Name: Date: READING SCIENCE Literacy...Name: Date: READING SCIENCE An Unusual Material Lexile 750L - B 1 Here is a riddle. What is made of sand and often can be seen through? Need

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Classifying MatterMatter and Energy

Name: Date:

READING SCIENCE

An Unusual MaterialLexile 750L - B

1 Here is a riddle. What is made of sand and often can be seen through? Need a hint? It is fragile, but also very strong. Did you answer, “Glass?” If you did, then you would be correct!

2 Yes, glass is made from sand. To make glass, sand is melted. Then a few ingredients are added to the liquid. Finally, it is cooled. Different ingredients are added to make different kinds and colors of glass. Artists with torches and metal rods can blow and shape the liquid glass into beautiful creations that become solid after cooling.

3 However, it does not take a glass artist to create glass. Nature can also form glass. Volcanoes produce temperatures that are hot enough to melt sand. When the liquid sand cools, it becomes solid volcanic glass. This glass is called obsidian. Obsidian is usually black in color, and opaque. This means you cannot see through it. Obsidian is very shiny. If it is broken, the edges are sharp just like any piece of broken glass. Long ago, people used this natural glass to make razor-sharp arrowheads.

4 Glass has other interesting properties as well. It has no specifi c melting point. The melting point varies depending on how the glass is made. Glass changes characteristics depending on how fast it is cooled. One example of how the speed of cooling affects glass is the Prince Rupert’s Drop. A Prince Rupert’s Drop is created when molten glass is dropped into very cold water. This creates a teardrop shape with a long tail. The rounded end is very hard and can be hit with a hammer without breaking. But, if you hit the tail, watch out! The entire piece of glass will explode!

5 Glass does not conduct electricity, but it does conduct heat. You can observe the heat conductivity of glass by putting your hand against a window on a cold day. Even though it might be warm inside the house, the window will be cold. The window moves the warm air from inside of the house, out into the colder air outdoors. This leaves the glass feeling cold. Because of this heat conductivity, windows can make it harder to keep your house at an even temperature. Some windows are insulated to conserve energy better. These windows are made using two panes of glass with air sandwiched in between the panes. Having insulated windows can help save money on heating and cooling your house.

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READING SCIENCEClassifying Matter

Matter and Energy

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6 Because of the interesting properties of glass, people have found many ways to use it. Aside from windows, glass can be shaped to form lenses through which light can pass. The lenses refract, or bend, light. These lenses can be found in eyeglasses, cameras, telescopes, and many other things. Glass can also be coated with silver or aluminum to make mirrors that refl ect light. Glass can be formed into jars and bottles to package food and drinks. This packaging can be recycled (melted and used again).

7 The next time you drink soda from a glass bottle or look out your window, think about the many amazing properties of glass!

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Matter and Energy

1 Which of these is a physical property of glass?

A It conducts electricity.

B It conducts heat.

C It cannot be melted.

D All of the above

2 Why is glass useful for making eyeglasses?

A Glass is fragile yet strong.

B Glass changes characteristics depending on how it is cooled.

C Glass shaped into a lens can bend light that passes through it.

D Glass coated with aluminum or silver refl ects light.

3 Which diagram shows the change that produces glass?

1) Solid Liquid Solid

2) Liquid Solid Gas

3) Gas Solid Liquid

4) Solid Liquid Gas

A 1

B 2

C 3

D 4

4 Which of these would be opaque (paragraph 3)?

A A window

B A clear glass bottle

C A mirror

D A fi shbowl

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Matter and Energy

5 A Prince Rupert’s Drop is an illustration of which characteristic of glass?

A Glass has different qualities depending upon how quickly it cools.

B Glass conducts heat.

C Glass is made of sand.

D Glass can be created by humans or nature.

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Notes


Name: Date:

WRITING SCIENCEREAD the information in the box below:

THINK about the last time you ate an apple. What did it look, feel, and taste like?

WRITE about the physical properties of the apple that can be observed. Write about the behavioral properties that can be measured. What tools would you need? What tests could you perform? What results would you expect to see?

Be sure to –

• Clearly state your central idea • Organize your writing • Develop your writing in detail • Choose your words carefully • Use correct spelling, capitalization, punctuation, and grammar

All matter has measurable physical properties that determine how it is classified, changed, and used. Scientists conduct many tests, draw conclusions, and compare data to classify matter. They use tools such as scales, balances, and thermometers to gather the information. Scientists can classify matter based on physical properties, such as color, weight, and size. They can also classify matter based on its behavior, including conduction, magnetism, and buoyancy.

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WRITING SCIENCE

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Properties of WaterMatter and Energy

Name: Date:

READING SCIENCE

It Is Hot…But Not That HotLexile 800L - B

1 When Lina stepped out of her house, she could tell that it was going to be a hot day. The sun was shining brightly and the seat of her bicycle was almost too hot to touch. She tried to beat the heat by riding furiously. By the time she got to school she was worn out and sweaty. “It is boiling out there,” she said to her teacher.

2 Her teacher smiled and said, “It is certainly warm, but it is not quite boiling. In fact, if you look at the thermometer you can see exactly how warm it is.”

3 Lina walked over to the window and read the thermometer. It was already 91 degrees—and it was only 8 o’clock in the morning! “Oh no,” she said, “only nine more degrees and it will be boiling. “Help!” she screamed. “We are all going to melt!”

4 As the class laughed, Lina’s teacher tried to settle her down. “Take it easy there, little one. You would be right to be worried if you were reading the temperature in degrees Celsius. But this thermometer here is in degrees Fahrenheit. Both of them are based on the freezing point and boiling point of water, but there is a big difference between them.’

5 “The Celsius scale sets the point where water freezes at zero degrees, while the Fahrenheit scale sets it at 32 degrees. Meanwhile, the Celsius scale sets the point where water boils at 100 degrees, while the Fahrenheit scale sets it at 212 degrees. Most of the world uses the Celsius scale, but here in the United States we use the Fahrenheit scale.”

6 “That is weird,” Lina said. “Why doesn’t everyone just use the same scale?”

7 “I am not sure,” said her teacher. “It would certainly make it easier for people in different countries to communicate. But so far, people here have not wanted to change.”

8 Then, he walked over to the window, “At any rate, let us take a look at these two thermometers to see the difference. The one you were looking at earlier used the Fahrenheit scale. How hot does that one say it is right now?”

9 “It is 93 degrees now,” Lina said. “It is defi nitely getting hotter, but we still have a long way to go before we could boil water outside. In fact, according to the Fahrenheit scale, it would have to be 212 degrees before we could do that.”

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READING SCIENCEProperties of WaterMatter and Energy

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10 “That is right,” her teacher said. “And now look at this one. What is the temperature according to the Celsius scale?”

11 Lina found where the red line stopped and then looked at the numbers. “It is almost 34 degrees Celsius. Again, there is still a long way to go before water would boil.”

12 “Right,” her teacher said. “Because, according to the Celsius scale, the boiling point of water is 100 degrees.”

13 “I get it,” Lina said. “Before, I thought it was boiling because I confused the Fahrenheit scale with the Celsius scale.”

14 “”Exactly,” her teacher said. “They are two different ways of measuring the temperature. They both mean the same thing, but they say it in a different way because they use different scales. That is why it is always important to know which unit of measurement you are using. I mean, you would not want to scare the rest of the class by telling them it is boiling, would you?”

15 “No,” Lina said with a wink, as she went back to her seat. “I would never want to scare anyone.”

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1 This passage is mainly about…

A How Lina likes to scare people

B The various types of thermometers through history

C The work of Galileo

D The difference between the Fahrenheit and Celsius scales

2 What is the boiling point of water?

A 10° C

B 0° C

C 100° C

D 212° C

3 What is the temperature when Lina looks at the Celsius scale (paragraph 11)?

A 93°

B 100°

C 34°

D 212°

4 The author says that Lina rode her bike furiously (paragraph 1). What does this word mean in this passage?

A She was angry.

B She went fast.

C Her bike had fur on it.

D There was a storm.

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5 Which of the following statements is true:

A The Celsius scale is better than the Fahrenheit scale.

B The Fahrenheit scale is better than the Celsius scale.

C Water boils at 212° Fahrenheit.

D Water boils at 212° Celsius.

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Notes

Properties of WaterMatter and Energy

Name: Date:


THINK about what must occur for water to change its state. What does water look like when it is a liquid? What about when it is a solid or a gas?

WRITE about how water changes its state and how this can affect your life.

Be sure to –


Temperature measures the average energy of the particles in a substance. Scientists identify the freezing, boiling, and melting points of a liquid using a thermometer. These temperatures are specific to the matter being measured and change only when the physical properties of the material change (like adding salt to water). Water is an interesting type of matter. It can change easily from a liquid to gas and from a liquid to a solid.

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Properties of WaterMatter and EnergyWRITING SCIENCE

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MixturesMatter and Energy

Name: Date:

READING SCIENCE

BloodLexile 860L - B

1 If you cut your knee and see a drop of blood fall, you may think you are looking at a liquid. You would be right—but, also wrong. Blood is a mixture of solids and liquid. The solids are three kinds of cells: red blood cells, white blood cells, and platelets. The liquid part of blood is called plasma. It is a solution of water and nutrients.

2 Our blood provides our bodies with what they need to grow and be healthy. Without blood, we could not live. The plasma circulates the blood cells to all parts of the body. Each type of blood cell has a special job:

• The red blood cells contain iron that carries oxygen throughout the body. • The white blood cells help us fi ght infection. • The platelets cause our blood to clot, or clump up, so we do not continue

to bleed when we cut ourselves.

3 If a person is injured and loses too much blood, he might not survive. Luckily, scientists and doctors have fi gured out how to transfer blood from one person to another.

4 All of us can lose some blood without harm. This allows someone to donate blood. To donate blood, a nurse uses a needle to hook a tube up to the donor’s arm. The blood fl ows through the tube into a small bag. The donated blood is stored and used by people who have been in an accident, are having an operation in a hospital, or have a blood condition.

5 Before it is stored, however, donated blood can also be separated into its different parts to be used for different needs. To do this, scientists use a tool called a centrifuge. A centrifuge separates lighter materials from heavier materials. Blood is put into vials or test tubes and placed in the centrifuge. Then the centrifuge spins very fast. The force of the spinning centrifuge causes the lighter plasma (the liquid) to separate from the heavier blood cells (the solids).

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READING SCIENCEMixtures

Matter and Energy

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6 After separation, the different parts of the blood are stored for later use. The white blood cells do not store well and must be used right away. The platelets can be stored at room temperature. The red blood cells are refrigerated. The plasma is frozen.

7 If you or someone you know ever needs to receive blood, blood cells, or plasma, they are benefi ting from an amazing mixture that runs through our bodies.

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Matter and Energy

1 Although blood cells are contained within a special liquid called plasma, the cells themselves are ___________.

A Gas

B Liquid

C Solid

D Solution

2 When you cut your knee, what part of the blood helps the blood stop fl owing?

A Red blood cells

B White blood cells

C Plasma

D Platelets

3 What does the word circulates mean, as it is used in paragraph 2?

A Sees through

B Opens

C Carries from one place to another

D Stops the bleeding

4 What do you think a lab worker would do with the red blood cells right after separating them from the rest of the blood?

