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Contents LIFE SCIENCE Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
© Macmillan/McGraw-Hill
Chapter 1 Classifying Living Things Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Chapter 2 Cells Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42 Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
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Chapter 4 Ecosystems Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89 Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
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Chapter 3 Genetics Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67 Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Contents EARTH SCIENCE Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
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Chapter 5 Changes over Time Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113 Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119 Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125 Chapter 6 Conserving Our Resources Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
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Chapter 8 Astronomy Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
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Chapter 7 Weather and Climate Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164 Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Contents PHYSICAL SCIENCE Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
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Chapter 9 Classifying Matter Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .223 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .224 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 Chapter 10 Chemistry Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .228 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .235 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .239 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240 Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .242 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .245 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248
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Contents Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
Chapter 12 Exploring Energy Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .275 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .277 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .278 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .279 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .282 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .283 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .285 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .287 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289 Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .293 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294 Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .297 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
viii
Reading and Writing
© Macmillan/McGraw-Hill
Chapter 11 Exploring Forces Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251 Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .252 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .255 Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .259 Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .262 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264 Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266 Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268 Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269 Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270 Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Name
Date
UNIT
Literature
Frozen Frogs Read the Literature feature in your textbook.
Write About It Response to Literature This article describes a frog during winter. What is the frog doing? What has happened to its body? Choose an animal to write about. Write an essay describing the process that this animal goes through to survive severe weather conditions, such as cold winters or hot summers.
Students’ essays should be written in a logical order with an introductory sentence about the animal they have chosen, details about the process the animal goes through to survive severe weather conditions, and a
© Macmillan/McGraw-Hill
closing sentence.
Unit A • Diversity of Life Reading and Writing
1
CHAPTER
Name
Concept Map
Date
Classifying Living Things Complete the concept map on the characteristics that describe all living things, including both plants and animals, using terms and phrases from your textbook. The Diversity of Life Classifications of plants are broken down by kingdom,
Structures of plants include
roots
,
division
stems, and
leaves
,
class, order, .
family
,
Examples of plant adaptations include thorns,
tropisms
, and two methods of
reproduction
.
genus, and species.
Plants Living things are
Living things also
made of cells
reproduce
, they respond to their Living Things
environment
, and they obtain and use
energy
,
grow, and
develop
.
.
Animals can be vertebrates or
Classifications of animals are broken down by kingdom,
invertebrates
. Animals have either endoskeletons or
exoskeletons
2
phylum
Examples of animal adaptions include camouflage, ,
class, order, family, genus, and
.
Chapter 1 • Classifying Living Things Reading and Writing
species
mimicry and insulation.
.
,
© Macmillan/McGraw-Hill
Animals
Name
LESSON
Date
Outline
Classifying Plants and Animals Use your textbook to help you fill in the blanks. What are living things? cells
1. Living things are made of one or more which are the building blocks of life. energy
2. All organisms obtain and use to live.
,
in order
reproduce
3. All living things must be able to or make more of their own kind.
,
4. All organisms have life cycles in which they grow
develop
and
.
5. If a plant turns its leaves toward the Sun, the plant is responding to its
environment
.
How are organisms classified? 6. The system we use to name and classify organisms was developed by a Swedish botanist named
Carolus Linnaeus
.
7. From largest to smallest group, each living thing is organized into a kingdom, phylum or division,
© Macmillan/McGraw-Hill
order, family, genus, and
class
species
,
.
8. Linnaeus divided organisms into just two kingdoms, but most six
scientists today agree that there are kingdoms of living things.
9. A species is always properly identified by both its genus Chapter 1 • Classifying Living Things Reading and Writing
and its species name. Use with Lesson 1 Classifying Plants and Animals
3
LESSON
Outline
Name
Date
What are some other kingdoms? food 10. If an organism can make its own has many cells, it belongs in the plant kingdom.
and
11. Because so many species of plants have been identified, scientists organize plants into groups called
divisions
.
12. A plant that has veins or tubes in its roots, stems, and vascular leaves is a plant, and a plant without veins or tubes in its roots, stems, and leaves is called a nonvascular
plant.
13. Yeast, mushrooms, and molds are examples of
fungi
.
14. Fungi are important to the environment because they break down
dead
organisms.
protist 15. Some organisms in the kingdom make their own food, but others obtain their food from the surrounding environment. What are bacteria and viruses? 16. Eubacteria can live almost anywhere, but archaebacteria live only in
extreme
conditions.
Critical Thinking 18. How are ways of classifying plants different from ways of classifying animals? The animal kingdom is divided into phyla, but the plant kingdom is divided into divisions.
4
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 1 Classifying Plants and Animals
© Macmillan/McGraw-Hill
host 17. Once inside a(n) cell, a virus instructs the cell to reproduce copies of the virus.
Name
Date
LESSON
Vocabulary
Classifying Living Things Match the correct letter with the description. a. kingdom
d. phylum
g. species
b. nonvascular
e. plant
h. vascular
c. organism
f. scientific name
a
the largest and most general grouping of living things
2.
c
a living thing
3.
b
plants that do not have veins or tubes in their roots, stems, and leaves
4.
g
a group of similar organisms that reproduce more of their own kind
5.
f
a way of describing an organism, using both its genus and species together
6.
h
plants that have veins or tubes in their roots, stems, and leaves
7.
d
the second-largest grouping of organisms, made up of several classes of living things
8.
e
a multicelled organism that can make its own food
© Macmillan/McGraw-Hill
1.
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 1 Classifying Plants and Animals
5
LESSON
Name
Cloze Activity
Date
Classifying Plants and Animals Fill in the blanks. archaebacteria
kingdoms
species
divisions
nonvascular
vascular
Our world is populated with diverse life. Living things, or
organisms kingdoms
, can be categorized into six , the largest and most general units of
classification. From there each organism is further sorted into a phylum (or division), a class, an order, a family, a genus, and finally a(n)
species
, the smallest
unit of classification. Two of the six kingdoms are called eubacteria and
archaebacteria
.
The more than 260,000 species in the plant kingdom are grouped into
divisions
. Plants with veins or tubes
in their roots, stems, and leaves are
vascular
leaves are
nonvascular
plants. By classifying living
things, we can better understand how organisms are similar to and different from one another.
6
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 1 Classifying Plants and Animals
© Macmillan/McGraw-Hill
plants. Plants without veins or tubes in their roots, stems, and
Name
LESSON
Date
Outline
Plants Use your textbook to help you fill in the blanks. What are roots and stems for? xylem 1. Vascular plants use a and minerals from the soil upward. 2. The the plant.
phloem
to move water
moves food back down through stem
3. The leaves of a plant are supported by a
.
roots 4. The of a plant draw water and nutrients from the soil and anchor the plant in the ground. 5. Plants release water into the atmosphere through their leaves transpiration
in a process called
.
How do leaves function? 6. Some plants have single or simple leaves, and some have clustered or
compound
leaves.
stomata 7. Plant leaves have tiny pores called through which air enters and water exits the plant.
,
8. The cells that regulate how much air and water pass through
© Macmillan/McGraw-Hill
the stomata are called
guard
cells.
9. Many plants have leaves that capture sunlight to make their own food in a process called
Chapter 1 • Classifying Living Things Reading and Writing
photosynthesis
.
Use with Lesson 2 Plants
7
LESSON
Outline
Name
Date
How do plants reproduce? 10. In pollination, pollen grains must travel from the anther stigma
of a flower to the ovary at the bottom of the
.
11. Birds and insects that transfer pollen from one flower to another are called
pollinators
. spores
12. Some plants grow from single cells, called that can develop into new organisms.
,
What are some plant life cycles? 13. Two kinds of plants that have life cycles with two separate ferns
parts are mosses and
.
14. In the life cycle of gymnosperms, seeds are produced in cones
rather than in flowers.
How do plants store food? 15. Celery is a plant that stores food in its 16. Cabbage plants store food in their
stem leaves
. .
Critical Thinking 17. How do the roots, stems, and leaves of a plant help the plant survive?
nutrients from the soil. Stems transport water, nutrients, and food throughout the plant. They support the leaves. Leaves use energy from the Sun to produce food for the plant.
8
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 2 Plants
© Macmillan/McGraw-Hill
Roots keep plants anchored in the ground. They absorb water and
Name
LESSON
Date
Vocabulary
Plants
© Macmillan/McGraw-Hill
Match the correct letter with the description. a. egg
d. root
g. sperm
b. photosynthesis
e. seed
h. stem
c. pollination
f. sexual reproduction
1.
c
I occur when pollen is transferred from an anther to a stigma. What am I?
2.
h
I am a structure that holds up a plant and supports its leaves. What am I?
3.
g
I am a male sex cell that is found in pollen grains. What am I?
4.
b
I am a process in plants that uses sunlight, water, minerals, and carbon dioxide to make food. What am I?
5.
d
I anchor a plant in the ground, store food, and absorb water and nutrients from the soil. What am I?
6.
a
I am found in the ovary of a flower. When I am fertilized, a seed grows. What am I?
7.
f
I make more individuals of the same species when male and female sex cells are united. What am I?
8.
e
I contain a tiny plant and some stored food to help it grow. If I am lucky and find the right conditions, I will grow into a new plant. What am I?
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 2 Plants
9
LESSON
Cloze Activity
Name
Date
Plants Fill in the blanks. asexual
glucose
roots
spores
carbon dioxide
minerals
seeds
xylem
egg
photosynthesis
sexual
Like other organisms plants need to eat and to reproduce in order to survive. Plants use a process called
photosynthesis
roots
to make their own food. Leaves and
have
different roles in making food. Roots absorb water and minerals
from the soil. Inside the stem these xylem
materials travel up small tubes called
until
they reach the leaves. In the leaves water, minerals, and carbon dioxide
combine to make
glucose
, the
plant’s food.
grow from associated with
spores asexual
seeds
, and others
. Plants that have spores are reproduction. Seed-
bearing plants, however, multiply through
sexual
reproduction. Sexual reproduction requires a(n) egg
cell and a sperm cell to produce a new
plant. Mosses and ferns use both types of reproduction.
10
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 2 Plants
© Macmillan/McGraw-Hill
Some plants grow from
Name
Reading in Science
Date
Meet Richard Pearson Read the Reading in Science feature in your textbook. Look for information about the way plants adapt to changes in climate. Classify Use the graphic organizer to classify or group related items together. How Plants Survive in Extremely Wet or Dry Places
1. In dry areas cactuses store
How Plants Move to New Locations
Wind can disperse seeds.
water in their stems.
2. In wet areas drip tips prevent
Water can carry seeds.
fungi and bacteria from growing on leaves.
© Macmillan/McGraw-Hill
3. Plants have leaves of different
Seeds can stick to animal fur,
shapes and sizes that regulate
feathers, and claws. Animals
the amount of surface area
can also eat seeds and excrete
from which water can
them in new places.
evaporate.
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 2 Plants
11
Reading in Science
Name
Date
Write About It Classify 1. What types of plants survive well in a desert environment? 2. What main categories of seed dispersal are addressed here? Planning and Organizing 1. What is a desert environment like? It is very dry, with little or no rainfall. 2. How are dandelion seeds dispersed? The wind carries them. 3. How are coconuts dispersed? They fall from a tree, roll into the ocean, and are carried to other locations by ocean currents. 4. How do animals disperse seeds? Seeds stick to an animal’s fur or feathers. Birds eat seeds and fly to new places, where they excrete the seeds.
© Macmillan/McGraw-Hill
Drafting Describe the type of plant that survives well in a desert environment. Cactuses store water in their stems to survive the dry desert environment. List the main categories of seed dispersal that are explained here. Seeds are dispersed by wind, water, and animals.
12
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 2 Plants
Name
LESSON
Date
Outline
Animals Use your textbook to help you fill in the blanks. What are vertebrates? backbones
1. Vertebrates are animals that have segmented largest
2. Vertebrates include the land and in the sea.
.
animals on
3. Animals with nerve cords running down their backs are classified as
chordates
protection
4. An endoskeleton is used for and
movement
. bone
5. Endoskeletons are made of and
.
cartilage
.
6. The seven classes of vertebrates are jawless fish, bony amphibians
fish, soft-boned fish, birds
, mammals,
, and reptiles.
7. Mammals, one class of vertebrates, have fur or hair, breathe
© Macmillan/McGraw-Hill
through lungs, and feed their young with
mother’s milk
.
gills 8. Amphibians breathe through when they are young and through lungs when they are fully grown. What are invertebrates? 9. Invertebrates are animals without
backbones
.
10. Of all the animals in the world, more than 95 percent are invertebrates Chapter 1 • Classifying Living Things Reading and Writing
. Use with Lesson 3 Animals
13
LESSON
Outline
Name
Date
11. Clams, snails, oysters, and scallops belong to a group of mollusks
invertebrates called
.
echinoderms 12. Starfish and sea urchins are examples of , which live in the ocean, have spiny skins, and move very slowly. arthropods
13. The largest group of invertebrates, the includes insects, spiders, and shellfish.
,
What are arthropods? 14. Arthropods have a tough exoskeleton, which must be shed
as the animal grows.
15. Arthropods can also be identified by their legs and
segmented
jointed
bodies.
16. The three largest groups of arthropods are crustaceans, insects
, and
arachnids
17. The first animals to live on land were probably 18. Insects have arachnids have
three four
. arachnids
.
pairs of legs, but pairs.
Critical Thinking
Vertebrates have backbones; invertebrates do not. Vertebrates include the largest animals in the world, such as whales and elephants. Invertebrates make up more than 95 percent of the world’s animals. Invertebrates include squids and spiders.
14
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 3 Animals
© Macmillan/McGraw-Hill
19. Explain the difference between a vertebrate and an invertebrate, and include two examples of each group of animals.
Name
LESSON
Date
Vocabulary
Animals cartilage
endoskeleton
invertebrate
chordate
exoskeleton
tetrapod
vertebrate
N
O
T
E
L
E
K
S
O
X
E
E
C
D
C
H
O
R
D
A
T
E
T
N
P
O
L
A
C
B
D
T
G
E
A
D
Q
D
J
H
W
F
J
A
D
K
R
O
E
A
M
Q
I
P
L
T
Q
I
B
S
P
G
R
C
D
I
E
E
B
C
E
K
T
N
S
X
T
A
Y
T
V
R
T
E
E
T
A
R
B
E
T
R
E
V
R
L
I
U
A
E
Z
H
F
A
S
H
E
E
V
C
L
Z
J
F
T
P
B
M
V
T
W
F
H
C
G
M
B
O
Z
Y
N
O
G
O
K
A
X
U
G
D
L
K
I
N
Write the correct answers on the lines provided, and circle the answers in the grid. Clues
© Macmillan/McGraw-Hill
exoskeleton
1. outer skeleton
chordate
2. animal with a nerve cord running down its back
cartilage
3. soft, bonelike material
endoskeleton vertebrate tetrapod invertebrate
4. inner skeleton 5. animal with a segmented backbone 6. animal with four feet 7. animal without a backbone
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 3 Animals
15
LESSON
Name
Cloze Activity
Date
Animals Fill in the blanks. amphibians
bony fish
invertebrates
animals
environments
jointed
birds
internal organs
segmented
vertebrates
One of the many ways that scientists classify animals is by determining whether the animal has a backbone. Animals vertebrates
with segmented backbones are called and animals without backbones are called
,
invertebrates
.
The seven classes of vertebrates are jawless fish, bony fish
birds
mammals,
amphibians
, soft-boned fish,
, and reptiles. Vertebrates animals
include the largest
,
on land or in the sea.
Invertebrates are found in a wide range of . Arthropods, the largest group of
invertebrates, can be identified by their legs and
segmented
jointed
bodies. All arthropods also have
exoskeletons, which protect their
internal organs
and are
shed as the animal grows. Invertebrates make up more than 95 percent of all of the animals in the world.
16
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 3 Animals
© Macmillan/McGraw-Hill
environments
Name
LESSON
Date
Outline
Animal Systems Use your textbook to help you fill in the blanks. What are digestion and excretion? energy
1. Living things use
from food. wastes
2. The process of excretion involves removing from the body. 3. Human digestion occurs in the mouth, stomach, and
small intestine
.
4. In humans, organs that help eliminate wastes from the body are the
kidneys
, lungs, liver, and skin.
What is respiration? 5. In most organisms the food molecule that results from digestion is
glucose
.
6. Respiration, which releases the energy in food molecules, usually involves
oxygen
.
breathing 7. The purpose of is to provide the oxygen needed to unlock the energy in food.
© Macmillan/McGraw-Hill
8. For some soft-bodied invertebrates, respiration is an exchange of gases by a process called 9. Larger organisms need special respiration.
Chapter 1 • Classifying Living Things Reading and Writing
diffusion organs
. for
Use with Lesson 4 Animal Systems
17
LESSON
Name
Outline
Date
10. The three classes of vertebrates that use only lungs for birds
respiration are reptiles,
, and mammals.
What is circulation? oxygen 11. Circulation is the system that brings and glucose to each cell and takes wastes away from the cells. 12. Invertebrates can have an open circulatory system or closed
a(n)
circulatory system.
13. In an open circulatory system, blood is released by the heart
directly into tissues in the body.
14. In a closed circulatory system, blood vessels contained within throughout the body.
blood
is
, which are spread
What are support and movement? food
15. Animals must move in order to obtain and escape from
enemies
.
16. Whether the skeleton is inside or outside an animal’s body, it is important because it provides and support.
protection
17. How are digestion, respiration, and circulation related? Digestion breaks down ingested food into glucose. Respiration provides oxygen that helps release the energy from the glucose. Circulation brings the oxygen and glucose to the cells.
18
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 4 Animal Systems
© Macmillan/McGraw-Hill
Critical Thinking
Name
LESSON
Date
Vocabulary
Animal Systems Fill in the blanks. circulation
diffusion
excretion
respiration
cold-blooded
digestion
glucose
warm-blooded
warm-blooded 1. Humans are considered , because their body temperature does not change with the surrounding air or water. diffusion 2. In the process of , molecules from areas of higher concentration move to areas of lower concentration. digestion 3. After an organism ingests food, takes place, turning the food into simpler substances that cells can use. 4. The delivery system that brings oxygen and glucose to cells and carries waste materials away from cells is called
circulation
.
5. Snakes cannot keep their body at a constant temperature because they are
cold-blooded
animals.
© Macmillan/McGraw-Hill
6. Because waste materials may be poisonous to cells excretion and tissues, maintaining health.
is very important in
7. When oxygen is present, energy from food molecules is released during cellular
respiration
in animals.
8. In most organisms digestion creates a simple sugar called glucose Chapter 1 • Classifying Living Things Reading and Writing
that is used for energy. Use with Lesson 4 Animal Systems
19
LESSON
Name
Cloze Activity
Date
Animal Systems Fill in the blanks. cells
double-loop
glucose
circulation
earthworm
liver
digestion
excretion
waste
To stay healthy, animals use energy from food. After animals obtain food,
digestion
food into simpler substances such as Respiration takes place inside the
changes the stored glucose cells
. and
releases energy from broken-down food molecules. The delivery system that moves these materials around is called
circulation
removes
waste
digestive system of the
. Excretion is the process that from the body. The simple earthworm
consists of one
long tube. The complex human digestive system uses liver
and pancreas. All animals use some systems of digestion, excretion
, respiration, and circulation to obtain and
use energy. These systems work together to fuel all of the processes of life.
20
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 4 Animal Systems
© Macmillan/McGraw-Hill
substances made in organs such as the
Name
LESSON
Date
Outline
Plant and Animal Adaptations Use your textbook to help you fill in the blanks. What are adaptations? 1. Something that helps an organism survive and reproduce is called a(n)
adaptation
.
2. Something that causes plants and animals to respond to their environments is called a(n)
stimulus
.
3. An organism’s response to move toward or away from a tropism
stimulus is called a(n)
.
auxins 4. Chemicals called stimulate parts of a plant to grow quickly or slowly in response to stimuli such as sunlight. How are animals adapted to their surroundings? 5. Two adaptations that allow animals to eat without being mimicry
eaten are camouflage and
.
6. Camouflage helps chameleons avoid being detected by
predators
.
© Macmillan/McGraw-Hill
resemble 7. Hoverflies are a good example of mimicry; they bees or wasps, so other animals are tricked into staying away. food
8. A camel’s humps allow it to survive when is scarce. 9. Insulation is an adaptation to helps animals stay warm.
Chapter 1 • Classifying Living Things Reading and Writing
climate
that
Use with Lesson 5 Plant and Animal Adaptations
21
LESSON
Outline
Name
Date
What are some adaptive behaviors of animals? 10. Animal behaviors that are not learned but done automatically are called
instincts
.
11. A cricket chirping by rubbing its wings together is an example of an instinctive
courtship
behavior.
12. Examples of defense mechanisms, or adaptations for physical skunk
protection, include a(n) foul-smelling liquid.
spraying a
13. When autumn comes some animals respond to the cooler temperatures by collecting and storing food for winter, some hibernate
, and others migrate.
How do animals migrate? 14. Some of the reasons that animals migrate include changes in climate,
habitat
, and availability of food.
15. Some of the things that help migratory birds find their way Sun
are wind direction, the position of the and stars, and Earth’s
magnetic field
.
Critical Thinking
Adaptations are physical and behavioral changes that enable plants and animals to survive in their environment. An adaptation helps a living thing find food, avoid danger, find a mate, or survive in extreme temperatures.
22
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 5 Plant and Animal Adaptations
© Macmillan/McGraw-Hill
16. How do adaptations help plants and animals survive?
Name
LESSON
Date
Vocabulary
Plant and Animal Adaptations Use the clues to fill in the crossword puzzle. adaptation
camouflage
instinct
migrate
auxins
chameleon
insulation
tropism
1
m
2
6
i
r
g
3
a
5
n
s
a
s
h
u
a
l
m
t
p
o
r
i
s
m
t 7
c
a
m
o
u
f
l
a
g
c
e
c
t
t
l
t
i
i
e
o
o
o
n
n
u
x
i
n
s
Across 1. move from one place to another
© Macmillan/McGraw-Hill
i
d
n
a
4
e
n
i
8
t
Down
6. response of an organism toward or away from a stimulus
2. an inherited behavior, one that is not learned but is done automatically
7. disguise used to make something look like its surroundings
3. something that enables an organism to survive and reproduce
8. chemicals that can stimulate parts of a plant to grow quickly or slowly
4. material that does not conduct heat well
Chapter 1 • Classifying Living Things Reading and Writing
5. reptile that can change its color to blend in with its environment Use with Lesson 5 Plant and Animal Adaptations
23
LESSON
Cloze Activity
Name
Date
Plant and Animal Adaptations Fill in the blanks. behavioral
hydrotropism
reproduce
camouflage
mate
sunlight
climate
predators
Adaptations help plants and animals survive and reproduce. Some adaptations are physical, and others are behavioral survive include
. Adaptations that have helped plants hydrotropism
help plants find water and
and phototropism, which sunlight
chameleon is noted for its ability to
. The
camouflage
itself
or blend in with its surroundings. Animals have adaptations that protect them from predators
and from changes in
Because it is important for animals to
climate reproduce
. in
instinctive courtship behaviors that help them find a mate
. Plants and animals need to adapt to
their environments, because a dramatic climate change might mean that a species will not survive.
24
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 5 Plant and Animal Adaptations
© Macmillan/McGraw-Hill
order for their species to survive, many animals have
Name
Writing in Science
Date
Life in the Deep Read the Writing in Science feature in your textbook.
Write About It Expository Writing Write a report telling how sunlight helps support your life. Engage your reader right away, and clearly state your purpose for writing. Introduce the main idea, and develop it with facts. Use supporting details and precise verbs, nouns, and adjectives to describe and explain your subject. Do print and online research. Summarize your findings at the end of the report.
Getting Ideas Sometimes you choose your own topic to write about. Other times your teacher specifies the topic. Underline the topic in the assignment above. Now think about what you know about this topic, and gather information. Write what you already know in the first column of the chart below. In the second column, write questions you have about the topic. This is the information you want to find out for your report. Then do some research to find answers to your questions. In the third column, write what you found out from your print and online research. Topic: How Sunlight Supports Your Life What I Already Know
What I Want to Know
What I Learned
© Macmillan/McGraw-Hill
Students should clearly identify what they already know, what they want to know, and what they learned about how sunlight supports life. Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 5 Plant and Animal Adaptations
25
Writing in Science
Name
Date
Drafting A good report begins with a thesis statement that focuses the topic and tells readers what to expect. It gives important information about a topic. Circle the thesis statement that is a better way for Armando to begin his report.
I do not like to think about what the world would be like without sunlight. Without sunlight the world as we know it would cease to exist. Now write your first draft. Use a separate piece of paper. Begin with a strong thesis statement, introduce your main idea, explain your subject, and end with a summary of your findings. Students should begin with a strong thesis statement, clearly state their main idea and develop it with facts, and end with a concise summary. Revising and Proofreading Replace the underlined word in Armando’s sentence with a precise adjective. Rewrite the sentence on the lines below it. The Sun heats Earth, causing seawater to dry and form clouds. The Sun heats Earth, causing seawater to evaporate and form clouds.
Now revise and proofread your report. Ask these questions: ▶ Have I written a thesis statement? ▶ Does my introductory paragraph engage readers? ▶ Have I used precise verbs, nouns, and adjectives? ▶ Have I used transition words to connect ideas? ▶ Have I ended with a conclusion that summarizes my ideas? ▶ Have I corrected all grammar, spelling, punctuation, and capitalization errors?
26
Chapter 1 • Classifying Living Things Reading and Writing
Use with Lesson 5 Plant and Animal Adaptations
© Macmillan/McGraw-Hill
▶ Have I supported my ideas with facts and details?
Name
CHAPTER
Date
Vocabulary
Classifying Living Things Circle the letter of the best answer. 1. People, plants, and animals are all A chordates.
A mimicry.
B warm-blooded.
B photosynthesis.
C tetrapods.
C reproduction.
D organisms.
D diffusion.
2. A group of similar organisms that reproduce more of their own kind is called
5. A bird or an insect transfers pollen from one flower to another during
A a phylum.
A respiration.
B a kingdom.
B migration.
C a species.
C pollination.
D an order.
D circulation.
3. Plants with veins or tubes in their roots, stems, and leaves are classified as
© Macmillan/McGraw-Hill
4. A plant uses sunlight to make food during a process called
6. The parts of plants that absorb water and nutrients from the soil are the
A vascular.
A roots.
B seeds.
B stems.
C pollinators.
C leaves.
D arthropods.
D flowers.
Chapter 1 • Classifying Living Things Reading and Writing
27
Vocabulary
Name
7. An animal with a segmented backbone is A an endoskeleton. B a vertebrate. C an exoskeleton. D an invertebrate. 8. Sponges, flatworms, and mollusks are examples of A invertebrates. B exoskeletons. C arthropods. D chordates. 9. Food is broken down into molecules that cells can use, such as glucose, during A diffusion. B digestion. C adaptation. D excretion. 10. Oxygen is used to release energy from food molecules during
28
Date
11. The system that moves oxygen, glucose, and wastes throughout the body is called A digestion. B respiration. C circulation. D reproduction. 12. When a plant grows toward a light source, it is demonstrating a type of A camouflage. B mimicry. C migration. D tropism. 13. A spider spinning a web hours after it is born is an example of A instinct. B mimicry. C insulation. D diffusion. 14. An organism blends into its surroundings through
A digestion.
A mimicry.
B respiration.
B camouflage.
C insulation.
C migration.
D excretion.
D phototropism.
Chapter 1 • Classifying Living Things Reading and Writing
© Macmillan/McGraw-Hill
CHAPTER
Name
CHAPTER
Date
Concept Map
Cells Complete the concept map on cells, using words and phrases from your textbook.
In single-celled organisms, the cell contains everything the organism needs to survive and
reproduce
.
Multicellular organisms have different types of cells; each type performs a special
function
.
Every animal cell and plant cell has a(n) and a(n)
nucleus
membrane
that gives it shape
that contains information about the cell’s function.
All living things are made of one or more
cells
cycle of growth, division, and replacement called the
that are part of a
cell cycle
.
© Macmillan/McGraw-Hill
mitosis Cells can reproduce by a kind of cell division called , in which a cell copies its chromosomes before it divides into two identical cells.
Most plants and animals, including humans, reproduce by combining the
chromosomes from a male sex cell and a female sex cell.
meiosis Sex cells are produced by , in which the nucleus of the cell divides twice, producing four cells with half as many chromosomes as the original cell. Chapter 2 • Cells Reading and Writing
29
LESSON
Outline
Name
Date
Cell Theory Use your textbook to help you fill in the blanks. How were cells discovered? 1. An English scientist named Robert Hooke was the first person microscope
to see and describe cells, using a(n) he made.
2. A Dutch merchant named Anton van Leeuwenhoek was the first person to observe unicellular organisms . 3. Scottish scientist Robert Brown was the first person to discover the
nucleus
of a plant cell.
4. Two German scientists, Matthias Schleiden and Theodor Schwann, built upon the work of Hooke, Leeuwenhoek, and cell theory
Brown and developed
.
living things
5. According to cell theory, all of one or more cells.
are made existing cells
6. Cell theory also states that all cells come from
.
7. Some living things that are made of just one cell include bacteria
, paramecia, and euglenas.
8. The single cell of a unicellular organism contains all that it needs to survive and
reproduce
.
9. In organisms that are made of many cells, each cell performs a special job, or
30
Chapter 2 • Cells Reading and Writing
function
.
Use with Lesson 1 Cell Theory
© Macmillan/McGraw-Hill
How are cells organized?
Name
LESSON
Date
Outline
10. Animals are mostly made up of epithelial, muscle, connective
, and nerve tissue.
skin
11. Your
is your body’s largest organ.
12. The circulatory system in animals and the root system in organ systems
plants are two examples of perform life functions.
that
What substances are found in all organisms? 13. Everything in the world is made up of tiny particles atoms
called
.
14. Two or more elements can combine chemically to form compound
a(n)
.
15. Carbohydrates provide energy to cells, but lipids store
and release more energy because of the way they are structured. 16. The types of compounds needed for cell growth and repair are
proteins
.
Critical Thinking
© Macmillan/McGraw-Hill
17. Describe how cells are organized into larger and larger groups to help living things survive. A group of similar cells form a tissue. Two or more types of tissue combine to make an organ, which has a specific job. Organs combine in organ systems to perform a process, such as circulation. Together, a group of organ systems carries out all of the processes that an organism needs to survive.
Chapter 2 • Cells Reading and Writing
Use with Lesson 1 Cell Theory
31
LESSON
Name
Vocabulary
Date
Cell Theory Match the correct letter with the description. a. cell
e. organism
b. compound
f. organ system
c. element
g. tissue
1.
g
I am a group of similar cells that work together to perform the same function. What am I?
2.
c
I am a pure substance that cannot be broken down into a simpler substance, and I am made of only one type of atom. What am I?
3.
f
I am a group of organs that work together to perform a particular life process. What am I?
4.
a
I am the basic unit of life and the smallest part of a living thing that is capable of life. What am I?
5.
b
I am a new substance formed by the chemical combination of two or more elements. What am I?
6.
e
I am a living thing that performs its life functions on its own. What am I?
7.
d
I am a group of two or more types of tissue that work together to carry out one specific function. What am I?
32
Chapter 2 • Cells Reading and Writing
Use with Lesson 1 Cell Theory
© Macmillan/McGraw-Hill
d. organ
Name
LESSON
Date
Cloze Activity
Cell Theory Fill in the blanks. atoms
element
organ
tissue
compounds
hydrogen
organ system
All living things are made up of one or more cells. Groups of similar cells that work together to perform a function make up a(n)
tissue
. A group of two or more types of
tissue that work together to perform a function make up a(n) organ
. A group of organs that work together to
carry out a life process make up a(n) Tiny particles called
atoms
organ system
.
make up
everything in the world. A group of only one type of atom that cannot be broken down into a simpler substance is a(n) element
. Elements can combine chemically with
other elements to form
© Macmillan/McGraw-Hill
hydrogen
compounds
. Carbon,
, oxygen, nitrogen, and phosphorus are
part of the main compounds used by cells to carry out life functions. These compounds are carbohydrates, lipids, proteins, and nucleic acids.
Chapter 2 • Cells Reading and Writing
Use with Lesson 1 Cell Theory
33
LESSON
Name
Outline
Date
Plant and Animal Cells Use your textbook to help you fill in the blanks. How do plant and animal cells compare? cell membranes
1. Plant cells and animal cells both have that give cells their shape.
2. The part of the cell that is sometimes called the control center is the
nucleus
.
3. Between a cell’s nucleus and its membrane is a gel-like cytoplasm
substance called
.
4. A cell that needs a constant supply of energy contains many
mitochondria
.
5. The structures and chemicals found in plant cells but not in cell walls
animal cells are chlorophyll.
, chloroplasts, and
What is passive transport? 6. The food and oxygen that cells in our body need are blood
away waste products such as 7. Diffusion and passive transport.
, which also carries carbon dioxide
osmosis
.
are two types of
8. In diffusion, molecules of sugar, oxygen, and carbon dioxide pass through the
cell membrane
9. Osmosis is the movement of a cell membrane.
34
Chapter 2 • Cells Reading and Writing
. water
through
Use with Lesson 2 Plant and Animal Cells
© Macmillan/McGraw-Hill
delivered by the
Name
LESSON
Date
Outline
What are photosynthesis and respiration? 10. In order for plants to make food, they need three main water ingredients: and energy from the Sun.
,
carbon dioxide
glucose
11. The products of photosynthesis are oxygen
and
,
.
12. Plants and animals access the energy in molecules of glucose through
cellular respiration
.
13. Cells use oxygen to break down glucose in order to obtain usable energy in a process called respiration.
aerobic
14. Cellular respiration that does not use oxygen to release energy is called
anaerobic
respiration.
15. Cellular respiration takes place in the of plant and animal cells.
mitochondria
What is active transport? 16. Active transport is a process that uses energy to move materials through a(n)
cell membrane
.
© Macmillan/McGraw-Hill
Critical Thinking 17. What structures do plant and animal cells have in common? Plant and animal cells both have cell membranes, nuclei, cytoplasm, mitochondria, and vacuoles.
Chapter 2 • Cells Reading and Writing
Use with Lesson 2 Plant and Animal Cells
35
LESSON
Name
Vocabulary
Date
Plant and Animal Cells Fill in the blanks. active transport
cytoplasm
photosynthesis
cellular respiration
osmosis
vacuoles
chlorophyll
passive transport
1. The gel-like substance between the nucleus and the cell membrane is called
cytoplasm
.
2. When cells have to use energy to move materials through the cell membrane, they use a process called
active transport
.
3. The process in which plants use energy from the Sun to produce food in the form of glucose is called
photosynthesis
.
4. The movement of substances through cell membranes without the use of the cell’s energy is called
passive transport
.
5. Plants and animals access the energy in molecules of glucose through
cellular respiration
.
6. The green pigment inside chloroplasts that absorbs light and chlorophyll
.
7. The movement of water particles through a cell membrane is
osmosis
.
8. Saclike structures that store water and food inside cells are called
36
vacuoles
Chapter 2 • Cells Reading and Writing
.
