Name: Date: READING SCIENCE · thing is true of elements and compounds. Elements are the basic form of matter which cannot be broken down any further. A few common elements make most

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Elements and Compounds Matter and Energy

Name: Date:

READING SCIENCE

Few Elements, Many Compounds(Lexile 740L)

1 Think of the English alphabet. Millions of words can be made from only 26 letters! The same thing is true of elements and compounds. Elements are the basic form of matter which cannot be broken down any further. A few common elements make most of the planet’s many compounds. Different compounds combine to make all of the things around us. These include rocks, air, water, and even people.

2 Let’s take a trip to Maui in the Hawaiian Islands. You must cross the Pacifi c Ocean. You travel over seawater made of hydrogen, oxygen, sodium, chlorine, and traces of other elements. Pure water has only hydrogen and oxygen. When you get to the island, you walk on the sand. Sand is tiny bits of worn-out rock mostly made of oxygen and silicon. A breeze hits your face. The air is made of nitrogen, oxygen, a little argon, and carbon dioxide. There are also very small amounts of other gases.

3 As you walk around, you see volcanic rocks and mountains on the island. They are made of mixtures of oxygen and silicon, with magnesium, aluminum, potassium, iron, and small amounts of other elements. Green volcanic rock is also common on the island. It has a heavy concentration of iron and magnesium.

4 You also see all the plants and animals. The Hawaiian Islands contain much diversity. You see many beautiful trees, bushes, and fl owers. You see a Hawaiian tree, an orchid on that tree, a beetle crawling on the ground, and a native Hawaiian. These are all examples of living matter made of the elements hydrogen, oxygen, carbon, and nitrogen. Hydrogen is the most abundant element in living matter.

5 As you leave Hawaii, you marvel at what you’ve seen. You are amazed at how so many compounds can be made from so few elements. A few simple elements can combine to make many, many different things.

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Sample


1 What is the basic form of matter which cannot be broken down any further?

A a compound

B an element

C a chemical reaction

D an organism

2 Which of the following elements do living things have that volcanic rocks do not have?

A Oxygen

B Silicon

C Magnesium

D Carbon

READING SCIENCEElements and Compounds

Matter and Energy

3 Which of the following best summarizes the passage?

A Volcanic rocks and mountains are on Hawaiian islands.

B Green volcanic rock has a heavy concentration of iron and magnesium.

C Sand is tiny bits of worn-out rock mostly made of oxygen and silicon.

D A few common elements make most of the planet’s many compounds.

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Sample


READING SCIENCEElements and Compounds

Matter and Energy

4 What is the main point of the reading?

A A few elements combine to make many compounds.

B Many elements combine to make a few compounds.

C Elements cannot be combined except by artifi cial means.

D Hawaii is made up of only a few types of compounds.

5 The chart above shows the compounds that make up the air. The rectangle on the right is an expanded view of the smallest, black wedge of the pie chart. What percentage of air is oxygen?

A 0.07%

B 0.93%

C 21%

D 78%

Nitrogen

Oxygen

Argon

Carbon dioxide and trace gases

3


Sample


Notes

Elements and Compounds Matter and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about where you might find elements and compounds in our world.

WRITE

Explain the differences between elements and compounds.

Be sure to –

• Address the prompt, provide support, and conclude your thoughts. • Write legibly and concisely.

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Elements and Compounds Matter and EnergyWRITING SCIENCE

Topic:

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Formation of a New Substance Matter and Energy

Name: Date:

READING SCIENCE

Signs of Chemical Change(Lexile 660L)

1 Hundreds of years ago, early scientists began to study the way that different compounds act when mixed together. They mixed many, many substances to see what would happen. They made observations of the properties of the starting compounds. They recorded what happened when the substances fi rst touched one another. They ran tests on the mixtures to see if the chemical properties had changed. Their careful notes were shared with other scientists.

2 When many observations were put together, scientists noticed patterns. This led to a set of rules on how to tell when a chemical change had happened. Here are the fi ve rules early scientists developed:

• There is a production of light. • There is a production of a precipitate. • There is a production of a gas. • There is a color change. • There is a change in temperature.

Even though these rules are old, they are still used today to determine when a chemical change happens. Each of these is based on a property which can be directly seen or measured in an experiment. This is called empirical evidence.

3 Maria had several compounds in the lab. She wanted to study what happens when they are mixed. She designed an experiment to fi nd out if a new substance is formed. Maria used the fi ve rules to determine if there had been a chemical change.

4 Maria came up with a procedure which she used for each mixture. First, she measured equal amounts of each of the two compounds to be mixed. She put one of them into a test tube. Maria examined them carefully and wrote what she observed in her notebook. Watching closely, she put the second compound into the test tube, swirling to mix the two substances together. She put the test tube into the rack, let it sit for one minute, and then recorded her observations.

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READING SCIENCEFormation of a New Substance

Matter and Energy

Continued

5 Here are Maria’s mixtures and observations:

a) Two clear liquids were mixed. They began to glow with a yellow light. b) Two clear liquids were mixed. They did not look any different afterward. c) A piece of metal was dropped into a clear liquid. Before long, small bubbles began to

fl oat to the surface. d) A clear liquid was added to a dark blue liquid. The resulting mixture was light blue. e) A clear liquid was added to a pale yellow liquid, forming a white powder which settled

on the bottom. f) She poured a clear liquid onto a white powder. Immediately, it fi zzed and foamed. Afer

one minute, the bubbles were gone and only a clear liquid remained.

6 After the tests were complete, Maria reviewed her observations and analyzed her results to see if a chemical change had occurred. Soon Maria knew which combinations had produced a new substance. Do you?

8


Sample


1 Identify the fl aw in the way that Maria set up her experiment.

A She did not take pictures.

B She did not wait long enough.

C She did not measure the temperature.

D She did not mix the substances well enough.

2 Which of these describes Maria making an observation?

A Maria measured the compounds.

B Maria let the test tube sit for one minute.

C Maria wrote her results in her lab notebook.

D Maria saw that bubbles formed on the metal in mixture (c).

READING SCIENCEFormation of a New Substance

Matter and Energy

3 What is the best summary of this passage?

A Early scientists studied the way substances behaved when they were combined. They developed rules to identify when a chemical change occurred. Maria used those rules to create an experimental procedure and test six mixtures.

B Maria was curious about how several compounds acted when mixed. She put them into test tubes and swirled them together. She could tell if a chemical change had occurred by watching for signs like bubbles or light.

C Maria mixed compounds together to test for chemical change. One mixture produced light, two mixtures had bubbles, two mixtures had changes of color, and one mixture did not change.

D You can tell if a chemical change has occurred because there will be a production of light, gas, or a precipitate, or there will be a change in color or temperature.