A Put them in the refrigerator.

B Throw them away because they are not useful.

C Take them to the hospital.

D Put them in the centrifuge.

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Matter and Energy

5 Which sentence below is the best summary of this passage?

A You cannot survive without blood, so doctors have fi gured out how to transfer blood from one person to another.

B Blood is a mixture of cells and plasma. The parts can be separated and used.

C Blood is extremely interesting and you should learn as much as you can about it.

D Donating blood is a very kind and important thing to do.

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Notes

MixturesMatter and Energy

Name: Date:


THINK about a hot day at the beach with the sand, Sun, and saltwater crashing over you.

WRITE about why some parts of a beach can be classified as mixtures and others are classified as special mixtures known as solutions.

Be sure to –


Materials can be combined in two ways. In a mixture, each material maintains its own properties. The molecules of each material remain the same. The materials aren’t combined chemically, so they can then be separated by a mechanical process, like filtering, settling, or using a magnet. In a solution, however, one substance dissolves into another making them harder to separate. The molecules of one material spread evenly through the other substance, like when salt is added to water. Distillation and evaporation are methods that can be used to separate solutions.

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MixturesMatter and EnergyWRITING SCIENCE

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Uses of EnergyForce, Motion, and Energy

Name: Date:

READING SCIENCE

Energy TransformationsLexile 770L - B

1 Energy is everywhere. Energy can be found naturally in the wind, on the ground, and even in our bodies. Energy is in our motion and it exists in falling rain.

2 Most of the energy on Earth can be traced back to our nearest star, the Sun. The Sun sends us energy that we detect as light. It also sends us energy that is not easily visible to us. For instance, when the Sun’s energy reaches Earth, it is used by plants to make food, it warms the land and the oceans, and it produces the water cycle.

3 Energy can do so many different things because it is constantly changing. Energy is never created or destroyed. However, it can transform from one type of energy to another. This fact is referred to as the law of conservation of energy. When we say that energy is conserved, we mean that it never disappears but changes from one type of energy to another.

4 It is easy to think that energy disappears. Take sound energy, for example. If you are standing close to a bell when it rings, it sounds quite loud. The farther away you move from the sound the quieter it gets. When you are really far away, you might not hear it at all. Does not that mean that some of the sound energy disappeared? The truth is that the sound energy just changed into heat energy. Sound energy was not lost. It just changed forms and transformed from one kind to another.

5 Humans have fi gured out how to harness these energy changes and this allows us to do many things. Take electric light, for example. Electrical energy fl ows into the fi lament of a light bulb where it changes from electrical energy into light energy. How does this happen? The electrical energy makes the fi lament so hot that it glows and changes into heat and light energy. Then the light brightens a room, and heats the air and objects around it. Thus, the light energy transforms back into heat energy.

6 Energy can even be transformed inside your body. During the process of photosynthesis, plants use the Sun’s energy to make food. The energy from the Sun

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READING SCIENCEUses of Energy

Force, Motion, and Energy

Continued

becomes chemical energy inside an ear of corn or a leaf of spinach. When you eat the plants, the chemical energy becomes kinetic energy. This helps our bodies move.

7 To sum it up, energy is all around you, it never disappears, but it can transform from one kind to another.

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1 The best summary of this passage would be:

A People can use energy in many ways.

B Energy is neither created nor destroyed, only transformed.

C All energy comes from the Sun, our nearest star.

D Energy transformations can happen inside your body.

2 Which chain of energy transfers best represents how this toaster works?

A 1) Heat 2) Light 3) Mechanical 4) Electrical

B 1) Light 2) Mechanical 3) Heat 4) Chemical

C 1) Light 2) Electrical 3) Heat 4) Mechanical

D 1) Electrical 2) Chemical 3) Mechanical 4) Heat

3 Which word is the best synonym for the word harness (paragraph 5)?

A Use

B Share

C Change

D Destroy

4 Another good title for this passage would be:

A The Sun

B Electrical Energy

C The Law of Conservation of Energy

D Useful Energy

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5 The author organized this passage by:

A Comparing and contrasting the different types of energy

B Describing a problem and explaining how to solve it

C Sequencing the changes that energy goes through

D Illustrating the law of conservation of energy with examples

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Notes

Uses of EnergyForce, Motion, and Energy

Name: Date:


THINK about where you have seen batteries used to produce different forms of energy.

WRITE about the different battery powered objects that you know about and the different forms of energy each produces. Where have you seen batteries used? Where have you noticed light energy produced by a battery? What about heat energy or sound energy?

Be sure to –


Energy is the ability to do work. It occurs in many forms and can be observed in cycles, patterns, and systems. Mechanical energy is the energy of motion. Light energy is a form of energy that can travel through space and be seen by the human eye. Sound energy results from a vibrating object and can be heard. Electrical energy is created by a flow of electrical charge through a conductor and thermal energy is a form of energy that can be felt by heat. We can use the different forms of energy in everyday objects like bicycles, stereos, and lamps.

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Uses of EnergyForce, Motion, and EnergyWRITING SCIENCE

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Circuits and ElectricityForce, Motion, and Energy

Name: Date:

READING SCIENCE

Two Kinds of CurrentLexile 750L - B

1 Look around you and name fi ve things that use electrical energy. What are they?

2 Many things use electricity but not all electricity is the same. There are two very different kinds of electricity.

Direct Current

3 The fi rst kind of electricity is called direct current, or DC. It is called direct because it fl ows from the energy source to the device that uses it. Devices that use batteries get their energy from them. They are powered by this kind of electricity. Flashlights and cameras are examples of devices that use direct electric current.

4 A device that uses DC energy has a power source with a positive side and a negative side. Look at a battery closely. You will fi nd that it has a positive and negative side, too. When putting batteries into a fl ashlight you have to be careful to match the sides correctly or else the fl ashlight will not work.

Alternating Current

5 The other kind of electricity is called alternating current, or AC. This kind of electricity moves over long distances. Power plants produce this type of electricity. It is carried by large power lines from the plant to your home. When you plug a TV, a lamp, or a hair dryer into the wall socket you are using this type of electricity.

6 AC energy cannot go right into TVs and lamps because it is too powerful. It fi rst needs to pass through a transformer. A transformer breaks the electricity down into smaller parts. It sends just the right amount of energy to your home. This prevents your alarm clock from smoking!

7 Now look around you once again. Can you tell which things use DC electricity and which use AC electricity?

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READING SCIENCECircuits and Electricity


1 The author organized this passage by:

A Contrasting DC and AC currents

B Describing the sequence of how power gets to your home

C Explaining the many uses of electricity

D Telling you the steps to create a circuit

2 Which of these household items is powered by alternating current?

A A fl ashlight

B A remote control

C A hair dryer

D A handheld video game

3 “The transformer sends just the right amount of energy to your home. This way your alarm clock will not start smoking!” (paragraph 6)

Why would the alarm clock start smoking without the transformer?

A The alarm clock would not work, and so people might throw it in the fi replace.

B The current would be so powerful that it would cause the alarm clock to catch on fi re.

C You would not be able to tell which way to plug in the clock, so there would be a spark on the wire.

D The battery would explode.

4 What should go in the empty box?

Electricity is produced at a plant

The transformer breaks the energy into smaller parts

A The energy is stored in a battery.

B You plug in your toaster to use energy.

C Wind, coal, water, or nuclear plants generate electricity.

D The electricity travels through power lines.

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READING SCIENCECircuits and Electricity


5 Which of the following statements is true of DC and AC currents? They:

A Have positive and negative sides

B Can be used far from the power source

C Are useful in homes

D Would not work without a transformer

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Circuits and ElectricityForce, Motion, and Energy

Name: Date:

WRITING SCIENCE

Notes

READ the information in the box below:

THINK about the different items in your home that use electric power. How do you think it travels to your home and then to your appliances?

WRITE about how electricity flows to a bulb in a table lamp. Why is a switch useful? What has been done to parts of a lamp to make things safer while using electricity?

Be sure to –


Electricity flows in a closed path called a circuit. It begins with an energy source, like a battery, and continues in a loop until the circuit is broken. The circuit is useless unless something is attached to it, like a fan or lamp. The flow of electricity can produce light, heat, or sound.

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Circuits and ElectricityForce, Motion, and EnergyWRITING SCIENCE

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LightForce, Motion, and Energy

Name: Date:

READING SCIENCE

RainbowsLexile 750L- B

1 A rainbow can be a beautiful sight after a storm. Kids may run outside and point to it. Adults may stop their work to gaze at it. And, poets may feel inspired to write about it. In short, many people feel hope when they see rainbows.

2 To scientists, however, rainbows are events that demonstrate the characteristics of light: refraction and refl ection.

3 The ingredients for a rainbow are simple and common. It only takes sunlight and water droplets. But these ingredients need to be arranged just right, with the sunlight hitting the water at the proper angle. Water droplets in the air are almost perfect spheres. As the light passes into the drop of water, it changes speed and refracts, or bends. This refraction causes the light to separate into colors. You see, light appears to be white to our eyes, but it is actually composed of all the colors of the rainbow. Refraction allows us to see those colors.

4 When the colors of light separate, they always separate the same way. The colors are always arranged in the same order: red, orange, yellow, green, blue, indigo, and violet. And violet, or purple, is always on the inside curve of the primary rainbow.

5 The sunlight that is refracted inside the water droplet is refl ected off the back of the droplet. The back of the droplet acts like a mirror. It refl ects the rainbow colors back so we can see them.

6 Sometimes, we see two rainbows. The primary rainbow is the inner arch and is the brightest. The secondary rainbow is a mirror image (the colors are reversed) and dimmer than the primary. A double rainbow is a very special display.

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READING SCIENCELight


Continued

7 A rare variation of the rainbow is the moonbow, or lunar rainbow. Moonbows take place at night. They are composed of the same colors as ordinary rainbows. But it is hard for human eyes to perceive, or see, the colors in the dim light. For this reason, moonbows appear white to the naked eye. When a special camera is used, however, the colors will be visible in a photograph.

8 To see these properties for yourself, you can create a rainbow in your own yard. Using a hose, make a fi ne spray of water. Your back should be to the light, so that the light will refl ect off the back of the droplets toward you. This rainbow will be just like its larger version found in the sky.

9 We can learn a great deal about light from rainbows, but we can also enjoy them. Refraction and refl ection paint the sky more splendidly than an artist with a paintbrush.

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1 How do scientists think differently about rainbows than most people?

A Scientist are not excited when they see rainbows.

B Scientists think it is silly to try to learn anything from rainbows.

C Scientists can learn a lot about light from rainbows.

D Scientists wish they could write poems about rainbows.

2 The back of a water droplet acts as a mirror. When light hits the back of the water droplet, it bounces back to our eyes. This is called:

A Refraction

B Evaporation

C Conduction

D Refl ection

3 The word perceive in this passage (paragraph 7) means:

A Think about

B Read

C See

D Understand

4 Complete this analogy:Moon is to moonbow as _____ is to rainbow.

A Water

B Sun

C Sky

D Earth

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5 What word should be on the line with the question mark in the diagram?

Water Droplet

refl ection

?

A Refraction

B Refl ection

C Light energy

D Rainbow

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Notes

LightForce, Motion, and Energy

Name: Date:


THINK about the last time you saw yourself in a mirror.