Use with Lesson 2 Plant and Animal Cells
© Macmillan/McGraw-Hill
gives many plants their green color is called
Name
LESSON
Date
Cloze Activity
Plant and Animal Cells Fill in the blanks. cell membrane
chlorophyll
nucleus
cell walls
cytoplasm
photosynthesis
cellular respiration
mitochondria
vacuoles
Plant and animal cells have many of the same parts. Every cell has a(n)
cell membrane
Most cells have a(n)
that helps it keep its shape.
nucleus
that contains the
organism’s genetic information. Between these two cell parts, both plant and animal cells contain a gel-like substance called cytoplasm
. Both plants and animals use a process
called cellular respiration to convert food to energy. The rod-shaped structures that help carry out this process are mitochondria
. Both plant and animal cells contain saclike vacuoles
storage structures called
.
Because plants make their own food in a process called © Macmillan/McGraw-Hill
photosynthesis
, their cells have some structures that
animal cells do not have. The pigment that makes some plants green is called
chlorophyll
plant cells are surrounded by
. The membranes in
cell walls
. Animal
cells do not have these structures. Chapter 2 • Cells Reading and Writing
Use with Lesson 2 Plant and Animal Cells
37
LESSON
Outline
Name
Date
Cell Division Use your textbook to help you fill in the blanks. What is the cell cycle? grow 1. In the cell cycle, all cells for some period; then some cells die, but others divide, producing new replace
cells that
2. As a cell grows, its
the cells that have died.
surface area
does not grow at
volume
the same rate as its
.
3. When cell growth and division run out of control, cancer
may occur.
What is mitosis? 4. The number of chromosomes in a typical human cell 46
is
.
5. Before cells divide, they make a second set of 6. When mitosis is complete, two have been produced.
chromosomes
identical
.
cells
7. The stages of mitosis are interphase, prophase, metaphase, , and telophase.
cell plate 8. Because plant cells have cell walls, a(n) forms between two new plant cells that result from mitosis. What is meiosis? 9. Most animals and plants combine
chromosomes
from two parents during a process called reproduction.
38
Chapter 2 • Cells Reading and Writing
sexual
Use with Lesson 3 Cell Division
© Macmillan/McGraw-Hill
anaphase
Name
LESSON
Date
Outline four
10. When meiosis is complete, there are
half cells, each containing as many chromosomes as are found in the original cell. sperm
11. When the
and egg join together, the
zygote resulting of chromosomes.
contains the correct number
How do organisms reproduce? 12. In asexual reproduction, one parent produces a(n) offspring
that is
identical
to itself.
13. When most fish reproduce, fertilization takes place outside
the female’s body.
What is a life span? 14. An animal’s life cycle includes birth, reproductive age, old age, and
youth death
, .
15. The longest an animal can live under the best of conditions is its
life span
.
Critical Thinking 16. How are mitosis and meiosis similar? How are they different?
© Macmillan/McGraw-Hill
Both processes begin in the nucleus and result in more cells than they started with. The most important difference between these processes is that mitosis produces cells with the same number of chromosomes as the parent cells, but meiosis produces cells with half as many chromosomes as the parent cell.
Chapter 2 • Cells Reading and Writing
Use with Lesson 3 Cell Division
39
LESSON
Vocabulary
Name
Date
Cell Division Use the clues to fill in the crossword puzzle. cell cycle
fertilization
mitosis
sperm
egg
meiosis
reproduction
zygote
3
4
m
e
f
i
2
m
r e
r
t
i
l
i
z
t
a
i
p
t
r
o
o
s
i
s
i 5
u c
n
s
d
6
o
e
l
l
c
z y
s c
l
7
e
t
g
g
i
o
g
o
t
n
8
s
p
e
Across
r
m
Down
3. the process that occurs when a sperm cell joins an egg cell
1. the process of producing new organisms
4. the special kind of cell division that produces sex cells
2. cell division that produces two cells identical to the original cell
6. the cell’s process of growth, division, and replacement
5. the type of cell formed when a sperm and an egg join together
8. the male sex cell
7. the female sex cell
40
Chapter 2 • Cells Reading and Writing
Use with Lesson 3 Cell Division
© Macmillan/McGraw-Hill
1
Name
LESSON
Date
Cloze Activity
Cell Division Fill in the blanks. cell
expectancy
parent
zygote
cell cycle
fertilization
sexually
cycle
meiosis
span
All living things have cycles of growth, reproduction, and death. Cells grow, divide, and replace other cells in a process called the
cell cycle
mitosis or
meiosis
. Cells can reproduce through . cell
All living things begin as a single
.
sexually
Organisms can reproduce either asexually. In asexual reproduction one
or
parent
cell
makes an identical copy of itself. In sexual reproduction a sperm cell combines with an egg cell through a process called
fertilization
to form a(n)
zygote
.
© Macmillan/McGraw-Hill
The stages of an animal’s development make up the animal’s life
cycle
. The longest an animal can live is its
life
span
, and the average time that an
individual animal will live is its life
expectancy
.
All of life happens in cycles.
Chapter 2 • Cells Reading and Writing
Use with Lesson 3 Cell Division
41
Writing in Science
Name
Date
Growing Hybrid Plants Read the Writing in Science feature in your textbook.
Write About It Explanatory Writing Choose a hybrid plant—a vegetable or a flower. Write an explanation of how hybrids of this plant are made. Getting Ideas Choose a hybrid plant. Think about how this plant was made. Use the sequence chart below to record the steps of the process. Step 1
Students should clearly identify the hybrid plant chosen. The steps involved in making this hybrid plant should be listed in a logical order.
Step 2
© Macmillan/McGraw-Hill
Step 3
Step 4
42
Chapter 2 • Cells Reading and Writing
Use with Lesson 3 Cell Division
Name
Writing in Science
Date
Drafting Good explanatory writing gives clear details that are easy to follow and uses time-order words or spatial words to make the process clear. Armando chose to write about hybrid roses. Help him put his steps in order. Write 1 by the step that comes first, 2 by the step that comes second, and so on. The last step should be numbered 4. 1.
3
Then, collect the pollen sacs and spread them on a sheet to ripen.
2.
1
Remove the petals from the buds of two different varieties of roses.
3.
4
Finally, brush the pollen from one variety of rose onto the other.
4.
2
Next, remove the stamens that surround the pistil.
Now write your first draft. Use a separate piece of paper. Begin with a sentence that clearly states the process you will be explaining. Be sure to list the steps of the process in time order. Use transition words such as first, next, then, and finally to help readers understand the steps. Students should begin with a strong opening sentence that clearly states the hybrid chosen and explains how the hybrid was made. Revising and Proofreading Now revise and proofread your essay. Ask these questions:
© Macmillan/McGraw-Hill
▶ Have I written an introduction that clearly explains how hybrids of a plant are made? ▶ Have I listed the steps in a logical order? ▶ Have I used transition words to connect ideas? ▶ Have I corrected all grammar, spelling, punctuation, and capitalization errors?
Chapter 2 • Cells Reading and Writing
Use with Lesson 3 Cell Division
43
LESSON
Outline
Name
Date
Microorganisms Use your textbook to help you fill in the blanks. What are microorganisms? 1. An organism that is not visible to the unaided eye is called a(n)
microorganism
or a(n)
2. If an organism has just one cell, it is and if it has more than one cell, it is
microbe
.
unicellular
,
multicellular
.
fungi
3. Mold and yeast are two types of microscopic
.
4. Euglenas, diatoms, and amoebas are all microscopic protists
.
5. Flagella, cilia, and pseudopods are structures that help different protists
move
and obtain food.
6. There are two kingdoms of bacteria: and
archaebacteria
eubacteria
. yogurt
7. Acidophilus bacteria in for good health.
are important
How do microorganisms reproduce?
by
dividing
.
9. Conjugation is a type of sexual reproduction in which microorganisms attach to each other, exchange genetic information
, split apart, and divide by binary
fission.
44
Chapter 2 • Cells Reading and Writing
Use with Lesson 4 Microorganisms
© Macmillan/McGraw-Hill
8. In binary fission microorganisms reproduce asexually
LESSON
Name
Date
10. Some fungi reproduce by
budding
Outline , and other
spores
fungi reproduce by producing
.
11. During spore formation in some fungi, male and female cells fuse together, share genetic information, and produce spores and then
, which are protected inside a coating distributed
.
12. E. coli, bacteria that live in your intestines, reproduce by
binary fission
.
What is bread mold? 13. Mold spores grow very
quickly
in an moist
environment that is warm and
.
14. If you look closely at bread mold, you will see tiny filaments hyphae called mold to the bread.
that grow down to anchor the
enzymes 15. Bread mold releases proteins that help it digest food.
, or special
Critical Thinking 16. Name three types of microorganisms and four different ways that microorganisms can reproduce. © Macmillan/McGraw-Hill
Possible answer: Three types of microorganisms are bacteria, protists, and fungi. They reproduce by binary fission, conjugation, spore formation, and budding.
Chapter 2 • Cells Reading and Writing
Use with Lesson 4 Microorganisms
45
LESSON
Name
Vocabulary
Date
Microorganisms Match the correct letter with the description. d. protist
b. budding
e. microorganism
c. conjugation
f. spore
g. unicellular
1.
f
I am produced when male and female cells fuse together, and then I carry genetic information within a protective coating. What am I?
2.
a
I am a type of asexual reproduction in which a microorganism divides into two equal parts. What am I?
3.
e
I am an organism that is not visible to the unaided eye. What am I?
4.
c
I am a form of sexual reproduction in which organisms fuse, exchange genetic information, separate, and then divide. What am I?
5.
g
I am another way to describe a single-celled organism. What am I?
6.
b
I am a form of asexual reproduction in which the offspring first forms as a small growth on the parent cell. What am I?
7.
d
I am not a fungus or a bacteria, but I am a microorganism. What am I?
46
Chapter 2 • Cells Reading and Writing
Use with Lesson 4 Microorganisms
© Macmillan/McGraw-Hill
a. binary fission
Date
LESSON
binary fission
filaments
microscope
conjugation
food
protists
eubacteria
kingdoms
pseudopods
Name
Cloze Activity
Microorganisms Fill in the blanks.
Microorganisms are tiny living things. In order to see microscope
them, you need a(n) different
kingdoms
eubacteria
. They represent four
of living things: protists, fungi,
, and archaebacteria. Three of the most
commonly found microorganisms are microscopic fungi, protists
, and bacteria. Plantlike protists such as
euglenas can produce their own
food
. Other
pseudopods
kinds of protists have flagella, cilia, or
to
help them move around and obtain food. The three types of asexual reproduction used by
© Macmillan/McGraw-Hill
microorganisms are
binary fission
, budding, and spore
formation. Microorganisms also use a form of sexual reproduction called
conjugation
Bread mold is made up of tiny
. filaments
called
hyphae. Sexual reproduction in bread mold happens when two hyphae fuse and form a new hypha. Chapter 2 • Cells Reading and Writing
Use with Lesson 4 Microorganisms
47
Reading in Science
Name
Date
Meet Maria Pia Di Bonaventura Read the Reading in Science feature in your textbook. As you read, look for the topic sentence in each paragraph. Then look for supporting details about each topic sentence. Main Idea Use the graphic organizer to record the topic sentence and supporting details for each paragraph of the article. Supporting Details
What do museums do when their artwork and other cultural artifacts are being slowly eaten away by organisms they can’t even see?
Maria Pia is not a detective, but she knows how to unlock mysteries like these, where the main suspects are microorganisms such as fungi and bacteria.
Paintings made of wood, ink, oils, and canvas can be perfect environments for some microorganisms to grow in.
They give themselves away by their green, blue, and yellow tints and the black markings they leave behind.
To study the microorganisms that are making their home in the art, Maria Pia first takes a sample of them.
The different species respond to different treatments.
Fungi don’t just live on paintings. They live in all kinds of environments on our planet.
There are more than 100,000 species of fungi and more are being discovered all the time.
48
Chapter 2 • Cells Reading and Writing
Use with Lesson 4 Microorganisms
© Macmillan/McGraw-Hill
Topic Sentence
Name
Date
Reading in Science
Write About It Main Idea and Details 1. Why do museums ask for help from scientists like Maria Pia Di Bonaventura? 2. How does Maria Pia’s work help protect works of art and other artifacts? Planning and Organizing Write the problem that museums sometimes have with their artifacts and works of art. Students should clearly identify the problem that museums sometimes have with paintings and other artifacts. Sample answer: Museums sometimes have trouble with microscopic organisms living and feeding on their artifacts and works of art. Write a one-sentence summary of Maria Pia’s job. Students should write a properly constructed sentence clearly stating the basics of Maria Pia’s job. Sample answer: Maria Pia studies the microscopic fungi that live and feed on the museum’s artifacts.
© Macmillan/McGraw-Hill
Drafting Now explain how Maria Pia’s area of expertise can help museums protect their works of art. Maria Pia takes samples of the microorganisms that live on the artifacts and then figures out the best way to protect them from being destroyed by the fungi.
Chapter 2 • Cells Reading and Writing
Use with Lesson 4 Microorganisms
49
CHAPTER
Vocabulary
Name
Date
Cells Circle the letter of the best answer.
A elements. B cells. C compounds. D microbes. 2. A living thing that can perform its life functions independently is called A a zygote. B an organ. C an organism. D a microbe. 3. When a group of similar cells works together to perform a specific function, they form A an organ. B a tissue. C an organ system. D an organism.
50
Chapter 2 • Cells Reading and Writing
4. Oxygen, carbon, nitrogen, and hydrogen are all examples of A nucleic acids. B lipids. C carbohydrates. D elements. 5. A new substance formed when two or more elements combine chemically is called A a compound. B a protein. C an atom. D an organ system. 6. Water passes through cell membranes by A mitosis. B meiosis. C osmosis. D binary fission. © Macmillan/McGraw-Hill
1. The smallest units of living things that can carry out life processes are
Name
7. The process that occurs when plants use energy from the Sun to make food is
Vocabulary
10. The process through which a cell makes an exact copy of itself is called
A diffusion.
A mitosis.
B active transport.
B meiosis.
C fertilization.
C the cell cycle.
D photosynthesis.
D a vacuole.
8. The process that describes the spreading out of molecules from areas of higher concentration to areas of lower concentration is
11. The process that produces new sex cells is called A mitosis. B meiosis.
A reproduction.
C the sperm.
B transpiration.
D the zygote.
C respiration. D diffusion. 9. The process that occurs when molecules, such as glucose, release energy that cells can use is called A fermentation.
© Macmillan/McGraw-Hill
CHAPTER
Date
12. When a male sex cell and a female sex cell join together, they form a new cell called A a sperm.
C a zygote.
B an egg.
D a bud.
13. Microscopic fungi, protists, and bacteria are different types of
B cellular respiration.
A flagella.
C transpiration.
B molds.
D equilibrium.
C yeasts. D microorganisms.
Chapter 2 • Cells Reading and Writing
51
UNIT
Literature
Name
Date
Trouble on the Table by David Bjerklie
Write About It Response to Literature This article discusses genetically modified foods. What are some of the issues related to the use of these foods? What do you think about them? Write an essay explaining your point of view about GM foods. Provide details to support your argument.
Students’ essays should be written in a logical order with an introductory sentence giving their opinion of genetically modified foods, details from
© Macmillan/McGraw-Hill
the article that support their arguments, and a closing sentence.
52
Unit B • Patterns of Life Reading and Writing
Name
CHAPTER
Date
Concept Map
Genetics Complete the concept map on genetics, using words and phrases from your textbook. Inherited Traits
parents
We receive one gene for each trait from each of our Traits can be either dominant or
recessive
The history of a family trait is called a(n)
The double-helix shape of a DNA molecule is made up of pairs of chemicals called
.
An X chromosome and a Y chromosome are present in a(n)
male
.
DNA
A pair of X chromosomes is present in a(n)
female
.
pedigree
Gender
.
How They Work in People
bases
.
The sequence of base pairs in our DNA determines our genetic
.
characteristics . Genes
© Macmillan/McGraw-Hill
Accidentally
Intentionally
Genetic disorders occur when a gene
mutates
.
Hemophilia is a genetic disorder of the
blood
Chapter 3 • Genetics Reading and Writing
Scientists use genetic
engineering
How They Can Change
to intentionally change a genetic sequence in DNA to ensure that a specific trait is produced.
.
53
LESSON
Name
Outline
Date
How Traits Are Controlled Use your textbook to help you fill in the blanks. What is heredity? 1. The passing of an inherited trait, such as dimples, heredity
from parents to their offspring is known as experience
2. An acquired trait comes from environment
from the
.
or
.
What did Mendel do? 3. Gregor Mendel is considered by many to be the founder of
genetics
.
pea plants 4. Mendel experimented with to study how traits were passed from parents to offspring. offspring
5. Purebred organisms always produce with the same traits.
6. Hybrid organisms may not always look the same, because each different form of a
parent trait
has provided a .
dominant trait
for height.
8. Mendel called the short form of the trait the which may be hidden for a generation.
54
Chapter 3 • Genetics Reading and Writing
recessive trait
,
Use with Lesson 1 How Traits Are Controlled
© Macmillan/McGraw-Hill
7. When the hybrid pea plants produced more tall plants than short plants, Mendel decided that tall was the
Name
LESSON
Date
Outline
Why is Mendel’s work important? 9. What Mendel called a factor is today called a(n) gene
, which is a part of a(n)
chromosome
that contains many factors.
10. Punnett squares can be used to determine the probability
, or likelihood, that an offspring will inherit a particular trait in a genetic cross. two
11. In a genetic cross, there are
four genes, one from each parent, and different ways in which the genes can combine. What is selective breeding? 12. Drought resistance in plants and strength in animals are desirable
examples of
traits.
13. In selective breeding, people choose organisms with desirable traits and produce
offspring
mate
them to
with the same traits.
Critical Thinking
© Macmillan/McGraw-Hill
14. Would selective breeding work for an acquired trait? Why or why not? No; acquired traits are not inherited from parents, so they cannot be controlled in the same way that inherited traits can, and they come instead from experience and the environment.
Chapter 3 • Genetics Reading and Writing
Use with Lesson 1 How Traits Are Controlled
55
LESSON
Name
Vocabulary
Date
How Traits Are Controlled Fill in the blanks. acquired trait
genetics
inherited trait
dominant trait
heredity
recessive trait
gene
hybrids
genetics
1. The study of heredity is called
.
2. Organisms that have inherited two different forms of the hybrids
same trait, one from each parent, are called
.
3. The form of a trait that can be hidden is called a(n) recessive trait
.
4. A characteristic that is passed from parent to offspring is a(n)
inherited trait
.
5. A trait that is influenced by experience or the environment is called a(n)
acquired trait
.
6. A portion of a chromosome that controls a particular .
7. The passing of inherited traits from parents to offspring is called
heredity
.
8. When one form of a trait masks the other form of the trait, the trait that appears is called the
56
Chapter 3 • Genetics Reading and Writing
dominant trait
.
Use with Lesson 1 How Traits Are Controlled
© Macmillan/McGraw-Hill
gene
inherited trait is called a(n)
Name
LESSON
Date
Cloze Activity
How Traits Are Controlled Fill in the blanks. desirable
genes
pea plants
dominant
inherited
Punnett
factors
Mendel
recessive
selective breeding
Genetics is the study of the traits parents pass on to their offspring. Some traits are dominant, and others are recessive the absence of Gregor pea plants
. Recessive traits will appear only in dominant Mendel
genes. experimented with
to understand heredity. He learned
that in reproduction each parent gives a set of
factors
to its offspring. Today, these factors are called
genes
Genes control which
inherited
from parents to their offspring.
.
traits are passed Punnett
squares
© Macmillan/McGraw-Hill
are used to predict the outcome of a genetic cross. Some traits, such as strength, height, or resistance to weather extremes, are considered
desirable
traits. These traits can be produced intentionally in offspring through a process called selective breeding . This is how many breeds of animals get their distinctive features. Chapter 3 • Genetics Reading and Writing
Use with Lesson 1 How Traits Are Controlled
57
LESSON
Outline
Name
Date
Human Genetics Use your textbook to help you fill in the blanks. What are genes? 1. The basic units of heredity are called
genes
.
nucleus
2. Human genes are located inside each cell’s chromosomes
on threadlike structures called
.
3. Organisms that reproduce sexually receive one gene parent
from each
for a particular trait.
4. The chromosomes that determine the sex of an X chromosome
organism are called the the
Y chromosome
.
5. The sex of an organism depends on the parent. sperm
6. The male
and
male
cell can contribute egg
either type of chromosome, but the female cell always contributes an X chromosome. 7. A genotype describes the genes for a particular trait inherited
from © Macmillan/McGraw-Hill
that an organism has its parents.
8. The way that an organism shows a particular trait is called its
58
phenotype
Chapter 3 • Genetics Reading and Writing
.
Use with Lesson 2 Human Genetics
Name
LESSON
Date
Outline
What is a pedigree? trait
9. A pedigree is a record of a genetic disorder
or
that runs in a particular family.
10. In a pedigree, symbols are used to identify family inheritance
members and their patterns of
.
11. A pedigree shows which family members possess a trait as part of their
genotypes
and how that
phenotypes
trait is expressed in their
.
12. Circles and squares on a pedigree represent the gender
of each family member, and lines show relationships between them. What disorders are inherited? 13. Conditions caused by mutations or changes in a gene or set of genes are known as
genetic disorders
.
14. Some examples of genetic disorders include hemophilia, sickle-cell anemia, and
Down syndrome
.
© Macmillan/McGraw-Hill
Critical Thinking 15. Given that long eyelashes are dominant and short eyelashes are recessive, what might your genotype for this trait be? Possible answer: I have long eyelashes. My genotype probably shows one dominant and one recessive gene. My mother has short eyelashes, so she has two recessive genes. The dominant gene would come from my father.
Chapter 3 • Genetics Reading and Writing
Use with Lesson 2 Human Genetics
59
LESSON
Name
Vocabulary
Date
Human Genetics a. carrier
d. genotype
g. X chromosome
b. chromosome
e. pedigree
h. Y chromosome
c. genetic disorder
f. phenotype
1.
g
the sex chromosome always found in female egg cells
2.
b
a threadlike structure in the cell nucleus that contains directions for cell activities
3.
e
a chart that traces the history of a trait within a particular family
4.
h
the sex chromosome that is passed on to offspring by the male parent
5.
a
someone who has inherited the gene for a particular trait but does not express that trait
6.
f
the way in which an organism expresses its traits
7.
c
a condition caused by mutations in a gene or set of genes
8.
d
the genes that are inherited by an organism for a particular trait
60
Chapter 3 • Genetics Reading and Writing
Use with Lesson 2 Human Genetics
© Macmillan/McGraw-Hill
Match the correct letter with the description.
Name
LESSON
Date
Cloze Activity
Human Genetics Fill in the blanks. carriers
pedigree
chromosomes
phenotype
genetic disorders
recessive
genotype
Information about a person is carried in that person’s genes. Genes are carried by
chromosomes
in the
nucleus of each human cell. The genes passed on by each parent are the offspring’s offspring’s
phenotype
genotype
. The
is how the traits are shown
in that offspring. A child whose phenotype does not express the same trait as his or her parents has inherited a(n)
recessive
gene from each parent.
A family can track which family members have a
© Macmillan/McGraw-Hill
recessive trait in a(n)
pedigree
. These charts
can also be used to track a history of genetic disorders in a particular family. Because hemophilia is a recessive trait, people who do not have this disorder can still be carriers
of it. Knowing family histories can
help doctors diagnose and treat disorders quickly.
Chapter 3 • Genetics Reading and Writing
Use with Lesson 2 Human Genetics
61
Writing in Science
Name
Date
The Dangers of Antibiotics Read the Writing in Science feature in your textbook.
Write About It Persuasive Writing Do some online research. Find more information about the dangers of overusing antibiotics. Then write a one-minute public-health announcement to be broadcast over your local radio station. Give reasons that people should limit their use of antibiotics. Save your most important reason for last.
Getting Ideas Good persuasive writing includes reasons that support an opinion. Use the chart below to develop your ideas for your public-health announcement. Write an opinion statement in the top box. Write reasons that support this opinion in the bottom boxes. You may add boxes if you have more than three reasons. Opinion
Students should state a clear opinion in the top box. Each lower box should contain a reason, based on research, that supports the
Reason 1
62
Chapter 3 • Genetics Reading and Writing
Reason 2
Reason 3
Use with Lesson 2 Human Genetics
© Macmillan/McGraw-Hill
opinion.
Name
Writing in Science
Date
Drafting To get started, Anwar jotted down some sentences about antibiotics. Read his sentences. Write Yes if the sentence contains a reason that supports his opinion that people should limit their use of antibiotics. Write No if it does not. 1.
No
Antibiotics are powerful drugs that can save lives.
2.
Yes
Over time bacteria can become resistant to an antibiotic.
3.
No
Antibiotics are one of the great advances in medicine.
Now write your first draft. Use a separate piece of paper. Begin with a sentence that grabs the attention of your listeners, and include reasons that support your opinion. To make sure your message sticks with your listeners, save your most powerful reason for last. Students’ drafts should grab their listeners’ attention, include detailed reasons from their research that support their opinion. Revising and Proofreading Here is the way Anwar began his announcement. He made six errors in spelling, punctuation, and capitalization. Proofread the passage and correct the errors. medicine
Is your medacine cabinet filled to the brim with antibiotics. ? Americans
Like many other americans, you may be doing yourself more developing
© Macmillan/McGraw-Hill
harm than good. In addition ,you may be developeing superbugs!
Now revise and proofread your announcement. Ask these questions: ▶ Have I clearly stated my opinion? ▶ Have I provided convincing reasons for this opinion? ▶ Have I saved my most compelling reason for last? ▶ Have I corrected all grammar, spelling, punctuation, and capitalization errors? Chapter 3 • Genetics Reading and Writing
Use with Lesson 2 Human Genetics
63
LESSON
Outline
Name
Date
Modern Genetics Use your textbook to help you fill in the blanks. What is DNA? 1. DNA is an acronym for the term deoxyribonucleic acid . double helix 2. DNA’s shape is a(n) looks like a twisted ladder.
, which guanine
3. The four base chemicals in DNA are cytosine, thymine, and adenine.
,
4. Cytosine bonds only with its specific match, guanine, and thymine bonds only with its specific match,
adenine
.
5. An organism’s genetic characteristics are determined base pairs
by the order of the
in its DNA.
6. The specific way in which your 3 billion base pairs are ordered forms your unique
genome
.
What is genetic engineering? 7. Genetic engineering is a way of intentionally changing
a genetic sequence in DNA to produce a particular trait.
geneticists
64
Chapter 3 • Genetics Reading and Writing
© Macmillan/McGraw-Hill
8. People who study the way heredity works are called .
Use with Lesson 3 Modern Genetics
Name
LESSON
Date
Outline
9. The process in which genes are removed from one organism and added to the DNA of another organism is called
gene splicing
.
10. An organism that receives all of its DNA from one parent is a(n)
clone
. lamb
11. The first cloned animal was a(n) named Dolly. What are genetically engineered crops?
12. Scientists have made genetic changes to crops to improve their
productivity
and
nutrient content
.
13. Bt corn is an example of a genetically engineered crop that was injected with a gene from a(n) bacterium
that is poisonous to insects.
Critical Thinking 14. Describe the structure of DNA. Be sure to use the words double helix, bases, and base pairs. The DNA molecule looks like a twisted ladder, or double helix. The molecule contains four different bases: guanine, thymine, cytosine, and adenine. In the base pairs, cytosine bonds only to guanine, and
© Macmillan/McGraw-Hill
thymine bonds only to adenine. The order of the base pairs is the same in every cell of an organism’s body.
Chapter 3 • Genetics Reading and Writing
Use with Lesson 3 Modern Genetics
65
LESSON
Vocabulary
Name
Date
Modern Genetics a. Bt corn
d. gene splicing
g. genome
b. clone
e. genetic engineering
h. plasmid
c. DNA
f. geneticist
1.
f
I am a scientist who studies how heredity works. Who am I?
2.
b
I am an organism that received all of my DNA from one parent, and I am genetically identical to my parent. What am I?
3.
c
I am a long, complex molecule that contains the genetic code of an organism. What am I?
4.
a
I am a genetically engineered crop that has been injected with a gene that makes me poisonous to harmful insects. What am I?
5.
h
I am a small, circular structure found in bacteria that plays an important role in gene splicing. What am I?
6.
e
I am a way of intentionally changing a genetic sequence in DNA so that a particular trait is produced. What am I?
7.
g
I am the name for all the base pairs of the DNA of an organism. What am I?
8.
d
I am a process in which genes are taken from one organism and added to the DNA of another organism. What am I?
66
Chapter 3 • Genetics Reading and Writing
Use with Lesson 3 Modern Genetics
© Macmillan/McGraw-Hill
Match the correct letter with the description.
Name
LESSON
Date
Cloze Activity
Modern Genetics Fill in the blanks. bases
double helix
geneticists
Bt corn
gene splicing
insects
DNA
genetic engineering
plasmid
The study of genes has led to advances in medicine and agriculture. Scientists who study heredity are geneticists
. The genetic material in genes and DNA
chromosomes is called
shaped like a twisted ladder, or
, which is double helix
.
Each step in this ladder is made up of a pair of chemicals bases
called
.
To produce drugs and medicines, scientists combine parts of genes with a called
gene splicing
plasmid
in a process
. Scientists can also
© Macmillan/McGraw-Hill
intentionally change the sequence of DNA to produce a particular trait through a process called genetic engineering . An example of this process in agriculture is which is altered to be poisonous to
Bt corn
,
insects
and pests. Without genetics, these advances in science would not be possible.
Chapter 3 • Genetics Reading and Writing
Use with Lesson 3 Modern Genetics
67
LESSON
Name
Outline
Date
Genetic Change over Time Use your textbook to help you fill in the blanks. What are variations? 1. Darwin studied different types of finches while visiting the
Galapagos Islands
.
2. The birds were similar in every aspect except for their beaks
, which were suited to different
environments. 3. Darwin thought that the finches might all have come ancestor
from one
.
more 4. Variations that favor survival are likely to be passed on to the next generation, and variations that do not favor survival are likely to be passed on.
less
5. Variations can help a species live long enough to reproduce
successfully
.
What is natural selection? 6. In nature organisms compete for natural resources such water
, sunlight, and space.
7. “Survival of the fittest” is another way to describe the process of
natural selection
.
8. Plants and animals have more offspring than their environments can support to ensure that enough will survive
68
Chapter 3 • Genetics Reading and Writing
to carry the species into the future. Use with Lesson 4 Genetic Change over Time
© Macmillan/McGraw-Hill
as food,
Name
LESSON
Date
Outline
9. Animals whose fur or skin color blends in with their escape surroundings are much more likely to predators than are more noticeable animals. 10. In some species vivid coloring can warn predators that an organism is poisonous.
dangerous
, tastes bad, or is
What is bacterial resistance? 11. Bacteria can cause diseases and infections such as ear infections, meningitis.
strep throat
, pneumonia, and penicillin
12. The first antibiotic to be discovered was 13. Doctors prescribe antibiotics to treat
bacterial infections
. .
14. It is important to finish taking all of a prescribed antibiotic in order to prevent bacteria from reproducing. 15. Over time antibiotics have become in fighting bacterial infections.
resistant
less effective
© Macmillan/McGraw-Hill
Critical Thinking 16. If the climate were suddenly to become colder, what variations do you think would most help animals to survive? Thick fur and layers of fat would protect animals from the cold, and this would allow them to survive and reproduce.
Chapter 3 • Genetics Reading and Writing
Use with Lesson 4 Genetic Change over Time
69
LESSON
Name
Vocabulary
Date
Genetic Change over Time Use the clues to fill in the crossword puzzle. antibiotic
Darwin
natural selection
camouflage
mutation
resistant
variation
1 2
3
m
c
a
m
o
u
f
l
u n
a
t
a
g
e
o
n
i
c
r u
5
r
a
l
s
e
l
e
c
t
i
a
e
t
s
i
i
i
o
s
o
n
t
a 6
a
n
t
7
D
a n t Down 1. a difference among members of the same species that enables some individuals to better survive and reproduce
i
a
b
r
i
w
o
i
t
n
Across 3. the ability to blend in with surroundings 4. the process that occurs when the organisms that are best suited to their environment survive and reproduce successfully
2. a change in an organism’s DNA
6. a medicine that kills diseasecausing bacteria without harming the host
5. a type of bacteria that antibiotics do not work against
7. the first person to recognize genetic variations
70
Chapter 3 • Genetics Reading and Writing
Use with Lesson 4 Genetic Change over Time
© Macmillan/McGraw-Hill
4
v
Name
LESSON
Date
Cloze Activity
Genetic Change over Time Fill in the blanks. ancestor
environments
resistant
antibiotics
Galapagos
resources
changed
reproduce
variation
The first person to recognize and document variations was Charles Darwin. While visiting the Galapagos
Islands, Darwin noticed that the beaks
of different finches were suited to different types of food. He believed that the different types of finches all came from one
ancestor
. Over time the birds that
lived on the different islands to their particular
changed
environments
to adapt
.
In order to survive, organisms must find enough resources
© Macmillan/McGraw-Hill
will
reproduce
to support life. Those that survive successfully, and their species will
continue. Sometimes a difference, mutation, or
variation
can help a species to survive. In bacteria overexposure to antibiotics resistant
, such as penicillin, can lead to forms of the bacteria. This can make
people more vulnerable to bacterial infections.
Chapter 3 • Genetics Reading and Writing
Use with Lesson 4 Genetic Change over Time
71
Reading in Science
Name
Date
Meet Joel Cracraft Read the Reading in Science feature in your textbook. Look for facts and opinions. Fact and Opinion Use the fact and opinion chart below to list two opinions and two related facts discussed in the article. Opinions 1. In its forests live some of
Facts
Joel Cracraft, a scientist at
the most spectacular and
the American Museum of
colorful birds in the world.
Natural History, researches these birds.
2. Geography plays an
There are more than 90 kinds of birds of paradise on
new species evolve.
New Guinea.
© Macmillan/McGraw-Hill
important role in the way
72
Chapter 3 • Genetics Reading and Writing
Use with Lesson 4 Genetic Change over Time
Name
Reading in Science
Date
Write About It Fact and Opinion 1. What opinion does the writer express in this statement: “In its forests live some of the most spectacular and colorful birds in the world”? 2. “There are more than 90 kinds of birds of paradise on New Guinea.” Is this statement a fact or an opinion?
Planning and Organizing 1. What are the two adjectives the writer uses to describe the birds in the second sentence of the article? The writer calls them spectacular and colorful. 2. What does the writer tell us about the birds in the second sentence of the second paragraph of the article? The writer says there are more than 90 kinds of birds of paradise on New Guinea. Drafting Now evaluate the two sentences you looked at in the questions above. Based only on the information in the sentence referenced in question 1, how does the author seem to feel about the birds? Possible answer: The author enjoys looking at the birds. He thinks they © Macmillan/McGraw-Hill
are pretty. Based only on the information in the sentence referenced in question 2, how does the writer feel about the birds? Possible answer: It is unclear how the author feels. The information is simply a fact and does not include any emotion or a personal point of view.
Chapter 3 • Genetics Reading and Writing
Use with Lesson 4 Genetic Change over Time
73
CHAPTER
Vocabulary
Name
Date
Genetics Circle the letter of the best answer.