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Formation of a New Substance Matter and EnergyREADING SCIENCE

4 Using Maria’s results, determine how many mixtures produced a new substance.

A 3

B 4

C 5

D 6

5 Which is the best defi nition of empirical in Paragraph 2?

A Can be seen or measured

B From a currently used procedure

C Collected in an old, reliable method

D Related to whether a chemical change has occurred

6 Maria made a mistake in the analysis of her results. Which of the following conclusions is incorrect?

A A chemical change occurred in mixture (a) because there was a production of light.

B A chemical change occurred in mixture (d) because there was a color change.

C A chemical change occurred in mixture (e) because there was a production of a precipitate.

D A chemical change occurred in mixture (f) because there was a production of a gas.

10


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Notes

Formation of a New Substance Matter and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

During a chemical change, substances are changed into different substances.

WRITE

Explain how you can tell if a change is a chemical change.

Be sure to –

• Address the prompt, provide support, and conclude your thoughts.• Write legibly and concisely.

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Formation of a New Substance Matter and EnergyWRITING SCIENCE

Topic:

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Sample


Metals, Non-metals, Metalloids Matter and Energy

Name: Date:

READING SCIENCE

Journey Through a Computer(Lexile 690L)

1 What would happen if you could shrink down to about two inches tall? Imagine that you could take a walk through the inside of a computer. You would fi nd many different chemical compounds. They can be classifi ed as metal, non-metal, and metalloid.

2 Metals are used in computers for several reasons. Metals are shiny and dense. They do not melt easily, and they are malleable. Malleable means that they can be formed to be almost any shape. Electricity and heat travel well through metal. Metals are good conductors for the electrical charges computers must carry. Gold, for instance, is a metal that is used in electronics cables. Gold delivers good conductivity between all parts of the computer. It is also malleable and resistant to corrosion. Steel is used for the outside case because it is strong and durable. Steel is made mostly of the element iron. A computer’s hard drive is made of aluminum and stainless steel. These metals are used for their resistance to corrosion. They can also be milled to a precise size and shape. Metal components can be found throughout a computer.

3 As well as metal components, computers contain several metalloid elements. Metalloid elements have properties of both metal and non-metal elements. Silicon is the most common metalloid. When exposed to high temperatures, its conductivity increases. Silicon is a very important ingredient in computers. It is often paired with another metalloid, germanium, for even better performance. Tellurium, another metalloid, is found in computer chips because it conducts electricity well.

4 Non-metals have four main properties. They are not malleable and do not shine. Non-metals do not conduct electricity or heat well. Most non-metals do not have the durability of metal. In a computer, the non-metal found most is plastic. Plastic is made up of the non metal elements carbon and hydrogen. For instance, most of the keyboard is made of plastic. One advantage of using plastic in some places is weight. Non-metals usually weigh less than metals. In many situations, they work better than metal or metalloids.

5 Your trip through a computer has been interesting and educational. You learned that one computer is made of many different components. The metals are heavier, shinier, or sturdier. The non-metal compounds weigh less, are resistant to moisture and corrosion, and cost less. It does indeed take all kinds of compounds to make a computer.

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Sample


Non-metal Metalloid Metal

Plastic Silicon Gold

1 2 3

1 Examine the table shown. Which of the following choices will correctly complete the table if the words are in the order of box 1 — box 2 — box 3?

A Iron — Germanium — Carbon

B Carbon — Germanium — Aluminum

C Carbon — Tellurium — Germanium

D Hydrogen — Aluminum — Tellurium

2 Why would computer companies use silicon in computers?

A It has excellent malleability.

B It is very lustrous.

C It is cheaper than other elements.

D Its conductivity can be changed.

READING SCIENCEMetals, Non-metals, Metalloids

Matter and Energy

3 What are metalloids?

A Elements that have characteristics similar to both metals and non metals

B Elements that are similar to only metals

C The most abundant elements on Earth

D Metals that have been melted down and formed to look like metals

14


Sample


READING SCIENCEMetals, Non-metals, Metalloids

Matter and Energy

4 Which of the following statements about non-metal elements is true?

A Non-metal elements are stronger than metals.

B Non-metal elements are never used in computers.

C Non-metal elements are sometimes cheaper to make.

D Non-metal elements are used only in laptop computers.

5 Based on the context, conductors in paragraph 2 refers to ______.

A a substance that allows electricity to pass through it

B metals’ ability to be formed to be almost any shape

C non-metals that do not have the durability of metal

D how metals are heavier, shinier, or sturdier than non-metals

6 What is the main point of paragraph 4?

A Manufacturers do not use many non-metals in computers.

B Some non-metals serve important functions in computers.

C Metals for computer hardware are diffi cult to obtain.

D Silicon is a good metalloid to use in the manufacture of computers.

15


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Notes

Metals, Non-metals, Metalloids Matter and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the physical properties used to identify elements as either metals, non-metals, or metalloids.

WRITE

Imagine that you are asked to classify a group of elements as either metals, non-metals, or metalloids. Explain how you would use their physical properties to accomplish this task.

Be sure to –


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Metals, Non-metals, Metalloids Matter and EnergyWRITING SCIENCE

Topic:

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Sample


Density Matter and Energy

Name: Date:

READING SCIENCE

Archimedes and the Golden Crown(Lexile 720L)

1 Archimedes was a famous scientist from ancient Greece. The legend is that he was told to fi gure out if a goldsmith had stolen from King Hiero. The King had given the goldsmith pure gold. The goldsmith was told to use all the gold to make a crown. The King thought that the goldsmith had embezzled some of the gold. The King thought that the goldsmith had then made the crown out of a less valuable metal. Another metal would look like gold if given a golden coating. Archimedes had to fi gure out if the crown was really pure gold. If not, Archimedes would prove that the goldsmith had been dishonest and made the crown with a cheaper metal.

2 Archimedes knew that gold was a very heavy metal. He could fi nd out if the crown was pure by calculating its density. Density is mass per unit of volume. Volume is how much space an object takes up. To do this, he would fi rst have to melt the crown. Then, he could make it into a cube with a known volume and measure its mass. Archimedes knew that the King would not let him use this method. The crown would be destroyed. He had to fi nd another method! How could he fi gure out the density of the crown?

3 One time, Archimedes got into his bath. He saw that the water level in the tub went up as he immersed his body in the water. When his body went under the water, it pushed the water out of the way. His body took up some of the space where the water had been. Archimedes knew he could use this method with the golden crown. First, he could measure the volume of the water that was pushed out of the way. Then he could fi gure out the volume of the oddly-shaped crown. Excited by his discovery, Archimedes jumped out of the tub. He went naked through the town, shouting, “Eureka! Eureka!” This means, “I’ve found it!”