WRITE about your reflection. Do you look the same? How would your image be different if you were looking into a piece of glass or plastic?

Be sure to –


Light travels in straight lines until it is reflected or refracted by another object. When light bounces off a mirror or other shiny surface, the reflection is a flipped image of the original. The reflected light is what allows us to see them. Light can also be refracted. Lenses, clear pieces of plastic or glass, are used in cameras, glasses, and microscopes to refract light. When light is refracted, the image is distorted or changed from the original.

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LightForce, Motion, and EnergyWRITING SCIENCE

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Experimenting with ForcesForce, Motion, and Energy

Name: Date:

READING SCIENCE

KitesLexile 920L - B

1 Kites come in many shapes, colors, and sizes, but all kites have similar parts. These parts, put together, form a system that functions to fl y the kite through the air—which is pretty amazing when you realize that kites are heavier than air. Because of their weight, kites cannot simply fl oat upward. They must be lifted by some force. That force is provided by air striking the kite’s surface.

2 The parts of a kite are designed to interact, or work with, the force of the air. There are four parts of a kite:

3 The Cover

The cover is made of a fl exible surface that catches the air to lift the kite. It can be made of many different materials, such as plastic, paper, or cloth. The cover is the part that is often decorated. As long as the materials and decorations are light enough to be lifted by the force of the air, a kite can be made to look like all sorts of things such as dragons, insects, or birds.

4 The Frame

The frame supports the cover and gives it shape. It is usually made from wood, plastic, or lightweight metal.

5 The Tail

The tail provides stability so the kite is easier to handle. The tail keeps the kite from fl ipping over or whipping around too fast.

6 The Kite String

The force of the air lifts the kite, but there is another force pulling in the opposite direction—the kite string. It keeps the kite from fl ying away.

7 All of these parts are necessary for the system to function and the kite to fl y. A frame, cover, tail, string, and some strong wind all work together to provide an afternoon of fun!

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Sample


READING SCIENCEExperimenting with ForcesForce, Motion, and Energy

1 What might happen if you did not put a tail on the kite?

A The kite would be hard to control.

B The kite would fl y higher.

C The kite would fl y, but very slowly.

D The kite would fl y the same as it would with the tail.

2 A kite is an example of what?

A A process

B A change

C A pattern

D A system

3 Which part of the kite catches the wind?

A Cover

B Frame

C Tail

D Kite string

4 How would the amount of force needed to keep the kite in the air change if it were made out of a heavier material instead of a lighter material?

A The amount of force needed would be smaller.

B The amount of force needed would be greater.

C The amount of force needed would be the same.

D The amount of force needed would go up and down with the kite.

38


Sample


READING SCIENCEExperimenting with ForcesForce, Motion, and Energy

5 In this passage, the word interact (paragraph 2) means:

A Lift

B Fly

C Discuss

D Work with

39


Sample


Experimenting with ForcesForce, Motion, and Energy

Name: Date:

WRITING SCIENCE

Notes

READ the information in the box below:

THINK about this stack of rocks.

WRITE about the forces that are keeping the rocks vertical. Do you think another stone could be placed on top? What would be the effects of removing the lighter colored one from the middle of the stack? Do you think this stack could be built on a slanted surface?

Be sure to –


Scientists can design experiments to test the effects of forces such as gravity, friction, or magnetism on objects. Forces can change the movement, shape, or position of objects. The effects of force can change, depending on the amount and type of force applied to the object.

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Sample


Experimenting with ForcesForce, Motion, and EnergyWRITING SCIENCE

Topic:

41


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Sample


Formation of Fossil FuelsEarth and Space

Name: Date:

READING SCIENCE

An Engineer’s WorkLexile 860L - B

1 Hi! My name is Annie, and I am an engineer. I love my job. You might wonder what an engineer does. I am here to tell you all about it.

2 An engineer is someone who fi gures out how to make things, like machines and equipment, work better. I had to study math and science in school to prepare for this job. Now, companies hire me to check their equipment and make improvements. This helps increase their profi ts, or the money they bring in. All companies would like to make more money—that is why I am always busy!

3 I work with companies that do many different things, but all of them produce things that are important to us. Some of the companies I work for are giant oil refi neries or recycling plants. Others produce energy.

4 In order to help these companies increase their profi ts, I must work very closely with the employees who work there. That is one of the best parts of my job—the people. I enjoy the huge machinery and newly-developed electronics, but even if I did not get to work with those things, I would still enjoy all the new friends I meet when I travel out into the fi eld and visit the companies I work for.

5 When I go out into the fi eld, it is usually to help companies that deal with oil, coal, and natural gas. I help them fi gure out how to produce these fuels more effi ciently and how to improve conservation. Together, the employees and I analyze the way they are doing things now. Then, we create a good plan to change how things are done for the better.

43


Sample


READING SCIENCEFormation of Fossil Fuels

Earth and Space

Continued

6 When I make this plan, I am looking for ways to get more fuel while reducing the costs of doing it. It is a tough goal to reach, but that is what keeps my job so interesting. If I were not challenged at work, I would get bored pretty quickly. New challenges are another great part of my job. It is like being faced with a new puzzle every day!

7 I love being an engineer. I think everyone should do something they love. I studied, worked hard and trained so that I could get my dream job, and so can you. Find something you enjoy that keeps you challenged. Find out what you will need to learn to do it, and then do your best.

44


Sample



Earth and Space

1 What’s the most important reason Annie thinks her job is a great match for her?

A She thinks oil and gas are important.

B She enjoys challenges.

C She gets to work with newly-developed electronics.

D She makes a lot of money

2 Which of these would be the best label for the center of the diagram?

Oil Refi neries

Recycling Plants

ElectricCompanies

Oil-drillingCompanies

?

A Oil exploration companies

B Companies that are not effi cient

C Companies for which Annie might work

D Important companies

45


Sample



Earth and Space

3 Which of the following does Annie do while she is at work?

A Reduces costs for companies to run their equipment

B Increases effi ciency in production

C Works to solve problems

D Annie does all of the above while at work

4 What does Annie mean by going out “into the fi eld”? (paragraph 4)

A Investigating grass for companies that sell it

B Checking soil in pastures

C Visiting companies with which she works

D Checking fi elds for insects and other pests

6 Which of the following is the author’s main purpose in writing the article?

A To inform the reader about how to help companies

B To tell the reader about an engineer’s work

C To teach the reader how to fi nd a job that she loves

D To inform the reader about companies needing the help of an engineer

5 Which of these is probably something Annie would tell the reader?

A It is easy to be an engineer.

B Work for energy companies.

C Work is all about making friends.

D Find something you like to do.

46


Sample


Notes

Formation of Fossil FuelsEarth and Space

Name: Date:


THINK about this offshore rig that is used to drill wells and find oil deep underground. Imagine you were able to travel down the well shaft.

WRITE about the layers of the Earth’s materials that you would have to travel through to get to the oil. Why is the oil there? How did it form over millions of years?

Be sure to –


Fossil fuels are formed in sedimentary rock layers when materials are compressed and heated deep under the Earth’s surface. Fossil fuels are created from the deposition of the remains of many microscopic organisms or dead plants and animals in layers. Sedimentary rock is formed from the deposition of tiny pieces of rock and other inorganic matter.

47


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Formation of Fossil FuelsEarth and SpaceWRITING SCIENCE

Topic:

48


Sample


Changes to LandEarth and Space

Name: Date:

READING SCIENCE

The Changing Surface of EarthLexile 930L - B

1 We may not notice it during our lifetime, but the Earth’s surface is always changing. The movements of ice, water, and wind cause these changes. These movements break down landforms, carry away the pieces, and deposit them in new places—creating new landforms in the process.

2 In many places on Earth, you can fi nd masses of ice called glaciers. These glaciers are so huge that they look as if they are standing still, but they actually fl oat slowly through valleys between mountains. As it moves, a glacier can erode away the edges of a valley, making it wider and deeper. Glacial valleys have a rounded U-shape.

3 In addition to eroding the edges of a valley, the great weight of a glacier can crush surface rocks underneath it. The pieces of broken rock are called glacial sediments. They can range in size from boulders to fi ne clay. As a glacier moves, it carries these sediments with it. When the glacier stops moving, the sediments are dumped, creating land formations. One of these land forms is known as a moraine, a hilly structure that can form at the edge of a glacier.

4 Water can also change Earth’s surface. Rushing rivers cut through the land around them to form canyons. Canyons are narrow valleys cut by erosion.

5 Besides carving the land, moving water can create new land features. As a river nears the sea, the land becomes more level. The river’s energy is reduced and its fl ow becomes sluggish. Like glaciers, rivers also carry pieces of rock and sand called sediments. As the river slows near the sea, it deposits its load of sediments to create a delta. Deltas are broad, fan-shaped areas formed where rivers empty into standing water.

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Sample


READING SCIENCEChanges to LandEarth and Space

Continued

6 Moving air has less mass than ice or water, however, it can still shape the Earth’s surface. Winds can pick up small pieces of dirt or sand, often bouncing them along through the air. When these particles meet an obstacle, they pile up to form a dune. A dune is a hill of sand built by the wind. Coastal dunes form parallel to a shoreline, inland from a beach. They can help protect low-lying inland areas from violent storm waves. However, the wind that builds a dune can also move it. Some desert dunes can travel more than 100 meters in a year.

7 From valleys and canyons, to deltas and dunes, the forces of ice, water, and wind are constantly changing the surface of the Earth.

50


Sample



1 The main idea of this passage is…

A Ice can break down and build up Earth’s landscape.

B Water can change Earth’s surface.

C Wind can shape Earth’s landforms.

D The Earth’s surface is always changing.

2 Which natural forces can create sediments?

A Wind and ice

B Moving air and moving water

C Water and ice

D Sunlight

3 According to the paragraph 6, particles can pile up to form a dune. The word particles means:

A A hill of sand

B Large masses of ice

C Small pieces of matter

D Low-lying areas

4 What can you infer from the passage?

A Changes in the Earth’s surface occur slowly.

B Glaciers are dangerous.

C You can see glaciers move.

D Dunes last forever once they are formed.

51


Sample



5 What does the author mean by the word carving in the passage? (paragraph 5)

A Creating sediment

B Making new mountains

C Cutting through land

D Dropping sediment

52


Sample


Notes

Changes to LandEarth and Space

Name: Date:


THINK about a beautiful waterfall that can make many changes to the land. Some we notice right away, and some we don’t see immediately.

WRITE about both of these types of changes. What kind of time do you think they take to make the changes? What differences would the height or speed of the waterfall make? What changes do you think occur further downstream?

Be sure to –


The surface of the Earth is constantly changing. Landforms are created from the effects of wind, water, and ice. Sand dunes form when wind-blown sand builds up. They are usually found in deserts or near lakes and oceans. Deltas form when water-born sediments are deposited at the mouths of rivers. They are created from a deposition of sediment over a long period of time. Canyons form when moving water cuts through the Earth’s surface. Extensive erosion over a long period of time form these deep ravines between cliffs.