A genes. B genetics. C genotypes. D genomes. 2. Characteristics that are passed from parent to offspring are called
A purebreds. B hybrids. C adaptations. D heredities. 6. Human cells contain 23 pairs of
A breeding characteristics.
A chromosomes.
B Punnet squares.
B genomes.
C acquired traits.
C genes.
D inherited traits.
D traits.
3. The hidden form of a trait is called A a recessive trait. B a dominant trait. C an acquired trait. D an inherited trait. 4. A portion of a chromosome that controls an inherited trait is A an X chromosome. B a Y chromosome. C a gene. D a factor.
74
5. When a tall pea plant is crossed with a short pea plant, the resulting offspring are called
Chapter 3 • Genetics Reading and Writing
7. The genes that an organism inherits for a particular trait make up its A genome. B pedigree. C phenotype. D genotype. © Macmillan/McGraw-Hill
1. The study of heredity is called
Name
8. The cell structures found in males but not in females are called A genes. B X chromosomes. C Y chromosomes. D traits. 9. An organism that has inherited a gene for a particular trait but does not show that trait is called a A variation. B genotype. C mutation. D carrier. 10. Hemophilia and sickle-cell anemia are examples of A selective breeding. B genetic disorders. C Down syndrome.
© Macmillan/McGraw-Hill
D early diagnosis. 11. The long, complex molecule that contains the genetic code of an organism is called A a bacterium. B insulin. C DNA.
CHAPTER
Date
Vocabulary
12. A living organism that is genetically identical to its parent because it has received all of its DNA from that parent is A a clone. B a geneticist. C cytosine. D adenine. 13. All of an organism’s DNA makes up its A phenotype. B thymine. C genome. D guanine. 14. A change in an organism’s DNA is called A an acquired trait. B an inherited trait. C an adaptation. D a mutation. 15. The process sometimes referred to as “survival of the fittest” is commonly called A natural selection. B genetic variation. C selective breeding. D genetic engineering.
D a plasmid. Chapter 3 • Genetics Reading and Writing
75
CHAPTER
Concept Map
Name
Date
Ecosystems Complete the concept map on ecosystems, using words and phrases from your textbook.
Cause
Effect Energy is transferred from the
grass
A rabbit eats grass.
rabbit A certain type of food becomes a(n)
limiting factor
to the .
The population of the organism that eats that food .
Bacteria
in the soil “fix” nitrogen from the air.
decreases
.
Nitrogen from the air is changed into a form that
plants
can use.
The land is more likely to
flood
, and water will not be filtered naturally.
© Macmillan/McGraw-Hill
People fill in wetlands.
76
Chapter 4 • Ecosystems Reading and Writing
Name
LESSON
Date
Outline
Earth’s Ecosystems Use your textbook to help you fill in the blanks. What makes up an ecosystem? 1. A group of living things and nonliving things that work system
together as a whole is a(n)
.
2. All of the living and nonliving things in an area make ecosystem
up a(n)
.
3. All of the otters that live in an area make up a(n) population
of otters.
4. All of the populations in an area form a(n)
community
.
biotic factors 5. Plants and animals are examples of in an ecosystem, and water, minerals, and soil are examples of
abiotic factors
.
What are cycles in an ecosystem? 6. Events that happen in the same order again and again form a(n)
cycle
.
7. As part of the oxygen–carbon dioxide cycle, green plants
© Macmillan/McGraw-Hill
use
carbon dioxide
and give off
oxygen
.
bacteria 8. As part of the nitrogen cycle, in the soil change nitrogen into a form that can be used by plants.
Chapter 4 • Ecosystems Reading and Writing
Use with Lesson 1 Earth’s Ecosystems
77
LESSON
Outline
Name
Date
What kinds of interactions exist in an ecosystem? 9. A relationship between two kinds of organisms that symbiosis
lasts over time is called
.
10. A symbiotic relationship in which one organism benefits at the expense of the other organism is
parasitism
.
commensalism 11. In a relationship known as , one organism benefits from another organism without harming it. mutualism 12. In both of the organisms involved benefit from their relationship. How do organisms compete and survive in an ecosystem? compete 13. Organisms for limited resources.
against one another
14. The role that a species plays in its community is its niche
.
15. Competition among species is reduced when different species obtain their ways.
resources
in unique
16. What part does a fox play in an ecosystem? A fox is a part of a fox population and has its own niche. It is a biotic factor. It breathes in oxygen and releases carbon dioxide, so it is part of the oxygen–carbon dioxide cycle. If food is scarce, the fox competes with other animal-eaters.
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Chapter 4 • Ecosystems Reading and Writing
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© Macmillan/McGraw-Hill
Critical Thinking
Name
LESSON
Date
Vocabulary
Earth’s Ecosystems
© Macmillan/McGraw-Hill
Match the correct letter with the description. a. abiotic factor
d. competition
g. population
b. biotic factor
e. ecosystem
h. symbiosis
c. community
f. niche
1.
e
I am all of the living and nonliving things in a certain area. What am I?
2.
d
I am what organisms must go through to obtain a resource that is available in a limited supply. What am I?
3.
h
I am the relationship between two kinds of organisms that lasts over time. What am I?
4.
a
I am any nonliving part of an ecosystem. What am I?
5.
f
I am the role that a species has in a community. What am I?
6.
b
I am any living thing in an ecosystem. What am I?
7.
c
I am all of the populations in a certain area. What am I?
8.
g
I am all of the organisms of the same kind that live in a particular area. What am I?
Chapter 4 • Ecosystems Reading and Writing
Use with Lesson 1 Earth’s Ecosystems
79
LESSON
Cloze Activity
Name
Date
Earth’s Ecosystems Fill in the blanks. abiotic factors
ecosystem
parasitism
biotic factors
mutualism
populations
commensalism
niche
symbiosis
A system is made up of parts that interact closely and affect one another. Life on Earth is based on the interactions biotic
between living, or or
abiotic
a(n)
ecosystem
up of all of the
, factors and nonliving,
factors. Together these two factors form . A community in an ecosystem is made
populations
in that area. Each organism niche
in a population has a certain role, or
.
Some living organisms have relationships with other organisms over time, and this is known as
symbiosis
.
In some of these relationships, one organism benefits parasitism
itself but hurts the other; this is called
.
the relationship is called relationship called
commensalism
mutualism
© Macmillan/McGraw-Hill
When one organism benefits without hurting the other, . In a
, both organisms
benefit. In other situations, organisms compete against one another to obtain resources from their ecosystem.
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Chapter 4 • Ecosystems Reading and Writing
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Name
LESSON
Date
Outline
Food Chains, Webs, and Pyramids Use your textbook to help you fill in the blanks. What are food chains? 1. The energy used by almost all living things originally Sun
comes from the
.
food 2. A model of the path that energy in takes as it moves from one organism to the next in an food chain
ecosystem is called a(n)
.
3. Organisms that make their own food through photosynthesis
producers
are called
.
4. Living things that do not make their own food and must consumers
therefore eat other organisms are called 5. Organisms are
primary consumers
.
if they eat
producers, and they are secondary consumers if they eat primary consumers. 6. An organism that eats a secondary consumer is a(n)
tertiary consumer
.
© Macmillan/McGraw-Hill
7. An organism that breaks down the remains of other organisms is a(n)
decomposer
.
What are food webs? 8. A model that shows how food chains overlap in an ecosystem is called a(n)
food web
9. An animal that eats only producers is a(n) Chapter 4 • Ecosystems Reading and Writing
. herbivore
Use with Lesson 2 Food Chains, Webs, and Pyramids
.
81
LESSON
Outline
Name
Date
10. Animals that eat other animals are
carnivores
.
omnivores 11. Humans are , because they eat both producers and other consumers. 12. An animal that eats dead animals that it did not hunt scavenger
and kill is called a(n)
.
What is an energy pyramid? 13. A model that shows how energy flows through a food chain is called a(n)
energy pyramid
.
10 14. About percent of the energy from one level of an energy pyramid is available to consumers at the next level. Critical Thinking 15. Explain the places occupied by grass, a rabbit, and a wolf in an energy pyramid. Grass is a producer, so it is on the bottom level. A rabbit eats producers, so it is a primary consumer on the second level. A wolf
© Macmillan/McGraw-Hill
eats other animals, so it is a tertiary consumer on the top level.
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Chapter 4 • Ecosystems Reading and Writing
Use with Lesson 2 Food Chains, Webs, and Pyramids
Name
LESSON
Date
Vocabulary
Food Chains, Webs, and Pyramids Use the clues to unscramble each word. Then unscramble the circled letters to answer the last question. decomposer
food chain
predator
energy pyramid
food web
producer
scavenger
1. YERPYDMEGNRIA a model that shows how energy flows through a food chain I D R A M E R G Y P Y E N 2. PATRODER P
R
E
D
3. COOPREMEDS D
E
C
O
a living thing that hunts and kills other living things for food A T O R an organism that breaks down the remains of dead organisms into simpler substances M P O S E R
4. FCOHOADIN F
O
O
D
5. GVSERNAEC S
C
A
V
an animal that feeds on the remains of dead animals that it did not hunt or kill E N G E R
D
an organism that uses the Sun’s energy to make its own food through photosynthesis U C E R
© Macmillan/McGraw-Hill
6. REDRUPCO P
R
O
a model of the path that the energy in food takes as it moves through an ecosystem C H A I N
7. BOWDEFO F
O
O
a model that shows how food chains overlap in an ecosystem W E B
D
8. What do you call an animal that eats animals that eat plants? C O N D A R Y a(n) S E C
O
N
Chapter 4 • Ecosystems Reading and Writing
S
U
M
E
R Use with Lesson 2 Food Chains, Webs, and Pyramids
83
LESSON
Name
Cloze Activity
Date
Food Chains, Webs, and Pyramids Fill in the blanks. consumers
food web
scavenger
decomposers
primary consumers
secondary consumers
food chain
producers
tertiary consumers
The Sun is the main source of energy for most living things. Living things that make their own food from the producers
Sun’s energy are called
eat other living organisms are called
. Animals that consumers
.
The energy flow from one organism to another is shown in a(n) a(n)
food chain food web
. Food chains overlap in .
Animals that eat producers are primary consumers . Primary consumers are food for secondary consumers . Secondary consumers are eaten by tertiary consumers .
a(n) down by
scavenger
. Dead animals are also broken
decomposers
. These relationships can be
seen both on land and in the water.
84
Chapter 4 • Ecosystems Reading and Writing
Use with Lesson 2 Food Chains, Webs, and Pyramids
© Macmillan/McGraw-Hill
An organism that eats dead animals that it did not hunt is
Name
LESSON
Date
Outline
Comparing Ecosystems Use your textbook to help you fill in the blanks. What are biomes? 1. The average weather pattern for a particular region over time is its
climate
.
2. The two main factors that determine climate are temperature
precipitation
and
.
3. A region that contains certain types of living things biome
and has a particular climate is called a(n)
.
4. A region’s climate is partly based on the amount of sunlight
that the region receives.
What are tundras, taigas, and deserts? 5. The biomes found in far northern regions are tundras temperatures and little
cold
, which have precipitation
. taigas
6. Cool forests south of the tundras are
.
7. Biomes that receive less than 25 centimeters © Macmillan/McGraw-Hill
(10 inches) of rain per year are
deserts
.
What are grasslands and forests? grasslands 8. In is grass.
, the main form of plant life
9. Forests that contain trees that lose their leaves during autumn and winter are Chapter 4 • Ecosystems Reading and Writing
deciduous
forests. Use with Lesson 3 Comparing Ecosystems
85
LESSON
Outline
Name
Date
10. Forests near the equator that support an enormous variety of plant and animal species are called tropical rain
forests.
What are freshwater ecosystems? 11. Freshwater ecosystems are found in and near bodies of water that contain little
salt
.
moving 12. Streams and rivers have water, which makes them different from ponds and lakes. 13. Marshes and bogs are examples of 14. Where rivers flow into the ocean, form.
wetlands
.
estuaries
What lives in the ocean? 15. Tiny organisms near the ocean’s surface are animals that swim in the ocean are
plankton
nekton
and organisms on or near the ocean floor are
,
, benthos
.
Critical Thinking 16. What adaptations would an animal require to survive in a tundra? It would have to withstand very cold winters, need little water, and
86
Chapter 4 • Ecosystems Reading and Writing
© Macmillan/McGraw-Hill
eat a limited diet.
Use with Lesson 3 Comparing Ecosystems
Name
LESSON
Date
Vocabulary
Comparing Ecosystems
© Macmillan/McGraw-Hill
Fill in the blanks. a. biome
d. desert
g. taiga
b. climate
e. estuary
h. tropical rain forest
c. deciduous forest
f. grassland
i. tundra
1.
e
a water ecosystem located where a river runs into an ocean
2.
i
a biome in northern regions with very cold winters and short summers
3.
d
a biome that receives less than 25 centimeters (10 inches) of precipitation per year
4.
f
a biome in which various species of grasses are the main form of plant life
5.
g
a cool forest of cone-bearing evergreen trees
6.
c
a biome in which many trees lose their leaves when winter approaches
7.
b
the average weather pattern of a region over time
8.
a
a region that has a particular climate and contains certain types of plants and animals
9.
h
a biome located relatively close to the equator that has a hot, humid climate and abundant rainfall
Chapter 4 • Ecosystems Reading and Writing
Use with Lesson 3 Comparing Ecosystems
87
LESSON
Name
Cloze Activity
Date
Comparing Ecosystems Fill in the blanks. benthos
deserts
nekton
tundra
biomes
equator
plankton
wetland
deciduous
estuaries
taigas
Land on Earth can be classified into several major climate areas. Land regions, which contain different living things, are called
biomes
deciduous
. Biomes called
forests contain trees that lose leaves in the winter; other biomes called
taigas
contain forests of deserts
evergreen trees. Biomes with very little water are The biome in the far north is the biome nearest the
equator
tundra
.
. The
is a tropical rain forest.
Water ecosystems contain different forms of life, such plankton
nekton
near the surface,
swimming through the water, and
benthos
near
the ocean floor. An ecosystem such as a bog, in which water is near the surface of the soil, is a(n) Water ecosystems called
wetland
estuaries
.
form where
rivers enter the ocean. These water ecosystems have more salt than a river but less salt than the ocean.
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Chapter 4 • Ecosystems Reading and Writing
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as
Name
Writing in Science
Date
A Trip to a “New” Rain Forest Read the Writing in Science feature in your textbook.
Write About It Personal Narrative Write a personal narrative about a trip you made to a distinct environment, or ecosystem. It can be a desert, a tropical rain forest, or an ice-covered land. It can be the beach or the marshlands outside of town. Use the firstperson point of view (I) to tell what you observed and what you did there. Getting Ideas Brainstorm a list of places about which to write. Then choose one. Fill in the sequence chart below. Write the things you did there in time order. First
Students’ answers will vary. Sample answer: I took a boat out to Pennekamp Park. Next
I saw mangrove shorelines and grass flats.
© Macmillan/McGraw-Hill
Then
I put on my snorkeling gear and jumped into the water.
Last
I saw light from a blue sponge.
Chapter 4 • Ecosystems Reading and Writing
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89
Writing in Science
Name
Date
Drafting Write a sentence to begin your personal narrative. Tell where you went and why this place is special. Remember to use the pronoun I. Students’ sentences will vary. Sample sentence: My trip to Pennekamp Park was an unforgettable experience because of all the remarkable things I saw. Now write your personal narrative. Use a separate piece of paper. Begin with the sentence you wrote above. Tell what you did and observed in time order. Do not forget to use details and describe your own feelings. Tell what this event meant to you. Students should write in the first-person point of view with details. Their stories should be written in chronological order and should include a clear beginning, middle, and end. Revising and Proofreading Here are some sentences that Geraldo wrote. He forgot to use the first-person pronoun I to write about his experiences. Rewrite each sentence in the first person. 1. He was very careful not to touch the living coral. Possible answer: I was very careful not to touch the living coral. 2. He enjoyed floating in the warm, shallow water of the inner reefs. I enjoyed floating in the warm, shallow water of the inner reefs. Now revise and proofread your story. ▶ Have I told a story from my personal experience in the first-person point of view? ▶ Have I told what I did and observed there in time order? ▶ Have I corrected all grammar, spelling, capitalization, and punctuation errors?
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Chapter 4 • Ecosystems Reading and Writing
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Ask these questions:
Name
LESSON
Date
Outline
Changes in Ecosystems Use your textbook to help you fill in the blanks. What changes affect the environment? limiting factor
1. A predator is an example of a(n)
growth
because it controls the size or of a population.
biotic
2. Some limiting factors are living, or abiotic
and some are nonliving, or
, .
What happens after changes in the environment? adapt
3. Organisms that remain in a region must to changes in the environment.
4. If a species’ numbers have declined to a level at which the species needs protection from becoming threatened
endangered, it is considered
.
5. When a species’ numbers have been so reduced that the endangered
species may become extinct, it is considered
.
6. When a species no longer exists in the wild or in extinct
captivity, that species is considered
.
© Macmillan/McGraw-Hill
7. The loss of any species affects the wide variety of life on Earth, which is called
biodiversity
.
What is succession? 8. The gradual replacement of one community by another is called
Chapter 4 • Ecosystems Reading and Writing
succession
.
Use with Lesson 4 Changes in Ecosystems
91
LESSON
Outline
Name
Date
9. A community that is established in what was a lifeless area is called a(n)
pioneer
community.
10. A stable community in which succession has slowed down is called a(n)
climax
community.
11. Secondary succession can occur after a(n) natural disaster
such as a forest fire.
What is evidence of change over time? 12. Similar features in different organisms are called comparative
structures, and features that are similar but meet different needs are called homologous
structures.
13. Scientists can determine the degree to which different species are related by comparing their
DNA
.
How do environments change over time? 14. Changes to ecosystems can be caused by or by
people
nature
.
Critical Thinking
Possible answer: The forest will undergo secondary succession, because the environment will have changed, although no new land was formed. Food will become a limiting factor and populations of surviving animals will decrease until resources have been replenished. New species may move into the area.
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Chapter 4 • Ecosystems Reading and Writing
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© Macmillan/McGraw-Hill
15. How do forest fires affect a deciduous-forest ecosystem?
Name
LESSON
Date
Vocabulary
Changes in Ecosystems Fill in the blanks. biodiversity
extinct
succession
climax community
limiting factor
threatened
endangered
pioneer community
1. A species that has decreased until it is almost threatened
endangered is considered
. extinct
2. A species that no longer exists is considered
.
3. The term used to describe the wide variety of life on Earth is
biodiversity
.
4. A species that may become extinct if its population endangered
decreases further is considered
.
5. A condition that controls the size or growth of a population is called a(n)
limiting factor
.
6. When a community has stabilized and succession climax community
© Macmillan/McGraw-Hill
has slowed down or stopped, it is a(n)
.
7. The gradual replacement of one community by another is called
succession
.
8. The first species to establish themselves in a lifeless area form a(n)
Chapter 4 • Ecosystems Reading and Writing
pioneer community
.
Use with Lesson 4 Changes in Ecosystems
93
LESSON
Cloze Activity
Name
Date
Changes in Ecosystems Fill in the blanks. climax community
extinct
limiting factors
DNA
fossils
pioneer community
endangered
homologous
succession
Ecosystems are constantly changing. The first community to populate an ecosystem is a(n) pioneer community . This community is gradually replaced by others in a succession
process called
. A(n) climax community
occupies an ecosystem in which succession has slowed down. To survive, organisms must adapt to changes in limiting factors
, such as food and water, that control
the size and growth of populations. If environmental changes cause a population to decrease, the population can become threatened or
endangered
a population no longer exists, it is
. When
extinct
.
examining
fossils
homologous
© Macmillan/McGraw-Hill
Changes in ecosystems over time can be studied by , comparative and
structures, and the
DNA
of closely related species. These comparisons show scientists how different species are related to one another.
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Chapter 4 • Ecosystems Reading and Writing
Use with Lesson 4 Changes in Ecosystems
Name
Reading in Science
Date
Meet Eleanor Sterling Read the Reading in Science feature in your textbook. Cause and Effect The article mentioned several things that could cause damage to the reef. List them in the left column of the chart below. Then list a possible effect of each of these dangers in the right column of the chart. Cause
Organisms that live there are in danger.
© Macmillan/McGraw-Hill
Reefs are damaged.
Effect
Chapter 4 • Ecosystems Reading and Writing
Use with Lesson 4 Changes in Ecosystems
95
Reading in Science
Name
Date
Write About It Cause and Effect 1. What factors cause damage to coral reefs? 2. How does damage to coral reefs affect the organisms that live in them? Planning and Organizing Write a sentence that summarizes the factors threatening coral reefs. Students should clearly identify the factors threatening coral reefs as described in the article.
Write a one-sentence summary of what Eleanor Sterling is doing in the Palmyra Atoll. Students should write a properly constructed sentence clearly stating that Eleanor Sterling is studying sea turtles and coral reefs in the Palmyra Atoll. Drafting Now explain how Eleanor Sterling’s work can be used to protect marine ecosystems all over the world. Students’ essays should be written in a logical order with an introductory
can affect other marine ecosystems, and a closing sentence.
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Chapter 4 • Ecosystems Reading and Writing
Use with Lesson 4 Changes in Ecosystems
© Macmillan/McGraw-Hill
sentence, details about how Eleanor Sterling’s work in the Palmyra Atoll
Name
CHAPTER
Date
Vocabulary
Ecosystems Circle the letter of the best answer. 1. All of the abiotic and biotic factors in a given area form A a community.
A a community.
B an ecosystem.
B a food chain.
C a population.
C a limiting factor.
D a species.
D a population.
2. The path that energy takes as it moves from one organism to another in an ecosystem is
5. Bacteria in the soil change an element in the air into a form that plants can use during the
A a cycle.
A carbon dioxide cycle.
B an energy pyramid.
B nitrogen cycle.
C a food chain.
C oxygen cycle.
D a food web.
D water cycle.
3. All biomes have specific A climates and pioneer communities. B climates and types of organisms.
© Macmillan/McGraw-Hill
4. The size and growth of a population is controlled by
C ecosystems and successions.
6. A model of the way that food chains overlap in an ecosystem is called A an energy pyramid. B a food chain. C a food web. D an abiotic factor.
D limiting factors and types of organisms.
Chapter 4 • Ecosystems Reading and Writing
97
Vocabulary
Name
7. The biome with the coldest climate is the
11. The ecosystem that covers most of Earth’s surface is
A grassland.
A grassland.
B deciduous forest.
B rain forest.
C taiga.
C taiga.
D tundra.
D ocean.
8. When the population of a given species decreases until the species no longer exists, the species becomes A endangered. B extinct. C limited. D threatened. 9. When two organisms have a relationship from which both benefit, the relationship is called A commensalism. B competition. C mutualism. D parasitism. 10. The model that shows how much energy is passed from one organism to another is the
12. The first step in succession produces a A climax community. B deciduous forest. C pioneer community. D secondary community. 13. The type of ecosystem that forms where a river flows into the ocean is called A an estuary. B an ocean. C a rain forest. D a wetland. 14. Energy for most things on Earth originally comes from A the Sun. B a producer.
A energy pyramid.
C the ocean.
B food chain.
D a community.
C food web. D symbiotic relationship.
98
Date
Chapter 4 • Ecosystems Reading and Writing
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CHAPTER
Name
Date
UNIT
Literature
Understanding Earthquakes Read the Literature feature in your textbook.
Write About It Response to Literature This article describes the study of earthquakes over the centuries. It explains how human knowledge about earthquakes has changed. Research a major earthquake that occurred in the past. Then write an essay describing the earthquake and its effects on people’s lives.
Students’ essays should be written in a logical order with an introductory sentence about the earthquake event they are describing, details about
© Macmillan/McGraw-Hill
the earthquake’s effects on people’s lives, and a closing sentence.
Unit C • Earth and Its Resources Reading and Writing
99
CHAPTER
Concept Map
Name
Date
Changes over Time Complete the concept map on the five forces that shape Earth, using terms and phrases from your textbook. What is Earth made of? Earth’s features include water,
landforms
, and atmosphere. Earth’s layers include the crust, How are changes to Earth’s surface over time identified? The
mantle and
core
relative age
and absolute age of fossils and rocks tell Earth’s geologic history.
, .
What is the nature of Earth’s crust? Earth’s crust is made of plates. Plate tectonics, including
seafloor spreading and movement at plate boundaries, molds Earth’s surface.
What else affects Earth’s surface? Weathering,
erosion
, and
deposition
, all caused by moving water and air, change the features of Earth’s surface.
100
Chapter 5 • Changes over Time Reading and Writing
How does Earth’s interior affect its surface? Movement at Earth’s plate boundaries results in faults,
mountains
,
earthquakes, and
volcanoes
.
© Macmillan/McGraw-Hill
Forces that Shape Earth
Name
LESSON
Date
Outline
Features of Earth Use your textbook to help you fill in the blanks. Where is water on Earth? 1. The part of Earth that contains water is the hydrosphere
.
2. Earth’s water can be found as a solid in ice, as a(n) liquid
in oceans, and as water vapor in
the atmosphere. 3. Two basic forms of Earth’s water are fresh water and salt
water.
4. Large sheets of moving ice composed of fresh water are called
glaciers
.
What are Earth’s landforms? 5. Hills, mountains, rivers, lakes, and deserts are features called
landforms
.
6. Major landforms found in the low regions of the United States
© Macmillan/McGraw-Hill
include
plains
and basins.
7. All rivers west of the Continental Divide , a ridge that runs from Mexico to Canada, flow toward the Pacific Ocean. 8. A map that can be used to show regions of different elevations is called a(n)
Chapter 5 • Changes over Time Reading and Writing
relief
map.
Use with Lesson 1 Features of Earth
101
LESSON
Outline
Name
Date
How do we map Earth? 9. Horizontal lines located above and below the equator on a latitude
globe are called lines of
.
10. Vertical lines that meet at the poles on a globe are called lines of
longitude
.
11. A topographic map uses contour lines to show or the height above or below sea level.
elevation
,
What is a model of Earth? 12. Continents and the ocean floor are part of Earth’s solid, rocky surface called the
crust
13. The layer beneath the crust is called the
. mantle
.
14. Earth’s crust and the stiff, upper portion of the mantle make up the
lithosphere
.
15. The center part of Earth is made up of two parts: the molten outer core and the
solid
inner core.
Critical Thinking 16. How can you use a map to learn about Earth’s features?
as plains, basins, deserts, and mountains. It also indicates bodies of water and ice such as glaciers, lakes, rivers, and oceans. Longitude and latitude lines are used to identify location. Contour lines on topographic maps show elevation.
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Chapter 5 • Changes over Time Reading and Writing
Use with Lesson 1 Features of Earth
© Macmillan/McGraw-Hill
A map is a picture of Earth’s surface. It indicates landforms such
Name
LESSON
Date
Vocabulary
Features of Earth
© Macmillan/McGraw-Hill
Match the correct letter with the description. a. atmosphere
d. elevation
g. lithosphere
b. core
e. hydrosphere
h. longitude
c. crust
f. latitude
i. mantle
1.
b
the central part of Earth that consists of an inner and outer portion
2.
h
a measurement of location east or west of the prime meridian
3.
d
height above or below sea level
4.
g
the crust and the rigid part of the mantle
5.
e
the part of Earth that contains water
6.
f
a measurement of location north or south of the equator
7.
c
Earth’s solid, rocky surface
8.
i
the layer beneath Earth’s crust
9.
a
the layer above Earth’s crust that contains nitrogen, oxygen, carbon dioxide, and argon
Chapter 5 • Changes over Time Reading and Writing
Use with Lesson 1 Features of Earth
103
LESSON
Name
Cloze Activity
Date
Features of Earth Fill in the blanks. atmosphere
elevation
latitude
core
hydrosphere
location
crust
landforms
mantle
relief map
Earth’s surface includes many bodies of water and a wide variety of landforms. The part of Earth that contains water is hydrosphere
called the
. A portion of Earth’s water is
found in the form of water vapor or water droplets in Earth’s atmosphere
.
Hills and mountains are examples of a feature of Earth landforms
. One way to show Earth’s
landforms is to use a(n) of
latitude location
show
relief map
. Globes use lines
and longitude to show . Topographic maps use contour lines to
elevation
of hills and mountains. Continents
and the ocean floor make up the outermost layer, called the
crust
. The layer beneath the crust is called
the
mantle
. The center part of Earth is called the
core
. It has a molten outer portion and a solid
inner portion.
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called
Name
LESSON
Date
Outline
Earth’s Moving Continents Use your textbook to help you fill in the blanks. Are the continents moving? 1. On the basis of gathered evidence, Alfred Wegener concluded that all the continents had once been part of a single
supercontinent
.
2. Wegener’s concept that the continents drifted apart to their continental drift
present positions became known as
.
plate tectonics 3. A scientific model called explains that the surface of Earth is made up of plates that move. 4. Plates move over the hot, fluid rock, or in Earth’s mantle.
magma
,
How do oceans change size? 5. As some crustal plates move apart, magma flows outward and hardens to form raised structures called parallel ridges
on the ocean floor.
6. The process in which new rock forces the plates on the ocean floor to move farther and farther apart is called
© Macmillan/McGraw-Hill
mid-ocean ridges 7. Rock found at rock that makes up the continents.
seafloor spreading
.
is younger than the
volcanic rock 8. The ocean floor is largely made up of formed by magma from Earth’s mantle that cools and hardens. 9. Further evidence for seafloor spreading is provided by the magnetism
Chapter 5 • Changes over Time Reading and Writing
of seafloor rock.
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105
LESSON
Outline
Name
Date
What happens at plate boundaries? 10. Places where plates move away from each other are called divergent boundaries . 11. Mountains form where plates collide, at boundaries.
convergent
subduction 12. In a process called , an oceanic plate slides under a continental plate, pushing part of the oceanic plate into the mantle, where it melts. transform 13. Earthquakes occur at where plates slide past each other.
boundaries,
Where are the plates? 14. The divergent boundary at which the South American Plate is moving away from the African Plate is called the
Mid-Atlantic Ridge
.
15. An example of a transform boundary that is visible on land is the
San Andreas Fault
, the site of many earthquakes.
Critical Thinking 16. Why do different landforms result at convergent boundaries and divergent boundaries?
up through the space between the plates, cools, hardens, and forms new rock. At convergent boundaries the plates push into each other. When oceanic plates collide, one may slide under the other to form a deep ocean trench. On land, plates may collide and form mountains.
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At divergent boundaries, tectonic plates move apart, magma flows
Name
LESSON
Date
Vocabulary
Earth’s Moving Continents Match the correct letter with the description a. continental drift
f. plate tectonics
b. convergent boundary
g. seafloor spreading
c. divergent boundary
h. subduction
d. magma
i. transform boundary
© Macmillan/McGraw-Hill
e. Pangaea
1.
a
the concept that Pangaea split apart and that the continents drifted to their current positions over time
2.
g
the formation of new ocean floor caused by movement of oceanic plates away from each other as magma from the mantle continuously flows between the plates
3.
f
the scientific model of Earth that explains how the continents and ocean floor can move
4.
b
a place where plates collide
5.
c
a place where plates move apart
6.
i
a place where plates slide past each other
7.
h
a process in which an oceanic plate slides under a continental plate
8.
d
the hot, fluid rock beneath Earth’s surface
9.
e
a single supercontinent that all the continents were once part of
Chapter 5 • Changes over Time Reading and Writing
Use with Lesson 2 Earth’s Moving Continents
107
LESSON
Cloze Activity
Name
Date
Earth’s Moving Continents Fill in the blanks. continental drift
magma
subduction
convergent boundaries
Pangaea
transform boundaries
divergent boundaries
plate tectonics
The continents of Earth are like pieces of a jigsaw puzzle. German scientist Alfred Wegener believed that Earth’s continents once formed a single supercontinent called Pangaea
. His idea that this supercontinent broke
apart and the pieces drifted to their present positions became known as
continental drift
. Once enough
evidence was found to support that concept, scientists developed a model called
plate tectonics
. According
to plate tectonics, Earth’s continents rest on plates that move over
magma
in Earth’s mantle. Plates
move away from each other at divergent boundaries .
When an oceanic plate slides under a continental plate, subduction
occurs and volcanoes form. Some
plates slide past each other at transform boundaries . This activity usually results in earthquakes.
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Chapter 5 • Changes over Time Reading and Writing
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Plates collide with each other at convergent boundaries .
Name
LESSON
Date
Outline
Forces That Build the Land Use your textbook to help you fill in the blanks. What forces change Earth’s crust? 1. The force that causes rocks to break as plates rub past each shearing
other is called
.
2. A break, or crack, in the rocks of the lithosphere along which movements take place is called a(n)
fault
.
3. Three types of faults include a strike-slip fault, a(n) normal
fault, and a reverse fault.
What are earthquakes? 4. When ground near tectonic plates shifts and changes position,
earthquakes
occur.
focus 5. An earthquake’s is the point below Earth’s surface where an earthquake begins. 6. Earthquakes and volcanic eruptions create a vibration called a(n)
seismic wave
that travels through Earth.
What can we learn from seismographs?
© Macmillan/McGraw-Hill
7. Earthquakes cause two main types of seismic waves: surface waves
and body waves.
primary 8. Fast-moving body waves are called waves, or P waves, and slow-moving body waves are called secondary
Chapter 5 • Changes over Time Reading and Writing
waves, or S waves.
Use with Lesson 3 Forces That Build the Land
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LESSON
Name
Outline
Date
How destructive is an earthquake? 9. The measure of the energy released during an earthquake is magnitude
called
.
10. The scale used to measure an earthquake’s magnitude is the Richter earthquake’s
scale; the Mercalli scale measures an intensity
.
How do volcanoes form? 11. Volcanoes form along the boundaries of shifting plates where one crustal plate moves
under
another.
12. When magma reaches Earth’s surface through an opening called a vent, it becomes
lava
.
What are other volcanic landforms? 13. The Aleutian Islands and the Philippine Islands are examples island arc
of a string of island volcanoes called a(n)
.
14. Volcanoes that form where plates move apart and form gaps along the plates’ edges are called volcanoes.
rift
15. What do earthquakes, volcanic eruptions, and tsunamis have in common? All three are natural events that can cause great destruction. All three are caused by movements of tectonic plates. When stored energy from forces that create faults is released, earthquakes occur. Eruptions occur when magma flows break through the crust. An earthquake or volcanic eruption beneath the ocean floor causes a tsunami to form.