4 Archimedes immersed the crown in water. This let him fi gure out its volume. Then he compared the mass of the crown to the mass of a solid gold cube that had the same volume as the crown. The crown had less mass than the pure gold cube. Archimedes knew that the dishonest goldsmith had made the crown out of another metal. Archimedes’ discovery let scientists measure the volume and density of oddly-shaped objects for the fi rst time. Scientists still use his method today.

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Sample


1 In Paragraph 1 of this passage, what does the word embezzled mean?

A Tricked

B Hidden

C Lost

D Stolen

2 Students of science have studied this story for over 2,000 years. Which of these statements described the most important impact of his discovery?

A He solved a problem for an ancient king.

B He discovered a way to save time by working and taking a bath.

C He gave scientists who came after him a way to measure the volume of oddly shaped objects.

D It’s a funny story, and people throughout history have enjoyed reading it.

READING SCIENCEDensity

Matter and Energy

3 What is the main point of this passage?

A How a scientist solved a problem using the concept of density

B How to cleverly steal gold from a King

C Why people shouldn’t steal things that belong to others

D How to catch a thief

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Sample


READING SCIENCEDensity

Matter and Energy

4 In Paragraph 3 of this passage, what clues help you know the meaning of the word immersed?

A “Got into his bath”

B “Under the water”

C “Figure out the volume”

D “Took up some of the space”

5 The diagram above shows what happened when an irregular solid was immersed in water. This irregular solid has the same mass as a gold block which is 2 cm wide by 2 cm high by 5 cm long. Using the method described in the passage, compare the density of the unknown with the density of gold.

A Equal to gold

B Less than gold

C Greater than gold

D Cannot be determined

21


Sample


Notes

Density Matter and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the steps involved in calculating density.

WRITE

Explain the process for calculating density and how that knowledge can help you identify an unknown element.

Be sure to –


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Density Matter and EnergyWRITING SCIENCE

Topic:

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Sample


Minerals Matter and Energy

Name: Date:

READING SCIENCE

Digging for Diamonds(Lexile 770L)

1 The Crater of Diamonds is a 37½ acre state park in Pike County, Arkansas. It is the only place where diamonds are found that allows visitors. The diamond-search area is the eroded surface of an ancient volcanic pipe. Over 95 million years ago, it brought diamonds and semi-precious stones to the surface. Today, visitors come to this site to dig through the field. Visitors come for the chance to find diamonds. They also look for other gemstones such as amethyst, peridot, quartz, and garnet.

2 Now, imagine your parents tell you that this summer your family would take a road trip. You will visit the Crater of Diamonds State Park. You feel very excited. You’ve always been sort of a “rock hound.” You never could resist picking up a beautiful rock. A sparkle of light from a pebble always caught your eye. This is your chance to explore gemology and add to your collection of gemstones!

3 Before the trip, you share some information about gemology and gemstones with your family. You let them know that gemstones are minerals that have been cut and polished. This makes their surfaces smooth and shiny. People want gemstones because of their beauty, rarity, and durability. They’re often used to create jewelry or other beautiful items. Diamonds, rubies, emeralds, and sapphires are called precious stones due to their rarity, hardness, and clarity. All other gemstones are called semi-precious because they’re softer and more common. Many people want semi-precious stones. They can be used to create beautiful jewelry. You tell your family to look for the more common semi-precious stones found at Crater of Diamonds.

4 As summer gets closer, your family is getting very excited about the trip to the Crater of Diamonds. You feel that the time has come to share the most important information with your family: how to spot a diamond. It’s important to know if they’ve found a diamond, or just a plain rock. You share that four physical properties are often used to identify a mineral. These are hardness, color, luster, and streak.

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READING SCIENCEMinerals

Matter and Energy

Continued

5 Hardness refers to the strength of the forces holding atoms together in a solid mineral. The Mohs scale will tell how easily a mineral can be scratched. It has a range from 1-10. Diamonds are a 10 on the Mohs scale. They are the hardest minerals in the world. The color of a mineral is often easy to identify. Many minerals are found in a range of colors. This is true for diamonds also. They can be yellow, brown, blue, green, orange, purple, black, pink, red, or colorless. Colored diamonds have impurities that cause them to change colors. Colorless diamonds, however, are very pure. Luster refers to how a mineral looks when it refl ects light. A mineral’s luster could be metallic, dull, pearly, or adamantine. Diamonds have adamantine luster — their brilliant sparkle. Streak refers to the color of the powder left by a mineral. Streak is often found after a mineral is scratched on a porcelain tile. The color of the streak left on the tile helps to identify the mineral. The streak of a diamond is white.

6 You’ve let your family know how a mineral’s physical properties can be used to identify it. You also tell them that some of these tests work better in a laboratory. Your family knows that physical properties allow us to identify minerals. Now they’re even more excited to dig up some hidden gems. As the time for your trip gets closer, you feel more and more excited about the Crater of Diamonds. Who knows what treasures you’ll fi nd!

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Sample


1 Paragraph 5 of this passage mainly tells about —

A the physical properties of minerals.

B how to spot a diamond.

C determining how rare a diamond is.

D how to test a diamond for value.

2 Complete the following analogy:

Scratch test: hardness

A Metallic: luster

B Porcelain tile: streak

C Cost: diamond purity

D Colored diamond: clear diamond

READING SCIENCEMinerals

Matter and Energy

3 You can tell from reading this passage that —

A the narrator will defi nitely fi nd a diamond at the Crater of Diamonds State Park.

B diamonds are rare, valuable gems.

C garnet is as valuable as a diamond.

D semi-precious stones are ugly.

27


Sample


Minerals Matter and EnergyREADING SCIENCE

4 The table above displays the physical properties of diamond, but the property names have been left out of the fi rst row. Which property belongs in column 1?

A Color

B Streak

C Luster

D Hardness

5 Which property of a mineral is expressed using Mohs scale?

A Luster

B Hardness

C Monetary value

D Streak

1 2 3 4

Adamantine Colorless White 10

28


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Notes

Minerals Matter and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the physical properties of minerals.

WRITE

Explain the process of identifying a mineral through the use of its physical properties.

Be sure to –


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Minerals Matter and EnergyWRITING SCIENCE

Topic:

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Energy Sources Matter and Energy

Name: Date:

READING SCIENCE

Clean Energy?(Lexile 750L)

1 For years, scientists have been searching for clean, renewable energy resources. They are trying to replace fossil fuels in making electricity. One source that will never run out is solar energy power. This is energy from the Sun. One way we can harness this energy is with solar cells. They are also called photovoltaic cells. These devices make electricity when hit by light. Many cells are linked together to form a larger panel. Many people praise solar energy power. They say one of its biggest advantages is that it is electricity with no pollution. Can such a wonderful claim be true?