53


Sample


Changes to LandEarth and SpaceWRITING SCIENCE

Topic:

54


Sample


Alternative EnergyEarth and Space

Name: Date:

READING SCIENCE

A Wind Farm in TexasLexile 770L - B

1 For Spring Break, Roberto’s dad was going to take him hiking in West Texas. As they drove through the empty desert toward the mountains, Roberto was surprised to see rows of what looked like giant white fl owers standing in the sunlight.

2 “What is that?” asked Roberto, pointing.

3 “That is a wind farm!” said Roberto’s dad.

4 Roberto looked puzzled. “They grow wind? How do they do that?”

5 Roberto’s dad chuckled. “You are right. Farms usually grow things. On a wind farm they do not grow anything, though. They make electricity from wind energy. Wind is a renewable resource that Texas has lots of, so there are wind farms in several parts of the state.”

6 Roberto looked out the window again. When he looked closer, he noticed that the giant white things looked more like pinwheels than fl owers, and they were turning slowly.

7 “So, how do those things make electricity?” he asked his dad.

8 “Those machines are called wind turbines,” said Dad. “Did you know those are about 260 feet tall? They are kind of like giant windmills. The blades catch the wind and turn to generate electricity.”

9 “But my teacher said that we get electricity from coal and oil,” said Roberto.

10 “Sure we do, but coal and oil are not renewable energy sources. We need to fi nd ways of making cleaner energy so that we do not use up our coal and oil resources. Sources like wind and solar power that do not cause pollution or use up fossil fuels are called alternative energy sources.”

55


Sample


READING SCIENCEAlternative Energy

Earth and Space

Continued

11 Roberto looked out the window. “Those are really cool,” he said.

12 His dad smiled. “Yes, they are. One extra cool thing about them is that they have little weather stations on top that monitor the speed and direction of the wind. The weather stations send the information to computers located inside the turbine that actually turn the blades into the wind so they can catch it and rotate.”

13 “Alternative energy sounds like a pretty smart idea. It is neat that somebody fi gured out how to get electricity from the wind.”

14 “I think so, too,” said Dad. “People are fi nding ways to create energy in all sorts of new ways these days—from the Sun, wind, and water. In fact, some really smart scientists have even fi gured out how to create fuel from grease that is recycled from fryers in restaurants! It is called biodiesel.”

15 “Gross!” said Roberto.

16 “It might be gross,” said Dad, “but, you have to admit, it is also pretty creative.”

17 Dad and Roberto continued to drive past the wind farm, and as they did Roberto stared out the window and thought about all of the electricity that was being produced right in front of their eyes.

56


Sample



Earth and Space

1 The author’s main purpose in writing this passage is to…

A Tell a story about Roberto’s hiking trip

B Explain the purpose of wind farms

C Describe how we get energy from grease

D Persuade the reader to use wind power

2 Why does Roberto think the wind farm “grows wind” at the beginning of the story?

A Roberto is silly.

B Roberto does not know what wind is.

C Roberto knows that farms usually grow things.

D Roberto’s dad is confusing.

3 Alternative energy is… (paragraph 10)

A Energy from coal or oil

B Energy that comes only from wind farms

C Energy that comes from sources that do not pollute or use fossil fuels

D Energy that is not renewable

4 Why do you think that the wind turbines were placed in the desert of West Texas?

A There is a lot of wind there.

B It is very sunny there.

C There are many people in West Texas.

D You can hike in West Texas.

57


Sample



Earth and Space

5 Which of these is a correct description of a wind farm?

A A farm where coal and oil are burned

B A place where wind is turned into electricity

C A place where farmers grow things

D A place where wind turbines can be recycled

58


Sample


Notes


Name: Date:


THINK about a pumpkin that has begun to decompose. How can a rotting pumpkin benefit both people and the environment?

WRITE about what has to happen so that the energy stored in the pumpkin can be released to make electrical energy for people. How do you think this saves fossil fuels? Is this a renewable or nonrenewable resource? Why?

Be sure to –


Alternative energy resources, such as biofuels and solar, wind and geothermal energies, are renewable forms of energy. Alternative energy sources rely on natural processes and can be used to produce the energy we use everyday. Using alternative energy resources can sometimes produce less waste than producing energy from fossil fuels. They can also help conserve the Earth’s resources.

59

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WRITING SCIENCE

Topic:

60


Sample


What Happened BeforeEarth and Space

Name: Date:

READING SCIENCE

Lone Star DinosaurLexile 800L - B

1 Long ago, a female dinosaur was looking for food by a streambed in what would someday be known as the state of Texas. She had been traveling with a group of other dinosaurs that decided it was time to stop for food. The young dinosaurs searched for plants close to the streambed while the adults formed a circle around them. That way they would be protected from any predators that might be nearby. They soon found what they wanted and left. But when they left, they left behind tracks in the soft mud of the streambed.

2 These footprints were not disturbed for a long time. But 110 million years later, scientists found the tracks near Glen Rose, Texas. They found bones nearby, too. Scientists studied these tracks and bones, and they named the dinosaur Pleurocoelus (PLOOR-oh-SEEL-us). Later, they also found the tracks of another dinosaur. That one seems to have been chasing the Pleurocoelus!

3 Of course, it is hard to know for sure what happened. This is because scientists could not observe a living dinosaur to see what it ate or how it behaved. But there are special scientists called paleontologists. They are able to use clues left behind by dinosaurs to infer what the dinosaurs’ lives were like.

4 For example, the tracks left in the mud tell scientists much about the animals who made them. The size of the footprint can tell the scientists approximately how big the dinosaur was. The distance between tracks can tell them whether the animal was running or walking. And, the number of footprints in an area can tell them whether the animal lived alone or in a group.

5 Paleontologists used other clues to fi gure out what dinosaurs ate. The Pleurocoelus, for example, had weak teeth. This tells scientists that the animal was an herbivore, or plant-eater. It did not need strong and sharp teeth like those of a meat-eating carnivore.

61


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READING SCIENCEWhat Happened Before

Earth and Space

Continued

6 From these bones and tracks, paleontologists have been able to create a pretty good picture of the Pleurocoelus. For one thing, they can tell that it was a quadruped. This means that it had four legs. Another thing they can tell is that a female might weigh close to 20 tons. That is about the same as 10 small cars! They also know that her front legs were longer than her back legs. And, they know that she had a small, narrow head on a long neck—just like a giraffe’s. But, unlike a giraffe, she had a bulky body and a long tail.

7 Because of the many tracks and bones of Pleurocoelus found in Texas, the state of Texas passed a bill that made it the offi cial Lone Star State Dinosaur. Today, the place on the streambed where the tracks were left is part of Dinosaur Valley State Park, where visitors can see the footprints for themselves. In fact, this park is one of the best places to see dinosaur tracks. But, you should call before you go to visit because the tracks are in the riverbed. This means that you will not be able to see them when the river is too high.

62


Sample



Earth and Space

1 Which of the following is NOT TRUE of Pleurocoelus?

A It had weak teeth.

B It had a long neck.

C It lived in a group.

D It did not have any predators.

2 How do you think scientists know the carnivore was chasing Pleurocoelus? (paragraph 2)

A The carnivore tracks came behind the Pleurocoelus tracks.

B The carnivore’s teeth were found near the Pleurocoelus.

C The Pleurocoelus was protecting its young.

D The carnivore was small.

3 Why did the author probably write this passage?

A To tell a story about a mother dinosaur

B To describe how clues from fossils can tell us about the past

C To persuade the reader that the Pleurocoelus should be the state dinosaur

D To give information about Dinosaur Valley State Park

4 Which of the following is a quadruped

(paragraph 6)?

A A human

B A parrot

C A horse

D A tree

63


Sample



Earth and Space

5 What is something a paleontologist probably would not do?

A Look at fossilized bones

B Try to use dinosaur tracks to fi nd out what the dinosaur weighed

C Hide fossils so no one else could fi nd them

D Measure the distance between dinosaur tracks

64


Sample


Notes


Name: Date:


THINK about this rock slab that was found on the construction site of a new underground parking garage. What do you think the land was like at the construction site millions of years ago?

WRITE about the ways you think this fossil could have been formed. What geological story do you think it tells?

Be sure to –


Fossils are the preserves, remains, or traces of organisms that lived many years in the past. Fossils can be preserved body parts, such as bones, or they can be traces of organisms, such as footprints. Fossils are not part of the organism itself. The organism is actually replaced with other substances, like rock, and preserved. Scientists can use fossils to interpret past events and environments. They can create models to represent the passage of time.

65


Sample



WRITING SCIENCE

Topic:

66


Sample


Weather and ClimateEarth and Space

Name: Date:

READING SCIENCE

My Trip to AlaskaLexile 860L - B

1 My name is Maisie and, during the last week of January, my dad had a business trip in Anchorage, Alaska. My mom and I went with him. I have lived on Galveston Island, in Texas, since I was born, and now I am ten years old. My mom says we are beach people. That means we love the sunlight, sand, and water.

2 Before we left, my mom was worried that we would not know how to handle the cold. We do not even own boots, hats, or gloves because we do not need them in Galveston. We knew that Alaska was going to be colder, so Mom and I got on the Internet to check the weather forecast. What did it say? Snow was predicted! I had never seen snow before, so I jumped up and down. My mom just looked worried and made plans to buy us the warm clothes we would need.

3 When we got on the airplane, the pilot introduced himself and then gave the weather update for Anchorage. He said, “The current temperature is 27 degrees Fahrenheit. Snow is falling, though it is not expected to be heavy. The forecast for the nighttime low is seven degrees Fahrenheit. This is all pretty typical for this time of year.”

4 I looked over at Mom and she was already shivering. When we left Galveston that morning to head to the airport, the thermometer outside the house said it was a balmy 68 degrees Fahrenheit. That is the kind of weather Mom loves. For my part, I just could not wait to see snow and wear my new boots and gloves.

5 I sat in the window seat, and as we fl ew across the U.S., I saw snow-capped mountains for the fi rst time in my life. When the pilot announced that we were landing, I peered eagerly out of my window, trying to get a glimpse of the snow on the ground. I could see it piled in heaps on the sides of the landing strip. It was beautiful.

6 I had a great time, staying outside as much as my mom would let me. It was so cold that the hair inside my nose froze! Even I had to admit it was nice to come in for some hot chocolate every once in a while.

67


Sample


READING SCIENCEWeather and Climate

Earth and Space

Continued

7 I could not stay outside all day because there are only about eight hours of daylight, in Anchorage, in January. That is because the city is so far north. Dad said we might be able to come back in June. Then, sunset happens about two o’clock in the morning and sunrise is about two hours later. Can you imagine having the sun shine for 22 hours a day?

8 This made me think about what the weather would be like with 22 hours of daylight. I fi gured it should be warmer than it was in January. I went online in the hotel lobby and found that the average summer temperatures in Anchorage are around 62 degrees Fahrenheit with a low of 48 degrees, fairly close to what we had when we left Galveston.

9 I told this to my teacher, and she helped me do a research project to learn more about the weather in Anchorage. It turns out that temperatures in the low 20s are pretty normal for January there. One year they had a record low of negative 35 degrees Fahrenheit. Can you believe that?

10 My teacher told me that scientists, called climatologists, keep records of all kinds of weather data. In fact, the data collected over many years tell what the climate is for a particular area. Climate is pretty much what you expect the weather to be during a specifi c time of the year. You expect Anchorage to be cold with snow during the winter. You expect Galveston to be hot, sunny, humid during the summer. You do not really expect to build a snowman on a Galveston beach in the winter—but I wish you could.