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Chapter 5 • Changes over Time Reading and Writing
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Critical Thinking
Name
LESSON
Date
Vocabulary
Forces That Build the Land
© Macmillan/McGraw-Hill
Match the correct letter with the description. a. aftershocks
c. fault
e. magnitude
g. seismograph
b. epicenter
d. focus
f. seismic wave
h. vent
1.
a
smaller earthquakes that follow a major earthquake
2.
b
the location on Earth’s surface above the focus of an earthquake
3.
g
an instrument that detects, measures, and records the energy of earthquake vibrations at a given location
4.
h
an opening on Earth’s surface through which magma erupts
5.
c
a break or crack in the rocks of the lithosphere along which movement takes place
6.
f
a vibration that travels through Earth and is produced by earthquakes and volcanic eruptions
7.
e
the measure of the energy released during an earthquake
8.
d
the point below the surface of Earth where an earthquake begins
Chapter 5 • Changes over Time Reading and Writing
Use with Lesson 3 Forces That Build the Land
111
LESSON
Cloze Activity
Name
Date
Forces That Build the Land Fill in the blanks. earthquake
intensity
Richter
focus
mantle
rock
seismic waves
The forces that move continents can also change the shape of the land. Forces at plate boundaries stretch, push, and bend rock
large sections of
. This energy builds up
over time, and when the rock breaks or slips, the energy is released, and a(n)
earthquake
cause vibrations, called
occurs. Earthquakes
seismic waves
, that travel
through Earth from a point below the surface called the focus
, where the earthquake began. An
earthquake’s magnitude is measured according to the Richter the
scale, while the Mercalli scale measures
intensity
, or what people feel and observe
When one crustal plate moves under another, a piece of the lower plate is pushed into the
mantle
, where
it melts and turns to magma. The movement of plates within Earth’s crust is constantly shaping the land.
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Chapter 5 • Changes over Time Reading and Writing
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when an earthquake occurs.
Name
Date
Reading in Science
Quake Predictors Read the Reading in Science feature in your textbook. Look for clues in the article that help you draw conclusions about earthquakes. Draw Conclusions Use the graphic organizer to draw conclusions. Text Clues
Conclusions
Students should list text clues from their reading and list the conclusions they draw based on
© Macmillan/McGraw-Hill
the text clues.
Chapter 5 • Changes over Time Reading and Writing
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113
Reading in Science
Name
Date
Write About It Draw Conclusions 1. Before the invention of the seismometer, how do you think people measured earthquakes? 2. Why are satellites a useful source of information about movement on Earth’s surface? Planning and Organizing Explain one way to measure earthquakes that people could have used before the seismometer was invented. Students should clearly explain another method that people could have used to estimate the intensity of an earthquake and the damage it caused.
Drafting Now draw a conclusion about how satellites provide information about movements on Earth’s surface. Students should clearly explain how the combination of satellites and receivers gives valuable information and should explain how this helps
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Chapter 5 • Changes over Time Reading and Writing
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researchers.
Use with Lesson 3 Forces That Build the Land
Name
LESSON
Date
Outline
Forces That Shape Earth Use your textbook to help you fill in the blanks. What is weathering? 1. A force that breaks down rocks into smaller pieces by natural processes is called
weathering
.
2. Freezing water, moving water, plants, and animals cause the breaking down of rock called mechanical weathering . 3. Oxygen and acids cause the breaking down of rock by changes in its chemical composition called chemical weathering . Which forces carry and drop? 4. The picking up and removing of rock pieces and other particles is called
erosion
.
5. The dropping off of particles in another location is called
deposition
.
6. Erosion and deposition are primarily caused by wind
and water.
© Macmillan/McGraw-Hill
How does moving water change the land? 7. Rivers that flow from a high elevation carve and cut through layers of rock to shape the land.
channels
8. When a glacier melts, the rocks it carried fall to the ground in a jumble called
till
.
9. When a glacier melts, the rocks and sediment it held pile in front of or alongside the glacier, forming a(n) Chapter 5 • Changes over Time Reading and Writing
moraine
.
Use with Lesson 4 Forces That Shape Earth
115
LESSON
Outline
Name
Date
How is soil formed? soil 10. Weathering results in , a mixture of weathered rock, air, water, living things, and humus that can support the growth of rooted plants. humus
11. Decayed plant and animal remains make up which can be found in topsoil. permeable 12. Water passes through because pores in the soil are connected.
,
soil easily,
Why is soil important? 13. Rain, runoff, and decaying plants and animals naturally minerals
resupply the soil with
.
14. Improper care of soil, developing land for building, and dumping wastes into soil do not allow the soil’s minerals to be
replenished
.
Critical Thinking 15. What role does gravity play in weathering, erosion, and deposition? Gravity pulls water downhill. In flowing water, hard grains of sand gradually carve through the underlying rock layers. As snow falls onto a glacier, its weight packs the snow and turns it to ice. Then
slope. This contributes to mass wasting, which is a form of erosion. Gravity’s role in deposition is to make the sediment fall to the ground or to the bottom of a body of water where it can be picked up and carried away again.
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Chapter 5 • Changes over Time Reading and Writing
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gravity pulls on the glacier so it slowly grinds its way down the
Name
LESSON
Date
Vocabulary
Forces That Shape Earth
© Macmillan/McGraw-Hill
Match the correct letter with the description. a. deposition
d. mass wasting
g. soil
b. erosion
e. moraine
h. till
c. humus
f. sediment
i. weathering
1.
f
I am loose pieces of minerals, rock, and organic material carried and deposited by rivers. What am I?
2.
d
I am a process that happens when gravity pulls materials slowly downhill. What am I?
3.
a
I drop off particles carried by erosion from another location. What am I?
4.
i
I am the breaking down of rocks into smaller pieces by natural processes. What am I?
5.
e
I form along the sides of and in front of glaciers and am left behind when they melt. What am I?
6.
b
I pick up and remove rock pieces and other particles. What am I?
7.
h
Glaciers carry me, and I fall to the ground in a jumble when they melt. What am I?
8.
c
I am a material made of decayed plant and animal remains. What am I?
9.
g
I am made up of weathered rock, air, water, living things, and humus. What am I?
Chapter 5 • Changes over Time Reading and Writing
Use with Lesson 4 Forces That Shape Earth
117
LESSON
Name
Cloze Activity
Date
Forces That Shape Earth Fill in the blanks. chemical
erosion
mechanical
till
deposition
humus
sediment
wind
Weathering, erosion, and deposition shape Earth’s surface. Weathering that breaks down rock through physical changes is called
mechanical
weathering, and
weathering that breaks down rock through chemical changes chemical
is called
weathering. When pieces of
weathered or broken rock are picked up and carried away, erosion
occurs. When eroded pieces are dropped deposition
in another location, wind
and
occurs. Moving water
are the primary causes of erosion and
deposition. Moving water, such as a river, carries
sediment
,
glaciers melt, the sediment they deposit is called till
. Weathered rock mixes with air, water,
living things, and
humus
to form soil. Soil is a
valuable resource that must be respected and conserved.
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or loose pieces of minerals, rock, and organic material. When
Name
Writing in Science
Date
The Danger of Shifting Sand Read the Writing in Science feature in your textbook.
Write About It Narrative Writing Tell a personal story about the effects of beach erosion and protecting beaches. Use descriptive details, and retell events in a logical order. Use the firstperson point of view, and use dialogue, if appropriate. Using print and online research, include information about why beaches are important. Getting Ideas Write the words beach erosion in the center of the star web below. Then think of as many ideas as you can about beach erosion. Write these ideas in the outer circles. You can add circles to the web if you like. Students should write a concise idea relevant to beach erosion in each of the outer circles.
© Macmillan/McGraw-Hill
beach erosion
Chapter 5 • Changes over Time Reading and Writing
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119
Writing in Science
Name
Date
Drafting A personal story usually begins with an attention-grabbing sentence that makes readers want to read on to find out more. Circle the sentence below that is the better way for Jasmine to begin her narrative.
I learned a lot about erosion by watching the public beach. I thought beaches were forever, but like everything else, they are not! Now write your first draft. Use a separate piece of paper. Remember to write in the first-person point of view. Begin with your attention-grabbing sentence, and use ideas from your star web throughout your story.
Students should write in the first-person point of view about the effects of beach erosion and protecting beaches. Their story
should be written in chronological Revising and Proofreading order and should include a When you write a personal narrative, you beginning, middle, and end. must maintain a consistent point of view. Make sure that the events are in chronological order, from first to last. Revise and proofread your narrative. Ask these questions: ▶ Have I described a personal experience? ▶ Have I told events in a logical order? ▶ Have I provided facts and details about erosion and protection? ▶ Have I expressed my feelings clearly? © Macmillan/McGraw-Hill
▶ Have I maintained a consistent first-person point of view? ▶ Have I corrected all grammar mistakes? ▶ Have I corrected all spelling, punctuation, and capitalization errors?
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Chapter 5 • Changes over Time Reading and Writing
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Name
LESSON
Date
Outline
Changes in Geology over Time Use your textbook to help you fill in the blanks. What is relative age? 1. Two ideas that help scientists determine the age of rock layers are original horizontality and
superposition
.
2. Scientists compare the age of one rock layer to the age of another to find its
relative age
.
overturned 3. Layers of rock can be tilted, folded, or by forces within Earth, making it difficult to determine their relative ages. What are fossils? 4. Fossils can form when organisms die and are buried by sediment
, which replaces the hard parts of the body and hardens to form rock. 5. Some fossils are formed when organisms are trapped amber
in flowing tree sap, which hardens to form
.
6. Other fossils are formed when footprints or other imprints
© Macmillan/McGraw-Hill
quickly dry and become covered with sediment and preserved. What is absolute age? radioactivity 7. The discovery of allowed scientists to determine how old a rock layer or fossil really is. 8. Rocks contain radioactive elements that decay into other elements at a constant rate called
Chapter 5 • Changes over Time Reading and Writing
half-life
.
Use with Lesson 5 Changes in Geology over Time
121
LESSON
Outline
Name
Date
9. By comparing the amount of the original element to the amount of decay product in a rock layer, scientists can determine a rock’s age in years, or its
absolute age
.
Is Earth still changing? 10. The formation of a new landform by plate movement, such Surtsey as the island of that Earth is constantly changing.
near Iceland, is proof
11. Changes in Earth’s surface bring about changes in Earth’s organisms
; some become extinct when they are unable to adapt to new surface conditions. 12. Today some living organisms are in danger of becoming extinct as a result of changes to Earth caused by human
activity.
Critical Thinking 13. How does radioactivity and fossil formation help tell Earth’s geologic story? Rock contains radioactive elements that decay at a constant rate called half-life. Scientists compare the ratio of original element to decay product to determine the absolute age of rock layers. Fossils are found in rock layers, which helps scientists determine the fossils’
periods at specific locations and how those locations have changed over time.
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© Macmillan/McGraw-Hill
relative ages. Fossils also indicate how life existed in earlier time
Name
LESSON
Date
Vocabulary
Changes in Geology over Time
© Macmillan/McGraw-Hill
Match the correct letter with the description. a. absolute age
d. geologic column
g. relative age
b. era
e. half-life
h. superposition
c. fossil
f. period
1.
d
a list of Earth’s rock layers in order from oldest to youngest
2.
f
a shorter time measurement that divides eras into smaller parts
3.
g
inferred by using the ideas of original horizontality and superposition
4.
c
the remains of a living thing preserved in Earth’s crust
5.
b
a measurement of a long stretch of time in Earth’s geologic history
6.
h
the idea that the bottom layer in a series of rock layers is the oldest and the top layer is the youngest
7.
e
described as the time it takes for half the mass of an original element to change into a new product
8.
a
a rock layer’s age in years
Chapter 5 • Changes over Time Reading and Writing
Use with Lesson 5 Changes in Geology over Time
123
LESSON
Name
Cloze Activity
Date
Changes in Geology over Time Fill in the blanks. absolute age
original horizontality
superposition
extinct
rediscovered
volcanoes
fossils
relative age
Rock layers help tell Earth’s geologic story. Scientists use two ideas to find a rock’s
relative age
, or its age
compared to that of other rocks. The first idea is called original horizonality , a concept indicating that sedimentary rock forms in horizontal layers. The second idea scientists use to determine relative age is
superposition
, which states
that the oldest layer in a series of rock layers is at the bottom. The remains, traces, or imprints of organisms are called fossils find the
. Scientists can use an element’s half-life to
absolute age
of a fossil or rock layer.
and new
volcanoes
. When animals cannot adapt to
Earth’s changes, they may become
extinct
.
Some species of animals that were once extinct are being rediscovered
. There are also new species of plants and
animals being discovered all the time.
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Chapter 5 • Changes over Time Reading and Writing
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© Macmillan/McGraw-Hill
Earth’s continuous changes are evidenced by new islands
Name
CHAPTER
Date
Vocabulary
Changes over Time Circle the letter of the best answer. 1. In Earth’s hydrosphere one might find A a mountain.
A seafloor spreading.
B a plateau.
B extinction.
C an ocean.
C plate tectonics.
D a desert.
D continental drift.
2. Wind and water drop the particles they are carrying at another location during A deposition. B erosion. C mass wasting. D continental drift. 3. The measure of energy released during an earthquake is called A temperature. B magnitude. C velocity. © Macmillan/McGraw-Hill
4. Alfred Wegener’s concept that Pangaea split apart is called
D amplitude.
5. The half-life of elements in rocks is used to find A relative age. B magnitude. C absolute age. D elevation. 6. A vibration that is produced by earthquakes and volcanoes and travels through Earth is called a A seismic wave. B geologic history. C seismograph. D half-life. 7. Earth’s solid, rocky surface is called the A core. B crust. C lithosphere. D mantle.
Chapter 5 • Changes over Time Reading and Writing
125
Vocabulary
Name
8. A trilobite is an example of a A moraine. B till. C horizon. D fossil. 9. Rock is broken down by A weathering. B deposition. C superposition. D sedimentation. 10. A scientific model of Earth in which Earth’s surface is broken into pieces is called
12. When Earth’s plates move, the cracks that form in the lithosphere are called A valleys. B canyons. C mountains. D faults. 13. New ocean floor forms from A seafloor spreading. B mass wasting. C magnetism. D erosion. 14. Mass wasting is an example of
A continental drift.
A sediment.
B plate tectonics.
B erosion.
C subduction.
C deposition.
D seafloor spreading.
D elevation.
11. Earth’s lithosphere includes part of the
126
Date
15. Original horizontality and superposition are used to find
A core.
A absolute age.
B magma.
B relative age.
C mantle.
C continental drift.
D atmosphere.
D soil horizon.
Chapter 5 • Changes over Time Reading and Writing
© Macmillan/McGraw-Hill
CHAPTER
Name
Date
CHAPTER
Concept Map
Conserving Our Resources Complete the concept map on conserving Earth’s resources, using words and phrases from your textbook. Earth’s Resources Resources
Where They Come From
Ways to Conserve
Farmers need
topsoil
to
grow crops. Minerals most frequently mined from the land include
fossil
Land
fuels. Practice the 3 Rs to conserve nonrenewable resources:
Water that plants, animals, and humans need to survive is called
reduce
potable
reuse , and
water.
recycle
Energy that comes from running water is called
To conserve renewable resources, protect the land, water, and air from
power.
© Macmillan/McGraw-Hill
.
Water
hydroelectric
wastes
Energy from the wind is captured and converted into electricity by
windmills
,
pollution
and .
.
Ozone is an element found in Earth’s
Air
atmosphere
that protects us from the Sun’s radiation. Chapter 6 • Conserving Our Resources Reading and Writing
127
LESSON
Name
Outline
Date
Minerals and Rocks Use your textbook to help you fill in the blanks. What are minerals? solid
1. Minerals are the naturally occurring materials found in Earth’s crust.
elements
2. Minerals, like all kinds of matter, are made up of
.
3. The properties of minerals include color, and crystal structure.
texture
,
4. The way a mineral breaks apart is called
cleavage
.
What are some other properties of minerals? 5. On Mohs’ scale, a low number indicates a(n) mineral, and a high number indicates a hard mineral.
soft
6. The best way to differentiate iron pyrite and gold is to streak test
perform a(n)
.
7. The way that a mineral reflects light is referred to as
luster
.
How do rocks differ? 8. Rock is a naturally formed solid material made up of one or minerals
.
9. The three main types of rock are sedimentary, and metamorphic.
igneous
,
10. Types of rock are identified by the minerals that they contain and the
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conditions
Chapter 6 • Conserving Our Resources Reading and Writing
under which they were formed.
Use with Lesson 1 Minerals and Rocks
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more
Name
LESSON
Date
Outline
11. Intrusive rock and extrusive rock are two kinds of igneous
rock.
What are sedimentary and metamorphic rock? 12. Of the three types of rock, most likely to contain fossils.
sedimentary
rock is the
13. Rock that is changed by heat, pressure, or a chemical reaction becomes
metamorphic
rock.
What is the rock cycle? 14. It is hard to know which type of rock came first, because all rock comes from
other rock
.
15. Weathering breaks down all three types of rock into sediment
, which may then become
sedimentary rock. 16. Both sedimentary and igneous rock can become metamorphic rock under high pressure.
temperature
and
Critical Thinking 17. What can be learned about a type of rock by studying its physical properties? © Macmillan/McGraw-Hill
You can describe a type of rock by its physical properties, such as size, color, shape, texture, and luster. You can also discuss its hardness, its crystal structure, and the color it leaves when it is rubbed against a rough surface. These properties can tell you what the rock is made of and how it was formed.
Chapter 6 • Conserving Our Resources Reading and Writing
Use with Lesson 1 Minerals and Rocks
129
LESSON
Name
Vocabulary
Date
Minerals and Rocks Match the correct letter with the description. a. crystal
d. minerals
f. rock
b. igneous rock
e. regional metamorphism
g. rock cycle h. sedimentary rock
1.
d
naturally occurring solid materials that make up Earth’s crust
2.
g
the process that describes how rock can continuously change from one kind of rock into another over long periods of time
3.
b
the type of rock that includes intrusive rock and extrusive rock
4.
e
the process in which the structure and texture of rock in a large area is changed by high heat and pressure
5.
h
the type of rock that is most likely to contain fossils
6.
a
a solid that has a structure arranged in orderly, fixed patterns
7.
f
a naturally formed solid material made up of one or more minerals
8.
c
the type of rock formed under high temperature and high pressure
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Chapter 6 • Conserving Our Resources Reading and Writing
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© Macmillan/McGraw-Hill
c. metamorphic rock
Name
LESSON
Date
Cloze Activity
Minerals and Rocks Fill in the blanks. igneous
metamorphic
streak test
luster
properties
structure
magma
shells
Minerals, the solid materials of Earth’s crust, are made of one or more elements. Minerals are differentiated by their properties
physical
. The way that the minerals in
rock fit together gives the rock its
structure
. If you
identify the color of the mark left when a mineral is rubbed against a rough surface, you are performing a(n) streak test
. The way that a mineral reflects light is
luster
called
.
There are three types of rock:
igneous
rock,
sedimentary rock, and metamorphic rock. Igneous rock magma
© Macmillan/McGraw-Hill
forms when
or lava cools and hardens.
Sedimentary rock forms when small pieces of rock, minerals, and together.
shells
are deposited, buried, and cemented
Metamorphic
rock forms when any type of
rock is changed by heat or pressure. Rock continually changes into other kinds of rock through the rock cycle. Chapter 6 • Conserving Our Resources Reading and Writing
Use with Lesson 1 Minerals and Rocks
131
LESSON
Outline
Name
Date
Air and Water Use your textbook to help you fill in the blanks. How is air useful? atmosphere 1. Air is part of the that surrounds Earth.
, the layer of gases
nitrogen
2. Air consists mostly of
and oxygen.
3. When people and animals breathe, their cells take in oxygen
from the air and release carbon plants
dioxide, which
take in to make food.
4. Clouds help moderate extremes in Earth’s temperature
by blocking sunlight during the day and keeping heat from escaping into space at night. Where do we find water? 5. The small amount of Earth’s usable fresh water is renewed constantly by the
water cycle
.
6. The water cycle begins with water that evaporates from oceans
and other bodies of water on land.
the ground as
precipitation
.
8. The region that contributes water to a river or a river system is called a(n)
watershed
.
How is water useful? 9. Of all the water on Earth, less than 3% is water.
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Chapter 6 • Conserving Our Resources Reading and Writing
fresh
Use with Lesson 2 Air and Water
© Macmillan/McGraw-Hill
7. When water droplets in clouds become too heavy, they fall to
Name
LESSON
Date
Outline
10. The process scientists use to turn salt water into fresh water desalination
is called
.
11. When groundwater is blocked by tightly packed rocks, it fills the spaces between the rocks and the soil above to form a water-filled space, the top of which is called the table
water
.
12. Underground areas of rock and soil that are filled with water squeezed between tightly packed layers of rock are called aquifers
.
13. Reservoirs are natural or man-made lakes that store fresh water, which is supplied to cities and towns by
pipelines
.
What are droughts and floods? 14. In the “dust bowl” of the 1930s, the ground became so dry topsoil
that the
blew away.
15. To help minimize soil erosion, farmers changed the way they
plowed
trees
, and they planted
to block the wind.
16. Floods occur when a stream, river, or lake receives more
© Macmillan/McGraw-Hill
water than its
banks
can hold.
Critical Thinking 17. How do air and water support life on Earth? People and animals need oxygen from air in order to live. Plants need carbon dioxide from air in order to make food. All organisms need water to live.
Chapter 6 • Conserving Our Resources Reading and Writing
Use with Lesson 2 Air and Water
133
LESSON
Vocabulary
Name
Date
Air and Water
aquifer
ozone layer
reservoir
watershed
atmosphere
precipitation
water cycle
water table
1. DHRTWESEA W A T E
a region that contributes water to a river R S H E D
2. PERSOTEAMH A T M O
a layer of gases that surrounds Earth S P H E R E
3. SERERIROV R E S E
a natural or man-made lake that stores fresh water R V O I R
4. ABETTERLAW W A T E
the top of a water-filled space in rock and soil R T A B L E
5. ANYELOOZER
the special form of oxygen gas found in the atmosphere E L A Y E R
O
Z
O
N
6. CLETWERCYA W
A
T
E
the continuous movement of water between Earth’s surface and the air R C Y C L E
I
an underground, water-filled area of rock and soil between two packed layers of rock F E R
7. FURIQEA A
Q
U
8. TITIPIROCENAP P
R
E
C
what occurs when water droplets in clouds become too heavy and fall to the ground I P I T A T I O N
9. How can scientists make salt water drinkable? S S called through a P R O C E D E S A L I N A T I O
134
Chapter 6 • Conserving Our Resources Reading and Writing
N Use with Lesson 2 Air and Water
© Macmillan/McGraw-Hill
Use the clues to unscramble each word. Then unscramble the circled letters to answer the last question.
Name
LESSON
Date
Cloze Activity
Air and Water Fill in the blanks. carbon dioxide
oxygen
reservoirs
fresh
pipelines
respiration
ocean
precipitation
ultraviolet
water cycle
Air is the part of the atmosphere that makes life on Earth possible. Air contains respiration
use for
oxygen
, which living things
, the breaking down of food to
produce energy. As a waste product of respiration, organisms give off
carbon dioxide
, which plants take in to make
food. The atmosphere protects us from
ultraviolet
radiation and regulates air temperature. In addition to breathable air, people also need fresh
water to drink. Fresh water is constantly
cycled between Earth’s surface and the air by the
© Macmillan/McGraw-Hill
water cycle
. The water cycle’s phases include
evaporation, condensation, and
precipitation
water on Earth is found in the
ocean
large towns store fresh water in
reservoirs
the fresh water to homes through
pipelines
. Most . Cities and and supply . Both of
these events can affect a city or town’s supply of fresh water. Chapter 6 • Conserving Our Resources Reading and Writing
Use with Lesson 2 Air and Water
135
Writing in Science
Name
Date
Clean Up Our Watershed! Read the Writing in Science feature in your textbook.
Write About It Persuasive Writing Find out what actions people can take to make watersheds less polluted. Write a persuasive essay urging people to do two of these actions.
Getting Ideas Choose two actions for saving the watershed. Write them in the left-hand column of the chart below. In the right-hand column, write reasons that would persuade people to take these actions. Actions
Reasons
Students’ answers will vary.
Students’ answers will vary.
Sample answer: Pick up after
Sample answer: Rain carries pet
your pet.
waste into storm drains. Water from storm drains is not treated.
Reduce your use of pesticides.
Pesticides are washed into
The pesticides then flow into rivers and creeks.
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Chapter 6 • Conserving Our Resources Reading and Writing
Use with Lesson 2 Air and Water
© Macmillan/McGraw-Hill
gutters and storm drains.
Name
Writing in Science
Date
Drafting Write a sentence to begin your persuasive essay. Tell why you think it is important to keep your watershed clean. Students’ sentences will vary. Sample answer: If we want to stay healthy, we need to keep our watershed clean. Now write your first draft. Use a separate piece of paper. Begin with the sentence you wrote above. Provide two different actions you want people to take. Give convincing reasons for taking each action. Students should state what actions they want their readers to take, and should clearly explain two reasons for taking each action. Revising and Proofreading Tina also wanted to urge people to reduce their use of pesticides. Use the word in parentheses to combine the pair of sentences Tina wrote. Write the new sentence on the lines. Using pesticides may be an easy solution for dealing with pests in our gardens. It is not a safe solution for our water supply. (but) Using pesticides may be an easy solution for dealing with pests in our gardens, but it is not a safe solution for our water supply. Now revise and proofread your essay. Ask these questions: ▶ Have I clearly stated my opinion about the importance of keeping the watershed clean?
© Macmillan/McGraw-Hill
▶ Have I provided examples of actions to take and reasons to take those actions? ▶ Have I corrected all grammar, spelling, punctuation, and capitalization errors?
Chapter 6 • Conserving Our Resources Reading and Writing
Use with Lesson 2 Air and Water
137
LESSON
Name
Outline
Date
Other Land Resources Use your textbook to help you fill in the blanks. What are renewable resources? water
1. Two examples of renewable resources are solar
and
energy.
2. Some examples of nonrenewable resources are copper, coal
, petroleum, and other minerals.
replaced 3. Renewable resources can be but nonrenewable resources cannot.
quickly,
How do fuels form? 4. Coal, oil, and natural gas are classified as fossil
fuels.
5. Because fossil fuels take millions of years to form, they are considered
nonrenewable
resources.
6. As time passes, heat and pressure turn peat, or decayed plant matter, into either lignite or
bituminous electrical
7. Coal is used to generate
coal. energy.
organisms
that once lived in the
ocean
.
9. The most common use for petroleum products is as fuel for
transportation
.
10. Scientists believe that most oil and natural gas have already been discovered.
138
Chapter 6 • Conserving Our Resources Reading and Writing
deposits
Use with Lesson 3 Other Land Resources
© Macmillan/McGraw-Hill
8. Oil and natural gas come from the remains of tiny
Name
LESSON
Date
Outline
How do people affect the environment? harmful
11. Pollution is a(n) environment.
change in the natural
12. Strip mining and poor farming practices cause soil erosion
and depletion of important nutrients. smog
13. Air pollution from burning fuels has caused to form over some cities. How do people affect the land?
14. Most garbage ends up in landfills, but in some places it is burned in
incinerators
.
15. Some household garbage breaks down, but some garbage is not
biodegradable
.
16. Industrial waste that contains poisonous chemicals and metals is called
toxic waste
.
Critical Thinking 17. What are some of the ways that people misuse land resources and cause harm to the land? People use too many nonrenewable resources, burn garbage or leave
© Macmillan/McGraw-Hill
it in unlined pits, develop strip mines that erode topsoil, farm in ways that deplete soil, and use chemicals that poison the land, the water, and plants and animals nearby.
Chapter 6 • Conserving Our Resources Reading and Writing
Use with Lesson 3 Other Land Resources
139
LESSON
Vocabulary
Name
Date
Other Land Resources a. acid rain
e. nonrenewable resource
b. biodegradable
f. renewable resource
c. coal
g. smog
d. landfill
h. toxic waste
1.
c
I formed when decaying swamp plants were buried and subjected to heat and pressure over millions of years. What am I?
2.
e
I am a natural resource that cannot be reused or quickly replaced. What am I?
3.
g
I am a mixture of smoke and fog that usually forms over cities. What am I?
4.
d
I am a place with a special lining where garbage is collected, and I get covered with soil. What am I?
5.
a
I form when nitrogen and sulfur from burning fossil fuels combine with moisture in the air. What am I?
6.
f
I am a natural resource that can be reused or replaced quickly. What am I?
7.
b
I am the word used to describe garbage that breaks down quickly and naturally. What am I?
8.
h
I am a collection of poisonous materials that must be handled very carefully. What am I?
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Chapter 6 • Conserving Our Resources Reading and Writing
Use with Lesson 3 Other Land Resources
© Macmillan/McGraw-Hill
Match the correct letter with the description.
Name
LESSON
Date
Cloze Activity
Other Land Resources Fill in the blanks. biodegradable
landfills
oil
renewable
farming
nonrenewable
pollution
soil
Many objects used around the world every day are made from natural resources. Some natural resources are renewable
, which means that they are easily
replaced or replenished. Other resources, such as copper and other minerals, are
nonrenewable soil
to grow food, but strip
farming
practices can make the
People need mining and poor
resources.
soil unusable. Natural gas and
oil
are fossil
fuels. The burning of fossil fuels causes
pollution
.
People produce a lot of garbage that is
biodegradable
,
but garbage that does not break down quickly goes into
© Macmillan/McGraw-Hill
landfills
, where it decomposes slowly under soil.
Limiting waste and disposing of it properly are important to preserving our environment.
Chapter 6 • Conserving Our Resources Reading and Writing
Use with Lesson 3 Other Land Resources
141
Reading in Science
Name
Date
Clean Steam Read the Reading in Science feature in your textbook. Summarize Use the graphic organizer to summarize the information in the article, listing three main points from the article at left and writing a summary at right.
Students should list three main points from the article in the top boxes and write a clear and concise summary using details from the article in the large bottom box.
142
Chapter 6 • Conserving Our Resources Reading and Writing
Use with Lesson 3 Other Land Resources
© Macmillan/McGraw-Hill
Summary
Name
Reading in Science
Date
Write About It Summarize 1. In general, how does the use of fossil fuels affect the environment? 2. How is geothermal energy used to generate electricity?
Planning and Organizing Write a brief sentence explaining the disadvantages of using geothermal energy. It is not readily available in most areas.
Write a brief sentence explaining the advantages of using geothermal energy. It does not produce air pollution or carbon dioxide emissions.
© Macmillan/McGraw-Hill
Drafting Now write a brief summary about how geothermal energy is used to generate electricity. Include only the most important details in your summary. Students’ summaries should explain how geothermal energy is used to generate electricity. Summaries should include only essential information. Sample answer: Hot steam from geysers and hot underground water are used to turn turbines in power plants in order to generate electricity.
Chapter 6 • Conserving Our Resources Reading and Writing
Use with Lesson 3 Other Land Resources
143
LESSON
Outline
Name
Date
Saving Resources Use your textbook to help you fill in the blanks. How can we save Earth’s land, water, and air? humus 1. Farmers can preserve soil by adding to replace the minerals that crops remove and manure
to help crops grow.
2. To prevent soil from being washed away, farmers can grass
plant trees
between rows of crops or plant in a row across the top of a hill.
3. Some towns and cities reduce waste by collecting paper, glass, and plastic at
recycling
centers.
4. Polluted water can be made clean enough to drink if it goes through a water
treatment
or purification plant.
5. Some countries have laws that protect the oceans by keeping sewage
, chemicals, and other wastes out of
the water. How can we reduce the burning of fossil fuels? 6. As our population increases, so does our use of
fossil fuels
.
alternative
© Macmillan/McGraw-Hill
7. Geothermal energy and wind are two examples of energy sources.
8. To produce energy from wind, a windmill spins a wind turbine
144
that generates electricity.
Chapter 6 • Conserving Our Resources Reading and Writing
Use with Lesson 4 Saving Resources
Name
LESSON
Date
Outline
9. Plant and animal wastes, including corn or sugar cane, can fuel
be turned into biomass
by a process called
conversion.
10. Running water is used to produce energy in plants.
hydroelectric
What are the 3 Rs? 11. The 3 Rs of conservation are reduce, reuse, and
recycle
.
12. We can reduce the amount of fuel that we consume by insulating our homes, using less air conditioning in summer, and using less
heat
in winter.
energy 13. Reusing materials saves the would have been used to make new materials. 14. Recycling reduces the amount of would otherwise be buried in landfills.
that
waste
that
15. It is especially important to recycle old electronic components because of the they contain.
hazardous
materials
Critical Thinking
© Macmillan/McGraw-Hill
16. What are some things that you and your family can do to conserve resources? Possible answers: I can keep the temperature in my house warmer during summer and cooler during winter. My family can make sure that our house is well insulated and that we drive a car with good fuel economy. I can recycle glass, paper, and plastic, and I can reuse as many things as possible.
Chapter 6 • Conserving Our Resources Reading and Writing
Use with Lesson 4 Saving Resources
145
LESSON
Vocabulary
Name
Date
Saving Resources Fill in the blanks. biomass
hydroelectricity
reuse
disposable
recycled
solar cells
geothermal energy
reduce
geothermal energy
1. Heat inside Earth can provide
.
2. To change sunlight into electricity to power a home, people solar cells
use devices called
.
3. After a magazine has been read, it could be to save space in landfills.
recycled
,
4. Plant and animal wastes that can be processed to make fuel biomass
are called
.
5. Metal spoons reduce the amount of waste because they allow
reuse
.
6. You produce more waste when you use products that are .
7. Many dams use water power to produce
hydroelectricity
.
8. If you keep your house colder in the winter and wear a reduce sweater, you will conserve a nonrenewable resource.
146
Chapter 6 • Conserving Our Resources Reading and Writing
air pollution and
Use with Lesson 4 Saving Resources
© Macmillan/McGraw-Hill
disposable
Name
LESSON
Date
Cloze Activity
Saving Resources Fill in the blanks. alternative
landfills
recycling
biorefinery
manure
reuse
soil
Earth’s resources must be protected and used efficiently. soil
Farmers should protect the
they depend
on to grow food. This can be done by adding humus and manure
to the soil to replace the minerals and
organic matter that are needed to help crops grow. Most of our nonbiodegradable trash ends up in landfills away by
. We can limit how much trash we throw recycling
materials such as paper, plastic,
and glass. Fossil fuel use can be limited by converting alternative
energy sources, such as water, wind, and
sunlight into electrical energy by using turbines and solar
© Macmillan/McGraw-Hill
cells. Biodegradable wastes such as plant wastes can be processed in a
biorefinery
conservation are reduce,
to make fuel. The 3 Rs of reuse
, and recycle.
Practicing these conservation strategies can limit the negative effect people have on the land.
Chapter 6 • Conserving Our Resources Reading and Writing
Use with Lesson 4 Saving Resources
147
CHAPTER
Vocabulary
Name
Date
Conserving Our Resources Circle the letter of the best answer.
A biomass. B landfill. C cleavage. D mineral. 2. The type of rock that forms when lava cools and hardens is
A igneous. B intrusive. C metamorphic. D sedimentary. 5. The primary source of oxygen for people and of nitrogen for plants is the
A igneous.
A water table.
B metamorphic.
B atmosphere.
C sedimentary.
C rock cycle.
D quartz.
D lithosphere.
3. The process that best describes how all rocks come from other rocks is
148
4. The type of rock that is most likely to contain fossils is
6. When water droplets in clouds become too heavy, they fall to Earth as
A biomass conversion.
A ozone.
B the rock cycle.
B runoff.
C geothermal energy.
C precipitation.
D the water cycle.
D groundwater.
Chapter 6 • Conserving Our Resources Reading and Writing
© Macmillan/McGraw-Hill
1. A naturally occurring solid material that is made of one or more elements is a(n)
Name
7. Evaporation, condensation, and precipitation are stages in the
Vocabulary
11. A collection of poisonous materials that must be carefully disposed of is called
A water cycle.