2 When photovoltaic cells are working, they make no pollution or by-products. Light hits the panel. Electricity and nothing else comes out. You have probably held a working photovoltaic cell before. The small dark panel at the top of some calculators allows them to run without batteries. Have you ever put your fi ngers over that panel? You block out all the light. The electricity will stop, and the calculator goes off. It will come back on when you let the light back on it. You can feel that the panel does not get hot. The cells do not make much heat when they generate electricity. You will also notice that there is no gas or liquid coming out. You cannot smell any pollutants. Scientists have tested solar cells with analytical machines in a laboratory. They do not fi nd any pollutants either. A solar panel truly does not make pollution while generating electricity. Is that the entire picture though?

3 Is there pollution during the manufacturing process? Photovoltaic cells are made by putting a thin sheet of the metalloid silicon between sheets of glass. Sometimes, small amounts of other elements are mixed with the silicon. These elements make the electricity generation more effi cient. The silicon usually comes from heating sand to very high temperatures. Sand is mainly made of silicon and oxygen. It takes a great deal of electricity to make a solar panel. Currently, this electricity is generated by burning fossil fuels. This makes pollution. Scientists can estimate how much pollution comes from the energy needed to make each solar panel. The amount of pollution changes based on which fossil fuel was used to generate the electricity. When a solar panel starts to make clean electricity, it replaces electricity from fossil fuels. This prevents pollution. Each panel must work for one to three years to make up for the pollution from the manufacturing electricity. Luckily, these panels are expected to have a lifetime of over 30 years! Perhaps someday, companies will be able to use solar energy to generate the electricity needed to make solar panels. This will make the process much cleaner.

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READING SCIENCEEnergy Sources

Matter and Energy

Continued

4 There are many chemicals involved in the process which turns sand into electricity-producing devices. Some of these compounds can harm the environment. Manufacturing plants in the United States collect these compounds. They do not escape into the environment. The plants can recycle and reuse the by-products. However, these steps are very expensive. The recycling process adds to the high cost of making solar panels. Not all plants are so careful with the manufacturing by-products. Within the last few years, there have been toxic spills outside of some factories in China. In one case, people who lived outside one plant often saw workers dumping a liquid in a fi eld. Soon, they observed that the grass in the fi eld died. Then, the ground turned white. There was a bad smell and a haze that made it hard to breathe. Soil samples were sent to scientists in a laboratory. Their testing showed evidence of pollutants.

5 It does seem clear that solar energy power does not produce any pollution while generating electricity. This alone makes solar energy power a much cleaner possibility than any non renewable energy source. For a complete picture, however, we must look at the whole solar energy industry. There are questions which must be answered. “How clean is the manufacture of solar panels?” “How clean could it be in the future?” These questions must be answered. Otherwise, we cannot determine whether this could become completely pollution-free energy.

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Sample


1 What is the purpose of this passage?

A To convince the reader that solar energy is the best choice

B Reveal a little-known disadvantage of solar panels

C Explain why photovoltaic panels are so expensive

D Encourage the reader to consider the issue and make a decision

2 The word photovoltaic in Paragraph 1 is composed of two root words. What do they mean?

A “Sun” “energy”

B “silicon” “plated”

C “light” ”electricity”

D “picture” “voltage”

READING SCIENCEEnergy Sources

Matter and Energy

3 There are many way to collect data about solar cells. The following information should help you judge whether solar energy power can be pollution-free. Which one does NOT?

A Calculate how much it costs to make one panel.

B Observe a cell in your hand while it makes electricity.

C Measure the amount of electricity to make one solar panel.

D Observe that the ground outside one manufacturing plant turned white.

33


Sample


Energy Sources Matter and EnergyREADING SCIENCE

4 Which of these statements is justifi cation for the following conclusion: “Right now, there is no way to avoid making pollution when making photovoltaic panels.”

A The technology to recycle by-products is very expensive.

B The manufacturing process requires large amounts of energy from fossil fuels.

C New technology may make the manufacturing process cleaner in the future.

D There have been incidents of environmental damage around some manufacturing plants.

5 Which statement is the most important reason that some people feel that solar energy power can be a pollution-free energy source?

A Electricity generation with solar cells produces no pollution.

B Electricity from burning fossil fuels is used to make solar panels.

C Extra materials from the manufacturing process can be collected and reused.

D The raw material for cells is sand, which is easily available without mining.

34


Sample


Notes

Energy Sources Matter and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the many energy resources available in our world.

WRITE

Explain the advantages and disadvantages of using the energy resources we have available to us today.

Be sure to –


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Sample


Energy Sources Matter and EnergyWRITING SCIENCE

Topic:

36


Sample


Potential and Kinetic Energy Force, Motion, and Energy

Name: Date:

READING SCIENCE

An Amazing Ride(Lexile 640L)

1 Josie and her father heard a distant rumble as they stood in the middle of the amusement park. It steadily grew louder, and a rush of air blew over them. They looked up to see the giant Turbo roller coaster race over their heads. They watched it zoom through the loop-the-loop. They heard screams and cheers as it sped over the next hill and out of sight.

2 “Wow! That was awesome!” Josie shouted. “Can we ride the Turbo, now?”

3 “Sure,” her dad answered. “But, I imagine we will have a long wait.”

4 “That’s okay. I can explain the physics of the roller coaster as we wait.”

5 Josie’s father was impressed. He always was when Josie shared what she had learned in her science class.

6 The cars of the roller coaster began to ascend the fi rst giant hill. Josie began her explanation: “Here, the chain that pulls the cars up the hill works against the force of gravity. The cars gain potential energy, or stored energy.”

7 They watched the cars reach the peak of the fi rst hill. Josie continued: “At the top of this hill, the train is as high as it gets. This means the train has its maximum potential energy.” Suddenly, more screams took them by surprise. The train picked up speed and descended the other side of the hill.

8 “What’s happening now?” her father asked.

9 “Well, potential energy is converted into kinetic energy as the train starts down the hill. Kinetic energy is the energy of a moving object. This makes the train speed up.”

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READING SCIENCEPotential and Kinetic Energy

Force, Motion, and Energy

Continued

10 Josie’s father watched the coaster. He listened proudly to his daughter. She explained how at the bottom of the hill, there was maximum kinetic energy and little potential energy. The kinetic energy propelled the train up the second hill, building up the potential energy level. As the train entered the loop-the-loop, it had a lot of kinetic energy and not much potential energy. The potential energy level continued to grow as the train sped to the top of the loop. It was soon transformed back to kinetic energy as the train left the loop.

