as a wave moving through space. Electromagnetic waves can travel without matter or through matter. Electromagnetic waves vibrate back and forth across the direction in which light travels. Water waves are usually used as models for light waves. The wavelength is the distance from crest to crest. Light is not just one wavelength. It is many wavelengths. The colors of light are different wavelengths. A prism refracts the different wavelengths different amounts. All of the color wavelengths travel at the same speed over 300 million meters per second through empty space. It slows down when it hits matter. It travels much faster than sound. So you can see lightning before you hear thunder. James Clerk Maxwell studied light and how it travels. He discovered that light is electromagnetic energy. A prism refracts the different colors or wavelengths in different amounts. It looks like red is almost a straight line while violet has many humps and bumps. Maxwell’s work made scientist form another idea of how light travels. Light travels in tiny bundles of energy. Scientists call the bundles photons. Scientists use both models to explain light. Your eye will pick up only so many photons of light. We can see the wavelengths of light that make up the colors of light. The red light is longer than violet that is shorter. We cannot see these wavelengths. Together all these wavelengths of light, the visible ones and invisible ones, are called the electromagnetic spectrum.

Although we cannot see wavelengths longer than red or shorter than violet, we can detect them. Scientist use an instrument called a spectroscope to detect forms of light we cannot see.

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Lesson 173Invisible Wavelengths

Objective: Students will learn about other types of light waves. Materials Needed: Science Notebook, pen/pencil Engage: Invisible wavelengths…

Engaging Question: How is this energy used? Additional Notes to the Teacher: Students will read about radio waves, radar, microwaves, infrared light, ultraviolet light and x-rays.

They will learn how these waves of light are used. Ask the students if they have ever been traveling in a car and suddenly the radio will not work on your favorite channel? Ask if they have a microwave oven in their home. How does that cook or heat food?

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Lesson 173Invisible Wavelengths

In this lesson you will learn about wavelengths of light that are longer than red and shorter than violet waves and have many uses in our daily lives.

Have you ever fallen and had to have a doctor check to see if you had a broken bone? How do they do that? They take an X-ray of your bone. The shortest wavelength of the spectrum is a gamma ray or X-ray. It can pass right through most objects. Thicker or denser objects tend to absorb X-rays. This means that X-rays can produce a picture as they pass through an arm or leg. The denser objects such as your bone will show clearly. This is an example of a wave shorter than violet.

Ultraviolet light or UV light is also shorter than violet waves. It can produce chemical changes. It can produce vitamin D in your body, which you need for healthy bones and teeth. Hospitals use ultraviolet light to kill harmful bacteria in equipment they use. The UV light can cause harm. UV light from the Sun can cause a sunburn. It can cause cancer of the skin False-color image of the Sun's corona as seen in deep ultraviolet by the Extreme ultraviolet Imaging Telescope

Earth is protected from much of the Sun’s UV light by the ozone layer. This is part of the upper atmosphere. However, some chemicals produced by factories are eating away at the ozone layer. This allows UV rays to reach Earth.

Radio waves are the longest waves of the electromagnetic spectrum. You cannot see them or hear them. Broadcasting stations use them to carry signals in a kind of code like AM or FM. In AM the height of the waves is changed to carry the signal. In FM the frequency changes. The number of your favorite radio station represents the frequency at

which the station sends out radio waves. These waves can be heard or seen as in on your television.

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Radar is like what some animals use with their high frequency sound. The echo of the waves helps the animals locate things. Radar stands for radio detecting and ranging. Radar sues radio waves that reflect off many objects. Weather forecasters detect rain and fog with radar. Now in your home you may have a microwave oven. Microwaves are shortwave radio waves. The water in food absorbs the waves quickly. The energy from the absorbed microwaves speeds up the water molecules inside the food. The food is cooking from the inside out. It uses less energy than a regular oven for cooking your food. “Just beyond red” is what infrared means. It is next to visible red waves in the spectrum. The sun’s infrared waves warm you. All objects give off infrared rays. Warmer objects give off more than cooler objects. Photographs can detect infrared light with electronic sensors. In your science notebook respond to the following questions. What kinds of electromagnetic energy have shorter wavelengths than visible light? What kinds of electromagnetic energy have longer wavelengths than visible light?

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Lesson 174What are lasers?

Objective: Students learn more about a type of light energy: laser.

Key Vocabulary Needed: Lasers: devices that produce thin streams of light Materials Needed: Science Notebook, pen/pencil Engage: How is laser light different than others?