A toxic waste.
B rock cycle.
B acid rain.
C watershed.
C incineration.
D landfill.
D fossil fuel.
8. Most cities and towns store their fresh water supplies in
12. Acid rain and smog are types of
A reservoirs.
A fuels.
B aquifers.
B minerals.
C watersheds.
C runoff.
D floods.
D pollution.
9. Specially designed places where garbage is deposited in lined pits are called A landfills. B ores. C cycles. D droughts. 10. Resources that can be replaced over a short period of time are © Macmillan/McGraw-Hill
CHAPTER
Date
A biodegradable. B renewable. C nonrenewable.
13. In order to heat a home with sunlight, you would need A solar panels. B geothermal energy. C alternative energy. D biomass. 14. The use of running water to produce electricity is called A geothermal energy. B biomass conversion. C purification. D hydroelectricity.
D extrusive.
Chapter 6 • Conserving Our Resources Reading and Writing
149
UNIT
Literature
Name
Date
Monarch Butterflies at Risk Write About It Response to Literature In this article the author discusses monarch butterflies. What conditions affect these butterflies? What role does weather play? Think about a severe weather condition you have experienced. Write a personal narrative describing the severe weather and how it affected you and other people.
Students’ personal narratives should be written in a logical order with an introductory sentence that describes a severe weather condition they experienced, details about how the weather conditions affected them and
© Macmillan/McGraw-Hill
other people, and a closing sentence.
150
Unit D • Weather and Space Reading and Writing
Name
CHAPTER
Date
Concept Map
Weather and Climate Complete the concept map on weather and climate, using words and phrases from your textbook. troposphere
Weather is defined as the state of the
weather
and time. Climate is defined as the average
latitude
Climate varies with and
precipitation
Weather • A pair ofis Xaffected by the angle of the is Sun’s chromosomes rays as they hit Earth’s present in a(n) surface at different times day . of the Anat X different chromosome •and times of and a Y chromosome the year. Temperature, elevation, and air pressure cause air to move; this movement of air is called
© Macmillan/McGraw-Hill
of a region.
and it is affected by temperature
.
What affects weather?
wind
at a given place
.
The water cycle is the process by which ocean water evaporates, condenses, and then falls as precipitation in the form of rain, sleet, snow, or hail.
Chapter 7 • Weather and Climate Reading and Writing
How do we predict weather?
What is severe weather?
Areas of high
air pressure usually indicate fair weather; areas of low pressure usually indicate rain, clouds, and storms.
Weather can change rapidly along the boundaries between regional air masses called
fronts
.
Technology scientists use to predict weather includes weather maps, weather balloons, satellites, and
radar
.
The most common type of severe weather event is a(n)
thunderstorm .
The most violent thunderstorms can cause spinning funnels of air called
tornadoes
.
Large, swirling storms that start as tropicalocean thunderstorms merging around a lowpressure center are called
hurricanes
.
151
LESSON
Outline
Name
Date
The Atmosphere and Weather Use your textbook to help you fill in the blanks. Where is the weather? 1. The layer of the atmosphere in which most weather takes place is the
troposphere
.
2. Above the troposphere are the stratosphere, the mesosphere
, and the thermosphere.
3. The state of the troposphere at a given place and time is called
weather
.
4. Weather variables include temperature, wind, moisture, cloud cover, and
precipitation
.
What affects air temperature? intense
5. The greater the angle of insolation is, the more the Sun’s rays will be. 6. The angle of insolation depends on three factors: latitude
, time of year, and time of day.
7. The three different temperature scales are Fahrenheit, Kelvin
.
What is air pressure? 8. Air moves from areas where air pressure is to areas where air pressure is
152
Chapter 7 • Weather and Climate Reading and Writing
low
high .
Use with Lesson 1 The Atmosphere and Weather
© Macmillan/McGraw-Hill
Celsius, and
Name
LESSON
Date
less dense
9. Warm air is
Outline
and has a(n)
lower
air pressure than cooler air, so warm air rises above cooler air. 10. Wind speed is measured with a(n)
anemometer
,
weather vane
and wind direction is measured with a(n)
.
11. Variations in air pressure are measured with a very sensitive instrument called a(n)
barometer
.
12. The common unit used to measure air pressure is the
millibar
.
What are global winds? 13. The Coriolis effect causes winds in the Northern Hemisphere to curve
clockwise
.
14. Winds that blow toward the equator and are curved to the west by the Coriolis effect are called
trade winds
.
15. Winds that blow toward the poles and are curved to westerlies the east are called seem to blow from the west.
because they
© Macmillan/McGraw-Hill
Critical Thinking 16. When would average air pressure in the United States be lower: in summer or in winter? Explain your answer. Average air pressure would be lower in summer than in winter. The angle of insolation during the summer is more direct, so Earth and the atmosphere are warmer in summer than in winter. Warm air is less dense and has a lower air pressure than cool air.
Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 1 The Atmosphere and Weather
153
LESSON
Name
Vocabulary
Date
The Atmosphere and Weather a. air pressure
d. Coriolis effect
g. sea breeze
b. atmosphere
e. insolation
h. troposphere
c. convection cell
f. land breeze
1.
f
wind that blows from the land toward the sea
2.
c
a circular pattern of rising air, sinking air, and winds, caused by unequal heating and cooling of a region’s air
3.
h
the layer of the atmosphere closest to Earth’s surface
4.
a
the force exerted on a given area by impacts of gas particles in constant motion
5.
e
the amount of the Sun’s energy that reaches Earth at a given time and place
6.
b
the layers of gases that surround Earth
7.
d
the shift in the direction of global winds caused by Earth’s rotation
8.
g
wind that blows from the sea toward the land
154
Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 1 The Atmosphere and Weather
© Macmillan/McGraw-Hill
Match the correct letter with the description.
Name
LESSON
Date
Cloze Activity
The Atmosphere and Weather Fill in the blanks. Coriolis effect
increases
left
right
equator
insolation
lower
temperature
higher
latitude
poles
Two key factors that determine the weather are temperature and air pressure. Air temperature depends mostly on the angle of increases
insolation
; as the angle
, the air becomes warmer. Angle of
insolation varies with
latitude
, time of day,
and season. temperature
Air pressure varies with has a(n)
higher
. Cool air
air pressure than warm air.
© Macmillan/McGraw-Hill
Air moves from areas of higher pressure to areas of lower
pressure. Higher air pressure at the
poles
than at the
equator
causes
global convection cells. Air in the Northern Hemisphere moving southward is pushed to the
right
and in the Southern Hemisphere moving northward to the left
because of the
Coriolis effect
.
This causes global wind patterns. Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 1 The Atmosphere and Weather
155
LESSON
Outline
Name
Date
Precipitation and Clouds Use your textbook to help you fill in the blanks. How does the water cycle affect weather? 1. Water
vapor
leaves the surface of lakes, evaporation
streams, and oceans through a process called
.
2. When air cools, water molecules lose energy and condense
, or change into liquid form. more
3. The higher the temperature is, the water vapor the air can hold.
4. A measure of the amount of water vapor in the air compared to the total amount that the air could hold at that temperature is called
relative humidity
.
What are the types of clouds? cumulus
5. There are three basic cloud types: stratus, and cirrus.
,
6. A cloud that produces precipitation has the suffix -nimbus
or the prefix
nimbo-
added to its name.
station indicates the amount of present.
cloud cover
What are the different types of precipitation? raindrops 8. Sleet forms when freeze before falling to Earth’s surface and turn to pellets of ice.
156
Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 2 Precipitation and Clouds
© Macmillan/McGraw-Hill
7. The amount of shading in a circle representing a weather
Name
LESSON
Date
Outline
What is a thunderstorm? 9. Thunderstorms begin when intense heat causes warm, cumulonimbus
moist air to rise quickly and form clouds.
10. A buildup of an electric charge inside a cumulonimbus cloud can produce a huge spark called
lightning
.
11. On very hot days, powerful updrafts during thunderstorms can cause funnels of violent, whirling wind called
tornadoes
.
What are hurricanes? 12. Thunderstorms over tropical oceans can merge into one large storm called a(n)
hurricane
.
13. At the center of these merging thunderstorms is a large region of
low
pressure.
How can we predict severe storms? 14. To find and track developing storms, scientists use weather satellites, radar, and fitted with special equipment.
planes
© Macmillan/McGraw-Hill
Critical Thinking 15. At what time of year do most thunderstorms and hurricanes occur in the United States? Explain your answer. Most thunderstorms and hurricanes occur during the warm seasons of the year. For thunderstorms to occur, there must be strong updrafts of warm, moist air, and these can form only when the weather is hot. Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 2 Precipitation and Clouds
157
LESSON
Name
Vocabulary
Date
Precipitation and Clouds Use the clues to fill in the crossword puzzle.
c
cumulus cloud
humidity
stratus cloud
condensation
evaporation
hurricane
tornado
i
r
r
u
s
c
l
o
u
2
d
e
u
v
m
a 3
u
5
h
l
u
u
r
s
t
r
u
m
i
d
i
t
y
p o
4
t
a
u
s
c
l
t o
r u
d
a
c
i
l
c
o
a
a
o
u
n
d
n
d
e
o
r 6
c
o
n
d
Across
e
n
t s
a
t
i
o
n
Down
1. a cloud that has a wispy, featherlike shape
1. a billowy, puffy cloud that seems to rise from a flat bottom
3. the actual amount of water vapor in the air
2. the changing of a liquid into a gas
5. a cloud that appears in blanketlike layers
3. a large, swirling storm with low pressure at the center
6. the changing of a gas into a liquid as heat is removed
4. a violent, whirling wind that moves across the ground in a narrow path
158
Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 2 Precipitation and Clouds
© Macmillan/McGraw-Hill
1
cirrus cloud
Name
LESSON
Date
Cloze Activity
Precipitation and Clouds Fill in the blanks. cirrus
hail
stratus
condenses
hurricanes
thunderstorms
Doppler
precipitation
tornadoes
Water from the surface of Earth’s oceans evaporates into water vapor in the atmosphere. Then it
condenses
to form clouds. The three main types of clouds are cirrus
,
stratus
, and cumulus
clouds. Eventually the water in clouds becomes too heavy precipitation
for the cloud to hold and falls as
.
Different types of precipitation include rain, sleet, hail
, and snow.
Cumulonimbus clouds can develop into
thunderstorms
with strong winds and heavy rain. The most violent
© Macmillan/McGraw-Hill
thunderstorms can spawn
tornadoes
with violent
whirling winds. Thunderstorms over tropical waters can develop into
hurricanes
.
Technological advances include weather satellites and Doppler
radar. These devices help scientists
predict the size and speed of approaching storms. Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 2 Precipitation and Clouds
159
LESSON
Name
Outline
Date
Predicting Weather Use your textbook to help you fill in the blanks. What are highs and lows? high
1. Isobars spaced closely together indicate wind speeds.
2. Air always flows outward from the center of a highpressure system, and in the Northern Hemisphere, rotates in a
clockwise
direction around it.
3. In the Southern Hemisphere, the patterns of movement around high- and low-pressure systems are the reverse
of those in the Northern
Hemisphere. fair
4. An area of high pressure usually indicates weather. rain
5. When the barometer drops suddenly, is likely. What are weather fronts? 6. Air masses that form over land tend to be
, and air masses that form over humid
water tend to be
. © Macmillan/McGraw-Hill
dry
7. Air masses that form in the tropics tend to be hot
, and air masses that form near cold
the poles tend to be
.
8. The boundary between two air masses is called a(n) front
160
.
Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 3 Predicting Weather
Name
LESSON
Date
Outline
9. When a cold front catches up to a warm front, cool air moves
underneath
the warm front. highs and lows
10. To interpret a weather map, first look for the and then look at the movements of fronts. 11. In the Northern Hemisphere, fronts rotate around an area of low pressure.
,
counterclockwise
How do we use technology to study weather? 12. Weather factors at ground level, such as temperature, wind direction, wind speed, and humidity, are measured at
weather stations
.
13. Weather conditions at high altitudes in Earth’s atmosphere are measured from
weather balloons
.
14. Large weather patterns are shown with images from
satellites
.
15. Areas of precipitation and indications of wind speed can be determined by a special kind of radar called
Doppler radar
.
Critical Thinking
© Macmillan/McGraw-Hill
16. Explain how you could use data from ground weather stations to plot highs, lows, and front lines on a weather map. To locate highs and lows, draw isobars to connect areas with similar air pressure. Fronts emerge from atmospheric lows and rotate counterclockwise in the Northern Hemisphere. Differences in temperature, cloud cover, and wind direction at various weather stations indicate areas where fronts are located. Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 3 Predicting Weather
161
LESSON
Name
Vocabulary
Date
Predicting Weather
a. air mass
d. front
g. warm front
b. cold front
e. isobars
h. weather map
c. Doppler radar
f. occluded front
1.
a
I am a large region of the atmosphere in which the air has similar properties throughout. What am I?
2.
e
I am the lines on a weather map that connect places with equal air pressure. What am I?
3.
g
I am the place where warm air moves in over a cold air mass. What am I?
4.
h
I am a tool used to predict weather by showing different fronts and areas of high and low pressure. What am I?
5.
b
I am the place where cold air moves in under a warm air mass. What am I?
6.
d
I am the boundary between two air masses. What am I?
7.
f
I am the place where a cold front catches up with a warm front, forming a wedge of warm air between two masses of cold air. What am I?
8.
c
I am a special type of radar used to detect precipitation and give an indication of wind speed. What am I?
162
Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 3 Predicting Weather
© Macmillan/McGraw-Hill
Choose a word from the word box below that answers each question.
Name
LESSON
Date
Cloze Activity
Predicting Weather Fill in the blanks. clear
counterclockwise
thunderstorms
clockwise
forecasts
warm front
clouds
fronts
weather
cold front
precipitation
wind
To predict weather, scientists study how air moves. Air pressure causes
wind
weather
. To make accurate
and influences forecasts
,
scientists must locate low- and high-pressure systems. clear
A high-pressure system usually produces
clouds
skies. A low-pressure system usually produces precipitation
and
. In the Northern Hemisphere,
clockwise
winds flow
around a high and counterclockwise
around a low.
© Macmillan/McGraw-Hill
Weather maps track the movements of highs, lows, and
fronts
. At a(n)
cold front
cold air pushes warm air upward; sometimes
,
thunderstorms
develop. A warm air mass moves over a cold air mass at a(n)
warm front
. Expect light precipitation
both before and during the passing of a warm front.
Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 3 Predicting Weather
163
Reading in Science
Name
Date
Wildfire Alert Read the Reading in Science feature in your textbook. Look for the events in the article, and notice the sequence in which they occur. Main Idea Use the graphic organizer to record the sequence of events in the article. First
Hot, dry Santa Ana winds blow out of the desert when it’s cold. They move very quickly.
Next
The Santa Ana winds cause vegetation, particularly in grasslands, to become dry.
Last
The dry vegetation makes good fuel for forest fires, allowing them to
the fire can unpredictably change direction, causing more damage.
164
Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 3 Predicting Weather
© Macmillan/McGraw-Hill
spread easily. Also, if the Santa Ana wind blows during a forest fire,
Name
Date
Reading in Science
Write About It Sequence • Look for steps that happen first and last. • Think about how steps relate to one another.
Planning and Organizing Write a sentence that explains how the Santa Ana winds occur. Students should write a well-constructed sentence clearly stating how the Santa Ana winds occur. Write a sentence that explains how the Santa Ana winds affect vegetation. Students should write a clear, properly constructed sentence explaining how the Santa Ana winds affect vegetation.
© Macmillan/McGraw-Hill
Drafting Now explain what happens when a wildfire starts. Students should clearly explain what happens when a wildfire starts.
Next, tell what happens when the Santa Ana winds blow during a wildfire. Students should clearly explain how the Santa Ana winds can affect a wildfire.
Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 3 Predicting Weather
165
LESSON
Name
Outline
Date
Climate Use your textbook to help you fill in the blanks. What is climate? climate
1. The average weather pattern of a region is its latitude 2. Climate is closely related to is the distance north or south of the equator.
hot and wet
have
, which
equator
3. Tropical zones, located near the
.
,
climates.
4. At latitudes near the poles, winters are long and frigid
, and summers are short
and cool. What affects climate? 5. The two main factors that determine climate are temperature
and
precipitation
.
6. Areas with a continental climate often have warm summers, mild winters, and annual precipitation.
low
7. Areas near the ocean often have warm summers, mild high
annual precipitation. © Macmillan/McGraw-Hill
winters, and
prevailing wind 8. Areas in the path of a(n) coming from the water usually receive a high amount of precipitation.
166
Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 4 Climate
Name
LESSON
Date
Outline
9. As winds push air up the windward side of a mountain, the air cools , so clouds and
precipitation
form.
10. The Alps in Europe protect the Mediterranean coast poles
from cold air that blows from the
.
11. Erupting volcanoes send dust, ash, and gases into sunlight
the atmosphere, blocking cooling the air and land.
and
Have climates changed over time? 12. Every 11 years the Sun has more
sunspots
than rise
usual, causing Earth’s average temperature to
.
13. Continents have changed positions over time because of
plate tectonics
.
tropical ferns 14. Fossil evidence indicates that once grew in what are now cold areas of Canada. Critical Thinking 15. The latitude 40°N cuts through the middle of the United States. What factors influence the climate in the United States along that latitude? The westerlies blow from west to east at that latitude. Locations on © Macmillan/McGraw-Hill
the West Coast are wet and mild. Locations on the windward (west) sides of mountain ranges are wetter than areas on the leeward (east) sides. Inland areas have hotter summers and cooler winters than coastal areas. The Pacific Current cools areas near the West Coast, and the Gulf Stream warms areas near the East Coast.
Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 4 Climate
167
LESSON
Name
Vocabulary
Date
Climate Fill in the blanks. continental climate
maritime climate
sunspots
elevation
polar zones
tropical zones
ice ages
rain shadow
1. Areas near the equator with hot, wet climates are tropical zones
.
2. Areas near the poles that have long, frigid winters and polar zones
short, cool summers are
.
3. Regions located within a large landmass have a(n) continental climate
.
4. Regions near an ocean or other large body of water have a(n)
maritime climate
. elevation
5. The height of an area in relation to sea level is
.
6. The leeward side of a mountain where air becomes dry rain shadow
.
7. Cold periods of Earth’s history when the brightness of the Sun may have changed are called
ice ages
.
8. Dark areas that appear temporarily on the Sun’s surface are called
168
sunspots
Chapter 7 • Weather and Climate Reading and Writing
.
Use with Lesson 4 Climate
© Macmillan/McGraw-Hill
is said to be in a(n)
Name
LESSON
Date
Cloze Activity
Climate Fill in the blanks. altitude
elevation
latitude
rain shadow
cooler
equator
precipitation
windward
The average weather pattern of a place is called its precipitation
climate. To determine a region’s climate, average
and temperatures are measured over several years. Climates vary from place to place, mostly because of equator
Areas near the
latitude
.
are warmer and wetter
than areas near the poles. Regions near water have milder winters and
cooler
summers than inland areas
at the same latitude. Another factor that can affect the average temperature and precipitation of a region is
elevation
.
Mountain top temperatures decrease as a mountain’s
© Macmillan/McGraw-Hill
altitude
increases. The
windward
side
of a mountain is wetter, and the leeward side is in a(n) rain shadow
. Sunspots and plate tectonics suggest
that the climate of a given region changes over time.
Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 4 Climate
169
Writing in Science
Name
Date
Underground Homes Write About It Expository Writing Choose one of these topics to compare and contrast. 1. Compare and contrast the price of an energy-saving air conditioner or refrigerator to the savings in energy costs. How long would it take the appliance to save as much as it costs? 2. Compare and contrast two brands of refrigerators. Which is more energy efficient? Use energy-guide labels to make your comparison. Getting Ideas One way to organize a comparison-and-contrast essay is through a point-by-point analysis. An attribute of the first item is compared to the same attribute of the other item. Repeat this process for each attribute. Use the Internet and the energy-guide labels on appliances to gather information for the chart below. In the top row, list the names of the two items you are comparing. In the left-hand column, list the attributes of each item that you are using to make your comparison. Item
Item
Attribute
© Macmillan/McGraw-Hill
Attribute
Attribute
Students should list valid items and attributes that they will compare and contrast. Findings pertaining to each item and attribute should be listed in the corresponding boxes.
170
Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 4 Climate
Name
Writing in Science
Date
Drafting A good comparison-and-contrast essay contains a thesis statement that states the main idea. It should list the items that you are comparing and contrasting and the basis on which they are being compared and contrasted. Circle the sentence that Lee should use to state his main idea about his energy-saving device.
1. In a point-by-point analysis, the TriStar Deluxe refrigerator proved to be more efficient than the Kitchen Pro. 2. I like the TriStar Deluxe refrigerator better than the Kitchen Pro. Now write your first draft. Use a separate piece of paper. Using a point-by-point analysis, include an introduction that states the items that will be compared and contrasted. The body of your essay should include details from your point-by-point analysis. Students should write a clearly constructed essay that includes a conclusion that is based on the point-by-point comparison. Revising and Proofreading Some words and phrases signal comparison—for example, as, likewise, similarly, and in comparison. Some words and phrases signal contrast—for example, although, but, and on the other hand. Now revise and proofread your essay. Ask these questions: ▶ Have I written a thesis statement about the energysaving devices?
© Macmillan/McGraw-Hill
▶ Have I explained how the two items are similar and how they are different? ▶ Have I balanced the information equally for each item? ▶ Have I used signal words effectively? ▶ Have I ended with a conclusion based on the evidence presented? ▶ Have I corrected all grammar, spelling, punctuation, and capitalization errors?
Chapter 7 • Weather and Climate Reading and Writing
Use with Lesson 4 Climate
171
CHAPTER
Vocabulary
Name
Date
Weather and Climate Circle the letter of the best answer.
A a weather vane.
A condensation.
B an anemometer.
B freezing.
C a barometer.
C evaporation.
D a thermometer.
D melting.
2. The most abundant gases in the atmosphere are nitrogen and
6. Dew forms on grass when water
A oxygen.
A condenses.
B carbon dioxide.
B evaporates.
C water vapor.
C melts.
D hydrogen.
D freezes.
3. The lowest layer of the atmosphere is called the
7. Wispy clouds that form high in the sky are called
A stratosphere.
A cumulus clouds.
B thermosphere.
B stratus clouds.
C ionosphere.
C fog.
D troposphere.
D cirrus clouds.
4. Humidity is a measure of A the weight of the air. B the amount of water vapor in the air.
172
5. The process by which a liquid changes into a gas is called
8. An air mass that forms over tropical ocean water will be A warm and dry. B cold and dry.
C precipitation.
C warm and moist.
D how hot or cold the air is.
D cold and moist.
Chapter 7 • Weather and Climate Reading and Writing
© Macmillan/McGraw-Hill
1. A tool used to measure air pressure is called
Name
9. A cold air mass pushing under a warm air mass is called
Vocabulary
13. In general, areas of low pressure are associated with
A a warm front.
A fair weather.
B a cold front.
B cloudy skies.
C a stationary front.
C severe storms.
D an occluded front.
D rain and clouds.
10. Fronts in the United States tend to move from
14. Earth receives the most direct rays from the Sun at
A west to east.
A the North Pole.
B east to west.
B the South Pole.
C north to south.
C the equator.
D south to north.
D the prime meridian.
11. The most violent thunderstorms can produce A tornadoes. B lightning. C winter storms. D hurricanes. 12. Global winds are caused by
© Macmillan/McGraw-Hill
CHAPTER
Date
A temperature differences between high and low latitudes. B temperature differences between high and low altitudes. C ocean currents.
15. The measure of the weight of air pressing down on an area is called A air pressure. B temperature. C precipitation. D humidity. 16. The type of front most likely to bring light, steady rain or snow to an area is A a cold front. B a warm front. C a stationary front. D an occluded front.
D mountain ranges.
Chapter 7 • Weather and Climate Reading and Writing
173
CHAPTER
Concept Map
Name
Date
Astronomy Complete the concept map on the universe and solar system, using words and phrases from your textbook. Our Moon The appearance of the Moon seems to change each week, producing
phases
of the Moon.
If the Moon comes between Earth and the Sun or the Earth comes between the Moon and the Sun, a(n)
eclipse
Our Sun The length of our year is the length
revolution of one around the Sun.
of Earth
Our Sun’ is an average-sized,
main-sequence
star, but it will eventually become a red giant.
occurs.
What We See in Space From Earth, we observe space with
, space probes, and astronauts collect data.
Our Galaxy We can sometimes see our galaxy,
Milky Way the , in the night sky. Our galaxy has a barred spiral
. In space, artificial
shape.
Our Solar System The inner planets are Mercury,
Venus
, Earth, and Mars. The outer planets include
Saturn
Jupiter, Uranus, and Neptune.
Background radiation supports the
big bang
theory.
The solar system also includes orbiting comets, meteors, and
meteorites
174
Chapter 8 • Astronomy Reading and Writing
.
,
© Macmillan/McGraw-Hill
satellites
telescopes
Name
LESSON
Date
Outline
The Earth-Sun System Use your textbook to help you fill in the blanks. What is astronomy? 1. The planets, the stars, and all of space make up universe
the
.
2. The study of the universe is called
astronomy
.
3. A device that collects light from distant objects and magnifies images of those objects is called telescope
a(n)
.
4. Refracting telescopes and reflecting telescopes use lenses
and visible light to magnify images of faraway objects. 5. Invisible light comes in the form of X rays, radio waves, radar, and
ultraviolet
and infrared light.
How can we prove that Earth rotates? 6. Earth makes one rotation on its every 24 hours.
axis
7. The Sun seems to rise in the east and travel west on
© Macmillan/McGraw-Hill
its
apparent path
.
rotates 8. Earth at a rate of 360 degrees every 24 hours, or 15 degrees per hour. 9. Earth is divided into 24 vertical belts, each about 15 degrees wide in longitude, called standard time zones
Chapter 8 • Astronomy Reading and Writing
.
Use with Lesson 1 The Earth-Sun System
175
LESSON
Outline
Name
Date
What makes a year? revolution
10. One complete
365.24
the Sun takes
of Earth around days.
11. In a hemisphere’s summer, that hemisphere is tilted toward
the Sun and receives the Sun’s rays more directly; in winter, that hemisphere is tilted away from
the Sun and receives the Sun’s
rays at a lower angle. 12. In summer, when the Sun is higher overhead at shorter midday, objects cast shadows; in winter, when the Sun is lower in the sky at midday, objects cast
longer
shadows.
How can we explore space? 13. Scientists launch artificial space to study Earth.
satellites
into
14. Images and data about planets and other objects in space are studied with the help of space
probes
.
15. The Hubble Space Telescope takes clear pictures of Earth atmosphere
.
Critical Thinking 16. What three factors can explain changes in the shadows objects cast, time differences, and changes of season over the Earth? Earth’s rotation on its axis, Earth’s revolution around the Sun, and the tilt of Earth’s axis
176
Chapter 8 • Astronomy Reading and Writing
Use with Lesson 1 The Earth-Sun System
© Macmillan/McGraw-Hill
because it orbits above most of Earth’s
Name
LESSON
Date
Vocabulary
The Earth-Sun System
© Macmillan/McGraw-Hill
Match the correct letter with the description. a. astronomy
e. rotation
b. axis
f. standard time zone
c. International Date Line
g. telescope
d. revolution
h. universe
1.
g
I am a device that collects light and magnifies images to make distant objects appear closer and larger. What am I?
2.
d
I am one complete trip around the Sun. What am I?
3.
f
I am a vertical belt, about 15 degrees wide in longitude, in which all locations have the same time. What am I?
4.
h
I consist of Earth, the planets, the stars, and all of space. What am I?
5.
b
I am an imaginary line that runs from the North Pole to the South Pole through the center of Earth. What am I?
6.
c
I am a line at a longitude of 180 degrees. What am I?
7.
a
I am the study of the universe. What am I?
8.
e
I am one complete spin of Earth on its axis. What am I?
Chapter 8 • Astronomy Reading and Writing
Use with Lesson 1 The Earth-Sun System
177
LESSON
Name
Cloze Activity
Date
The Earth-Sun System Fill in the blanks. axis
space shuttles
revolution
telescope
space probes
time zones
visible light
The study of the universe is called astronomy. Astronomers use a(n)
telescope
to see distant visible light
objects. Telescopes use lenses and
to magnify images of faraway objects. Scientists launch artificial satellites and
space probes
into space to
obtain data and images. The Hubble Space Telescope and the International Space Station are maintained by astronauts who travel into space and back home again aboard
space shuttles
. axis
Earth rotates 360 degrees on its
Earth is divided into 24 standard
time zones
that
are about 15 degrees wide in longitude. It takes Earth 365.24 days to make one
revolution
, or one
complete trip around the Sun. The direction in which Earth tilts on its axis during this time causes the seasons to change.
178
Chapter 8 • Astronomy Reading and Writing
Use with Lesson 1 The Earth-Sun System
© Macmillan/McGraw-Hill
every 24 hours, or at a rate of 15 degrees every hour.
Name
LESSON
Date
Outline
The Earth-Sun-Moon System Use your textbook to help you fill in the blanks. What is the Moon like? 1. Much of our information about the Moon came from Apollo missions
data gathered by the
.
2. Bowl-shaped depressions on the Moon’s surface are craters
that were formed by impacts
from space objects. mountains 3. Maria, highlands, valleys, and are features on the Moon’s surface. ice
4. Small amounts of present on
valley
may be floors on the Moon.
What causes the phases of the Moon? 5. The shape of the Moon that we see in the night sky is the
phase of the Moon
.
6. Whichever side of the Moon faces the is the lighted side.
Sun
© Macmillan/McGraw-Hill
7. When the Moon is directly between the Sun and Earth, its phase is the of its lighted side.
new Moon
so we see none
waxing 8. During the phases, you see more and more of the lighted side of the Moon; during waning the less of its lighted side.
Chapter 8 • Astronomy Reading and Writing
phases, you see less and
Use with Lesson 2 The Earth-Sun-Moon System
179
LESSON
Name
Outline
Date
What causes eclipses? Earth
9. A lunar eclipse occurs when
the Moon
blocks sunlight from reaching
. shadow
10. The Moon passes directly through Earth’s at the time of the
full Moon
.
11. A total solar eclipse can occur when Earth passes through new Moon
the Moon’s shadow during the
phase.
What causes the tides? 12. Waves come higher up on the shore at some times tides
than at others because of the
.
13. Tides on Earth are the result of the pull of gravity between Earth and
the Moon
.
14. When the Sun, Earth, and the Moon are all in a line, a(n)
spring tide
occurs.
15. When the gravitational pulls of the Sun and the Moon are perpendicular, a(n)
neap tide
occurs.
Critical Thinking
The gravitational pull between Earth and the Moon causes tides. During solar eclipses, the Moon blocks the Sun’s light from reaching Earth. The Moon reflects some sunlight onto Earth’s dark side at times, depending on its phase.
180
Chapter 8 • Astronomy Reading and Writing
Use with Lesson 2 The Earth-Sun-Moon System
© Macmillan/McGraw-Hill
16. How does the Moon affect Earth?
Name
LESSON
Date
Vocabulary
The Earth-Sun-Moon System
© Macmillan/McGraw-Hill
Match the correct letter with the description. a. craters
d. maria
g. tide
b. gravity
e. phase of the Moon
h. waning
c. lunar eclipse
f. solar eclipse
i. waxing
1.
e
the shape of the Moon we see in the night sky
2.
b
the force of attraction among all objects
3.
i
the type of phase that occurs when the lighted side of the Moon becomes more and more visible
4.
a
the bowl-shaped depressions on the Moon’s surface formed by impacts from space objects
5.
c
an event that occurs when Earth blocks sunlight from reaching the Moon
6.
g
the regular rise and fall of the water level along a shore
7.
d
the large, dark, flat surface areas on the Moon’s surface
8.
f
an event that occurs when Earth passes through the Moon’s shadow
9.
h
the type of phase that occurs when we see less and less of the Moon’s lighted side
Chapter 8 • Astronomy Reading and Writing
Use with Lesson 2 The Earth-Sun-Moon System
181
LESSON
Cloze Activity
Name
Date
The Earth-Sun-Moon System Fill in the blanks. craters
lunar
shape
Earth
maria
solar
gravity
phases
telescopes
Technology allows scientists to study the Moon in new ways. Apollo astronauts saw firsthand many features that before had been viewed only through craters
They inspected
telescopes
.
maria
and saw
,
highlands, mountain ranges, and valleys. Earth
As the Moon revolves around phases
passes through shape
, it
and appears to change
. If the Moon passes directly through
Earth’s shadow, a(n)
lunar
eclipse occurs.
When Earth passes through the shadow of the Moon, a(n) eclipse occurs.
Tides are the result of the pull of
gravity
between Earth and the Moon. The positions of Earth, the Moon, and the Sun can cause tides to be especially strong or weak.
182
Chapter 8 • Astronomy Reading and Writing
Use with Lesson 2 The Earth-Sun-Moon System
© Macmillan/McGraw-Hill
solar
Name
LESSON
Date
Outline
The Solar System Use your textbook to help you fill in the blanks. What is the solar system? planet
1. A large body that orbits a star is a(n)
, moon
and a large object that orbits a planet is a(n)
.
2. A star and all the planets, moons, and other bodies solar system
that orbit it make up a(n)
.
3. There will be more pull between a planet and the Sun when the planet has greater
mass
.
4. When a planet is far away from the Sun, the pull of gravity between them will be
smaller
.
5. The balance between gravity and inertia keeps planets orbit
on a curved pathway, or around the Sun.
,
What are the inner planets? inner planets
6. The planets that are closest to the Sun, or the are rocky and are similar in
moons
© Macmillan/McGraw-Hill
7. Inner planets have few no
rings
size
,
. and
.
8. Between the orbits of Mars and Jupiter are orbiting rocky or metallic objects called
Chapter 8 • Astronomy Reading and Writing
asteroids
.
Use with Lesson 3 The Solar System
183
LESSON
Outline
Name
Date
What are the outer planets? 9. The planets beyond the asteroid belt are known collectively as the
outer planets
.
Neptune
10. Jupiter, Saturn, Uranus, and also called the gas giants.
are
What are other objects in our solar system? 11. Sunlight evaporates the ice in a comet, and a(n) in the shape of a(n) away from the Sun.
tail
cloud
forms, pointing
meteoroids 12. Small, rocky objects called orbit the Sun throughout the solar system. 13. Meteoroids that enter Earth’s atmosphere are called meteors called
meteorites
; if they strike Earth they are .
Critical Thinking 14. A new planet has been discovered. Its orbit is twice as long as Earth’s orbit. Where might this planet be located? Explain your answer. The new planet would be farther from the Sun than Earth is, because an orbit twice the length would mean it is travelling a greater
184
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distance to make one revolution.