11 On the other hand, weather is what happens hour to hour, and it can change quickly. For example, when we arrived in Anchorage it was snowing, but later that afternoon the Sun came out. Weather can change from hour to hour, from day to day and from season to season.

12 I am learning all that I can about the climate and weather in Anchorage because, if we go back this summer, I need to know what to pack!

68


Sample



Earth and Space

1 How do you think Mom feels about the weather in Anchorage?

A She is excited to see snow.

B She is worried about the cold.

C She is happy that there will be 22 hours of daylight.

D She is afraid of the dark.

2 What would a climatologist do? (paragraph 10)

A Travel from place to place recording temperatures and precipitation

B Collect data on weather conditions over time

C Discuss weather data with other scientists

D All of the above

3 Which is an example of a statement about climate? (paragraph 11)

A It rained three inches last night.

B Snow and very low temperatures are predicted for tomorrow.

C Florida is known for its sunny skies and warm temperatures.

D I plan to go swimming tomorrow.

4 Which of the following is true about the climate of Anchorage?

A The winters are cold and snowy.

B The snow was piled next to the landing strip.

C It was 27º F.

D Summers are cold in Anchorage.

69


Sample



Earth and Space

5 The passage is organized by:

A Presenting the effects caused by weather

B Telling about a sequence of events that led the main character to think about weather and climate

C Comparing and contrasting Maisie and her dad

D Describing the climate of Galveston

70


Sample


Notes


Name: Date:


THINK about the weather and climate in these two very different parts of the world. Both experience sunny weather and rainy days.

WRITE about why and how often you might use an umbrella in each region. What types of weather would you expect to experience in each place? What about their climate?

Be sure to –


In the natural world, there are patterns that scientists can record and predict. One of these is weather. Weather refers to the daily environmental changes that we experience around us. It is measured over hours, days, and weeks. When scientists average the general conditions over a longer period of time, it is called the climate.

71


Sample



WRITING SCIENCE

Topic:

72


Sample


The Sun and Water CycleEarth and Space

Name: Date:

READING SCIENCE

Under the SeaLexile 820L - B

1 I love the ocean and I enjoy doing more than looking at it. I like to get under the surface and swim with all of the amazing creatures that the ocean has to share.

2 To truly experience life underwater, I learned SCUBA, which stands for Self-contained Underwater Breathing Apparatus. That is a fancy way of saying that when you SCUBA, you have a tank of your own air so that you can breathe underwater. Since I have learned how to SCUBA, I have seen some really amazing things.

3 For example, when I was in Hawaii, I went on a dive in the crater of an extinct volcano. The top of the volcano had been eroded by waves, so the entire thing was underwater. We descended into the crater to a depth of about 65 feet. We saw small octopi fl oating through the water and sea cucumbers on the crater’s fl oor. Sea cucumbers are not really vegetables! They are animals that look like a cucumber because they have dark, cylindrical bodies.

4 The highlight of that dive was the sight of my fi rst shark. Before the dive, the guide had taught us a signal to use if we saw a shark. I thought he was just kidding, so I did not really pay attention. But when I saw that shark, I was sorry I had not listened! I screamed into my regulator. It is the device that controls the fl ow of air from the tank. Luckily sound travels very well in water, so my scream got everyone’s attention. The guide swam up to the shark, waved his arms, hollered into his regulator and chased the shark away. It turns out, it was a nurse shark. They tend to leave divers alone. Luckily, we really were not in danger.

73


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READING SCIENCEThe Sun and Water Cycle

Earth and Space

Continued

5 I have seen many awe-inspiring things underwater: manta rays, eels, and even a few more sharks. But the ocean can be a dangerous place for humans who do not respect it. Still, I have always felt that the ocean is my friend. SCUBA diving has led me to believe that we must take care of the ocean. Not only have I seen many beautiful things, but I have also seen the ways that we harm the ocean. For example, I have seen plastic bags and bottles fl oating in the ocean. Those are things that humans have thrown away and which are now polluting the water.

6 Why should we protect the ocean? Well, as I have seen, the ocean harbors many fascinating creatures. It is also important for our survival.

7 The ocean provides humans with the water we need to live. The ocean is the largest body of water on planet Earth. It covers about 72% of the planet. You might say, “How does it help us live?” Ocean water is salty. We need fresh water. When the Sun’s energy heats the surface of the ocean and the water evaporates, the salt stays put in the ocean while fresh water vapor rises. Later, that water vapor travels over land and becomes the precipitation you and I see. So, even though the ocean is salty, it still provides the fresh water that living things need to stay alive.

8 I have learned that the ocean is my friend. It takes care of me by providing me with water and giving me a place to swim and dive. I want to be able to take care of the ocean by respecting it and telling people about how wonderful it is.

74


Sample



Earth and Space

1 Which choice best summarizes the passage?

A Since I have learned how to SCUBA, I have seen some really amazing things. For example, when I was in Hawaii, I went on a dive in the crater of an extinct volcano.

B The ocean provides humans with the water we need to live. The ocean is the largest body of water on planet Earth.

C I like to get under the surface and swim with all of the amazing creatures that the ocean has to share. To truly experience life underwater, I learned SCUBA, which stands for Self-contained Underwater Breathing Apparatus.

D I explored the ocean through SCUBA and learned that the ocean is my friend. The ocean takes care of me, and I want to take care of the ocean by respecting it and telling people about how wonderful it is.

2 The word descended means: (paragraph 3)

A Screamed

B Traveled downward

C Learned to SCUBA

D Swam in a crater

3 Which of the following is the author’s purpose?

A Teach the reader how to dive

B Inform the reader about the importance of the ocean

C Tell the author’s personal experiences

D Teach the water cycle

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Earth and Space

4 Why do you think the author screamed when she saw the shark?

A The shark was swimming toward her with its mouth open.

B The shark looked like it was going to bite the other divers.

C Screaming was the signal her guide taught her.

D She wanted to get the other divers’ attention so they would be safe.

5 Which statement is NOT true about how the ocean’s water becomes the water we use to survive?

A The Sun causes the ocean’s water to evaporate.

B Precipitation fi rst may have been water in the ocean.

C Salt cannot evaporate.

D Heat slows evaporation.

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Notes


Name: Date:


THINK about the water cycle. How much water do you think has been added to the Earth in the last thousand years?

WRITE about the ocean and the Sun and their roles in the water cycle. What happens to saltwater during the water cycle? When ocean water evaporates, what happens to the minerals it contains, such as salt? Do you think evaporation takes place mostly at night or during the day? Why?

Be sure to –


An important part of the water cycle is the Sun. The Sun provides the energy that evaporates water on the Earth’s surface. 72% of the Earth’s surface is covered by oceans, the largest body of water made up of saltwater. Just as evaporation can be used to separate a solution, water that evaporates from the ocean does not contain salt.

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WRITING SCIENCE

Topic:

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Earth’s RotationEarth and Space

Name: Date:

READING SCIENCE

The Sky and Our CalendarLexile 830L - B

1 For thousands of years people have used the Sun, Moon, and stars to keep track of time. Looking into the sky, they have noticed how certain patterns repeat, and they have used those patterns to make calendars. Most of the time, these patterns make it easy for us to keep track of time. But not always!

2 For example, deciding on the length of a year can be harder than you might think. A day is exactly 24 hours. That is how long it takes the Earth to rotate once. And, we say that a year is 365 days because that is the time it takes the Earth to travel once around the Sun. But, that is not quite true! The Earth’s trip around the Sun actually takes 365 days—plus a fraction of another day. This fraction of a day complicates our calendar. We solved the problem by adding an extra day to the calendar every fourth year. Most years, February has 28 days. But during a Leap Year it adds the day, February 29th. This way we can keep our calendar on track.

3 Figuring out the length of a month has also caused problems. For example, many cultures in history have used a lunar calendar. A lunar calendar is based on the cycle of the Moon, which takes an average of 29-and-a-half days. This means that there are about twelve-and-a-half lunar months in a year. But, different cultures have chosen to start their months at different parts of the Moon’s cycle. The Hebrew and Islamic calendars, for example, start a new month when a thin crescent moon is barely visible. But the Chinese calendar, on the other hand, starts a new month the moment the new moon rises. This made it hard for these cultures to communicate and trade.

4 By the twentieth century, however, most countries had adopted the same calendar. This made trade and communication between them easier. But some countries still had to drop thirteen days from their calendar because their old way of counting months and years did not line up with the new one.

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READING SCIENCEEarth’s Rotation

Earth and Space

Continued

5 Another problem took place in England, back in the 1500s. The English divided the month into weeks, just as we do today. They decided that every month should have four weeks. This meant that one week was actually a little longer than seven days. Also, It meant that there were thirteen months to a year.

6 The Sun, Moon, Earth, and stars move in predictable cycles. But even though these patterns occur regularly, we have never fi gured out a simple way to make a calendar that works just right.

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Earth and Space

1 How long does it take the Earth to travel around the Sun?

A One month

B One day

C One year

D One lunar month

1. Takes approximately 24 hours.

2. Is the result of the rotation of the Earth.

2 What belongs in the blank above?

A One year

B One month

C One day

D One revolution of the Moon

3 The word lunar means… (paragraph 3)

A Having to do with calendars

B Having to do with the Moon

C Yearly

D Crazy

4 What is a problem that would likely occur if two cultures had different calendars?

A They might have different languages.

B They might have a war about which calendar is better.

C They might misunderstand dates when they try to communicate.

D They might not know how long it takes the Moon’s phases to cycle.

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Earth and Space

5 The author organizes this passage by…

A Telling us the effects caused by the Earth’s rotation

B Sequencing the changes in calendars that have occurred through the years

C Explaining the problems people have had with making calendars

D Telling a story about calendars

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Notes


Name: Date:


THINK about the cyclist in this photograph. What clues can you see in the photograph that could help you determine what time of day it is?

WRITE about the clues. If the cyclist is facing north, where do you think the Sun will be in the next two hours? What if the cyclist is facing south?

Be sure to –


Every twenty-four hours, the Earth rotates once on its axis. This creates the day and night cycle and the apparent movement of the Sun across the sky. Before clocks, scientists used the Sun’s position in the sky to keep track of time.

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WRITING SCIENCE

Topic:

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Earth, Sun, and MoonEarth and Space

Name: Date:

READING SCIENCE

A Trip to the Sun and MoonLexile 790L - B

Dear Class of 3010,

1 Hi everyone! I am having the vacation of a lifetime. My family is taking a trip to the Sun! On the way back, we made a stop at one of our bases on Earth’s Moon, before we return home to Earth. Robo-Teacher told me that I should write a letter to report some of the facts I am learning on our trip.

2 Last week we traveled to the Sun—93 million miles from home. No, we could not actually land on the Sun. We would burn up. We just arrived in a close orbit.

3 If you remember, Robo-Teacher told us that the Sun is composed, or made up, of gases—mostly hydrogen and some helium. That means that even if it were not so hot, you could not stand on the surface. It would be like trying to stand on air. The space cruiser captain told us that the Sun is a middle-aged star that is about 4.5 billion years old.