Engaging Question: What is it used for? Additional Notes to the Teacher: Students may have played with a laser light pen. Or they may have seen one used to point to an information poster far away from the speaker.Ask the student if they have ever heard the word “laser” beam? They should be reminded that light is energy. How do they think it may be used? Advance Preparation or Homework Required: Study for a quiz in your lesson about the light energy lessons.

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Lesson 174What are lasers?

Watch while things are being scanned at a grocery store. Each thing is moved across a plate glass. What do you think is under that glass plate? You are correct if you guess it is a laser light. Lasers are devices that produce a thin stream of light. Why is the laser light so special? Regular light from a bulb or a candle has many wavelengths all mixed together. These waves are move away from the bulb or candle in a spread out way. It gets weaker and weaker as they travel further away. On the other hand, lasers produce light that does not spread out nor does it get weaker. It is a focused, strong light. A red ruby laser is produced by absorbing flashes of light from a coiled tube. Inside the ruby the absorbed light bounces back and forth between mirrors at the ends of the ruby. The ruby gives off a light of just a few close wavelengths. The wavelengths are all the same color and are all lined up. The beam that comes out of the ruby is narrow and direct. Another use for the laser is surgery. The strong beam is powerful enough to cut through many different types of materials or controlled enough to use on human flesh by an expert. The direct beam makes it most useful. A weak laser beam is used in CD players. Other laser beams can be used to melt metals and crack open granite. Remember light has many wavelengths. Only some are visible. Radar waves help forecasters predict the weather. X rays help dentists and doctors check for cavities and broken bones. Radio and TV use invisible waves of “light” energy.

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Objective: Students will take a quiz on light energy Materials Needed: Science Notebook, pen/pencil/ notebook paper

Engage: What do you remember about light energy? Engaging Question: Try your best!

Additional Notes to the Teacher: Students will be given vocabulary words to match meanings. They will have to make choices for some questions.

When they are finished with that part of the quiz, they will have some extended activities. You may have them do all or one of the activities. Answers: 1: concave mirror 2: primary colors 3: translucent 4: convex lens 5: light ray 6: concave mirror 7: opaque 8: electromagnet spectrum 9: transparent 10: prism car windshield, polarized, translucent, sound wave, energy

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Name: __________________________________________________Date:___________ Choose the best word to each of the following: Concave mirror Convex lens Transparent Translucent Electromagnetic spectrum

Prism Primary color Opaque Light ray Convex mirror

1. The security mirror in a store is ______________________________________.

2. Red, blue, or green each is a __________________________________ of light.

3. Material that allows some light pass through but may give an unclear view is

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4. An outward curved lens is a __________________________________________

5. A straight-line narrow beam of light traveling out from a source is a ___________.

6. A mirror with a curve in on its shiny side is a (n)____________________________

7. Light cannot pass through this material __________________________________

8. X rays and microwaves are part of the ___________________________________

9. Light can pass right through this material _________________________________

10. White light is broken up into a rainbow of colors by a(n)______________________

Which is translucent: a car windshield or a concrete block? ________________________

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Circle the correct answer.

This reduces glare in sunglasses: transparent or polarized

Light can easily pass through: translucent or opaque

Which isn't found in the electromagnetic spectrum? sound waves or infrared light?

Light is a form of: electricity or energy

Thing and Respond:

How does a company use TV advertising with light and color? Write a paragraph giving

examples.

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Remember the difference between primary colors and the primary colors of pigments. Why would you not be able to combine colors of paints and get the same results as combining colors of light? Write a paragraph to describe this. ________________________________________________________________________

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Lesson 176Review the concepts of light

Objective: Students simply reread the basic information about light Materials Needed: Science Notebook, pen/pencil, colored pencil, plain paper Engage: Focus the total information about light energy

Engaging Question: Visualize the information you have about light Additional Notes to the Teacher: Students will have basic statement about light to focus their mind about light energy.

As they read the focus thought they may want to draw a picture of the concept.

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Lesson 176Review the concepts of light

Light is a form of energy that travels in squiggly lines called waves. Light energy is magnet and it is electrical. Most of these electromagnet waves cannot be seen. Light energy is made up of tiny particles, called photons. Photons group together in a wave and make a light ray.

If you had a prism white light can be separated up into red, orange, yellow, green, blue, indigo and violet. The colors of a rainbow are what can be seen. Each different wavelength has different energy. The longer the wavelength the less energy it has. Light also travels in all directions from its primary source. What is our primary source of light…the sun! Light comes in form of rays. Light travels at 186,000 miles per second. Light can travel through empty space. Light energy can be absorbed or it can be reflected. Light can also be refracted or bent in different directions. When light passes through transparent matter, this is called transmission. The sun lights up the world around us.