Use with Lesson 3 The Solar System
Name
LESSON
Date
Vocabulary
The Solar System
© Macmillan/McGraw-Hill
Write the correct answers on the lines provided, and circle the answers in the grid. comet
meteor
meteoroid
planet
inertia
meteorite
moon
solar system
S
A
S
D
F
L
K
R
O
E
T
E
M
R
M
P
O
K
B
I
N
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R
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I
A
N
P
M
E
A
T
L
A
N
T
I
C
P
A
C
L
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F
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A
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C
A
O
N
A
I
D
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A
I
C
I
E
P
N
M
O
R
U
T
H
E
N
R
N
S
E
O
S
A
O
B
B
S
I
R
E
R
A
C
C
A
R
O
N
O
O
C
K
Y
T
Y
M
O
O
U
N
O
E
L
N
T
A
E
S
S
S
N
I
M
A
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A
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K
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K
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D
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N
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D
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J
A
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N
A
V
1.
planet
a large body that orbits a star
2.
moon
a large object that orbits a planet
3.
solar system
4.
inertia
the tendency of a moving object to stay in motion
5.
comet
a ball of ice and rock that orbits the Sun
6.
meteoroid
7.
meteor
8.
meteorite
Chapter 8 • Astronomy Reading and Writing
a star and all the planets, moons, and other bodies travelling around it
small, rocky objects that orbit the Sun a meteoroid that enters Earth’s atmosphere a meteoroid that strikes Earth’s surface Use with Lesson 3 The Solar System
185
LESSON
Name
Cloze Activity
Date
The Solar System Fill in the blanks. gas giants
meteor
orbits
stars
inner
meteorite
rings
Sun
metallic
meteoroids
rocky
A solar system consists of a star that is orbited by planets, moons, and other objects. Planets are large bodies stars
that orbit
, and moons orbit planets. Sun
The star that planet Earth orbits is the
.
Mercury, Venus, Earth, and Mars are called the inner
planets. Their
orbits
bring
them closest to the Sun. They are similar in size, are mostly
are all
gas giants rings
and
, and have no rings. The outer planets
metallic
. The gas giants all have
and moons. Their cores are small .
Other objects in our Solar System include asteroids, meteoroids
, and comets. A meteoroid that is pulled
by gravity into Earth’s atmosphere is a(n) If a meteor hits Earth’s surface, it is called a(n)
meteor
.
meteorite
.
A comet is a ball of ice and rock that orbits the Sun.
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Chapter 8 • Astronomy Reading and Writing
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© Macmillan/McGraw-Hill
rocky
Name
Writing in Science
Date
Pluto Is Not a Planet Read the Writing in Science feature in your textbook.
Write About It Persuasive Writing Recently a major museum dropped Pluto from its display of the solar system. Write a letter to the editor of your local newspaper arguing either for or against this decision. Include facts that back up your opinion. Getting Ideas Fill in the chart below. In the top box, write your opinion about the museum’s decision. In the bottom boxes, write reasons that support your opinion. Opinion
Students’ answers will vary. Sample answer: I believe that the museum was right in dropping Pluto from its display.
Reason 1
Reason 2
Reason 3
Pluto is too small
Pluto’s surface
Pluto has an
to be a planet.
probably consists
eccentric orbit.
© Macmillan/McGraw-Hill
of gas, as a comet’s does.
Chapter 8 • Astronomy Reading and Writing
Use with Lesson 3 The Solar System
187
Writing in Science
Name
Date
Drafting Follow these directions to create a formal letter: 1. Write or type your complete address. 2. Write or type the date. 3. Write or type the name, organization, and address of the person to whom you are writing. 4. Write or type the salutation, or greeting. Put a colon at the end of it. 5. Write or type an introductory paragraph. Explain why you are writing, and give your opinion about the problem. 6. Explain the causes and effects of the problem to support your opinion.
[1] [2] [3]
[4] [5]
[6]
[7]
[8] [9]
7. In your last paragraph, tell what you want to happen. 8. Use phrases such as “Sincerely yours” or “Yours truly” to close the letter. Put a comma after these words. 9. Sign your name. If you are using a computer, type your name a few lines below the closing, and then sign your name above that after you have printed the letter. Now write your first draft. Use a separate piece of paper. Follow the format of a formal letter. Students’ formal letters should clearly state their opinion, should provide facts from the article that support this opinion, and should be written in the correct format. Revising and Proofreading Now revise and proofread your letter. Ask these questions: © Macmillan/McGraw-Hill
▶ Have I clearly stated my opinion about the museum’s decision in my first paragraph? ▶ Have I included convincing reasons and arguments to support that opinion? ▶ Have I followed the format of a formal letter? ▶ Have I corrected all grammar, spelling, capitalization, and punctuation errors?
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Chapter 8 • Astronomy Reading and Writing
Use with Lesson 3 The Solar System
Name
LESSON
Date
Outline
Stars Use your textbook to help you fill in the blanks. What are stars? 1. Large, hot balls of gases that are held together by gravity
and give off their own light are stars
called
.
constellation 2. Orion is a(n) that can be seen in the winter night sky in the Northern Hemisphere. 3. When a star appears to shift positions as viewed from two places on Earth, this is called 4. Scientists measure a star’s parallax and use to calculate its distance from Earth.
parallax
.
geometry
5. Scientists measure distance in space in units called light-years
.
What are some properties of stars? magnitude 6. A star’s brightness, or , is dependent upon how much light it gives off and its distance from Earth.
© Macmillan/McGraw-Hill
7. Absolute magnitude measures how bright a star really is, and apparent magnitude star looks in the night sky.
measures how bright a
8. The temperature on the surface of a star determines the star’s
color
9. The largest stars are smallest are Chapter 8 • Astronomy Reading and Writing
. red supergiants
white dwarfs
and the
. Use with Lesson 4 Stars
189
LESSON
Name
Outline
Date
10. The H-R diagram shows that most stars, including our Sun, are
main-sequence
stars.
How do stars develop? 11. A star begins as a nebula, then heats up and becomes a protostar, then undergoes nuclear reactions, releases energy, and becomes a(n)
main-sequence
star.
12. As a star expands, its surface cools and it turns red, red giant and then the star becomes a(n) or a supergiant, depending on its mass. 13. A red giant releases energy and forms a layer of gases called a(n)
planetary nebula
, heats up to become
a white dwarf, and then cools to become a(n)
black dwarf
.
14. When a supergiant collapses, it then explodes, becoming a(n)
supernova
become a neutron star or a(n)
, which can black hole
.
What kind of star is the Sun? 15. The Sun is a(n) become a(n)
main-sequence red giant
star that will .
16. What will happen to the large amount of hydrogen in the Sun over the next 5 billion years? Will the Sun be hotter or cooler than it is now? The amount of hydrogen in the Sun will decrease as it changes into helium. The Sun will become cooler and redder as it becomes a red giant.
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Chapter 8 • Astronomy Reading and Writing
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Critical Thinking
Name
LESSON
Date
Vocabulary
Stars Use the clues to unscramble each word. Then unscramble the circled letters to answer the last question. black hole
light-year
nebula
star
constellation
magnitude
parallax
supernova
1. RAST S
T
a large, hot ball of gases, held together by gravity, that gives off its own light A
R
2. LETCOSLOANINT a group of stars that appear to form a pattern C O N S T E L L A T I O N 3. LAPRAXAL P
R
A
4. TRHAGEIYL L I G H
the distance that light travels in one year A R T - Y E
5. LEUBAN N E B
a huge cloud of gas and dust in space L A
U
6. VURANOSEP S U P E
an exploded star R N O V A
7. KECLAOLHB
an object whose gravity is so strong that even light cannot escape from it K H O L E
B © Macmillan/McGraw-Hill
A
the apparent shift in an object’s position when viewed from two locations L L A X
L
A
C
8. GADNIMUTE M A G N
the brightness of a star I T U D E
9. How is a planetary nebula formed? A C T by NUCLEAR R E in RED G
Chapter 8 • Astronomy Reading and Writing
I
A
N
T
I
O
N
S
S
Use with Lesson 4 Stars
191
LESSON
Cloze Activity
Name
Date
Stars Fill in the blanks. black hole
light-years
nebula
color
magnitude
neutron star
gravity
main-sequence
supernova
Groups of stars form patterns in the sky called constellations. A star is a large, hot ball of gases that is held together by
gravity
and gives off its own light. light-years
Distances in space are measured in The brightness of a star is its
magnitude
. .
You can tell the surface temperature of a star by its color main-sequence
. The Sun, like most stars, is a(n) star.
A star develops from a collection of dust and cloud called a(n)
nebula
. A very large star, called a
supernova
and then a(n)
neutron star
.
When a very massive star collapses, it may end up as a(n) black hole
. X rays in space provide evidence of
the existence of these collapsed stars.
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Chapter 8 • Astronomy Reading and Writing
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supergiant, may collapse and explode to become a(n)
Name
Date
Writing in Science
Colors of Stars Read the Writing in Science feature in your textbook.
Write About It Fictional Writing Write a science-fiction story about traveling to the Messier 82 galaxy. Describe some of the problems involved in long-distance space travel. What plans do the main characters make in order to allow people to travel such great distances? Use an appropriate point of view, and add dialogue to make your story come alive. Getting Ideas The main problem for your story is that M82 is about 12 million light years away from Earth. Write this main problem in the top box of the chart below. Then think about all the minor problems caused by this main problem. In the center box of the chart, write steps the characters in your story take to solve these problems. In the bottom box, write how the characters finally solve the problem. Problem
Students’ answers will vary. Sample answer: The astronauts have to travel 12 million light years to reach M82.
© Macmillan/McGraw-Hill
Steps to Solution
suspend the aging process; find a new food source; have a computer that controls the ship.
Solution
The computer finds a way to warp through space so that the trip takes shorter time.
Chapter 8 • Astronomy Reading and Writing
Use with Lesson 4 Stars
193
Writing in Science
Name
Date
Drafting Write a sentence to begin your fictional narrative. Introduce your main character. Try to grab your readers’ attention so that they will want to read more. Students’ sentences will vary. Sample sentence: The fate of Earth rested in the hands of Captain Shue and his crew. Now write your first draft. Use a separate piece of paper. Begin with the sentence you wrote above. Tell what the main problem is and how the characters solve the problem. Tell the trials they face along the way. Use dialogue to bring the story to life. Students’ stories should include a beginning, a middle, and an end, a description of the main problem and the way in which the characters solve the problem, dialogue, and descriptive details. Revising and Proofreading Here is part of the story that Jasmine wrote. She used dialogue, but she forgot to include quotation marks. Read over the sentences below. Add quotation marks where necessary. “ I know you are frightened,”said Captain Shue,“and you
are wondering if you will ever see your families again. You are probably also wondering if you will survive. . . .” “
No one has ever traveled this far,”interrupted Ensign Meggs.
“ We will succeed,”said Captain Shue.“Our scientists have thought through all the problems.” Now revise and proofread your story. Ask these questions: © Macmillan/McGraw-Hill
▶ Have I centered my story on the problem of traveling to a galaxy 12 million light years away? ▶ Have I shown how the characters solved the problem? ▶ Have I included a beginning, middle, and end? ▶ Have I corrected all grammar, spelling, capitalization, and punctuation errors?
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Chapter 8 • Astronomy Reading and Writing
Use with Lesson 4 Stars
Name
LESSON
Date
Outline
Galaxies and Beyond Use your textbook to help you fill in the blanks. What are galaxies? galaxy
1. Stars move around the center of their in the same way that planets orbit a star. 2. Galaxies differ in size, age, and
structure
.
spiral
3. A whirlpool-shaped galaxy is a(n)
elliptical galaxy, a football-shaped galaxy is a(n) galaxy, and one with no regular shape is called a(n) irregular
galaxy.
4. Our home galaxy, the Milky Way, is a(n) galaxy.
spiral
What was the big bang? 5. Some of the light produced by the heated gases of stars is
absorbed
by the star’s atmosphere.
6. The light absorbed by a star’s atmosphere drops out of its light spectrum, forming dark
absorption lines
.
© Macmillan/McGraw-Hill
7. When a galaxy is moving toward Earth, the light shining from that galaxy shifts toward the blue
end of the spectrum.
8. When a galaxy is moving away from Earth, the light shining from that galaxy shifts toward the red
Chapter 8 • Astronomy Reading and Writing
end of the spectrum.
Use with Lesson 5 Galaxies and Beyond
195
LESSON
Name
Outline
Date
9. The high temperature and pressure of the early universe resulted in a tremendous explosion known as the
big bang
.
10. Gravity has caused space matter to collect into galaxies
clumps, forming stars and
.
11. Radiation that is left over from the beginning moments of the universe and that comes from all directions in background
space is called
radiation.
12. Billions of years after the big bang, dust and gas gathered nebula
into a(n)
massive enough to rotate.
How did Earth form? 13. Over time the very young Earth became large enough that its
gravity
could hold an atmosphere.
14. Earth’s early atmosphere of hydrogen and helium was replaced over time by water vapor, sulfur, and nitrogen, which were released by
appeared as a waste product of
volcanoes
, .
oxygen photosynthesis
.
Critical Thinking 16. How is the formation of Earth like the formation of the universe? Gravity caused matter to collect into clumps that formed the stars and galaxies. Gravity also caused clumps of matter to collide and combine to form protoplanets like the one that later became Earth.
196
Chapter 8 • Astronomy Reading and Writing
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© Macmillan/McGraw-Hill
15. When plants developed,
carbon dioxide
Name
Date
LESSON
Vocabulary
Galaxies and Beyond
© Macmillan/McGraw-Hill
Match the correct letter with the description. a. absorption lines
e. galaxy
b. background radiation
f. Milky Way
c. big bang
g. spectrum
d. expansion redshift
h. spiral
1.
f
our home galaxy
2.
c
the beginning moment when the universe was very hot and dense
3.
d
when a galaxy is moving away from Earth, and its light shifts toward the red end of the spectrum
4.
a
dark lines that form when some of a star’s light is absorbed by the star’s atmosphere
5.
g
a band of colors in white light
6.
b
radiation left over from the beginning moments of the universe that comes from all directions in space
7.
e
a group of star clusters held together by gravity
8.
h
a type of galaxy that is shaped like a whirlpool
Chapter 8 • Astronomy Reading and Writing
Use with Lesson 5 Galaxies and Beyond
197
LESSON
Cloze Activity
Name
Date
Galaxies and Beyond Fill in the blanks. big bang
expanding
spectrum
blue
red
spiral
stars
A group of star clusters held together by gravity is called a galaxy. A galaxy with lots of dust and arms wound tightly or loosely around a core is a(n) spiral
galaxy.
White light can be separated into a band of colors called a(n)
spectrum
toward the
blue
. Absorption lines are shifted end of the spectrum when
galaxies are moving toward Earth. Absorption lines are shifted toward the
red
end of the spectrum
when galaxies are moving away from Earth. Scientists have found that most galaxies are moving away from Earth expanding
.
The moment that the universe began to expand is called the
big bang
clump together to form
. Gravity caused matter to stars
and galaxies.
Some clumps also formed planets including Earth.
198
Chapter 8 • Astronomy Reading and Writing
Use with Lesson 5 Galaxies and Beyond
© Macmillan/McGraw-Hill
because the universe is
Name
Reading in Science
Date
Meet Mordecai-Mark Mac Low Read the Reading in Science feature in your textbook. Look for clues in the article to help you draw conclusions about quasars. Draw Conclusions Use the graphic organizer to draw conclusions. Text Clues
Sample answer: Galaxies and the universe are in outer space, so a quasar must be something in outer space, too.
© Macmillan/McGraw-Hill
Sample answer: MordecaiMark studies galaxies and quasars to learn about the history of the universe.
Conclusions
Chapter 8 • Astronomy Reading and Writing
Use with Lesson 5 Galaxies and Beyond
199
Reading in Science
Name
Date
Write About It Draw Conclusions 1. Why do quasars look like faint points of light when they are viewed from Earth? 2. If scientists observe that a quasar is moving away from us, what can they conclude about its galaxy? Planning and Organizing Explain what Mordecai-Mark studies. He studies the history of the universe. What did the scientists conclude about the brightness of quasars? Quasars shine brightly because matter falling into black holes in the center of the quasar becomes so hot that it shines and can be seen across the universe. What did the scientists conclude about the movement of quasars? Quasars are at the center of galaxies. If galaxies are moving farther and farther away from Earth, then quasars must also be moving farther and
Drafting Now draw a conclusion about how information about quasars helps Mordecai-Mark understand how the universe is changing over time. Answers will vary. Conclusion statements should be factually accurate, based on the information provided in the article.
200
Chapter 8 • Astronomy Reading and Writing
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© Macmillan/McGraw-Hill
farther away.
Name
CHAPTER
Date
Vocabulary
Astronomy Circle the letter of the best answer. 1. During a new Moon, you face A one half of the lighted side of the Moon. B all of the lighted side of the Moon. C the dark side of the Moon. D the waning crescent phase of the Moon. 2. A star is hottest when it is A blue-white. B orange. C red. D orange-yellow. 3. Planets are kept in orbit by A nuclear fusion. B gravity and inertia. C redshift and blueshift.
© Macmillan/McGraw-Hill
D parallax. 4. The Milky Way is an example of A a spiral galaxy. B an irregular galaxy. C an elliptical galaxy. D a core galaxy.
5. Earth completes one full rotation on its axis A every 15 degrees. B every 24 hours. C every 365 days. D every 6 months. 6. During nuclear reactions in main-sequence stars, A oxygen is released. B helium atoms fuse to make hydrogen. C hydrogen atoms fuse to make helium. D carbon dioxide is released. 7. One complete trip around the Sun is A a revolution. B a month. C a time zone. D a rotation. 8. The life of a star begins in A a black hole. B a nebula. C a white dwarf. D an Oort cloud.
Chapter 8 • Astronomy Reading and Writing
201
Vocabulary
Name
9. All of the following are gas giants except A Jupiter. B Neptune. C Mercury. D Saturn. 10. According to the H-R diagram, the Sun in our solar system is a A main-sequence star. B red giant. C supergiant. D white dwarf. 11. The magnitude of a star is a measure of its A brightness. B diameter. C mass. D temperature. 12. When Earth blocks sunlight from reaching the Moon, the result is a A lunar eclipse. B solar eclipse. C spring tide. D neap tide.
202
Chapter 8 • Astronomy Reading and Writing
Date
13. Most rocky or metallic objects that orbit the Sun are found in the A Oort cloud. B star nebula. C Kuiper belt. D asteroid belt. 14. According to the big bang theory, the universe is A contracting. B dying. C expanding. D shrinking. 15. The four stages, in order, of the life of a massive star’s life cycle are A nebula, main-sequence star, supergiant, white dwarf. B protostar, red giant, mainsequence star, neutron star. C nebula, main-sequence star, supergiant, supernova. D supergiant, pulsar, neutron star, supernova.
© Macmillan/McGraw-Hill
CHAPTER
Name
Date
UNIT
Literature
Perfectly Preserved Write About It Response to Literature The author of this article describes some recently discovered mummies. Where were the mummies found? How were they preserved? Think about how the archaeologists probably felt when they found the mummies. Then write a story describing their discovery of the mummies. Students should write a story that describes how the archaeologists probably felt when they discovered the mummies. The story should have
© Macmillan/McGraw-Hill
a beginning, a middle, and an end.
Unit E • Matter Reading and Writing
203
CHAPTER
Name
Concept Map
Date
Classifying Matter Complete the concept map on matter, using words and phrases from your textbook. All matter is made up of
Physical properties help
elements
tell substances
apart
, which are pure substances that cannot be broken down into simpler substances.
.
Elements are arranged by their properties and atomic number on the
Examples include: density, color,
hardness
,
magnetism
odor, , boiling point, texture, and
conductivity
Classifying Matter
periodic
Elements combine with other elements to form
.
compounds
.
Matter exists in one of three states, depending on its
physical combination
A mixture is a(n) of two or more substances that blend together without forming a(n)
temperature
new substance .
.
A substance changes from solid to liquid at its melting point from liquid to solid at its
Types of mixtures include suspensions, emulsions,
colloids
table.
,
freezing point , and from liquid
, and solutions.
to gas at its
boiling point
.
Ways to separate mixtures include
filtration magnetism, sifting, buoyancy, and evaporation.
204
Chapter 9 • Classifying Matter Reading and Writing
,
Use with Chapter 9
© Macmillan/McGraw-Hill
us
Name
LESSON
Date
Outline
Physical Properties Use your textbook to help you fill in the blanks. What is matter? matter
1. This book is and volume.
because it has mass
2. The amount of matter in an object is its
mass
.
3. Scientists use a balance to measure mass in units of milligrams
, grams, and kilograms. gravity
4. An object’s weight is caused by the pull of on the object. newtons
5. Weight is measured in units of or pounds.
6. The volume of matter is the amount of it takes up.
space
7. The volume of a rectangular solid can be found by multiplying
its length by its width by its height.
8. The volume of an object with an irregular shape can be found displacement
by using
.
© Macmillan/McGraw-Hill
9. Matter that does not change shape or volume when it is moved from one container to another is in the state.
solid
10. Matter that has no definite shape or volume is in the gas
Chapter 9 • Classifying Matter Reading and Writing
state.
Use with Lesson 1 Physical Properties
205
LESSON
Outline
Name
Date
What are density and buoyancy? density 11. An object’s mass by its volume.
is found by dividing its
12. Wood floats on water because the density of wood is less than
the density of water.
13. When a tennis ball is pushed under water, the water’s buoyant force
pushes the ball back to the surface.
14. Archimedes’ principle states that buoyant force is equal to
the weight of the fluid that is displaced.
15. If an object sinks in water, the buoyant force of the fluid is less than
the object’s weight.
What are physical properties? physical property 16. Color is an example of a(n) because color can be observed without changing the identity of the substance. 17. Heat and electricity flow easily through copper because copper is a(n)
conductor
.
18. How do the physical properties of the parts of a pencil affect how the pencil is used? Because a pencil’s lead is soft, it makes marks on paper. A pencil’s solid state of matter and its shape make it easy to hold. Wood is softer than metal, so a pencil can be sharpened and reused.
206
Chapter 9 • Classifying Matter Reading and Writing
Use with Lesson 1 Physical Properties
© Macmillan/McGraw-Hill
Critical Thinking
Name
Date
LESSON
Vocabulary
Physical Properties
© Macmillan/McGraw-Hill
Match the correct letter with the description. a. density
d. mass
g. volume
b. gas
e. physical property
h. weight
c. liquid
f. solid
1.
d
I am the amount of matter that something has. I am measured by using a balance. What am I?
2.
h
I am the pull of gravity on mass. I am measured in newtons. What am I?
3.
g
I am the amount of space that something takes up. What am I?
4.
f
I have a definite shape and volume. What am I?
5.
b
I can change my shape and volume to fill any container. What am I?
6.
c
I change shape when I have a new container, but I keep the same volume. What am I?
7.
a
I am found by dividing an object’s mass by its volume. What am I?
8.
e
I am an object’s color, density, shape, or length. You can observe me with your senses. What am I?
Chapter 9 • Classifying Matter Reading and Writing
Use with Lesson 1 Physical Properties
207
LESSON
Name
Cloze Activity
Date
Physical Properties Fill in the blanks. conductivity
gas
volume
density
liquid
weight
displacement
mass
The properties of a substance that can be observed without changing the identity of the object are called physical properties. These properties include the states of matter, liquid
which are solid,
gas
, and
.
conductivity
Another example of a physical property is
,
which is the ability of a material to transmit heat and electricity. The amount of matter in an object is its mass
weight
object takes up is its
. The amount of space that an volume
. If an object has an
irregular shape, its volume can be found by The
density
displacement
.
of a solid object is found by dividing
its mass in grams by its volume in cubic centimeters. Whether an object sinks or floats is determined by the buoyant force acting on the object.
208
Chapter 9 • Classifying Matter Reading and Writing
Use with Lesson 1 Physical Properties
© Macmillan/McGraw-Hill
object’s
. The pull of gravity on mass causes the
Name
LESSON
Date
Outline
Elements and Compounds Use your textbook to help you fill in the blanks. What is matter made of? element 1. Hydrogen is a(n) because it cannot be broken down into simpler substances. symbol 2. Every element has a(n) two letters long and represents its name.
that is one or
3. Many elements combine with other elements to compounds
form
.
What are atoms made of? 4. The smallest iron particle that still has the properties of iron atom
is a(n)
.
5. Most of an atom is empty space, except for a tiny, dense core nucleus
called the
. protons
6. The nucleus is made up of neutrons charged
and
, and it is surrounded by negatively
electrons
.
© Macmillan/McGraw-Hill
What is the periodic table? elements
7. The scientist Dmitri Mendeleev classified in a chart called the periodic table.
8. The columns on the periodic table are called groups or families, and the rows are called group 9. Elements in the same table have similar chemical properties. Chapter 9 • Classifying Matter Reading and Writing
periods
.
on the periodic
Use with Lesson 2 Elements and Compounds
209
LESSON
Name
Outline
Date
What are compounds? 10. Elements may combine with different elements to form
compounds
.
11. The properties of a compound are different from the properties of the
elements
chemical formula 12. A(n) elements in a compound.
that form it.
shows the composition of
What are molecules? 13. The smallest particle of a compound that still has the properties of that compound is a(n)
molecule
.
14. Some compounds are collections of atoms held together by
opposite charges
.
Critical Thinking 15. What properties could be used to describe an atom of a specific element? An atom of a certain element can be described by the number of protons, neutrons, and electrons it contains. It can be described by its atomic number and atomic mass. Its location on the periodic
© Macmillan/McGraw-Hill
table and other properties can also be used to describe it.
210
Chapter 9 • Classifying Matter Reading and Writing
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Name
LESSON
Date
Vocabulary
Elements and Compounds Use the clues to fill in the crossword puzzle. atom
electron
molecule
nucleus
atomic number
ion
neutron
proton 1
2 3
a t
a
6
l 4
m
e
o
o
c
m
l
t
i
e
r
c
c
n
o
e
n
u
c
l
5
u
t
r
l
o
m
e
t 7
e
u
i
o
p
u
b 8
e
o
o
n
n
n
s
r © Macmillan/McGraw-Hill
Across
Down
3. the smallest particle of an element
1. a negatively charged particle in an atom
6. a particle that has no charge in an atom
2. the number of protons in an atom
7. an atom with a different number of protons than electrons
4. the smallest particle of a compound that has the compound’s properties
8. the dense center of an atom
5. a positive particle in an atom
Chapter 9 • Classifying Matter Reading and Writing
Use with Lesson 2 Elements and Compounds
211
LESSON
Name
Cloze Activity
Date
Elements and Compounds Fill in the blanks. atom
element
protons
charges
molecule
symbols
compounds
nucleus
electrons
periodic table
Matter is made of elements and compounds. Oxygen is element
a(n)
because it cannot be broken down
into simpler substances. The names of elements are symbols
represented by
atom
is an element is a(n) nucleus
. The smallest particle that . An atom has a(n) protons
that contains
and
neutrons. Atoms also contain negatively charged particles called
electrons
.
Elements are arranged by increasing atomic number in a periodic table molecules
combine to form may combine to form
. Atoms of an element may of that element. Elements
compounds
. Some compounds
are collections of atoms held together by their opposite charges
. The number and types of atoms in a
compound are written in the compound’s chemical formula.
212
Chapter 9 • Classifying Matter Reading and Writing
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© Macmillan/McGraw-Hill
chart called the
Name
Date
Writing in Science
A World Without Plastic Write About It Fictional Narrative Write a science-fiction story about a future time when a resource we use now, such as plastic, is scarce. Describe the setting and the way the main character in your story tries to solve the problem. You can use the information from “A World Without Plastic” as well as information you find online. Use an appropriate point of view, and include dialogue to help your story come alive. Getting Ideas Narrative writing should contain a beginning, middle, and end. The beginning sets the scene by introducing the characters, the setting, and the problem. The middle of the narrative is the main body of the story; it tells how the characters try to deal with the problem. The ending describes how the problem is solved. Think of ideas for the three parts of your fictional narrative. Fill in the story map below with your ideas. Beginning
Answers will vary. Students should record original ideas in chronological order.
© Macmillan/McGraw-Hill
Middle
End
Chapter 9 • Classifying Matter Reading and Writing
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213
Writing in Science
Name
Date
Drafting Elena came up with two ideas for the problem of her story. Think about the situation—a world where plastic is scarce. Then circle the problem that is more appropriate for her story.
1. Elena’s main character must overcome her fear of heights to climb out on the ledge to save her cat. 2. Elena’s main character must track down the spy who stole the government’s new formula for making plastic. Now write your first draft. Use a separate piece of paper. Build on the ideas you thought of for the story map, and use dialogue to make your story come alive. Students’ stories should have a clear beginning, middle, and end, a setting, dialogue, and details. Revising and Proofreading It is important to use details in narrative writing. Details are used to describe the setting and the events that occur. Now revise and proofread your fictional narrative. Ask these questions: ▶ Have I described a setting in a future time when a resource is scarce? ▶ Does my story have an interesting beginning, middle, and end? ▶ Have I included a plot that revolves around the scarce resource and the problems this scarcity causes? ▶ Have I used dialogue to make my story come alive? ▶ Have I ended with a solution to the problem? ▶ Have I corrected all grammar, spelling, punctuation, and capitalization errors?
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Chapter 9 • Classifying Matter Reading and Writing
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▶ Have I included characters who move the story along?
Name
LESSON
Date
Outline
Solids, Liquids, and Gases Use your textbook to help you fill in the blanks. How does heat affect the state of matter? 1. The measure of the average amount of kinetic energy of the atoms and molecules in a material is
temperature state
2. Temperature determines the most matter.
.
of
3. When a liquid absorbs enough energy, it becomes a(n)
gas
. solid
4. A liquid becomes a(n) enough energy.
when it loses
5. A substance changes directly from a solid to a gas during
sublimation
.
6. The high-energy state of matter in which the electrons and plasma
nucleus of each atom have separated is called
.
What is a melting point? 7. The temperature at which a solid changes to a liquid is
© Macmillan/McGraw-Hill
the
melting point
.
8. The process by which a gas changes to a liquid is called
condensation
.
9. The melting point of a substance is the same temperature as its
freezing point
Chapter 9 • Classifying Matter Reading and Writing
.
Use with Lesson 3 Solids, Liquids, and Gases
215
LESSON
Outline
Name
Date
10. Water is different from other substances in that it expands
when it freezes.
liquid 11. When a(n) absorbs enough energy to reach its boiling point, it rapidly changes to a gas. 12. Boiling and
evaporation
are types of vaporization.
What is pressure? pressure
13. The force exerted by a gas on its container is
.
14. When a gas is cooled at constant pressure, its molecules move more
slowly
decrease
and its volume will
.
What are other physical changes of matter? 15. Cutting a copper wire in half is an example of a change because the copper is still copper.
physical
16. When salt is placed in water, the salt particles are separated by water particles in a process called 17. Heating a liquid
speeds up
dissolving
.
the dissolving process.
Critical Thinking
When enough heat is added to a solid, the solid melts and changes to a liquid. When enough heat is added to a liquid, the liquid boils and changes to a gas. If a gas absorbs enough energy, it could change to plasma.
216
Chapter 9 • Classifying Matter Reading and Writing
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© Macmillan/McGraw-Hill
18. How does increased heat affect the three states of matter?
Name
LESSON
Date
Vocabulary
Solids, Liquids, and Gases
© Macmillan/McGraw-Hill
Match the correct letter with the description. a. boiling point
e. pressure
b. freezing point
f. sublimation
c. melting point
g. temperature
d. physical change
h. vaporization
1.
e
the force exerted when gas particles strike the inner surface of their container
2.
h
the process by which a liquid is changed into a gas
3.
c
the temperature at which ice changes to liquid water
4.
a
point at which a liquid absorbs enough energy to rapidly become a gas
5.
g
the measurement of how hot or cold an object is
6.
d
cutting a piece of paper into hundreds of smaller pieces to make confetti
7.
b
you can skate on a pond when enough of the water reaches its
8.
f
the process by which a solid changes directly to a gas without becoming a liquid
Chapter 9 • Classifying Matter Reading and Writing
Use with Lesson 3 Solids, Liquids, and Gases
217
LESSON
Name
Cloze Activity
Date
Solids, Liquids, and Gases Fill in the blanks. condensation
liquid
pressure
evaporation
melting point
sublimation
freezing point
physical change
temperature
Matter exists in different states, depending on how much energy its particles have. An object’s
temperature
measures the average kinetic energy of its particles. The three common states of matter are solid,
liquid
,
and gas. Matter changing from one state to another is a
physical change melting point
during
. A solid becomes liquid at its . A solid changes directly to a gas
sublimation
evaporation
. A liquid becomes a gas during
and boiling, both of which are types of
its
freezing point condensation
. A gas changes to a liquid during . The particles in a gas strike the sides of
its container, producing
pressure
. When the
temperature of a gas at constant pressure increases, the volume increases.
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© Macmillan/McGraw-Hill
vaporization. A liquid changes to a solid when it reaches
Name
Reading in Science
Date
Meet Adriana Aquino Read the Reading in Science feature in your textbook. Main Idea and Details Use the graphic organizer to list the main idea and the details of the article. Main Idea
Details
She studies fish from around the world.
She studies fish from different environments.
Adriana Aquino is a scientist who studies fish.
She studies the forms of fish.
She studies the structures of fish.
© Macmillan/McGraw-Hill
She learns about fish adaptations.
Chapter 9 • Classifying Matter Reading and Writing
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219
Reading in Science
Name
Date
Write About It 1. Explain why fish that live in Arctic and Antarctic oceans do not freeze. 2. Explain what would happen if a fish could not adapt to the cold water. 3. Research and explain other adaptations that allow fish in cold environments to survive.
Planning and Organizing Write a brief description of Adriana Aquino’s job. What does she do while performing this job? Possible answer: Adriana Aquino is a scientist who studies fish from different environments around the world, examines the forms and structures of fish, and learns about their adaptations.
Write a brief summary of the animal adaptation that is discussed in this article. Possible answer: Fish that live in the coldest places in the world have adapted to their environments with proteins that prevent their blood from
Drafting Now explain why fish in Arctic and Antarctic oceans do not freeze. Then explain what would happen if these adaptations were not present. Students’ essays should be written in a logical order with an introductory sentence, details about the adaptations of these cold-water fish, and a closing sentence.
220
Chapter 9 • Classifying Matter Reading and Writing
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© Macmillan/McGraw-Hill
freezing.
Name
LESSON
Date
Outline
Water and Mixtures Use your textbook to help you fill in the blanks. What are mixtures? mixture 1. All the parts of a(n) keep their own properties and do not form new substances. 2. In general, a mixture can be separated into its using just physical changes to do the task.
original ingredients
,
3. A mixture that contains different substances whose parts are easily seen is a(n)
heterogeneous
mixture.
What are some kinds of mixtures? 4. A mixture in which the parts separate upon standing is a(n)
suspension
.
5. A homogeneous mixture made up of very small droplets emulsion
suspended in another liquid is a(n)
.
6. A stable homogeneous mixture that contains very small particles of one material scattered throughout another colloid
material is a(n)
.
Are solutions homogeneous mixtures?
© Macmillan/McGraw-Hill
7. The appearance of a homogeneous mixture is the same
throughout the mixture.
8. In a solution a(n) a(n)
solvent
solute
is dissolved in
.
9. A solution made from one or more metals and other solids is a(n)
alloy
Chapter 9 • Classifying Matter Reading and Writing
. Use with Lesson 4 Water and Mixtures
221
LESSON
Name
Outline
Date
dilute 10. A solution is particles are dissolved in it.
if only a small number of
11. When no more solute will dissolve in a solvent, the solution is
saturated
.