4 The Sun has the largest mass of anything in our Solar System. More than one million planet Earths could fi t inside. Its weight is 330,000 times heavier than Earth’s. Think about a giant balance scale. If the Sun were on one side, you would need 330,000 Earths to balance the scale.

5 The temperature at the photosphere, or surface of the Sun, is 10,000º Fahrenheit. Underneath, the core is much hotter at 10,000,000º Fahrenheit. On the photosphere we could see sunspots. The captain told us that some of them are 50,000 miles across and can even be seen from Earth without a telescope. The corona is the atmosphere above the photosphere. It has temperatures much hotter than the photosphere.

6 After the Sun, it was time to visit the Moon. Approaching the Moon was one of my favorite parts of the trip. We stared out the ports to see the craters made when the surface of the Moon is hit by meteorites. Cracks and ridges and low mountains dot the surface of the Moon in every direction. It all looks like it did when the Moon formed billions of years ago, because almost no erosion happens on the Moon. Unlike Earth, the Moon has no atmosphere or water. That also means it has no weather.

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READING SCIENCEEarth, Sun, and Moon

Earth and Space

Continued

7 Since the Moon is mostly rocky like Earth, our ship was able to dock at the base. On the Moon we weighed one-sixth of our weight on Earth, so even a tiny jump would propel you through the air and provide lots of fun, as well. We talked to one of the scientists at the base and he told us that the surface temperatures on the Moon are very extreme. They range from very cold, -300º Fahrenheit in the shade, to 214º Fahrenheit in the sunlight. The temperatures are so extreme because there is no atmosphere for protection.

8 Yesterday we took a moon buggy out over the surface. The surface is covered with rock and dust mostly dark gray. They took us to the edge of a small crater not too far away, and we looked down 75 feet to the bottom. Beyond the crater we could see two low mountain ranges with a wide valley between them.

9 Overall it has been a good trip, but I cannot wait to see all of you next week! I will be excited to see the clouds, trees, and animals of Earth.

Your friend,

Jim

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Earth and Space

1 The author has organized the passage as…

A A letter telling about many adventures

B A letter describing the characteristics of the Sun and the Moon

C A sequence of exciting events

D A comparison and contrast of the Earth and the Sun

2 The reader can tell this passage takes place in the future because…

A Jim has written a letter.

B The Sun is very far away.

C Children cannot yet travel in space.

D The teacher wants a report on the trip.

3 Based on information in Jim’s letter, what can you infer about meteorites in paragraph 6?

A Meteorites are big enough to make craters on the Moon.

B Meteorites formed mountains on the Moon.

C Meteorites had no effect on the Moon.

D Meteorites made craters on the Sun.

4 What do you think the captain meant when he said the Sun is a “middle-aged star”?

A It is older than some stars and younger than others.

B It is in the middle of the galaxy.

C It is going to die soon.

D It is hotter than most other stars.

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Earth and Space

5 Which of the following statements is NOT true?

A The Moon is mostly rocky like Earth.

B On the Sun, the corona is above the photosphere.

C The Sun is made up of hydrogen and helium.

D The Moon has weather that is similar to weather on Earth.

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Notes


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THINK about what it might be like to be on the Moon. Many features of the Moon’s surface are visible in this photograph, but it is hard to tell about other lunar characteristics just from a picture.

WRITE about the Moon as compared to the Earth. What environmental challenges would you face if you had to move to the Moon to live? Which do you think would be fun, and which do you think might be a little scary or uncomfortable?

Be sure to –


Scientists can identify and compare many physical characteristics of the Sun, Earth, and Moon. The Sun, the star that is the source of heat and light for all the planets in our solar system, is made up of gases, while the Earth and Moon are made largely from rock. The Sun and the Earth have very different atmospheres, while the Moon does not have an atmosphere. The Earth is the only one of the three that has readily available water.

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WRITING SCIENCE

Topic:

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InterdependencyOrganisms and Environments

Name: Date:

READING SCIENCE

InterdependencyLexile 900L- B

1 It is spring, and a fawn peeks through the brush to get a glimpse of its mother. The doe, or female deer, is foraging for food in the fi elds beyond the fawn’s hiding place. The fawn wants to help, but it knows that it should stay put. It is hidden in the bushes where its coat of brown fur and white spots looks just like the dry grass. In fact, if you did not know it was there, you probably would not see it.

2 But what the fawn does not know is that it is surrounded by a complex web of animals and plants that depend on each other for survival. In fact, if even one part of the web were to disappear, the other plants and animals would struggle to survive. The way that animals and plants depend on one another is called interdependence.

3 For example, the fawn and its mother like to snack on the cactus that grow near the fawn’s hiding place. But, in order to survive, this cactus needs water, sunlight, and soil to make food. Only then can it become food for animals like the deer. Javelinas also like the cactus. They use their strong snouts to dig for insects and tender roots. In fact, one of their favorite foods is the prickly pear cactus. Just like the deer, they enjoy its juicy pulp.

4 Meanwhile, the yellow, red, and purple fl owers of the cactus attract insects who use its nectar for food. The cactus depends on the helpful insects to pollinate its bright fl owers. In turn, these insects attract birds that munch on the insects. So, if cactus were to disappear, all of these animals would be affected.

5 But the South Texas home of the fawn is not a place where animals can look for food easily and safely. There are predators in this desert land who hunt other animals for food. Diamondback rattlesnakes, for example, crawl through the rocks to look for the deer mice that feast on the roots, bark, and seeds from the grasses, trees, and other plant life.

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READING SCIENCEInterdependency

Organisms and Environments

Continued

6 The rattlesnake is not alone. Owls, hawks, small carnivores, and other snakes also use the mice for food. Even the fawn might become food for larger predators, such as coyotes. These carnivores compete for food. When small animals, like the mice, are plentiful, all predators have enough to eat. However, if a disease or disaster were to kill the mice, the predators would go hungry.

7 Scavengers depend on the meat predators leave behind, or on animals that die on their own. One example of a scavenger is the turkey buzzard. Buzzards have weak talons that make it hard for them to catch their own food. They look for dead or dying animals while soaring through the sky. Eating dead or dying animals removes rotting waste and helps to clean up the ecosystem.

8 All around the fawn, plants and animals depend on one another for survival.

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1 In paragraph 1, the word foraging means…

A Searching

B Walking

C Sneaking

D Hiding

2 Which of the following is NOT true about scavengers? (paragraph 6)

A Scavengers help to clean up the ecosystem.

B Turkey Buzzards are scavengers.

C Scavengers have strong talons that help them catch food.

D Predators leave behind food for scavengers.

3 The passage is mainly about…

A A fawn and its mother

B How plants and animals need one another to survive

C Cactus, rattlesnakes, and buzzards

D The environment

4 Which sentence best describes a relationship of interdependence, as discussed in the passage? (paragraph 2)

A A doe takes care of a fawn.

B Prickly pear cactus spines might hurt Javelinas that try to eat it.

C Insects come to the fl ower of the cactus for food and they pollinate the cactus.

D Buzzards kill deer and then rattlesnakes and owls eat the meat that is left.

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5 Why does the author say that interdependence is a “complex web”? (paragraph 2)

A Spiders build webs which trap insects; therefore the spiders depend on the insects.

B Webs connect things together, just as the need to survive connects the animals and plants.

C Webs are simple.

D Spiders can be found in the same habitats as fawns.

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Notes


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THINK about the relationship this bird and zebra have. What can the bird do for the zebra? What can the zebra do for the bird?

WRITE about how these animals both benefit from this relationship. What do you think would happen if the bird riding on the zebra’s back were a vulture or other scavenger? How would that change the relationship?

Be sure to –


Organisms interact with both living and nonliving things to survive in their ecosystem. Plants interact with living things such as animals and other plants in complex ways that also require nonliving things, such as carbon dioxide, water, and sunlight. Animals depend on other living things, such as plants and other animals, and nonliving things, such as air and water, to survive.

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WRITING SCIENCE

Topic:

96


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Food WebsOrganisms and Environments

Name: Date:

READING SCIENCE

Thanks to the SunLexile 880L - B

1 Hot and weary, Josh trudged along the dusty road that led toward his house. He had been scouting hawks all afternoon and now he was truly exhausted. To the right of the road was an endless fi eld of corn, and sitting against the fence was Mr. Johnson, a local farmer. Mr. Johnson was in the shade of a sycamore tree, that looked rather refreshing. When the farmer waved to him, Josh happily trotted over and sat down, grateful for the chance to cool off.

2 “How do you stay out here all day in this blazing heat? I hate the Sun,” Josh whined as he plopped down on the comfortable patch of grass next to Mr. Johnson.

3 “Well, then, let me acquaint you with the Sun,” said Mr. Johnson. “What did you have for lunch today?”

4 “A hamburger and fries—my favorite,” said Josh, rubbing his stomach contentedly.

5 “Well, without the Sun, you certainly could not have enjoyed your hamburger or fries.”

6 “What do you mean?” Josh asked with a quizzical expression.

7 Pointing toward the horizon, Mr. Johnson said, “See that fi eld of corn plants over there? They need the Sun to grow so that they can produce ears of corn.”

8 ‘Yes, but how does that relate to hamburgers?”

9 “Which animals around here consume corn?”

10 “Cows,” answered Josh.

11 “Absolutely correct—and where do hamburgers come from?”

12 “Cows.”

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READING SCIENCEFood Webs


Continued

13 “Good. And where does a hamburger bun come from?”

14 Looking the farmer in the eye, Josh began to smile. “Wheat...and, I know…wheat needs the Sun to grow and make the wheat grains that are ground into fl our. So, yes, corn and wheat and cows need the Sun. And I guess I do too, because I like hamburgers. But what about those delicious fries I devoured? Wait, I know. They come from those miraculous potato plants, that also need the Sun, right?”

15 “You have got it. We refer to all of those plants as producers because they produce, or make, their own food. They do not need to shop for food in grocery stores or grow food like we do.”

16 “I mean, it is pretty amazing when you consider it,” the farmer continued. “Using the Sun’s energy, plants produce food through the process of photosynthesis. They transform the Sun’s energy into food that they use to grow. We, on the other hand, are consumers. Consumers are living things that cannot make their own food. We have to get it from other sources like carrots, potatoes, onions, and eggplant. They are all producers that we can consume in order to obtain the Sun’s energy—and that energy allows us to walk, run, breathe, and even learn. The food items that are not picked might be plowed under and decomposers return the nutrients to the soil. We call the transfer of energy, from the Sun to producers, and from producers to consumers, and fi nally to decomposers, a food chain.”

17 As Josh nodded in agreement, Mr. Johnson stretched his arms and smiled at the cornfi eld. “Well, you should probably meander on home now so I can get back to my labors.”

18 Josh stood up, thanked Mr. Johnson, and then sauntered down the road.

19 Humming a blissful song to himself, he looked up to the sky, squinted his eyes and said a silent “thanks” to the Sun shining overhead. He did not feel so overheated now; in fact, he felt almost perfect. Still, Josh knew that he had to arrive home soon, so he accelerated his pace, kicking up dust as he went. Breathlessly opening the door, he saw that he was just in time for a dinner of baked chicken, rolls, green beans, carrots, and milk—all things that began with the energy of the Sun.