11 They watched the roller coaster in awe as the energy transformation continued. Potential energy changed to kinetic energy and then changed back again. Finally, the cars pulled into the station.

12 They got into the car. The attendant put the safety bar over their shoulders. “It’s our turn. I’m sure this will be an amazing ride!” Josie’s father exclaimed.

38


Sample


1 In Paragraph 6, what is the meaning of the word ascend?

A Go downwards

B Go upwards

C Go to the side

D Go around

2 What word in Paragraph 10 means “to push something forward?”

A Maximum

B Kinetic

C Propelled

D Transformed

READING SCIENCEPotential and Kinetic Energy


3 Based on what you have read, what would be another example of potential energy?

A A ball resting on a shelf

B A ball spinning on a fi nger

C A ball rolling on the ground

D A ball fl ying through the air

39


Sample


Potential and Kinetic Energy Force, Motion, and EnergyREADING SCIENCE

4 Based on what you have read, what would be another example of kinetic energy?

A A hammer hanging from a peg

B A hammer resting on a table

C A hammer falling off a table

D A hammer laying on a board

5 Which of the following shows kinetic energy being converted into potential energy?

A A boulder rolling across the ground

B A rock being tossed high into the air

C A boulder falling off the edge of a cliff

D A rock sitting in the grass

40


Sample


Notes

Potential and Kinetic EnergyForce, Motion, and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about everyday examples that illustrate either potential or kinetic energy.

WRITE

Explain the difference in potential and kinetic energy.

Be sure to –


41


Sample


Potential and Kinetic EnergyForce, Motion, and EnergyWRITING SCIENCE

Topic:

42


Sample


Changes in Force and Motion Force, Motion, and Energy

Name: Date:

READING SCIENCE

A Winning Force(Lexile 780L)

1 Everything in our world moves. Though you may not notice it, the world is always in a state of motion. The wind causes the leaves on a tree to shake. The ocean waves lift the surfer high above the tide. The baseball fl ies into the stands after being hit hard by the batter. An object’s motion will always change when acted upon by another force.

2 Before an object can move, forces need to act upon it. The force can either speed up (accelerate), slow down (decelerate), or make the object stationary. Take the force of gravity for example. Gravity keeps a textbook from fl oating off a desk. It keeps us from fl oating when we do jumping jacks during gym class.

3 An example of acceleration is bike riding. When you push down on the bike pedal, your weight forces the wheels to turn. You then speed up. Likewise, when a football player punts a ball, the force used to make a powerful kick causes the ball to fl y high in the air. A force that pulls or pushes in a different direction is called an opposing force. This causes an object to decelerate or stop. Say you take a dog for a walk. If the dog started to chase a cat, its forward motion would be stopped by your pull on the leash. This is also true in a tennis match. Both players are trying to keep the ball from going out over the back line. They stop the forward movement of the ball by hitting it with the racket. The rest of the swing’s force makes the ball change direction and fl y back over the net.

4 A change in an object’s movement as a result of a force is inertia. Inertia is an object in motion wanting to stay in motion. Inertia is also called Sir Isaac Newton’s First Law of Motion. All objects have inertia. As an object’s mass increases, its inertia increases. A larger force is needed to overcome this larger inertia. For example, when you push a shopping basket, the basket will move in the direction of the force. It will continue to move as long as you push it. The greater the force used, the greater the change in the basket’s motion. The greater the mass of the basket, the greater the force needed to cause a change in its motion.

5 Think about forces the next time you are playing ball with your friends. If you put a greater force upon the ball, it will move faster and harder. Share this with your entire team, and you will be sure to win!

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Sample


1 Complete the following analogy: pedaling your bike:acceleration as pulling a dog’s leash: ______

A energy

B gravity

C inertia

D deceleration

2 What is the meaning of the word stationary as used in Paragraph 2?

A To shake

B To fall

C To remain in place

D To pull down

READING SCIENCEChanges in Force and Motion


3 Complete this sentence with a choice below:

The greater the mass of an object, the more __________ you need to move it.

A help

B force

C energy

D time

44


Sample


READING SCIENCEChanges in Force and Motion


4 Which of the following is an example of an opposing force?

A Gravity pulling a ball down a hill

B Wind blowing a leaf off of a tree

C Gravity holding a rock still on the ground

D Water pushing against you as you walk through a pool

5 During a game of tug-of-war, one team exerts a force of 3,500 N to the left. The other team exerts a force of 3,800 N to the right. Which of the following statements is true about the game?

A The forces are balanced, and there will not be a winner.

B The forces are balanced, and the fi rst team will win.

C The forces are unbalanced, and the fi rst team will win.

D The forces are unbalanced, and the second team will win.

45


Sample


Notes

Changes in Force and Motion Force, Motion, and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the change in position, direction, and speed of a baseball being struck by a bat at a baseball game.

WRITE

Explain what happens when an object is acted upon by unbalanced forces.

Be sure to –


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Changes in Force and Motion Force, Motion, and EnergyWRITING SCIENCE

Topic:

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Sample


Inclined Planes and PulleysForce, Motion, and Energy

Name: Date:

READING SCIENCE

The Parthenon(Lexile 690L)

1 The ruins of the Parthenon stand on a hill overlooking Athens, Greece. It was built almost 2,500 years ago, between 472 B.C. and 432 B.C. The Parthenon’s main function was to hold the statue of the Greek goddess, Athena. It is rectangular in shape. It has eight columns going across each end. There are fi fteen columns going across each side. The roof has two slanted sides. Carvings of gods and goddesses were placed inside.

2 Until this time, temples were made of wood. The builders of the Parthenon wanted a much more impressive temple. They also wanted a structure that would last much longer than other Greek temples of the time. The city was very wealthy. Athens also had a large population of skilled workers and slaves. This allowed the Athenians to build the Parthenon entirely of marble. In fact, they used 20,000 tons of marble to build the temple. This stone came from quarries on Mount Pentelicon. These quarries are about ten miles away from Athens. The workers used simple machines to move the massive blocks of marble. They had pulleys, levers, and inclined planes. They even had the earliest form of the crane, which the Greeks invented. Let’s go back in time to the year 472 B.C. We can watch the building of the Parthenon.

3 Here we are in the quarry. There are natural fi ssures, or cracks, in the massive blocks of marble in the quarry wall. The quarrymen use these cracks to help break the marble apart. They put iron wedges between splints of wood into these fi ssures. Then, they use iron mallets to pound the wedges deeper into the fi ssures. The cracks get larger and larger. Finally, the blocks of marble break away from the wall of stone. Now it time for the masons to begin their job.