12. The amount of a solute that will dissolve in a particular solubility
solvent is described as
.
13. You can make a solute dissolve more quickly by stirring
heating
,
, or breaking
up the solute. 14. The solubility of a solute usually increases when a solvent is
heated
.
How can mixtures be separated? 15. The parts of a mixture can be separated by methods.
physical
16. The process that separates two liquids by vaporizing and condensing is
distillation
.
Critical Thinking
Powdered lemonade thoroughly mixed with water forms a homogeneous solution. The properties of the lemonade are the same throughout the entire solution. The powdered lemonade is the solute because it dissolves in the solvent. Water is the solvent that dissolves the powdered lemonade.
222
Chapter 9 • Classifying Matter Reading and Writing
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© Macmillan/McGraw-Hill
17. What type of mixture is made by thoroughly mixing powdered lemonade with water? Use the terms solvent and solute when explaining your answer.
Name
LESSON
Date
Vocabulary
Water and Mixtures
© Macmillan/McGraw-Hill
Match the correct letter with the description. a. alloy
e. mixture
b. colloid
f. solubility
c. distillation
g. solution
d. emulsion
h. suspension
1.
e
two or more physically combined substances
2.
c
a method of separating two liquids with different boiling points
3.
h
a mixture whose parts settle out upon standing
4.
f
the amount of a substance that can dissolve in a solvent
5.
a
a solid solution made from one or more metals and other solids
6.
d
a mixture with very small droplets that stay suspended in a liquid
7.
g
a solute dissolved in a solvent
8.
b
a stable homogeneous mixture that blocks light in which very small particles of one material are scattered throughout another material
Chapter 9 • Classifying Matter Reading and Writing
Use with Lesson 4 Water and Mixtures
223
LESSON
Name
Cloze Activity
Date
Water and Mixtures Fill in the blanks. alloy
solubility
stirred
emulsions
solute
suspension
physical properties
solution
A mixture is formed when two or more materials combine but do not create a new substance. The parts of a mixture can be separated by using their physical properties . A heterogeneous mixture whose parts settle out is a(n) suspension
. Homogeneous mixtures containing small
particles or droplets that block light but do not settle out are emulsions
and colloids.
A homogeneous mixture called a(n) solute
forms when a(n)
solution
dissolves in a solvent.
Solutes dissolve faster if the solvent is heated or or if the solute is broken up. The greatest
amount of a solute that will dissolve in a solvent indicates the solute’s
solubility
. A solid solution of one or more
metals and other solids is called a(n)
alloy
. It is
made by heating, melting, and mixing the parts together.
224
Chapter 9 • Classifying Matter Reading and Writing
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© Macmillan/McGraw-Hill
stirred
Name
CHAPTER
Date
Vocabulary
Classifying Matter Circle the letter of the best answer. 1. The physical property that determines how easily heat and electricity pass through a material is A conductivity. B density. C hardness. D weight. 2. The negatively charged particle of an atom is a(n) A electron. B neutron. C nucleus. D proton.
© Macmillan/McGraw-Hill
3. The temperature at which a liquid changes to a solid is its
4. An example of a heterogeneous mixture is a(n) A colloid. B emulsion. C solution. D suspension. 5. The physical properties used to find an object’s density are A length, width, and height. B mass and volume. C mass and weight. D weight and conductivity. 6. The smallest part of a compound that has all of the properties of the compound is a(n)
A boiling point.
A atom.
B condensation point.
B element.
C freezing point.
C mixture.
D sublimation point.
D molecule.
Chapter 9 • Classifying Matter Reading and Writing
225
Vocabulary
Name
7. The state of matter that has the most energy is
11. Distillation can separate two liquids with different
A gas.
A atomic numbers.
B liquid.
B boiling points.
C plasma.
C freezing points.
D solid.
D melting points.
8. A solution is a mixture of A a solute and a solvent. B heterogeneous particles. C small droplets suspended in a solvent. D small particles that separate upon standing. 9. The periodic table organizes elements by
12. The force of gravity determines the measurement of A density. B mass. C weight. D volume. 13. When enough energy is removed from nitrogen gas, the nitrogen becomes a
A atomic mass.
A liquid.
B atomic number.
B mixture.
C density.
C plasma.
D state.
D solid.
10. The state of matter of a material depends on its
226
Date
14. A solid changing directly into a gas is
A density.
A condensation.
B temperature.
B sublimation.
C volume.
C boiling.
D weight.
D melting.
Chapter 9 • Classifying Matter Reading and Writing
© Macmillan/McGraw-Hill
CHAPTER
Name
CHAPTER
Date
Concept Map
Chemistry Complete the concept map on chemical changes, properties, and compounds, using words and phrases from your textbook. Chemical Changes
Chemical Properties
Elements react with other elements to form new
Elements are grouped on the
substances
periodic table according
. Exothermic
to similar properties. Salts are
release
neutralization
reactions energy, and endothermic reactions
absorb
formed by a(n) reaction, when an acid and a base are mixed together.
energy.
Chemistry
Atoms and Energy
Carbon and Its Compounds
Atoms of an element that have the same number of protons but a different number of
Carbon atoms bond with other elements to form
compounds
. The chemical building blocks of all living things are called
neutrons
© Macmillan/McGraw-Hill
are called isotopes. Some isotopes are unstable, because they have too
energy
much nuclear These atoms get rid of their excess energy by giving off
radiation
Chapter 10 • Chemistry Reading and Writing
.
organic .
The
food fuels
compounds. we eat, the we burn for
soap energy, and the we wash with all contain organic compounds.
227
LESSON
Outline
Name
Date
Chemical Changes Use your textbook to help you fill in the blanks. What are chemical changes? 1. When atoms attach to other atoms, the forces that hold these atoms together are
chemical bonds
chemical change 2. During a(n) new properties form.
.
, new substances with
3. Evidence that a chemical change has occurred includes a change in gases
color
or the formation of
.
4. Another term for chemical change is
chemical reaction
.
5. The substances present before chemical change happens are reactants change are
, and those present after chemical products
6. A chemical equation uses numbers
. letters
and
to show that changes have occurred.
8. Because it shows the same numbers of each type of atom on both sides, a chemical equation shows that a chemical change obeys the law of conservation of mass .
228
Chapter 10 • Chemistry Reading and Writing
Use with Lesson 1 Chemical Changes
© Macmillan/McGraw-Hill
balanced 7. A chemical equation is because it shows the same numbers and types of atoms on both sides.
Name
LESSON
Date
Outline
What are chemical reactions? 9. When elements or molecules combine to form a new compound, a(n)
synthesis
reaction occurs.
10. When a more complex compound breaks down into simpler substances, a(n)
decomposition
replacement
11. During places.
reaction occurs.
reactions, elements change
12. Increasing the temperature or the concentration of reactants increases
the rate, or speed, of a chemical
reaction. What are exothermic and endothermic reactions? 13. The burning of a welder’s torch is an example of a(n) exothermic
reaction, because the reaction gives off lots of heat and light in a short amount of time. 14. Chemical reactions that occur during photosynthesis are endothermic
reactions, because the energy supply must be constant for the reaction to continue. Critical Thinking
© Macmillan/McGraw-Hill
15. The formation of an iron oxide is shown by the following balanced chemical equation. 4Fe + 3O2
2Fe2O3 + heat
What can you infer about this reaction from the equation? Possible answers: Mass is conserved; the reaction is exothermic; it is a synthesis reaction; the reactants are Fe and O2; the product is Fe2O3.
Chapter 10 • Chemistry Reading and Writing
Use with Lesson 1 Chemical Changes
229
LESSON
Vocabulary
Name
Date
Chemical Changes Match the correct letter with the description. d. endothermic
b. chemical change
e. exothermic
c. chemical equation
f. product
g. reactant
1.
c
I use letters and numbers to represent the amounts of reactants and products involved in a chemical change. What am I?
2.
g
I am a substance present before a chemical change. What am I?
3.
a
I am the force that holds together atoms that attach to other atoms. What am I?
4.
e
I am the type of chemical reaction that releases energy. What am I?
5.
b
I produce new substances with chemical properties that are different from those of the original elements. What am I?
6.
f
I am the substance produced in a chemical change. What am I?
7.
d
I am the type of chemical reaction that absorbs energy. What am I?
230
Chapter 10 • Chemistry Reading and Writing
Use with Lesson 1 Chemical Changes
© Macmillan/McGraw-Hill
a. chemical bond
Date
LESSON
chemical bond
products
replacement
chemical equation
reactants
synthesis
decomposition
reactions
Name
Cloze Activity
Chemical Changes Fill in the blanks.
During some changes, new substances form. These are called chemical changes, or chemical
reactions
.
These changes occur when an atom attaches to another atom and forms a(n)
chemical bond
starts with substances called
. A chemical change reactants
, which
react with one another to form new substances called products
. A(n) chemical equation uses numbers
and symbols to show these changes. A chemical change that occurs when elements combine to form a new compound is called a(n)
synthesis
© Macmillan/McGraw-Hill
reaction. When a more complex compound breaks down into simpler substances, a(n)
decomposition
reaction occurs.
If elements switch places during a chemical change, a(n) replacement
reaction takes place. The products of
these reactions have different chemical properties than the original reactants.
Chapter 10 • Chemistry Reading and Writing
Use with Lesson 1 Chemical Changes
231
LESSON
Outline
Name
Date
Chemical Properties Use your textbook to help you fill in the blanks. What are the different properties of elements? 1. In addition to physical properties, substances have chemical properties
that describe how a substance reacts
with other substances. periodic table 2. The location of an element on the can be used to determine the chemical properties of an element. 3. The soft and extremely reactive metals located in the far-left column of the periodic table are the
alkali metals
.
slowly 4. The large group of elements that react and are located in the middle of the periodic table are transition metals
.
noble gases 5. The are nonmetals that do not react naturally with other elements. What are acids and bases? 6. Litmus paper and red-cabbage juice are called indicators
7. An acid tastes 8. A base tastes pH 9. The basic something is.
232
Chapter 10 • Chemistry Reading and Writing
sour
and has a low pH.
bitter
and has a high pH.
scale measures how acidic or
Use with Lesson 2 Chemical Properties
© Macmillan/McGraw-Hill
because they change colors when mixed with an acid or a base.
Name
LESSON
Date
Outline
10. The liquid in your stomach has a pH of about 2, so it is acid
a(n)
.
11. Ammonia has a pH of about 11, which means that it is base
a(n)
.
What are properties of salts? 12. When an acid and a base react with each other, they form salt
a(n)
.
13. When an acid and a base are mixed, a process called neutralization
produces water and a salt.
14. The chemical bonds that hold sodium and chlorine together are
ionic bonds
.
15. An ionic bond forms when one atom takes a(n) electron
from another atom.
Critical Thinking 16. A solution has a pH of 5. How will the solution taste? What would it react with to form a salt? The solution is acidic, so it would taste sour and would react with a
© Macmillan/McGraw-Hill
base to form a salt.
Chapter 10 • Chemistry Reading and Writing
Use with Lesson 2 Chemical Properties
233
LESSON
Vocabulary
Name
Date
Chemical Properties a. acid
e. electrolytes
i. neutralization
b. alkali
f. indicator
j. salt
c. base
g. ionic bond
d. chemical property
h. metals
1.
d
describes the way a substance reacts to other substances
2.
b
metals in the far-left column of the periodic table that are soft and extremely reactive
3.
h
elements on the left side of the periodic table that are shiny and bend easily
4.
j
compound formed by a reaction between an acid and a base
5.
i
reaction that occurs when an acid and a base are mixed
6.
g
what holds two atoms together when one atom takes an electron from another atom
7.
e
substances that allow an electric current to flow when they are in solution
8.
a
substance with a low pH level
9.
c
substance with a high pH level
10.
f
substance that changes colors in the presence of acids and bases
234
Chapter 10 • Chemistry Reading and Writing
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© Macmillan/McGraw-Hill
Match the correct letter with the description.
Name
LESSON
Date
Cloze Activity
Chemical Properties Fill in the blanks. acid
chemical
periodic table
alkali
indicator
pH scale
base
noble gases
react
salt
Physical properties of elements include color, density, luster, and ability to conduct heat or electricity. An element’s chemical
properties describe how it reacts with periodic table
other elements. Elements are grouped on the
according to similar physical and chemical properties. The elements that are most reactive are the
alkali
metals. The elements that do not react naturally with other elements are the
noble gases
.
Chemical properties of elements are determined by how react
they
with one another when they are
© Macmillan/McGraw-Hill
chemically combined. A substance that changes color in the presence of an acid or a base is a(n) pH scale
base salt
Chapter 10 • Chemistry Reading and Writing
. The
measures the strengths of acids and bases.
During a neutralization reaction, a(n) a(n)
indicator
acid
and
combine to produce water and a(n) . Most salts dissolve easily in water. Use with Lesson 2 Chemical Properties
235
LESSON
Outline
Name
Date
Carbon and Its Compounds Use your textbook to help you fill in the blanks. What are some common carbon compounds? diamonds
1. Carbon bonds with itself to form either or the
graphite
in your pencils.
2. One carbon atom bonds with 2 oxygen atoms to form carbon dioxide (CO2) , which is used by green plants during photosynthesis. 3. A dangerous gas formed from one carbon atom and one oxygen atom is
carbon monoxide
.
What organic compounds are in your body? 4. Many of the processes needed for life depend on organic
compounds.
carbohydrates 5. Organic compounds called body’s main source of energy. 6. Fats and oils are examples of
are your
lipids
, which
energy
can store and release more organic compounds.
than other
are
proteins
.
8. Proteins contain the elements hydrogen, oxygen, and
236
Chapter 10 • Chemistry Reading and Writing
carbon nitrogen
, .
Use with Lesson 3 Carbon and Its Compounds
© Macmillan/McGraw-Hill
7. The most essential organic compounds in the human body
Name
LESSON
Date
9. Proteins help move the blood.
oxygen
Outline through
10. Organic compounds found in chromosomes, which store and proteins
transfer information on building called
nucleic acids
, are
.
How do people use organic compounds? 11. Milk jugs are made from contains organic compounds. 12. Most plastics are
plastic
synthetic
, which
, or made by people.
13. Some plastics occur naturally, such as the plastics found in the
horns
of some animals.
Critical Thinking 14. In terms of organic compounds, why do you have to be sure you eat a balanced diet? Explain how you are what you eat. Most of the human body is made of protein, so you need the proteins in food to replace proteins that are used in the body. Carbohydrates
© Macmillan/McGraw-Hill
and lipids are needed for energy.
Chapter 10 • Chemistry Reading and Writing
Use with Lesson 3 Carbon and Its Compounds
237
LESSON
Name
Vocabulary
Date
Carbon and Its Compounds Match the correct letter with the description. a. carbohydrates
e. proteins
b. lipids
f. plastic
c. nucleic acids
g. synthetic
d. organic compounds
d
the chemical building blocks of all known living things
2.
f
a molded material that can retain its shape
3.
a
your body’s main source of energy
4.
e
the most essential organic compounds in the human body
5.
c
substances that store and transfer information for the building of proteins
6.
b
organic compounds that can store and release more energy than other organic compounds
7.
g
made by people © Macmillan/McGraw-Hill
1.
238
Chapter 10 • Chemistry Reading and Writing
Use with Lesson 3 Carbon and Its Compounds
Name
LESSON
Date
Cloze Activity
Carbon and Its Compounds Fill in the blanks. carbohydrates
diamonds
plastics
carbon dioxide
lipids
proteins
carbon monoxide
organic compounds
synthetic
A carbon atom bonds easily with other atoms. Carbon bonds with other carbon atoms to form and graphite. It reacts with oxygen to form
diamonds carbon dioxide
and carbon monoxide . Most other carbon compounds are organic compounds . The type of organic compound that provides most of the energy needed by the human body is
carbohydrates lipids
. Energy is also supplied by fat and other . Organic compounds called amino acids
make up more complex compounds called
proteins
.
Some organic compounds are human-made, or
© Macmillan/McGraw-Hill
synthetic are
plastics
. Many human-made organic compounds , which are easily molded and keep
their shape. Plastics, soap, rubber, and fuels all contain organic compounds.
Chapter 10 • Chemistry Reading and Writing
Use with Lesson 3 Carbon and Its Compounds
239
Reading in Science
Name
Date
Biofuels Read the Reading in Science feature in your textbook. Look for problems and think about ways to solve them. Problem and Solution Use the graphic organizer to help you identify some problems with using ethanol as our primary fuel. Then identify possible solutions discussed in the article. Problem
It takes a great deal of energy to produce ethanol, and most cars are not designed to run on ethanol.
Steps to Solution
Find fuels that require little energy to produce. Find fuels that are renewable.
Develop technology that uses less energy, design a way to create ethanol that requires less energy, and design cars that can use ethanol.
240
Chapter 10 • Chemistry Reading and Writing
Use with Lesson 3 Carbon and Its Compounds
© Macmillan/McGraw-Hill
Solution
Name
Reading in Science
Date
Write About It Problem and Solution 1. What problems arise from using fossil fuels? 2. How can using biofuels help solve some of these problems? Planning and Organizing 1. Identify problems that can arise from using fossil fuels. Fossil fuels are harmful to the environment. They are not renewable.
2. List the steps for solving each problem through the use of biofuels. Find a fuel that is less harmful to the environment. Find a fuel that can be replaced as it is used. 3. Describe a solution to each problem. Use biofuels, such as wood pellets, that are renewable and that pollute less than fossil fuels do. Drafting Now compare the benefits and problems of using fossil fuels with the benefits and problems of using biofuels. Students’ answers should reflect the information gathered in the graphic
© Macmillan/McGraw-Hill
organizer and the answers to the three questions in the Planning and Organizing section above. Explanations should include positive and negative statements about each type of fuel and should show some evaluative comparisons.
Chapter 10 • Chemistry Reading and Writing
Use with Lesson 3 Carbon and Its Compounds
241
LESSON
Outline
Name
Date
Atoms and Energy Use your textbook to help you fill in the blanks. What is radioactivity? 1. Atoms of one element all have the same number of protons neutrons
but can differ in the number of they contain.
2. Atoms of the same element that have different numbers of isotopes
neutrons are called
.
unstable
3. Some isotopes are
, because the
nuclear energy
atoms have too much
. rays
4. Unstable atoms give off invisible
or
energy
particles to get rid of excess
.
5. When an element gives off radiation, it changes, or decays
, into a different chemical element.
6. The time it takes for half a sample of a radioactive element to half-life
. protons
7. The form of radiation made of two alpha particle
and two neutrons is the
.
8. Fast, light electrons that are able to penetrate some materials are a form of radiation called 9. One form of radiation, called made of particles but of
242
Chapter 10 • Chemistry Reading and Writing
beta particles
.
gamma rays
, is not
electromagnetic
waves.
Use with Lesson 4 Atoms and Energy
© Macmillan/McGraw-Hill
decay is its
Name
LESSON
Date
Outline
What are two types of nuclear energy? fission 10. During nuclear , a nucleus is split into two or more nuclei with separate neutrons and releases energy
.
11. During nuclear fission, a single neutron can start a continuing chain reaction
process called a(n)
.
nuclear fusion 12. During , nuclei of light atoms combine to form one larger nucleus with greater mass. 13. During nuclear-fusion reactions, some of the mass of the merging particles is converted into a large amount of energy
.
How is radioactivity used? 14. Radiation can be used to treat diseases. 15. In
nuclear reactors
water and to produce
detect
, or find, and
, nuclear fission is used to heat electricity
.
Critical Thinking 16. Nuclear fission is used to produce electricity. Why isn’t nuclear fusion used in the same way?
© Macmillan/McGraw-Hill
Possible answers: Containers would be destroyed by the high temperatures; it would be difficult to contain the positively charged particles; it costs too much to produce the high temperatures needed.
Chapter 10 • Chemistry Reading and Writing
Use with Lesson 4 Atoms and Energy
243
LESSON
Vocabulary
Name
Date
Atoms and Energy Fill in the blanks. beta particles
gamma rays
isotopes
nuclear fusion
chain reaction
half-life
nuclear fission
radioactive
1. Atoms with the same number of protons but different isotopes
numbers of neutrons are called
.
2. The form of radiation that is made of electromagnetic waves gamma rays
rather than particles is
.
3. The splitting of a nucleus into two or more pieces when nuclear fission
struck with a slow-moving neutron is called
.
4. An element that gives off energy in the form of rays or particles is
radioactive
.
5. The form of radiation that is made of fast, light electrons, beta particles
which can penetrate some materials, is
.
6. The amount of time it takes for half of the isotopes in a sample of an element to decay by emitting radiation is the half-life
.
7. A reaction in which the products are what keep the reaction chain reaction
going is called a(n)
.
8. A reaction in which nuclei of light atoms merge to form one nucleus with a greater mass and energy is released is called nuclear fusion
244
Chapter 10 • Chemistry Reading and Writing
. Use with Lesson 4 Atoms and Energy
© Macmillan/McGraw-Hill
element’s
Name
LESSON
Date
Cloze Activity
Atoms and Energy Fill in the blanks. alpha particles
electrons
nuclear fusion
beta particles
neutrons
radiation
electromagnetic wave
nuclear fission
unstable
Scientists have discovered ways to use atoms of some elements to produce energy. Isotopes are atoms of the same neutrons
element with different numbers of
.
unstable
Sometimes an isotope of an element is
because it has too much nuclear energy. These elements are radiation
radioactive and give off type of radiation is
alpha particles
which is a type of
. Other particles of
electrons
radiation form beams of beta particles
. The heaviest
called
. Another type of radiation is a gamma ray, electromagnetic wave .
© Macmillan/McGraw-Hill
Nuclei can also change when they are hit by slow-moving neutrons and undergo nuclear fusion
nuclear fission
. During
, smaller nuclei merge together to form
one larger nucleus. The energy of fission is used to heat water and to generate electricity.
Chapter 10 • Chemistry Reading and Writing
Use with Lesson 4 Atoms and Energy
245
Writing in Science
Name
Date
Welcome, Fuel-Cell Cars! Read the Writing in Science feature in your textbook.
Write About It Explanatory Writing Read about hybrid cars that are powered by both electricity and gasoline. Describe how they work by comparing them to cars powered by gasoline alone.
Students should have similarities listed in the overlapping area of the diagram and information relevant only to each type of car in the corresponding areas of the diagram.
246
Chapter 10 • Chemistry Reading and Writing
Use with Lesson 4 Atoms and Energy
© Macmillan/McGraw-Hill
Getting Ideas Use the chart below to compare hybrid cars to cars powered by gasoline alone. Write Hybrid Cars above one circle. Write Gasoline-Only Cars above the other circle. Use the outer parts of the circles to tell how each is different or special.
Name
Writing in Science
Date
Drafting A good compare-and-contrast essay contains a thesis statement that states the main idea. It should list the items that you are comparing and contrasting and the basis on which they are being compared and contrasted. Circle the sentence that Jenna should use to state her main idea about hybrid cars and gasoline-only cars.
1. Both gas-guzzlers and hybrids use gasoline as a power source. 2. Hybrid cars and gasoline-only cars both need gasoline to run, but hybrid cars are better for the environment. Now write your first draft. Use a separate piece of paper. Begin with a thesis statement like the one Jenna should use. Then compare and contrast both types of cars. Include details and sensory words to help your readers picture the cars that you are describing. Revising and Proofreading Some words and phrases signal comparison—for example, as, likewise, similarly, and in comparison. Some words and phrases signal contrast—for example, although, but, and on the other hand. Now revise and proofread your essay. Ask these questions: ▶ Have I provided facts and details to compare and contrast the two types of cars?
© Macmillan/McGraw-Hill
▶ Have I included sensory details to create a vivid impression? ▶ Have I corrected all grammar, spelling, punctuation, and capitalization errors?
Chapter 10 • Chemistry Reading and Writing
Use with Lesson 4 Atoms and Energy
247
CHAPTER
Vocabulary
Name
Date
Chemistry Circle the letter of the best answer.
A neutralization.
A an acid.
B pH scale.
B a base.
C salt.
C a neutralized compound.
D solution.
D a salt.
2. An example of a radioactive element is
6. A chain reaction can occur during the process called
A bromine.
C oxygen.
A nuclear decay.
B neon.
D uranium.
B nuclear fission.
3. The organic compounds that provide most of the energy needed for the human body are A carbohydrates. B lipids.
C nuclear fusion. D radioactivity. 7. The organic compounds that are most essential in the human body are
C proteins.
A carbohydrates.
D nucleic acids.
B lipids.
4. Another name for chemical change is A product. B reactant. C chemical equation. D chemical reaction.
248
5. A drain cleaner releases hydroxide ions, so drain cleaner is
Chapter 10 • Chemistry Reading and Writing
C proteins. D nucleic acids.
© Macmillan/McGraw-Hill
1. One of the products of the reaction between an acid and a base is a
Name
8. The type of reaction that always gives off heat is A an endothermic reaction. B an exothermic reaction. C a chemical reaction. D a synthesis reaction. 9. The metals that react most easily are the A noble gases. B alkali metals. C alkaline earth metals. D transition metals. 10. All organic compounds contain the element A carbon. B hydrogen. C oxygen. D nitrogen.
© Macmillan/McGraw-Hill
11. A chemical equation is balanced when it shows
CHAPTER
Date
Vocabulary
12. The type of chemical reaction that occurs when a complex compound breaks down into simpler substances is a A decomposition reaction. B neutralization reaction. C replacement reaction. D synthesis reaction. 13. The type of compound that changes color depending on whether it mixes with an acid or a base is A an acid. B a base. C an indicator. D a salt. 14. After 1.31 minutes, half of a sample of a certain radioactive element has changed into another substance. This amount of time is the element’s A decay.
A conservation of mass.
B half-life.
B letters.
C radioactivity.
C numbers.
D type of radiation.
D the type of reaction it is.
Chapter 10 • Chemistry Reading and Writing
249
UNIT
Literature
Name
Date
Out of Sight Write About It Response to Literature This article compares the ways in which different animals see. What role does light play in sight? Think about how things look during the day and at night. Write a brief essay about an indoor or outdoor scene, comparing how it looks to you during the day and at night. Students’ essays should compare their observations of an indoor or outdoor scene during the day to their observations of the same scene at night. The essay should begin with an introduction, clearly describe similarities and differences observed with the changes in light, and end
© Macmillan/McGraw-Hill
with a closing sentence.
250
Unit F • Forces and Energy Reading and Writing
Name
CHAPTER
Date
Concept Map
Exploring Forces Complete the concept map on forces, work, and motion, using words and phrases from your textbook. Force Definition: any push or
Energy Definition: the ability to do
pull
on an object
Work Definition: a(n)
force moving an object through a(n)
work
distance
Simple Machine Definition: a device that makes it easier to do work by changing the force or the
distance involved
Characteristics of Motion 1. speed: Possible answer: distance divided by time 2. velocity: Possible answer: speed and direction
© Macmillan/McGraw-Hill
3. acceleration:
Possible answer: change in velocity over time
Newton’s Laws of Motion First Law: The only way to change the velocity of an object is to apply a
net force
.
Second Law: Acceleration is affected by force and by
mass
.
Third Law: Every action force has an equal and opposite reaction force .
Chapter 11 • Exploring Forces Reading and Writing
251
LESSON
Name
Outline
Date
Forces and Motion Use your textbook to help you fill in the blanks. What is motion? direction 1. Using distance and you identify the position of something.
can help
2. When you ride in a car and the trees and buildings appear to you to move backward, you are observing apparent
motion.
What are velocity and acceleration? 3. When you describe how fast something is moving, you speed
are describing its
.
average 4. The speed of a moving object is the total distance traveled divided by the total amount of time. 5. If you know both the speed of an object and the direction in which it is moving, then you know the velocity
object’s
.
6. Like velocity, acceleration also has both size
and direction.
7. Forces can cause a moving object to 8. Weight is an example of a(n) force.
252
Chapter 11 • Exploring Forces Reading and Writing
accelerate
.
continuous
Use with Lesson 1 Forces and Motion
© Macmillan/McGraw-Hill
What is a force?
Name
LESSON
Date
Outline
What are some forces? buoyancy
9. Examples of forces are gravity, and magnetism.
, spring
10. A device used to measure force is a
scale, and the unit of measurement of force is the newton
. sliding
11. The three types of friction are static friction, friction, and rolling friction.
12. When molecules bump into a moving object and slow drag
it down,
force occurs.
How do forces affect each other? 13. Balanced forces are and
opposite
equal
in strength
in direction.
What is inertia? 14. According to Newton’s first law of motion, the only way an object’s velocity can be changed is by applying a(n)
net
force to it.
Critical Thinking
© Macmillan/McGraw-Hill
15. Describe two ways that forces and motion are at work as you make the trip from your house to school. Possible answer: Gravity constantly pulls down on me. In the car, I can detect our motion by looking out the window at the stationary objects that appear to move backward as we pass.
Chapter 11 • Exploring Forces Reading and Writing
Use with Lesson 1 Forces and Motion
253
LESSON
Name
Vocabulary
Date
Forces and Motion Use the clues to fill in the crossword puzzle. acceleration
force
motion
speed
distance
friction
position
velocity
1 2
F
O
R
C
E
C
R I
A
3
V
E
L
O
C
I
T
Y 4
C
L
T
E
I
R
O
A
N
T
I
I
O
7
P
O
5
6
D
S
I
T
S
I
I
O
S
M
P
O
E
T
A
N
C
E D
N
N
2. any push or pull on an object 3. a description of a moving object’s speed and direction 6. the length between two places 7. an object’s location compared to other things
Down 1. a change in the velocity of an object 2. a force that opposes the motion of an object 4. the distance that an object moves in a particular span of time 5. a change in an object’s position compared to a fixed object
254
Chapter 11 • Exploring Forces Reading and Writing
Use with Lesson 1 Forces and Motion
© Macmillan/McGraw-Hill
Across
Name
LESSON
Date
Cloze Activity
Forces and Motion Fill in the blanks. accelerate
friction
time
direction
inertia
velocity
force
speed
An object is in motion when it changes its position in relation to a fixed object. The position of an object can be direction
determined using its distance and
in
relation to another object. How fast an object moves is speed
described as its
. The speed and
direction of an object describe its
velocity
.
Acceleration is a change in an object’s velocity over time
.
Any push or pull on an object is called A force can cause a moving object to
force accelerate
. .
A force that opposes the motion of an object is called © Macmillan/McGraw-Hill
friction
. An object’s tendency to keep moving
at the same speed and in the same direction is called inertia
. This means that even though the car
you are riding in stops suddenly, your body keeps moving forward until your seat belt stops you. Chapter 11 • Exploring Forces Reading and Writing
Use with Lesson 1 Forces and Motion
255
LESSON
Outline
Name
Date
Changes in Motion Use your textbook to help you fill in the blanks. How do forces change motion? 1. An object’s acceleration equals the net force on the mass
object divided by its
.
2. According to Newton’s second law of motion, acceleration depends on the object’s mass and the amount of
net force
applied to it.
3. If the force increases, then the acceleration increases the acceleration
; if the mass increases, then decreases
.
4. Newton’s first law of motion shows that a net force is needed in order for an object to
accelerate
.
second 5. Newton’s law of motion shows how much acceleration a net force will cause. 6. Momentum measures the mass and of an object.
speed
© Macmillan/McGraw-Hill
7. According to the principle of conservation of momentum , total momentum does not change when objects collide. 8. If two balls are moving at the same speed, the ball with greater mass will be
256
Chapter 11 • Exploring Forces Reading and Writing
harder
to stop.
Use with Lesson 2 Changes in Motion
Name
LESSON
Date
Outline
What is Newton’s third law of motion? 9. A diver jumping down on a diving board and a baseball player swinging a bat to hit a ball are examples of situations involving
action-reaction
forces.
10. Newton’s third law of motion states that for every action force, there is an equal and reaction force.
opposite
matter 11. An object’s mass is a measure of how much it has, and an object’s weight is a measure of the force of
gravity
pulling down on it.
12. Though your weight changes with the force of gravity, your
mass
does not change.
What is weightlessness? gravitation 13. According to the law of universal the planets, the stars, and the Sun all exert the force of gravity.
,
14. Skydivers feel weightless because they cannot feel their weight without the upward force of the
ground
.
© Macmillan/McGraw-Hill
Critical Thinking 15. If you packed a car to go on vacation, with suitcases in the trunk and in a carrier on top of the roof, how would the extra mass affect the car’s acceleration and momentum? Possible answer: The car would accelerate more slowly with its greater mass and would stop more slowly because of its greater momentum.
Chapter 11 • Exploring Forces Reading and Writing
Use with Lesson 2 Changes in Motion
257
LESSON
Name
Vocabulary
Date
Changes in Motion Match the correct letter with the description. a. conservation of momentum
e. third law of motion
b. mass
f. weight
c. momentum
g. weightlessness
d. second law of motion
g
I am the state of being when there is no net force of gravity. What am I?
2.
a
I am the principle that states that total momentum does not change when objects collide. What am I?
3.
d
According to me, acceleration depends on an object’s mass and the amount of net force applied to it. What am I?
4.
c
I am the combination of the mass and the speed of an object. What am I?
5.
e
I state that for every action force, there is an equal and opposite reaction force. What am I?
6.
f
I am caused by the force of gravity pulling down on an object. What am I?
7.
b
I am the amount of matter in an object. What am I?
258
Chapter 11 • Exploring Forces Reading and Writing
© Macmillan/McGraw-Hill
1.
Use with Lesson 2 Changes in Motion
Name
LESSON
Date
Cloze Activity
Changes in Motion Fill in the blanks. direction
mass
speed
farther
matter
third
gravity
momentum
weightlessness
An object in motion has forces acting upon it. The farther
harder a baseball is hit, the
travel. This is an example of Newton’s
the ball will third
law of motion. How heavy an object is and how fast it is momentum
traveling make up the object’s
massive object traveling at the same
. A more-
speed
as
a less-massive object will have greater momentum. When a baseball thrown in one direction is then batted in the opposite
direction
, its momentum does not
change unless the speed changes. Mass is how much
matter
© Macmillan/McGraw-Hill
and weight is caused by the force of
an object has, gravity
pulling down on that object. In space, objects may experience
weightlessness
, but their
mass
will not change. Mass is not changed by gravity.
Chapter 11 • Exploring Forces Reading and Writing
Use with Lesson 2 Changes in Motion
259
LESSON
Outline
Name
Date
Work and Energy Use your textbook to help you fill in the blanks. What is work? 1. According to its scientific definition, work is what is force
necessary for a(n) an object.
to move
2. Work is equal to the force of a push or pull multiplied by the
distance
the object is moved.
3. When you multiply a force that is expressed in newtons by a distance expressed in meters, the joules
answer is expressed in newton-meters, or
.
4. When an object is lifted at a constant speed, the force weight
is equal to the
of the object.
How does energy change form? 5. The ability to do work is
energy
.
6. A rock located high above the ground and a stretched rubber band are two examples of objects with energy
7. A moving object has
. kinetic
8. All forms of energy have a(n) a means of transfer, and a receiver.
energy. source
© Macmillan/McGraw-Hill
potential
,
9. According to the law of conservation of energy, energy cannot be
260
Chapter 11 • Exploring Forces Reading and Writing
created
or destroyed.