20 ”Hey, Mom! We are eating some producers, and I am going to consume all of them!”

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1 Which is the best summary of the story?

A A boy has a conversation with a farmer on a hot summer day,

B A farmer takes a break by talking to a boy.

C A boy learns about hamburgers.

D A boy discovers the importance of the Sun.

2 Which diagram shows an example of a food chain described in the passage? (paragraphs 13–16)

3 Which of these would be an example of a producer? (paragraph 15)

A A chicken

B A person

C A carrot plant

D A hamburger

4 Finish this analogy: Corn is to cow, as French fry is to ________.

A Potato

B Josh

C Tractor

D Cow

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5 What will Josh probably think the next time it is a very hot day?

A The Sun is hot, but it is important to us.

B I hate the Sun!

C I wish it would rain.

D I wish I had a glass of water.

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Notes


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THINK about a heron that lives in the wetlands and marshes. The marshy area can contain many different foods for this and other similar birds.

WRITE about the organisms a heron might find to eat. What conditions support these organisms so that they, too, thrive in the marsh? What do you think would happen if the normal length of daylight were suddenly cut in half? How would that affect the heron and the organisms it eats?

Be sure to –


All energy transferred through food chains and webs is derived from the Sun. Producers are organisms that make their own food. Producers use the Sun’s energy to create their own food through photosynthesis. Consumers and decomposers, however, get their energy from producers or other consumers.

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WRITING SCIENCE

Topic:

102


Sample


Environmental ChangesOrganisms and Environments

Name: Date:

READING SCIENCE

Opossum CreekLexile 950L - B

1 One day after school, John, Carlos, and Samantha eagerly ran to one of their favorite hangouts—an abandoned plot of land near Opossum Creek.

2 When they arrived they were completely shocked to fi nd a fence around the land. Bulldozers had plowed over the trees and bushes where the children used to play hide-and-seek. A sign announced that a new apartment building was going to be built in the place where they had loved to play.

3 Fearing the worst, they skirted around the fence to Opossum Creek. The three friends had spent many hours exploring the creek and its banks. The creek provided habitat for many different creatures. John, Carlos, and Samantha had often tried to guess how many red-eared slider turtles they would spot. It was fun to see the animals’ heads popping up across the surface of the water or to watch the turtles chasing minnows for food. The minnows were also food for perch and other bigger fi sh. One time, the kids had even seen a heron waiting for the fi sh.

4 On another trip to the creek, the kids had discovered over 75 tadpoles swimming in a shallow section where the algae grew. Some of the tadpoles were just beginning to get their legs. A few days later, Samantha was sure that the tiny frog she found used to be one of the very same tadpoles the group had seen earlier.

5 Sometimes, the children had even spied rabbits chewing seeds from the many plants that grew along the creek’s banks. Woodpeckers left tiny holes in trees where they hammered the bark trying to fi nd insects. Squirrels built nests for their babies in the taller trees. The children often collected chewed pine cones that the squirrels tossed to the ground.

6 But now, Opossum Creek had changed so much that the kids hardly recognized it. The animals, along with their food supplies and shelters, were gone. The trees and plants that provided so much shade had been removed. The children knew that people needed apartment buildings to live in. But, as they stood staring at the mess of broken trees, they still felt sad.

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READING SCIENCEEnvironmental Changes


Continued

7 As the group walked home, they passed a huge sign announcing the construction. Carlos stopped to read the small print. He wanted to know if they would ever be able to play at the creek again.

8 “Hey, you all, read this! It says this apartment building is part of a back-to-nature project. They are going to replant the trees and bushes when they are fi nished.”

9 “Do you think the turtles, fi sh and other wildlife will come back when their homes return?” Samantha asked.

10 “I sure hope so,” said John.

11 The children continued walking to their houses. They knew that the creek ecosystem would not be the same for a long while and they knew that they would have to fi nd new places to explore. But, they felt better knowing that someday the creek would return to its natural state.

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1 What is the main idea of this story?

A Land is cleared for the building of an apartment complex.

B Turtles and minnows living in a creek.

C Children playing in areas where they are not supposed to be.

D The ecosystem of a creek and how construction has changed it.

2 The author’s purpose in writing this piece is to…

A Tell a story about three children and their adventures.

B Teach the reader about the animals living around the creek.

C To show what happens when humans make changes to an environment.

D To tell the steps involved in building an apartment complex.

3 Here are some dictionary defi nitions of the word “skirt.”

A The part of a gown, dress, slip, or coat that extends downward from the waist.

B A small leather fl ap on each side of a saddle, covering the metal bar from which the stirrup hangs.

C To lie on or along the border of: The hills skirt the stream.

D To pass along or around the border or edge of: Traffi c skirts the town.

Source: Dictionary.com

Which defi nition above is the best match for use of the word “skirted” in the following sentence:

Fearing the worst, they skirted around the fence to Opossum Creek.

A Defi nition 1

B Defi nition 2

C Defi nition 3

D Defi nition 4

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4 What is the best evidence that Opossum Creek was once a good habitat for pond organisms?

A The choice to build an apartment building at Opossum Creek.

B A sign explaining that construction will take place.

C The creek was close to a city.

D The abundance of animals the children saw there.

5 Using information from the story, what would go on the line?

1. Heron

2. Perch

3. Turtles

A Animals that Samantha likes to catch.

B Animals the children learned about in school.

C Animals that feed on minnows.

D Animals that might die because of the construction.

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Notes


Name: Date:


THINK about the types of organisms that grow in this type of environment. Think about how man-made and natural occurring disasters could affect the coral reef.

WRITE about how the organisms that live in the coral reef would be affected if sediment from dredging a new marina nearby clouded the water. What conditions could be affected by people and boats using the harbor over a long period of time? What ideas would you propose to help maintain a healthy coral reef?

Be sure to –


Coral reefs are very rich and beautiful marine habitats that support all sorts of life forms. They are also environmentally fragile, requiring specific light, water quality and temperature conditions to thrive.

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WRITING SCIENCE

Topic:

108


Sample


Carbon Dioxide and Oxygen CycleOrganisms and Environments

Name: Date:

READING SCIENCE

Steven’s AquariumLexile 810L - B

1 As long as Steven could remember, he had wanted one thing: a freshwater aquarium. Every year he asked for one for his birthday, and every year his mother told him he was too young. Finally, when he was turning eleven, she agreed that he could have the aquarium as long as he had researched everything he needed to take care of his fi sh responsibly.

2 When Steven’s mom picked him up from school to go to the pet store for the aquarium, Steven was bouncing up and down with excitement.

3 “Are you going to get one of those little plastic castles?” his mom asked as they pulled up to the pet store.

4 “No!” said Steven, as if the idea was ridiculous. “I want my aquarium to look natural—just like the fl oor of a lake. I am going to get brown gravel. The fi sh will need a place to rest and hide, but not plastic, Mom! I am going to get a real rock, just like the natural habitat of the fi sh. They can hide in the holes in the rock.”

5 Inside the pet store, Steven found the ten-gallon tank that he wanted. He had decided on getting ten to twelve small or medium-sized fi sh for the aquarium. He had gone online to read all about the needs of freshwater fi sh. He knew that they could not be too crowded, and he knew that some fi sh could not live together. Steven chose his fi sh, and while the man who worked at the store used a net to pull them out, Steven went to look at the plants.

6 “How about those?” said his mom, pointing to some neon green and blue plastic plants. Steven rolled his eyes. His mom sure did not know much about fi sh!

7 “Mom!” he said. “Living plants are important to the ecosystem in the aquarium. See, I am going to use the fl uorescent lights on the aquarium to provide artifi cial sunlight. The plants use light, water, and carbon dioxide gas to make food. That process is called photosynthesis. I read about it when I was researching the aquarium. The plants give off oxygen as a by-product of photosynthesis, and that is what the fi sh need to breathe.”

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READING SCIENCECarbon Dioxide and Oxygen Cycle


Continued

8 “Wow,” said Mom. “You really did your research. So, does that mean we need to buy carbon dioxide gas for the tank so the plants can make food?”

9 “No. The fi sh will breathe in the oxygen given off by the plants, and the fi sh give off carbon dioxide, which is used by the plants in photosynthesis.”

10 “Oh, I see,” said Mom. “It is like a trade.”

11 “Yes,” said Steven, satisfi ed that his mother fi nally understood.

12 One of the pet store workers smiled at Mom. “Wow,” said the man. “It sounds like your son is a real expert on the ecosystem of a freshwater aquarium.”

13 “He sure is,” said Mom. “He is going to be very responsible.”

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1 Why did Steven’s mother wait until he was eleven to let him get an aquarium?

A Children under eleven are never allowed to buy pets.

B She had to save up enough money.

C A younger child might not be able to learn everything necessary to care for pets.

D She did not know enough about fi sh and needed to fi nd out more.

2 Steven said, “I am going to use fl uorescent lights on the aquarium to provide artifi cial sunlight.” What does the word artifi cial mean? (paragraph 8)

A Realistic

B Unnatural

C Bright

D Weak

3 According to Steven, why is it important to place real plants in the aquarium?

A Plastic plants would look natural.

B Plants provide food for the fi sh.

C Plastic plants would be too brightly-colored for the fi sh.

D Plants provide oxygen for the fi sh to breathe.

4 What is something that would go through photosynthesis?

A A fi sh

B Steven

C A tree

D An aquarium

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Sample




Oxygen

Plant Fish

5 What word belongs in the box above?

A Photosynthesis

B Carbon dioxide

C Nitrogen

D Artifi cial light

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THINK about how this koala is hard at work contributing to the carbon dioxide and oxygen cycle.

WRITE about how this cycle is affected by the koala in a eucalyptus tree. How do you think a napping koala could possibly help a tree? If the koala fell out of the tree, what effect would it have on the amount of carbon dioxide or oxygen nearby?

Be sure to –


Plants use carbon dioxide, water, and sunlight to produce oxygen. Carbon dioxide is a gas given off by animals during respiration and is also produced from the process of decomposition. It is required by plants to conduct photosynthesis. Carbon dioxide moves back and forth between the atmosphere and living organisms.

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AdaptationsOrganisms and Environments

Name: Date:

READING SCIENCE

Amazing AdaptationsLexile 860L - B

1 Do you have a favorite animal? Do you love furry dogs? Maybe you’re fascinated by sharks with rows of sharp teeth? No matter which animal you would choose as a favorite, you can be guaranteed that it has amazing qualities, or traits, that help it survive. The traits that help animals survive in their environments are called adaptations.

2 Each species’ unique traits evolved to help it survive in a specifi c environment. For example, birds that swim a lot—such as geese and ducks—often have webbed feet. Even some dogs that were bred to be good in the water have webbed feet. Webbed feet aren’t only handy in a wet environment, however. Moles also have webbed feet, but they use them for digging.

3 Webbed feet are a common example of an adaptation. However, some animals’ traits seem quite uncommon to humans. Anglerfi sh live in the deepest parts of the ocean. They live in such deep places that the light of the sun doesn’t reach them through the water. So how can a fi sh survive in complete darkness? Well, anglerfi sh have their own fl ashlights!