4 The masons begin to carve the marble. They are making what will become the top, or capital, of one of the columns. They will not complete the carving here at the quarry. They will wait until the capital gets to the Acropolis. The marble might get damaged along the way.

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READING SCIENCEInclined Planes and PulleysForce, Motion, and Energy

Continued

5 Now it is about two months after the masons started their carving. The capital is ready to leave the quarry. It weighs over 26,000 pounds. Cranes, pulleys, levers, and major muscle power bring the capital to the top of the quarry. It is placed on a wooden sled with rollers to move to the quarry road.

6 At the road, the workers move the marble from the wooden sled. They put the stone on a heavy wagon. The wooden sled is returned to the quarry. A team of strong mules are hitched to the wagon. The marble begins its slow move to the building site.

7 The ten-mile journey takes a day. The wagon fi nally reaches the Acropolis. How will they get the 13-ton capital up the ramp to the building site? The Athenians used a pulley and breaking system. The wagon with the marble goes up on the left side of the ramp. At the same time, mules pull an empty wagon down the right side of the ramp. The capital fi nally makes it to the top of the Acropolis. Cranes, pulleys, levers, and major muscle power gets it into place.

8 This construction process continued until the Parthenon is completed in 433 B.C. These simple machines allowed the Athenians to create this beautiful marble masterpiece.

50


Sample


1 What is the author’s purpose for writing this passage?

A To entertain

B To persuade

C To describe

D To inform

2 Put the events below in the order in which they happened.

a) The marble is moved up the ramp using a pulley system. b) The marble is placed on a wooden sled. c) Iron wedges are used to break the massive marble. d) Masons begin carving the marble.

A b, a, c, d

B b, c, a, d

C c, d, b, a

D c, b, d, a

3 In Paragraph 1, what is the meaning of the word ruins?

A Brick layers

B Foundations of a building

C Broken remains

D Pottery

READING SCIENCEInclined Planes and PulleysForce, Motion, and Energy

51


Sample


Inclined Planes and PulleysForce, Motion, and EnergyREADING SCIENCE

4 How many columns does the Parthenon have?

A 23

B 120

C 46

D 92

5 The Athenians used several simple machines to build the Parthenon. What simple machine is missing from the graphic organizer above?

A Mallet

B Engine

C Inclined Plane

D Boulder

SimpleMachines

Levers Pulleys ?

52


Sample


Notes

Inclined Planes and PulleysForce, Motion, and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the energy needed to move a heavy box.

WRITE

Using what you have learned in your science class, devise a plan to move a heavy box using an inclined plane or pulleys. Explain how your plan makes the job easier for you.

Be sure to –


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Sample


Inclined Planes and PulleysForce, Motion, and EnergyWRITING SCIENCE

Topic:

54

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Sample


Thermal Energy Force, Motion, and Energy

Name: Date:

READING SCIENCE

Thermal Transformations(Lexile 710L)

1 Long ago, scientists believed that heat was an invisible fl uid. Benjamin Thompson was an American inventor and scientist. In the late 1700s, Thompson showed that heat is a form of energy. Energy is a natural force that can do work or cause change. Energy cannot be made or destroyed. It can, however, be transferred from one object to another. This is known as the conservation of energy. Thermal energy is one type of energy. Thermal energy is the energy of heat. It transfers from hotter objects to colder objects. It will move from one object to another until all objects are the same temperature. Thermal energy can move in three different ways: by conduction, convection, and radiation.

2 Conduction is the transfer of heat that occurs when two objects of different temperatures touch. Conduction occurs in solids such as metals. For example, think about a metal spoon with one end left in a hot bowl of soup. Molecules at the heated end move faster and collide with other molecules, getting them moving. Metal is a good conductor of heat. The heat travels easily through the metal spoon. Soon the handle of the spoon is just as hot as the end of the spoon in the soup.

3 In liquids and gases, convection is the best way to transfer heat. Convection occurs when substances of different temperatures mix. When a liquid or a gas is heated, it expands. It rises because it has becomes less dense. The cooler, denser liquid or gas sinks. Convection makes noodles rise and fall in a pot of heated water. The warmer portions of the water are less dense. Therefore, they rise. Meanwhile, the cooler portions of the water fall because they are denser. Movements like this in liquids or gases are called convection currents.

4 Both conduction and convection require a medium to transfer heat. Radiation is the transfer of heat by electromagnetic waves. Radiation moves through empty space. Sunlight is a form of radiation. It travels through space to our planet without the aid of fl uids or solids. We feel the heat from the Sun even though we are not touching it. Imagine it! The Sun transfers heat through 93 million miles of space. There are no solids (like a huge spoon) touching the Sun and our planet. There are no fl uids (like a pot of water) in space. Radiation brings heat to Earth. Let’s think of it on a smaller scale. When you stand near a campfi re, you are not touching the fi re. You can feel the heat, however. The heat is transferred by radiation.

55


Sample


1 Which of the following is a FALSE statement?

A Heat moves through solids by conduction.

B Molecules move faster in warmer substances.

C Warm water is denser than cold water.

D Heat moves through liquids and gases by convection.

2 What is an example of conduction?

A Touching a stove and burning your hand

B An old-fashioned radiator

C Heat from a fi re

D Batteries

3 What is another example of convection?

A A heater in a fi sh tank warming the water at the bottom of the tank

B Batteries in a fl ashlight converting chemical energy into light

C Touching a stove and burning your hand

D Warming up next to a fi re on a cold night

READING SCIENCEThermal Energy


56


Sample


READING SCIENCEThermal Energy


4 What is another example of radiation?

A Heat from a fi re

B An old-fashioned radiator

C Batteries

D Touching a stove and burning your hand

5 The word medium is used in Paragraph 4. Which of the following could be the defi nition of medium?

A A vacuum

B Empty space

C Anything with molecules, matter

D The absence of molecules in an area

57


Sample


Notes

Thermal Energy Force, Motion, and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about what happens when ice melts.

WRITE

Explain the meaning of thermal energy transfer and give specific examples of conduction, convection, and radiation.

Be sure to –


58


Sample


Thermal Energy Force, Motion, and EnergyWRITING SCIENCE

Topic:

59


Sample


Sample


Energy Transformations Force, Motion, and Energy

Name: Date:

READING SCIENCE

Flashlights(Lexile 710L)

1 A fl ashlight is a portable, battery-operated device which makes light. Most hand-held fl ashlights have one or more batteries inside them. There is a switch between the batteries and the bulb. The switch controls the fl ow of electricity between the batteries and the bulb.

2 Flashlights have multiple uses. We use them during emergencies such as power outages or when our car breaks down. Our parents may use them while searching through the attic or a dark closet. You may have used one on a camping trip. Everyone has used a fl ashlight at one time or another. When we do, energy is transformed.