Use with Lesson 3 Work and Energy
Name
LESSON
Date
Outline
10. When you ride a bicycle, your body’s potential energy changes into you pedal.
kinetic
energy as
How does energy change? 11. The molecules in the food we eat contain chemical
energy.
12. Plants use light energy from the Sun to build molecules of sugar, which store
potential
energy.
13. As a car moves, its engine changes the chemical energy of fuel into
mechanical
energy.
What is power? 14. Power is the amount of divided by time.
work
done
15. Work is expressed in joules per second, or
watts
.
Critical Thinking 16. Follow the chain of energy from a plant to a person riding a skateboard. Explain what type of energy is being used at each step. Possible answer: The plant uses light energy from the Sun to make © Macmillan/McGraw-Hill
food. A girl eats the food, absorbing the chemical energy from the food. Her body converts that chemical energy into potential energy. Then she converts that potential energy to kinetic energy as she pushes against the ground to make the skateboard go forward.
Chapter 11 • Exploring Forces Reading and Writing
Use with Lesson 3 Work and Energy
261
LESSON
Name
Vocabulary
Date
Work and Energy Match the correct letter with the description. a. energy
d. potential energy
g. watt
b. joule
e. power
h. work
c. kinetic energy
f. thermal energy
e
the amount of work done per unit of time
2.
b
the unit used to measure work, equal to one newton-meter
3.
d
energy that is stored
4.
h
what is necessary for a force to move an object
5.
a
the ability to do work
6.
c
the energy of motion
7.
g
the standard unit of power, equal to one joule per second
8.
f
the heat energy in an object
© Macmillan/McGraw-Hill
1.
262
Chapter 11 • Exploring Forces Reading and Writing
Use with Lesson 3 Work and Energy
Name
LESSON
Date
Cloze Activity
Work and Energy Fill in the blanks. chemical
divide
kinetic
potential
time
distance
force
light
processed
work
Energy cannot be created or destroyed, but it is constantly changing forms. As you lift an object in the air, force
you are applying a(n)
to counteract
gravity. To calculate the work done, you multiply this force by the
distance
the object moves. To calculate work
the power used, take the amount of and
divide
it by the
time
light
During photosynthesis plants absorb chemical
energy and turn it into such as wheat and corn are
.
energy. Plants
processed
to make
cereal. If you eat this cereal, your body changes the
© Macmillan/McGraw-Hill
chemical energy to
potential
energy. Once
you become active and begin to move around, your body changes the potential energy to
kinetic
energy. This energy can then be converted to mechanical energy when you push a shopping cart.
Chapter 11 • Exploring Forces Reading and Writing
Use with Lesson 3 Work and Energy
263
Reading in Science
Name
Date
Museum Mail Call Read the Reading in Science feature in your textbook. Look for clues you can combine with your own knowledge to make accurate inferences. Infer Use the graphic organizer to make inferences about what you read concerning energy conservation. What You Know
Inferences
Students should clearly list complete clues, relate them to what they already know about energy conservation, and state the inferences they have made based on the clues.
264
Chapter 11 • Exploring Forces Reading and Writing
Use with Lesson 3 Work and Energy
© Macmillan/McGraw-Hill
Clues
Name
Reading in Science
Date
Write About It Infer ▶ Review the facts and details. ▶ Think about how the facts relate to each other and to other topics. Planning and Organizing 1. What are some of the conservation ideas presented in the article? Possible answers: washing more laundry in fewer and colder loads, replacing regular light bulbs with energy-efficient light bulbs, and carpooling 2. Choose one of these practices and explain how it conserves energy. Possible answers: Fewer and colder loads of laundry use less energy because there are not as many loads being heated with energy; energy-efficient light bulbs produce comparable light output while using less energy than regular light bulbs; carpooling means fewer
© Macmillan/McGraw-Hill
cars on the road and less gas being used.
Drafting Now write a summary of what you can do to help save energy around your house. Students should summarize the practices outlined in the article, add some practices of their own, and explain how these practices will lead to energy conservation.
Chapter 11 • Exploring Forces Reading and Writing
Use with Lesson 3 Work and Energy
265
LESSON
Outline
Name
Date
How Machines Work Use your textbook to help you fill in the blanks. What is a simple machine? 1. An example of a simple machine that has no moving parts and can be used to insert nails into wooden hammer
surfaces is a(n)
.
2. Simple machines make it easier to do work by changing either the
force
to do the work or the which the force is applied.
distance
needed through
3. The force you apply to a simple machine is called effort
the
force.
4. The force against which the machine acts is called the resistance
force.
5. The force that the machine applies to an object in response to the effort force is called the output
force.
What are the kinds of levers?
7. The pivot point of a lever is called the
fulcrum
,
.
8. The part of the bar where the effort force is applied is called the
266
effort
Chapter 11 • Exploring Forces Reading and Writing
arm.
Use with Lesson 4 How Machines Work
© Macmillan/McGraw-Hill
levers 6. Although there are three classes of all three types consist of a rigid bar and a pivot point.
Name
LESSON
Date
Outline
What other machines are like levers? first-class
9. A wheel and axle is a type of lever.
10. A grooved wheel that turns by the movement of a rope in the groove is called a(n)
pulley
11. A pulley system can contain both fixed and pulleys.
. movable
What are inclined planes? ramp
12. An inclined plane, or easier to move heavy loads.
, makes it
13. A knife is an example of a type of inclined plane called a(n)
wedge
.
What are compound machines? 14. A compound machine, such as a bicycle or a pair of scissors, combines two or more to make one device.
simple machines
efficiency 15. To calculate a machine’s , divide the amount of work output by the amount of work put in.
© Macmillan/McGraw-Hill
Critical Thinking 16. Do simple machines reduce the amount of work we do? Explain. Possible answer: Simple machines change the amount of force we need to do work, or they change the distance so that the work becomes easier for us. However, the actual work done does not change. Chapter 11 • Exploring Forces Reading and Writing
Use with Lesson 4 How Machines Work
267
LESSON
Vocabulary
Name
Date
How Machines Work Fill in the blanks. compound machine
mechanical advantage
efficiency
pulley
inclined plane
simple machine
wedge
1. A grooved wheel that turns by the action of a rope in the groove is called a(n)
pulley
.
2. A device with few, if any, moving parts that makes it simple machine
easier to do work is a(n)
.
3. A straight, slanted surface that can multiply an effort force is called a(n)
inclined plane
.
4. The number of times a simple machine multiplies an effort force is called its mechanical advantage . 5. The ratio of the work done by a machine to the work that was put into it is called
efficiency
.
6. An inclined plane that changes the direction of an wedge
. © Macmillan/McGraw-Hill
applied effort force is a(n)
7. A device that is a combination of two or more simple machines is called a(n)
268
Chapter 11 • Exploring Forces Reading and Writing
compound machine
.
Use with Lesson 4 How Machines Work
Name
LESSON
Date
Cloze Activity
How Machines Work Fill in the blanks. force
pulley
simple machines
fulcrum
ramps
slanted
heavy loads
rigid bar
threads
wheel and axle
Simple machines can be grouped into two general classes: inclined planes and levers. Inclined planes, or ramps
, are straight,
slanted
surfaces that make it easier to move
heavy loads
to
high locations. Screws are inclined planes that wrap around threads
a central bar; the inclined planes are also called Levers are the other general class of rigid bar
A lever consists of a(n) fulcrum
© Macmillan/McGraw-Hill
simple machines . and a(n)
, or pivot point. The two other simple
machines that are types of levers are the and the
.
wheel and axle
Work is equal to
pulley
. force
multiplied by
distance. Life and work would be much more difficult without the use of simple machines.
Chapter 11 • Exploring Forces Reading and Writing
Use with Lesson 4 How Machines Work
269
Writing in Science
Name
Date
How Gears Work Read the Writing in Science feature in your textbook.
Write About It Explanatory Writing Choose an everyday gadget or device that uses gears to make work easier. For example, you might choose a ten-speed bicycle, a clock, or a mechanical can opener. Write an explanation of how it works.
Getting Ideas Brainstorm a list of gadgets or devices that use gears. Choose one. In the chart below, record information about how it works. In the left-hand column, describe the gears. In the right-hand column, tell the effect. Cause
Students’ answers will vary.
Effect
easier to pedal uphill.
Sample answer: front chain wheel 22 teeth; rear gear 30.
faster to pedal on flat
rear 11.
surfaces. © Macmillan/McGraw-Hill
front gear wheel 44 teeth;
270
Chapter 11 • Exploring Forces Reading and Writing
Use with Lesson 4 How Machines Work
Name
Writing in Science
Date
Drafting Write a sentence to begin your explanation. Tell what gadget or device you are writing about. State an important idea about how gears make it work. Students’ sentences will vary. Sample sentence: The gears on a ten-speed bicycle help you use less force and therefore do less work when riding it. Now write your explanation. Use a separate piece of paper. Begin with the sentence you wrote above. Explain how the gears make the gadget or device work. Use spatial words or time-order words to make your explanation clearer. Revising and Proofreading Here is part of the explanation that Anita wrote. Add a spatial word in each blank to make the explanation clearer. Choose one from the box. along
down
forward
up
forward Your bike moves a certain distance with each pedal stroke. You can change this distance by using the derailleurs to change gears. If you want to pedal up a hill, down you shift to a low gear. Because of the low gear ratio, you move only a short distance with each pedal stroke. You shift
© Macmillan/McGraw-Hill
you are riding
up along
to a high gear when a flat path.
Now revise and proofread your essay. Ask these questions: ▶ Have I explained how gears make work easier? ▶ Have I used spatial words or time-order words? ▶ Have I corrected all grammar, spelling, capitalization, and punctuation errors?
Chapter 11 • Exploring Forces Reading and Writing
Use with Lesson 4 How Machines Work
271
CHAPTER
Vocabulary
Name
Date
Exploring Forces Circle the letter of the best answer.
A force. B motion. C speed. D distance. 2. The distance that an object moves, divided by the time it takes to move, is the object’s
A continuous force. B inertia. C acceleration. D speed. 5. Anything that pushes or pulls an object is a A mass. B weight.
A position.
C thrust.
B apparent motion.
D force.
C acceleration. D speed. 3. A description of a moving object’s speed and direction is its
6. A negative force that opposes the motion of an object is called A friction. B universal gravitation.
A velocity.
C inertia.
B average speed.
D effort force.
C lift. D thrust.
272
4. A change in the velocity of an object over time is called
Chapter 11 • Exploring Forces Reading and Writing
© Macmillan/McGraw-Hill
1. A change in an object’s position compared to the position of another object is called
Name
7. The quantity that is found by multiplying the mass and speed of an object is called
Vocabulary
11. The number of times a simple machine multiplies an effort force is called
A gravity.
A universal gravitation.
B acceleration.
B output force.
C momentum.
C mechanical advantage.
D rolling friction.
D conservation of motion.
8. The force multiplied by the distance that an object moves is measured as
12. Bottle openers, wheelbarrows, paper cutters, and fishing rods are all examples of
A power.
A pulleys.
B work.
B levers.
C energy.
C fulcrums.
D velocity.
D compound machines.
9. The energy of motion is called
13. A ramp is
A potential energy.
A an inclined plane.
B stored energy.
B a lever.
C thermal energy.
C a resistance arm.
D kinetic energy.
D an axle.
10. The amount of work done per unit of time is called © Macmillan/McGraw-Hill
CHAPTER
Date
A power. B energy. C effort. D force.
14. The ratio between the work done by a machine and the work put into it is called A power. B energy. C friction. D efficiency.
Chapter 11 • Exploring Forces Reading and Writing
273
CHAPTER
Concept Map
Name
Date
Exploring Energy Complete the concept map on sound, light, heat, and electricity and magnetism, using words and phrases from your textbook. Sound ▶ Sound is a wave consisting of compressions and
rarefactions
Heat ▶ Heat is the flow of
energy
from one substance to another.
.
▶ Properties of sound include pitch (how high or low) and
volume
▶ Heat can travel by
conduction
, convection, or radiation.
(how loud
or quiet).
Waves ▶ Waves are disturbances that transfer one point to another.
energy
from
▶ Waves are measured by their wavelength, amplitude,
frequency
.
▶ Waves are classified by the type of cause in a medium.
Light ▶ The electromagnetic spectrum is made up of all of the wavelengths of energy that come from the Sun. ▶ Objects can let light pass through them, can absorb light, can bend light, or can
reflect
274
light.
Chapter 12 • Exploring Energy Reading and Writing
vibration
they
Electricity ▶ Electricity refers to the movement and
transfer
of the energy of charged atomic particles. ▶ A current-carrying wire also has a magnetic field
attract and can metal objects.
© Macmillan/McGraw-Hill
and
Name
LESSON
Date
Outline
Waves and Sound Use your textbook to help you fill in the blanks. What are waves? energy
1. Waves are disturbances that transfer from one point to another.
2. Waves that travel through a medium and cause matter transverse
to move up and down are called waves.
3. Waves that cause matter to move back and forth are called
compression
waves. crest
4. Every wave has a high point, called a trough
and a low point, called a(n)
, .
How can you measure waves? 5. The distance between wave crests or troughs is called
wavelength
.
6. The number of wave crests that pass a point in one unit of time is a wave’s
frequency
.
© Macmillan/McGraw-Hill
How does sound travel? compressional 7. A sound wave is a(n) produced by vibrations in matter.
wave
8. When sound waves travel from one type of medium to another, the waves direction.
Chapter 12 • Exploring Energy Reading and Writing
refract
, or change
Use with Lesson 1 Waves and Sound
275
LESSON
Outline
Name
Date
What are properties of sound? pitch 9. The highness or lowness, or the , of a sound depends on the frequency of the sound waves. 10. The pitch of a sound changes when the source or the listener is in motion because of the
Doppler effect
.
11. The motion of two or more waves passing through the same medium at the same time is called
interference
.
How do we hear music? 12. Guitars and violins are examples of instruments.
stringed
13. We hear sounds because sound waves strike our eardrums
and cause them to vibrate.
music 14. A pleasant combination of sounds is called and an unpleasant combination of sounds is called noise
,
.
Critical Thinking 15. How does sound travel from a piano to make music? Possible answer: A piano makes its sound by striking metal strings
triggers a hammer to hit a certain string (or certain strings) and bounce off, causing the strings to vibrate. These vibrations cause sound waves, which travel to our ears and make our eardrums vibrate.
276
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 1 Waves and Sound
© Macmillan/McGraw-Hill
with hammers to make them vibrate. When a key is pressed, it
Name
Date
LESSON
Vocabulary
Waves and Sound
© Macmillan/McGraw-Hill
Match the correct letter with the description. a. amplitude
d. frequency
g. reflection
b. compression
e. period
h. refraction
c. Doppler effect
f. rarefaction
i. wavelength
1.
h
when the direction of a wave changes because of a change in medium
2.
d
a measure of how many wave crests or troughs pass a given point in one unit of time
3.
c
when the pitch of a sound changes because the source or the listener is in motion
4.
e
the amount of time it takes for a wave to complete one full cycle
5.
i
the distance between wave crests or troughs
6.
f
an area in a sound wave where particles of matter are spread apart
7.
b
an area in a sound wave where particles of matter are pushed together
8.
a
the height of a wave from its trough or crest to its midpoint, which is also a measure of the wave’s intensity
9.
g
how waves bounce off an object and change their direction of travel
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 1 Waves and Sound
277
LESSON
Cloze Activity
Name
Date
Waves and Sound Fill in the blanks. compressions
intensity
pitch
spread apart
frequency
medium
rarefactions
wavelength
Sound is a type of wave called a compressional wave. medium
Sound waves cause the particles making up a(n) to squeeze together and then
spread apart
. The
places in a sound wave where the particles are close compressions
together are called
. The places where rarefactions
the particles are spread apart are called Sound waves have a(n)
wavelength
.
, which is the
distance from one crest, or point of greatest compression, to the next. Sound waves also have a(n)
frequency
,
which is the number of compressions that pass a point in one second. The frequency of a sound wave determines its . The amplitude of a sound wave is a
measure of the wave’s
intensity
. The loudness
of sound is measured in a unit called the decibel.
278
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 1 Waves and Sound
© Macmillan/McGraw-Hill
pitch
Name
LESSON
Date
Outline
Properties of Light Use your textbook to help you fill in the blanks. How does light travel? 1. Light travels in a straight line called a(n)
ray
.
2. Light waves can travel through empty space without needing a solid, liquid, or gas 3. Rays of light pass through a(n) object with almost no disturbance.
medium
.
transparent
translucent 4. Some rays of light pass through a(n) object, and some light rays are blocked or bent in different directions. 5. Rays of light are reflected or absorbed by a(n) opaque
object.
How does light act with mirrors? mirror
6. Light rays that bounce off a(n) can form an image of an object.
7. If you raise your left hand in front of a mirror, in your
reflection
© Macmillan/McGraw-Hill
right
it appears that your hand is raised.
8. When light rays strike a dull or rough surface, they do not form a(n)
image
.
9. Concave mirrors curve inward, convex mirrors curve outward, and
Chapter 12 • Exploring Energy Reading and Writing
plane
mirrors are flat.
Use with Lesson 2 Properties of Light
279
LESSON
Name
Outline
Date
10. The type of mirror that is used to gather light inside a telescope is the
concave
mirror.
How does light act with lenses? 11. A convex lens is
thicker
in the middle thinner
than at its edges; a concave lens is in the middle than at its edges.
12. The point at which the light rays passing through a lens meet is called the
focal point
.
13. An image that is formed by a concave lens is and smaller than the actual object.
right-side up
How do we correct vision? 14. If your eye shape is even slightly off, your vision may be
impaired
.
15. Nearsightedness causes light rays from distant objects to be focused in front of the
retina
.
Critical Thinking 16. How do sunglasses work to protect your eyes? Possible answer: Dark sunglasses are translucent, so they block or
polished surfaces—especially if they are mirrored—reflect some of the light away from your eyes.
280
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 2 Properties of Light
© Macmillan/McGraw-Hill
bend some of the light before it passes through to your eyes; the
Name
LESSON
Date
Vocabulary
Properties of Light Use the clues to fill in the crossword puzzle. concave
lens
opaque
convex
mirror
translucent
Down 1. an object with a polished surface that forms reflected images 2. a piece of transparent material with at least one curved surface 3. allowing some light to pass through and some light to be blocked or bent in different directions 4. a lens or mirror whose surface curves inward Across
1
2
M I
5
T
transparent
3
L E
R
A
R
N
4
T
C 0
R S
P
S
A
R
E
N
N
C
O
S
A
R
L
V
6
O
P
A
Q
U
E
T
E
C 7
C
O
N
V
E
X
N T
© Macmillan/McGraw-Hill
5. allowing light to pass through with almost no disturbance 6. reflecting or absorbing all light 7. a lens or mirror whose surface curves outward
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 2 Properties of Light
281
LESSON
Name
Cloze Activity
Date
Properties of Light Fill in the blanks. concave
opaque
translucent
convex
reflect
transparent
mirror
retina
Light travels in waves that spread out as they move away from their source. When an object lets light pass right through it, the object is described as
transparent
.
When an object lets some light through but also blocks or translucent
bends some of the light away, it is described as
.
Objects that do not allow any light to pass through them are described as
opaque
.
An object with a polished surface that forms reflected images is called a(n)
mirror
a dull or rough surface, it may still
. When light hits reflect
,
a(n)
convex
lens, the light rays are refracted
together. When light passes through a(n)
concave
lens, the light rays are refracted apart. Light rays entering the eye are supposed to focus on the
retina
.
Glasses and contact lenses can be used to help achieve this.
282
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 2 Properties of Light
© Macmillan/McGraw-Hill
but it will not form an image. When light passes through
Name
Date
Reading in Science
Seeing in Infrared Read the Reading in Science feature in your textbook. Look for information you can compare and contrast. Compare and Contrast Use the graphic organizer to compare and contrast topics in the article.
© Macmillan/McGraw-Hill
Students should choose two different topics from the article and write each topic and its characteristics in the outer part of one of the circles. Students should write shared characteristics or attributes of the two topics in the center of the diagram, where the circles overlap.
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 2 Properties of Light
283
Reading in Science
Name
Date
Write About It Compare and Contrast 1. How is infrared radiation different from visible radiation? 2. What do the bolometer, night-vision goggles, and the Spitzer Space Telescope have in common?
Planning and Organizing Write additional details for each of the following terms: infrared radiation: For each term, students should give additional details that they did not list in the graphic organizer. visible radiation:
bolometer:
night-vision goggles:
Spitzer Space Telescope:
Students should state the differences between the two types of radiation. Next, explain the similarities between the bolometer, night-vision goggles, and the Spitzer Space Telescope. Students should clearly state the similarities among these instruments, giving specific examples.
284
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 2 Properties of Light
© Macmillan/McGraw-Hill
Drafting Now explain the differences between infrared radiation and visible radiation.
Name
LESSON
Date
Outline
Light Waves and Color Use your textbook to help you fill in the blanks. Why do we see colors? 1. Visible light from the Sun comes to Earth as light, traveling through space in the form of waves.
white
2. When light waves are refracted as sunlight passes through raindrops, their wavelengths are separated, colors
and we see them as different
.
3. A triangular piece of glass or plastic called a(n) prism
bends light and separates it into the wavelengths that make up white light. diffraction grating 4. Light passing through the slits on a(n) is refracted, and the wavelengths that make up the light can be seen. 5. Sunlight striking an object may be reflected, refracted, or
absorbed
.
6. The light that is reflected by an object determines the color
of that object.
How many kinds of light are there? © Macmillan/McGraw-Hill
7. Energy from the Sun travels in many types of waves; the electromagnetic spectrum contains the full range of these wavelengths. 8. The spectrum is arranged from long waves, with the lowest with the
amount of energy, to short waves, highest
Chapter 12 • Exploring Energy Reading and Writing
amount of energy. Use with Lesson 3 Light Waves and Color
285
LESSON
Outline
Name
Date
9. The wavelengths of visible light, which we see as colors middle
that range from red to violet, fall near the of the spectrum. heat
10. Infrared waves are typically felt as
.
ultraviolet 11. Overexposure to rays and other high-energy waves can damage people’s skin and eyes. 12. X rays are used to make images of hard parts of the body, such as teeth and
bones
.
How do colors mix? 13. Colors not produced through the mixing process are primary
called to produce
colors, which are blended
secondary
colors.
14. The traditional color model is the color model.
RYB
15. The RGB color model is an example of color mixing.
additive
CMY 16. In the color model, the perceived color depends on the ability of the substance’s to absorb wavelengths of light.
Critical Thinking 17. A yellow ink reflects green and red light, and a magenta ink reflects blue and red light. What color would a person see if yellow ink is put on top of magenta ink? A person would see the color red, because it is reflected from both inks. Other colors are absorbed by the inks.
286
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 3 Light Waves and Color
© Macmillan/McGraw-Hill
pigments
Name
LESSON
Date
Vocabulary
Light Waves and Color Match the correct letter with the description. a. CMY color model
f. RGB color model
b. electromagnetic spectrum
g. RYB color model
c. pigments
h. secondary colors
d. primary colors
i. visible light
© Macmillan/McGraw-Hill
e. prism
1.
e
a triangular piece of glass or plastic that bends light
2.
h
colors that can be made by blending primary colors
3.
b
the full range of wavelengths that travel from the Sun, which includes radio waves, microwaves, infrared waves, visible light, ultraviolet light, X rays, and gamma rays
4.
c
tiny solid particles that provide color by absorbing wavelengths of light
5.
d
colors of light that are not produced through the mixing process
6.
f
the color model in which primary colors of light combine and produce all other colors
7.
i
waves of light that contain a mixture of wavelengths that the human eye can detect
8.
a
the color model that uses subtractive color mixing
9.
g
the traditional color model that may be useful in art but does not include all colors
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 3 Light Waves and Color
287
LESSON
Cloze Activity
Name
Date
Light Waves and Color Fill in the blanks. black
radio waves
visible light
infrared rays
reflected
white
prism
Sun
Visible light is one part of the electromagnetic spectrum. White light that comes from the
Sun
is a mixture of all the colors of visible light. You can use a(n) prism
to separate the colors, because each
color bends at different angles when it passes through glass or plastic. The longest waves in the electromagnetic spectrum are
radio waves infrared rays visible light
. Next come microwaves and then . The light that people can see, , falls in the middle of the spectrum.
reflected light appear
from it. Objects that reflect all visible white
all visible light appear
, and objects that absorb black
. Color models
show relationships between colors.
288
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 3 Light Waves and Color
© Macmillan/McGraw-Hill
The color of an object is the color of light that is
Name
Writing in Science
Date
Color This Old House Read the Writing in Science feature in your textbook.
Write About It Descriptive Writing Carefully look at a painting or photograph. Describe what you see. Tell which colors are primary and which are secondary in art. Describe how they work together to create a pleasing effect. Getting Ideas Look carefully at the painting or photograph you choose. Write its name in the center of the web below. Write details that appeal to the senses in the outer circles. Include details about color. Students should write a specific observation about their painting or photograph in each of the outer circles.
© Macmillan/McGraw-Hill
Name of painting or photograph:
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 3 Light Waves and Color
289
Writing in Science
Name
Date
Drafting A good description helps a reader see, hear, taste, smell, and touch the object you are describing. Think about what senses you can appeal to when describing your painting or photograph. Write one descriptive sentence here. Students’ sentences will vary. Sample sentence: In the painting Sunflowers, Vincent Van Gogh used intense shades of yellow to give the impression of warm sunshine in an open field. Now write your first draft. Use a separate piece of paper. Include sensory details to describe your painting or photograph. Tell how the colors work together. Students’ descriptions should include details and should appeal to at least one of the five senses. The descriptions should be written in a logical order and include a conclusion. Revising and Proofreading Ray wanted to describe Vincent Van Gogh’s painting Sunflowers. Here are some sentences he wrote. Tell which sense each sentence mainly appeals to. 1. It is amazing how many different shades of yellow are in the painting.
sight
2. Since yellow is a warm color, the whole room seems to give off heat.
touch
3. As you stare at the sunflowers, you can almost hearing © Macmillan/McGraw-Hill
hear the buzzing of the bees they attract. Now revise and proofread your writing. Ask these questions:
▶ Have I vividly described my painting or photograph? ▶ Have I told how the colors work together? ▶ Have I corrected all grammar, spelling, capitalization, and punctuation errors?
290
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 3 Light Waves and Color
Name
LESSON
Date
Outline
Heat Use your textbook to help you fill in the blanks. What is heat? kinetic 1. Heat is a form of energy caused by the movement of the molecules that make up all matter. 2. The amount of energy needed to raise the temperature calorie
of 1 gram of water by 1°C is called a(n)
.
3. As heat flows into a substance, the kinetic energy of the molecules
in the substance increases.
How does heat travel? 4. Heat energy can move in three ways: by conduction, by convection, and by
radiation
.
5. Conduction is the movement of energy when two touch materials one material to the other.
and energy flows from
absorb 6. Conductors are materials that heat and distribute it evenly throughout an object.
© Macmillan/McGraw-Hill
7. Because most liquids and gases become less dense when heated,
convection
occurs.
How do we use heat?
8. In a hot-water heating system, water is used to transfer energy from a(n) a room.
Chapter 12 • Exploring Energy Reading and Writing
boiler
to the air in
Use with Lesson 4 Heat
291
LESSON
Name
Outline
Date
9. In a forced-air heating system, a room is heated by air
alone.
10. Heating systems turn on and off automatically because thermostat
they are controlled by a(n) switch.
11. Gasoline is the fuel that is burned in the engine of a car, heat but it is makes the engine move.
energy that actually
How is temperature measured? 12. Temperature, which is a measure of the average kinetic energy of a substance’s molecules, is measured with
thermometers
.
13. The rate at which a substance warms up upon absorbing heat is a(n)
physical
property of matter.
14. The amount of energy needed to raise the temperature of 1 gram of a substance by 1°C is the substance’s specific heat
.
Critical Thinking
Possible answer: Cold makes things contract, or get smaller, so the air inside the balloon would be compressed, and the balloon itself would become smaller.
292
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 4 Heat
© Macmillan/McGraw-Hill
15. What do you think would happen if you were to put an inflated balloon in the freezer?
Name
LESSON
Date
Vocabulary
Heat
© Macmillan/McGraw-Hill
Match the correct letter with the description. a. conduction
e. radiation
b. convection
f. specific heat
c. heat
g. temperature
d. insulation
h. thermal expansion
1.
g
I am the measurement of the average kinetic energy of the molecules of a substance. What am I?
2.
e
I am the transfer of energy by electromagnetic waves. What am I?
3.
f
I tell how much energy is needed to raise the temperature of 1 gram of a substance by 1°C. What am I?
4.
c
I am the flow of energy from one substance to another. What am I?
5.
d
I am a material that absorbs some heat, but I do not transfer it very well. What am I?
6.
a
7.
b
I am the transfer of energy by the flow of a liquid or a gas. What am I?
8.
h
I am an increase in volume that is caused by an increase in temperature. What am I?
I am the movement of energy through direct contact. What am I?
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 4 Heat
293
LESSON
Cloze Activity
Name
Date
Heat Fill in the blanks. boiler
heat
kinetic
pistons
speed
expand
hot air
molecules
radiation
thermostat
Heat is a form of kinetic energy. It is caused by the molecules
movement of the
that make up all
matter. Temperature is the measure of the average kinetic
energy of the molecules in a speed
substance. When the average
of
molecules rises, the temperature also increases. Heat can be transferred from one object to another radiation
by conduction, convection, or
.
Buildings heated by a hot-water system use hot water to transfer energy from a(n)
boiler
to the air in hot air
a room. Forced-air systems use
to
controlled by
thermostat
Cars also operate by
switches. heat
energy.
When gasoline is burned, heat causes gases to expand
and push on
pistons
that
turn a crankshaft. This propels the vehicle forward.
294
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 4 Heat
© Macmillan/McGraw-Hill
heat the air in a room. These systems are typically
Name
LESSON
Date
Outline
Electricity and Magnetism Use your textbook to help you fill in the blanks. What is electricity? 1. Atoms are made up of neutrons, and electrons.
protons
,
positively 2. When an atom loses an electron, it becomes charged, and the atom that gains an electron becomes negatively
charged.
3. The buildup of a positive or negative electric charge on a material’s surface is called
static electricity
.
How can electricity jump? 4. A rapid movement of electrons that corrects an discharge
imbalance of charges is called a(n) induce 5. A charged object can separation of charges in another object.
.
a
6. Conductors allow an electric charge to flow easily, and insulators
do not.
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How can electricity flow? energy source 7. A simple circuit consists of an electrical a device such as a lamp, and connecting wires.
,
charges
8. A switch is used to control the flow of in a circuit.
9. Direct current flows in one direction; alternating current is transmitted when current changes direction, moving back and forth at regular Chapter 12 • Exploring Energy Reading and Writing
intervals
. Use with Lesson 5 Electricity and Magnetism
295
LESSON
Outline
Name
Date
What are some kinds of circuits? series
10. Electricity can follow only one path through a circuit, but it can follow through a parallel circuit.
multiple
paths
What are magnets? 11. Iron, magnets.
nickel
, and cobalt form strong
magnetic field 12. A current-carrying wire has a(n) and can pick up certain metal objects, just as a common magnet can. How do we use generators? 13. A generator converts electricity.
mechanical energy
into
14. A transformer that increases voltage so that current electricity can be sent over long distances more efficiently is used in a(n)transmission substation . What are some tips on using electricity? 15. You can save fuel and save money by energy.
conserving
16. How can you use a magnet to find which direction is north? Suspend a magnet from a string. The north pole of the magnet should point toward Earth’s North Magnetic Pole.
296
Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 5 Electricity and Magnetism
© Macmillan/McGraw-Hill
Critical Thinking
Name
LESSON
Date
Vocabulary
Electricity and Magnetism Fill in the blanks. current electricity
magnetic field
electricity
parallel circuit
electromagnet
series circuit
static electricity
1. The buildup of a positive or negative electric charge on a material’s surface is called
static electricity
.
2. The invisible area where the forces of magnetic attraction magnetic field
or repulsion can be detected is called a(n)
.
3. The flow of electrons through a circuit is called current electricity
.
4. A circuit in which there is only one path along which current electricity can flow is called a(n)
series circuit
.
5. A circuit in which there are multiple paths along which current electricity can flow is called a(n) parallel circuit
.
© Macmillan/McGraw-Hill
6. The movement and transfer of the energy of charged electricity
atomic particles is described as
.
7. A device that is magnetized by current electricity is called a(n)
electromagnet
Chapter 12 • Exploring Energy Reading and Writing
.
Use with Lesson 5 Electricity and Magnetism
297
LESSON
Cloze Activity
Name
Date
Electricity and Magnetism Fill in the blanks. circuit
insulation
running water
circuit breakers
open
closed
power plant
Many things happen when you turn on a light in your circuit
house. The light switch is part of a(n)
.
When the switch is turned on, the circuit is closed
, and electricity flows through wires
to the light bulb. When the switch is turned off, the circuit is
open
, and electricity does not flow.
The electricity in a home comes from an electric power plant nuclear power, or
, where generators use fossil fuels, running water
to produce
electricity.
covered with plastic that serves as
insulation
.
To prevent a circuit from being overloaded by too much current, fuses or
circuit breakers
are used to stop the
flow of electricity. It is important to use electricity safely and to conserve energy.
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Chapter 12 • Exploring Energy Reading and Writing
Use with Lesson 5 Electricity and Magnetism
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Because electricity is extremely dangerous, wires are
Name
CHAPTER
Date
Vocabulary
Exploring Energy Circle the letter of the best answer. 1. The height of a wave is called A wavelength. B amplitude. C rarefaction. D compression. 2. An example of a compression wave is A a transverse wave. B a gamma ray. C a reflection. D a sound wave.
5. An item that forms images by reflection is called A a prism. B a lens. C a bulb. D a mirror. 6. The type of lens that curves inward and is thinner in the middle is described as A concave. B convex. C opaque.
3. Sounds that have a high pitch also have a high A frequency. B volume. C rhythm.
© Macmillan/McGraw-Hill
D crest. 4. Matter that allows light to pass through with almost no disturbance is described as
D reverse. 7. The full range of wavelengths of radiation is called A visible light. B the electromagnetic spectrum. C the Doppler effect. D ultraviolet light.
A opaque. B translucent. C transparent. D concave.
Chapter 12 • Exploring Energy Reading and Writing
299
CHAPTER
Vocabulary
Name
8. The colors that are produced through mixing are described as A pixels. B primary colors. C secondary colors. D pigments. 9. A measure of the average kinetic energy of the particles in a substance is A temperature. B specific heat. C thermal energy. D electric energy. 10. The unit most commonly used to measure heat is the A decibel. B hertz. C volt.
Date
12. A buildup of electric charge on a material’s surface is called A current electricity. B static electricity. C voltage. D insulation. 13. When a charged object is placed near a neutral object, the result is A an induced charge. B a magnetic field. C a parallel circuit. D an electromagnet. 14. A device that is magnetized by current electricity is called A a generator. B an electromagnet. C a series circuit. D a parallel circuit.
11. The transfer of energy by currents of a liquid or gas is called A convection. B conduction. C radiation. D expansion.
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Chapter 12 • Exploring Energy Reading and Writing
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D calorie.