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Lesson 177Someone to know?

Objective: Students will read about a nuclear physicist: science as a career Materials Needed: Science Notebook, pen/pencil/ research material Engage: People in Science

Engaging Question: What is a Nuclear Physicist? Additional Notes to the Teacher: Students will have an opportunity to read about Dr. Shirley Jackson a Nuclear Physicist. It meant to give the students a possible goal for a possible career in science one day.

If the student has research material or the Internet they may look into the different kinds of careers in science.

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Lesson 177Someone to know?

A curious mind can find out many things about the world around us. One young girl did just that. She collected 30 jars of the family’s rose bushes. She collected one bumblebee, one yellow jacket, and one wasp. She observed how different foods affected the insects and how the different insects got along with each other. This young scientist was Shirley Jackson. She was one of the great nuclear physicists of her time. In 1973, Dr. Jackson became the first African-American woman to receive a doctorate from the Massachusetts Institute of Technology. She studied particles that are smaller than atoms and the forces that bind these particles together. In 1948, scientists learned that the atoms in silicon and a few other materials could be used to transmit electricity. These materials are called semiconductors. The discovery of semiconductors eventually led to the invention of the computer. Dr. Jackson’s later research on semiconductors helped develop a semiconductor laser. Every time you play your CD player, you use a semiconductor laser. In 1995, Dr. Jackson became the first African-American woman to head the Nuclear Regulatory Commission (NRC). It became her job to make sure that our nuclear plants were safe and to find safe ways to store nuclear wastes. When she found out that some plants were ignoring NRC safety rules, she shut them down. She also increased plant inspections so that problems could be found more quickly. Dr, Jackson is currently the President of Rensselaer Polytechnic Institute. She is the first African-American woman to lead a national research university. She hopes that all her “firsts” will inspire other students to become scientists. What discovery led to the invention of the computer? What were Dr. Jackson’s two duties as head of the Nuclear Regulatory Commission? What is a Nuclear Engineer? If you are interested in physics, you may want to be a nuclear engineer. A nuclear engineer works with nuclear power, the strongest source of energy known. Nuclear power can be used to produce weapons and generate electricity. It can also be used for medical purposes such as taking X-rays. Many nuclear engineers work at nuclear power plants, making sure the plant is running safely. Some work in laboratories conducting research on atomic particles and how to use the energy contained in the atom.

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Lesson 178Your skeleton

Objective: Learn about the skeletal human system Materials Needed: Science Notebook, pen/pencil, plain paper, colored pencils Engage: What are the parts of your skeleton?

Engaging Question: Why do we have a skeleton? Additional Notes to the Teacher: In the next few lessons the students will learn a little about their human systems beginning with the skeleton.

You could first ask the student what function the skeleton has for the human body. Ask them to tell all they already know about their skeleton.

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Lesson 178Your skeleton

What do we have bones for? What is the function of a skeleton? Do you know how many bones you have in your body?

Our skeleton is a supporting frame. It is made up of bones. The skeleton has several jobs. It gives the body its shape and protects the body organs. It works with muscles to move the body. There are 206 bones in the skeleton. Each has a size and shape that best fits its job. The long strong bones support the body’s weight. The major bones are: skull, clavicle (shoulder), humerus (upper arm), ribs, illium (hip bone), vertebra (back bone), femur (upper leg), tibia (lower leg) and patella (knee). Skeletons need to joints. A joint is a place where two or more bones meet. Joints can be classified into three major groups: immovable joints, partly movable joints, and movable joints. Immovable joints are places where bones fit together too tightly to move. Nearly all the 29 bones in the skull meet at immovable joints. Only the lower jaw can move. Partly movable joints are places where bones can move only a little. Ribs are connected to the breastbone with joints.

Wikimedia Commons: Author: Furfur. Eigenes Werk (own work) - Deutsche Übersetzung von (German translation of) Image:Human_skeleton_ front.svg

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A gliding joint is movable. In the hand and wrist there are small bones called gliding joints. The bones can slide against one another. These joints allow some movement in all directions. The hip has a ball-and-socket joint. Here the ball of one bone fits into the socket or cup, of another bone. This allows the bones to move back and forth, in a circle, and side to side. The hinge joint can be found in the knee. It is similar to a door hinge. It allows bones to move back and forth in one direction. Then there is the pivot joint found in the neck. It allows the head to move up and down, and side to side.

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Lesson 179Two more systems of the body

Objective: Students will read and learn more about the muscular and circulatory system Materials Needed: Science Notebook, pen/pencil Engage: How do your muscles work?