3 Energy is the ability to do work or cause a change. The Law of Conservation of Energy tells us that energy cannot be created or destroyed. It can, however, be transformed from one form to another. There are many different forms of energy. We will fi nd chemical energy, electrical energy, and light energy in a fl ashlight.

4 How does energy change when we use a fl ashlight? First, the batteries store chemical energy. This is energy that is released during a chemical change. When chemical bonds are formed or broken, electrons are rearranged. This movement of electrons makes chemical energy. Batteries can convert stored chemical energy into electrical energy.

5 Electrical energy is the energy of electricity. Electricity is the movement of electrical charges through a conductor. Electricity moves through wires to places where it is needed. Then it can be converted into other forms of energy. In a fl ashlight, the electrical energy becomes light energy and thermal energy in the bulb.

6 Light energy moves by wave motion. That is, light is a form of energy caused by electromagnetic waves. Light energy allows us to see. Objects are only visible when they refl ect light into our eyes. Our eyes convert the light energy back to electrical energy as a nerve signal. Our brain can convert that into an image we see.

61


Sample


READING SCIENCEEnergy Transformations


Continued

7 Thermal energy is the energy of heat. Energy transforms from one form into another. A small amount, however, is often converted into thermal energy as a by-product. The bulb transforms electrical energy into both light energy and thermal energy. It makes more light than heat though. This is why the light bulb starts to feel warm after the fl ashlight has been on.

8 The last time you looked at a fl ashlight, it probably looked pretty simple. You fl ip the switch. Light comes out. Now you know that there is a lot more happening. Energy must fi rst be converted from chemical energy in the batteries into electrical energy. This energy moves to the bulb to be transformed into the light you see.

62


Sample


1 Which of the following sentences are the best short summary for a fl ashlight?

A A fl ashlight has many uses.

B A fl ashlight is able to create light energy, allowing us to see in the dark.

C A fl ashlight is a necessary tool for every household.

D A fl ashlight is a portable, battery-operated device which makes light.

2 Much like a battery, wood contains stored energy. What energy transformations occur when wood is burned?

A Thermal energy transforms to chemical energy and light energy.

B Biological energy transforms to electrical energy and light energy.

C Chemical energy transforms to thermal energy and light energy.

D Chemical energy transforms to thermal energy and heat energy.

3 In Paragraph 5, what does converted mean?

A Transferred

B Changed

C Transported

D Current

READING SCIENCEEnergy Transformations


63


Sample


Energy Transformations Force, Motion, and EnergyREADING SCIENCE

4 Identify the correct order for the energy transformations in a flashlight.

A Electrical to chemical to thermal

B Light to electrical to chemical

C Thermal to electrical to light

D Chemical to electrical to light

5 In an ideal situation where no heat energy is produced, what is the relationship between the chemical energy provided by the battery and the electrical energy produced according to the Law of Conservation of Energy?

A The chemical energy should be less than the electrical energy.

B The chemical energy should be equal to the electrical energy.

C The chemical energy should be more than the electrical energy.

D none of the above

64


Sample


Notes

Energy Transformations Force, Motion, and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the fact that energy can neither be created nor destroyed; it just changes forms.

WRITE

Explain how the use of a battery to light a flashlight demonstrates the transfer of energy.

Be sure to –


65


Sample


Energy Transformations Force, Motion, and EnergyWRITING SCIENCE

Topic:

66


Sample


Layers of EarthEarth and Space

Name: Date:

READING SCIENCE

The Layers of the Earth(Lexile 660L)

1 Earth’s surface is covered with water and land. Have you ever wondered what is deep inside our planet? Earth is full of surprises. You could cut a section out of the planet. It would show three distinct layers: the crust, mantle, and core.

2 The fi rst layer is called the crust. This is the surface we live on. The continents and the ocean basins make up the crust. It is Earth’s thinnest layer. It is 35-70 km thick under the continents. The crust is only 5-10 km thick under the oceans.

3 Earth’s outer layers are the crust and the mantle that lies below it. These are less dense than the core. Both the crust and the mantle are made mostly of silicates. Silicates are minerals rich in the elements oxygen and silicon. The core contains the dense elements iron and nickel. Earth’s layers formed as the planet cooled and became solid. As Earth cooled, the less dense elements rose to the surface. They separated into the crust and mantle layers around the inner, dense core.

4 Going down through Earth’s layers, temperature and pressure increase. This is due to the mass of the layers of rock. The mantle is the second of Earth’s layers. Most of the upper portion of the mantle is made of solid rock like the crust. Some of the upper mantle is semi molten. It is able to fl ow. It is like thick, gooey syrup. This allows the rigid, crustal plates resting on the upper mantle to fl oat. Even though we can’t feel it, the plates are slowly moving all of the time. The mantle stretches down into Earth for 2900 km. The lower mantle is solid because of the great pressure placed on it.

5 In the center of Earth is the core, divided into two parts: the inner and outer core. These are made of nickel and iron. The entire core is very hot. It is not surprising that the outer core is in a molten state. However, the inner core is solid. This seems impossible, but the inner core is kept solid by the intense pressure of all the layers above it. It has a diameter of 2,400 km. It is surrounded by the outer core which is about 2,300 kilometers thick. The inner core plays an important role in the process that generates Earth’s magnetic fi eld.

67


Sample


READING SCIENCELayers of Earth

Earth and Space

Continued

6 Earth’s three layers make our planet unique in the solar system. The crust, mantle, and core are all distinct. They vary in composition, temperature, pressure, and state of matter. The solid metal center is surrounded by a liquid core. These are covered by a sea of soft putty like rock mantle. They are topped with a solid, rock crust. There is no planet like Earth in the entire solar system.

68


Sample


1 What is the correct order of the layers of Earth, starting deep in the center?

A Inner core, outer core, mantle, crust

B Crust, mantle, outer core, inner core

C Mantle, outer core, crust, inner core

D Outer core, inner core, crust, mantle

2 Which statement best describes the crust?

A The crust is divided into sections and made of some of the densest rocks found in Earth.

B It is the outermost layer of Earth, composed of solid rock, and divided into sections called plates.

C The crust is made out of solid nickel and iron.

D The crust is made of molten rock that fl ows like a thick, gooey syrup.

READING SCIENCELayers of Earth

Earth and Space

3 The core of Earth is made out of iron and nickel. The outer core’s temperature is so hot that it melts the metal. The inner core is solid metal. What causes these differences?

A The outer core is 2,300 km thick.

B The inner core is kept solid by the intense pressure of all of the layers above it.

C The inner core has a cooler temperature allowing the metal to remain solid.

D The inner core is made of a different metal.