4 The female anglerfi sh has a piece of her spine that sticks out over her head and lights up. It looks like a big lantern hanging in front of her face. The light is produced by tiny bacteria. But this light isn’t just for seeing in the deep, dark ocean. The anglerfi sh actually uses it to attract other fi sh. Smaller fi sh see the light and swim near. When the small fi sh get close enough, the anglerfi sh can eat them.

5 Another fi sh with a strange adaptation is the walking catfi sh. These fi sh live in Southeast Asia, in ponds, rice paddies, and swamps that sometimes dry up. When their homes dry up, the walking catfi sh can travel across land by wiggling its body and using its fi ns. As long as the catfi sh stays moist, or wet, it can survive until it fi nds a new pond or swamp to swim in.

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Continued

6 Humans have found ways to use animals’ amazing adaptations. For example, fi shermen who fi sh in cold water partner with Newfoundland dogs. Humans have thin skins and would freeze if they jumped into the cold waters off the Canadian coast. But Newfoundland dogs have thick, waterproof coats that keep them warm in the icy water. They also have webbed feet. These dogs jump into the water and pull heavy nets back to the fi shermen.

7 So, think about your favorite animal and what makes it so special. Those special characteristics evolved to help that animal survive in its environment.

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1 Which sentence below is the best summary of this passage?

A Animals have traits that help them to survive in their environments.

B For many years, people have bred animals to have certain traits that can help their owners.

C Some animals have special traits that are very strange.

D Everyone has a special favorite animal.

2 Webbed feet are to ducks, as waterproof coats are to _________.

A Geese

B Moles

C Anglerfi sh

D Newfoundlands

3 The word moist in this passage (paragraph 5) means:

A Dry

B Damp

C Fishy

D Walking

4 When would the walking catfi sh need to walk on land?

A When a larger fi sh is chasing it

B When it can’t fi nd any food

C During a dry season

D When the water is polluted

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5 The author probably wrote this passage to:

A Persuade kids to study animals

B Tell a story about interesting animals

C Describe adaptations and how they help animals survive

D Amaze people with facts about strange animals

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WRITING SCIENCELOOK at the pictures:

THINK about the very obvious adaptation that helps each of these bears survive and thrive in its habitat. How does this adaptation help each bear meet its needs?

WRITE about how you think this adaptation came about. What conditions may have prompted this change? What other adaptations do bears have that help them thrive and compete for resources with other organisms in their habitats?

Be sure to –


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TraitsOrganisms and Environments

Name: Date:

READING SCIENCE

Inherited Traits and Learned Behaviors Lexile 790L - B

1 Has anyone ever told you that you look like your mom or dad? Or have you ever seen a puppy or kitten that looks just like its mother? Offspring look like their parents because living things pass certain traits to their children. However, animals are not stuck with the traits with which they were born. They also have the ability to learn.

2 Take dogs, for example. There are many different kinds of dogs in the world, and each kind has its own traits.

3 Dachshunds are long and skinny with short legs. They are built this way so they can easily hunt inside tunnels for badgers. If two dachshunds have puppies, the babies will also be long and skinny with short legs. When a trait is passed from parent to child, we say it is inherited.

4 Behaviors can also be inherited. For example, most dachshunds are curious and love to explore their environments. They like to be with other dogs of their breed, or kind. These behaviors pass from parents to offspring. Different types of dogs are known for different behaviors. Some types of dogs are great at herding other animals, like cattle or sheep. Some dogs like to dig. Still, other dogs are very brave and loyal and are good at being protective.

5 Animals can also learn, however, and their behaviors can change to meet the demands of the environment in better ways. If animals could not learn, it would be harder for them to survive changes in their environments. One example of an animal that didn’t learn fast enough is the dodo bird. Dodos evolved on an island where they had few predators. When humans arrived, the dodos did not know to fear people. Because they did not learn to avoid predators, they became extinct and no longer exist.

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READING SCIENCETraits


Continued

6 Luckily, most animals learn how to change with their environments. Sometimes, animals learn not to do something if it causes a negative consequence. That is the reason that invisible fences work to keep dogs contained. An invisible fence is a wire under the ground that sends out a radio signal. The dog wears a collar and gets a small shock if it tries to pass the wire. The shock does not hurt the dog, but it is startling. The dog learns to stay in the yard, even though the wire cannot be seen. When something negative (like a shock) happens to an animal, it learns not to repeat an action. This is called punishment.

7 Animals can also learn from rewards, or positive things that happen. Many people give treats to dogs when they want to teach them tricks.

8 Dogs can learn to sit, stay, and even get the newspaper! You might learn from rewards, too. If your teacher gives you a sticker when you do a good job, you will learn to try your hardest at school. The sticker is an example of a reward.

9 Each animal—and person—is a mixture of inherited traits and learned behaviors. Remember this if you ever want to teach an old dog new tricks!

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1 The word offspring (paragraph 1) means:

A A season

B An inherited trait

C A child

D A parent

2 Which of the following is an inherited trait?

A The color of your eyes

B Reading

C The style of your clothes

D Your haircut

3 Compete the following analogy:

Reward is to punishment, as positive is to__________.

A Trait

B Inherited

C Learned

D Negative

4 The main idea of this passage is: Animals have both inherited traits and learned behaviors.

Which detail from the text best supports this idea?

A Dachshunds have long, skinny bodies.

B Dogs can look like their parents. They can also learn to stay inside an invisible fence.

C Rewards and punishments help animals learn.

D The dodo died out because it did not learn to fear predators.

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5 The author probably wrote this passage to…

A Describe the inherited traits of dogs

B Tell a story about a dachshund

C Explain how animals get their traits and behaviors

D Persuade the reader to train dogs

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THINK about the numerous traits lion cubs inherit from their parents. Lion cubs also have to learn a great deal to survive after birth

WRITE about some of the physical or behavioral traits lions inherit. What behaviors necessary to survival do lions acquire through experience or by watching other lions? Write about and explain a situation for the lion where you think the two types of traits work together.

Be sure to –


Some traits are inherited from parent to offspring, while other behaviors are learned during an organism’s lifetime. Inherited characteristics are things such as hair color, the shape of a beak, and spines on a cactus. They are passed on via genetics from generation to generation. Acquired characteristics are learned behaviors, such as a child riding a bicycle or animals learning tricks. They are acquired via experience and practice.

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MetamorphosisOrganisms and Environments

Name: Date:

READING SCIENCE

How to Create a Butterfl y GardenLexile 890L - B

1 Butterfl ies are amazing creatures. They go through the process of metamorphosis, changing from wiggling caterpillars into beautiful winged insects. If you would like to observe this process at work, you can. Just plant a butterfl y garden!

2 A butterfl y garden is a garden where the plants have been chosen to attract the butterfl ies that live in the area.

Step 1: Learn

3 To start a butterfl y garden, fi rst you must learn about the types of butterfl ies in your area and the plants they like. To discover which butterfl ies live in your area, you can ask a biologist at a state park or conservation area. You can also check out a library book about butterfl ies, or look for information on the Internet.

4 Once you know the kind of butterfl ies you want to attract, you need to fi gure out which plants your chosen butterfl ies like the most. Butterfl ies often drink nectar from many kinds of fl owers, but most caterpillars have a favorite plant. The best way to attract a lot of butterfl ies is to have the caterpillars’ favorite kind of plant as well as several kinds of fl owers with bright blooms for the adult butterfl ies to feed on. You can get this information from the same source you used to fi nd out about the butterfl ies in your area.

Step 2: Plan Your Garden

5 Next, think about where to put your butterfl y garden and where you will put each plant inside the garden. Do the plants you chose need lots of sunlight? Or, do they like some sunlight and some shade? Will you need to put the plants in a place where the soil is very wet? How tall will the plants get? Taller plants should be behind the shorter plants so that you can see the fl owers and the butterfl ies. How much space can you use for the garden? It does not have to be a big garden. Even a small area, like a window box, can draw butterfl ies. To keep your garden healthy, though, you must give each plant enough room to grow. You might even want to draw a map showing where each plant will fi t.

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READING SCIENCEMetamorphosis


Continued

Step 3: Plant

6 Now it is time to plant! Get ready to plant by marking off the area where the garden will be. About a week before you plant, break up the soil so that it is nice and loose. Then get some fl ower seeds or seedlings. You can get these at a home and garden store or a nursery. But when you plant the seedlings in your garden, be sure to give them plenty of space. Remember, they are small now, but they will get much bigger.

Step 4: Care For Your Garden

7 There are a few more things to remember about your new butterfl y garden. First, don’t ever use an insect killer on your plants. It will kill the caterpillars and butterfl ies, too. Second, remember that the caterpillars need lots of food! If you see a lot of leaves that have been eaten, it is a sign that the caterpillars are happy with the garden you made for them. If you have lots of caterpillars in your garden, you may need to add a few more plants.

Step 5: Observe!

8 Now that you have done all this work, sit back and enjoy your new butterfl y garden. You will be able to watch the caterpillars as they grow and make their chrysalides, or cocoons. It should be easy to tell when a butterfl y is about to come out of its chrysalis. One day before the butterfl y comes out, the chrysalis becomes clear and you can see the butterfl y inside. Butterfl ies do not pay much attention to people, so you should be able to sit fairly close to them. Now, you can watch the process of metamorphosis in action!

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1 The author organized this passage by…

A Comparing and contrasting butterfl y gardens with other types of gardens

B Telling a story about creating a butterfl y garden

C Sequencing the things you need to do to create a butterfl y garden

D Classifying butterfl ies and caterpillars

2 Why is it important to know the caterpillars’ favorite food?

A The only way to attract butterfl ies is by planting the caterpillars’ favorite foods.

B To see metamorphosis happen, you will need to have caterpillars in your garden.

C You will not want caterpillars to eat your garden, so you should make sure you do not plant their favorite foods.

D Caterpillars and butterfl ies must eat all the same foods.

3 The author used the word chrysalides in paragraph 8. This word means…

A Caterpillars

B Butterfl ies

C Plants

D Cocoons

4 What belongs in the empty box below?

Mark off the area for the garden.

Plant the seedlings in the soil.

A Break up the soil

B Plan where the plants will fi t

C Find out what kind of seedlings caterpillars like

D Talk to a biologist

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5 According to the passage, what is the best way to attract lots of butterfl ies?

A Keep the caterpillars’ favorite

kind of plant and several kinds of fl owers with bright blooms for the adult butterfl ies in your garden.

B Plant as many different kinds of fl owers as you can think of.

C Find out what type of plant the caterpillars like best and fi ll your whole garden with only that one plant.

D Choose the plants that you like best and eventually butterfl ies will fi nd them.

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THINK about a dragonfly. Their life cycle journey from egg to adult is different from that of butterflies.

WRITE about the stages of the dragonfly’s incomplete metamorphosis. What stage is not present for a dragonfly’s life cycle? Compare a dragonfly’s development to a butterfly’s development.

Be sure to –


There are two types of metamorphoses. Complete metamorphosis in insects involves four distinct stages. Incomplete metamorphosis involves only three life stages. Butterflies and beetles undergo complete metamorphosis, while grasshoppers and walking sticks undergo incomplete metamorphosis.

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Name: Date: READING SCIENCE Literacy...Name: Date: READING SCIENCE An Unusual Material Lexile 750L - B 1 Here is a riddle. What is made of sand and often can be seen through? Need