Engaging Question: What is included in the circulatory system? Additional Notes to the Teacher: The students should think about what they need to pick something up or ride a bike. There are different kinds of muscles and they function differently in our bodies. They will also read about their circulatory system. They may like to draw a figure of a person and use red and blue colored pencils to show how blood travels around the body.

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Lesson 179 Two more systems of the body

Exercise will help our muscles function for us. There are three types of muscles: skeletal muscles, cardiac muscle and smooth muscle.

The muscles that are connected to the bones are called skeletal muscles. They are attaché to bones by a tough cord called a tendon. Skeletal muscles pull bones to move. They do not push bones.

Cardiac muscles are found in only one place: the heart. The walls of the heart are made of strong cardiac muscles. When cardiac muscles contract, they squeeze blood out of the heart. When they relax, the heart fills with blood.

Smooth muscles make up internal organs and blood vessels. Smooth muscles in the lungs help a person breathe. Those muscles in the blood vessels help control blood flow around the body.

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Your circulatory system consists of the heart, blood vessels and blood. Circulation is the flow of blood through the body. Blood is a liquid that cells, and platelets. Red blood cells carry oxygen and nutrients to cells. White blood cells work to fight germs that enter the body. Platelets are cell fragments that make the blood clots. Your heart is a muscle that is about the size of your fist. It beats about 70 to 90 times a minute, pumping blood through the blood vessels. Arteries carry blood away from the heart. Some arteries carry blood to the lungs, where the cells pick up oxygen. The arteries carry oxygen-rich blood from the lungs to all other parts of the

body. Veins carry blood from other parts of the body back to the heart. Blood in most veins carries the waste released by cells and has little oxygen. Blood flows from arteries to veins through narrow vessels called capillaries.

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Lesson 179Two more systems of the body

Name: ________________________________________________Date:_____________

Draw your own picture of how the blood travels through the body.

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Lesson 180The Heart and Respiratory System

Objective: Students will get a short introduction to the heart and respiratory systems.

Key Vocabulary Needed: Pulmonary: of or related to the lungs. Cardiac: of or relating to the heart Materials Needed: Science Notebook, pen/pencil

Engage: Don’t break my heart! Engaging Question: Keep Breathing!

Additional Notes to the Teacher: The students will receive an introduction to the heart as the major organ of their body. They will get introductory information about their lungs too.

Perhaps you could start the lesson by having the student feel their heart beat. They could just rest their hand on their chest and feel their heart beating. The other places they could “feel” their heart rate are their neck and wrist. Ask the student to share all they know about their heart. They also can “feel” themselves breathing. How does the heart work with the respiratory system? Where are you breathing muscles?

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Lesson 180 The Heart and Respiratory System

Let’s think about out heart. It has two chambers or sides. The right side is separated from the left with a thick muscular wall. Each of the sides or chambers has blood in them. The lower chamber is called the ventricle. Blood enters the heart through the vena cava, which is like a tube. The blood leaves the heart through the aorta at the top of the heart.

Wikimedia Commons: Attribution - Zoofari

There are pulmonary arteries, one on the upper part of the heart. This carries blood from the body into the lungs. Here carbon dioxide leaves the blood to be exhaled by the lungs. Fresh oxygen enters the blood to be carried to every cell of your body. Then blood returns from the lungs to the heart through the pulmonary veins.

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The work of the heart is to exchange our blood. The right atrium fills with blood, which squeezes blood into right ventricle. The blood is then squeezed the blood into the pulmonary artery. That is the travel “plan” to the lungs from the heart.

The movement of the blood from the lungs starts with the left atrium filling. It squeezes blood into the left ventricle. The left ventricle squeezes blood into the aorta. The process of getting and using oxygen in the body is called respiration. As you inhale air is pulled into the nose or mouth. Then the air travels down into the trachea. In the chest the trachea divides into two bronchial tubes. One bronchial tube enters each lung. These branch into smaller tubes called bronchioles.

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At the end of the bronchiole are tiny air sacs called alveoli. The alveoli exchange carbon dioxide for oxygen. Oxygen comes from the air a person breathes. Two main muscles control breathing. One is located between the ribs. This is a dome-shaped sheet of muscle called the diaphragm. To inhale, the diaphragm contracts and pulls down. Other muscles pull the ribs up and out. This makes more room in the chest. Air rushes into the lungs and fills the space. To exhale, the diaphragm relaxes and returns to it dome shape. The lugs get smaller and force the air out. It is sort of like having two balloons with a hand under them that push and relax so air can come into the balloon. The air you breathe is about 21 percent oxygen. The blood in the capillaries of your lungs has very little oxygen. The blood has a higher concentration of carbon dioxide than air.

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