69


Sample


Layers of EarthEarth and SpaceREADING SCIENCE

4 This layer of Earth is divided into two sections, both of which primarily contain silicate minerals. Part of one of the sections is able to fl ow like a sticky fl uid. What is this layer known as?

A Outer core

B Mantle

C Inner core

D Crust

5 Complete the following analogy:

Earth’s inner core:_____ as Earth’s outer core:mantle

A magnetic

B atmospheric

C solid

D thermal

70


Sample


Notes

Layers of Earth Earth and Science

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the distinct characteristics of each of Earth’s structural layers. Consider how you would represent the various layers with easily obtainable materials.

WRITE

Write a composition giving directions for constructing a model of Earth that will illustrate the structural layers.

Be sure to –


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Layers of Earth Earth and ScienceWRITING SCIENCE

Topic:

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Sample


Classifying RocksEarth and Space

Name: Date:

READING SCIENCE

Classifying Rocks(Lexile 710L)

1 Have you ever picked up an interesting rock? Maybe you wondered where it came from or how it was made. Look around. Rocks are everywhere. This is not surprising. We live on the crust of Earth which is made up entirely of rock. Some of these rocks have been around for billions of years. Most aren’t quite so old. New rocks are slowly formed all the time. Old rocks are slowly worn away by erosion. It does not matter how old a rock is. They were all formed in some way.

2 There are three categories of rocks. They are based on the way the rocks were formed. Volcanic action results in igneous rock. Layer upon layer of deposited material results in sedimentary rock. Extreme heat and pressure will cause some rocks to change into metamorphic rock. These different processes give each rock type a different look. This lets us classify rocks into one of the three categories.

3 Deep under Earth’s crust, the temperature is hot enough to melt rocks. This molten rock is called magma. Magma in the crust slowly cools and hardens, forming rock. Sometimes volcanic action brings magma through the crust. When this happens, the molten rock is no longer called than magma. On the surface, it is called lava. As the lava fl ows, it also cools and hardens. Rocks that are formed by magma or lava are igneous rocks. Granite is an example of an igneous rock.

4 Sedimentary rock is the second category. These rocks cover about three quarters of Earth’s land surface. Sedimentary rocks are made of pieces of other rocks and shells. Rain, wind, freezing, and plant roots can all cause erosion of rocks. Erosion causes rocks to be slowly worn away. These small pieces of rock are now called sediment. They are eventually carried by rivers to the oceans and lakes. As the fl owing water slows down, it drops the sediments. The sediments settle to the bottom forming layers. Over millions of years, more and more layers of sand and mud are deposited. The weight from the upper layers turns the lower layers of sediments into rock. This makes some sedimentary rocks look layered. Also, there are often fossils in sedimentary rocks.

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READING SCIENCEClassifying RocksEarth and Space

Continued

5 Metamorphic rocks are the third and fi nal category. Metamorphic rocks are the least common rock on Earth. These rocks were once an igneous, sedimentary or even a metamorphic rock. They were changed by extreme pressure and heat while deep inside Earth. Enough heat and pressure will change a rock’s look, structure, and composition. This results in a change into a different rock. Granite is an igneous rock. Granite will become metamorphic gneiss when it is placed under heat and pressure. Limestone is a sedimentary rock. Limestone will become metamorphic marble when it is placed under heat and pressure. Think of metamorphic rocks as rocks that have changed.

6 Take a good look the next time that you pick up a rock. Think about how it could have been formed. Was it formed by molten magma cooling and hardening? Was it formed by layers of sediments pressing down on each other over time? Was it changed by heat and pressure into an entirely different rock? On Earth, there are only these three types of rocks. Each rock is either igneous, sedimentary, or metamorphic.

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1 As a volcano erupts, it produces lava. As this lava fl ows, it cools down and hardens forming a rock. How could you classify this rock?

A As molten magma

B As a sedimentary rock

C As a metamorphic rock

D As an igneous rock

2 Sometimes fossils can be found in sedimentary rocks. Which statement best explains why?

A Heat and pressure from deep within Earth cause fossils to form.

B The remains of dead plants and animals settle to the bottom of an ocean or lake and are covered by mud. Pressure eventually forms these layers into rock.

C Lava may fl ow over an animal or plant, and as it cools and hardens, a fossilized rock is formed.

D Larger rocks are slowly eroded away by the elements on Earth.

READING SCIENCEClassifying RocksEarth and Space

3 A metamorphic rock can also be thought of as a rock that changes. What causes the rock to change?

A Layers of sediment building up over time and pressing down forming rock.

B Rain, wind, freezing, thawing, and plant roots growing cause the rock to erode away leaving behind sediments.

C Extreme heat and pressure from deep within Earth causes changes to the rock’s appearance, structure, and composition.

D The rock slowly changes over time into a new rock.

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Classifying RocksEarth and SpaceREADING SCIENCE

4 Based on the context in paragraph 4, fossil refers to _____.

A how igneous rocks were formed over time

B the remains of dead plants and animals settle to the bottom of an ocean or lake and are covered by mud

C a trace or print or the remains of a plant or animal of a past age preserved in earth or rock

D layers of sediment building up over time and pressing down forming rock

5 What is similar about igneous rock and metamorphic rock formation?

A The formation of metamorphic and igneous rock requires extreme heat.

B The formation of metamorphic and igneous rock occurs deep underground.

C The formation of metamorphic and igneous rock results in rocks that have a similar appearance.

D The formation of metamorphic and igneous rock requires layering.

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Notes

Classifying RocksEarth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the ways scientists classify rocks.

WRITE

Explain the processes by which rocks are formed.

Be sure to –


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Topic:

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Tectonic Plates Earth and Space

Name: Date:

READING SCIENCE

Tectonic Plates(Lexile 780L)

1 On March 11, 2011, an earthquake measuring 8.9 on the Richter Scale shook the ocean fl oor. It made a giant wave which grew up to 30 feet (9.14 meters) tall. The huge wave, called a tsunami, sped toward the coast of Japan. It hit the coast, tearing apart buildings and homes. The wave fl ooded rice fi elds. The tsunami also took human lives with it.

2 Sadly, this wasn’t the fi rst time that a disaster like this has happened. It won’t be the last time either. Over Earth’s history, tectonic plates have always moved. This movement has reshaped continents, made and destroyed ocean basins, and caused earthquakes. Tectonic plate movements have also formed many landforms. These include volcanoes, mountain ranges, and oceanic trenches. Earth scientists wanted to learn how and why these things happen. Earth scientists have studied the movement of plates to fi nd out.

3 Earth is made of three different layers: crust, mantle, and core. The top section of the mantle is solid, but thin. Joined with the crust, it forms the lithosphere. Under the rigid lithosphere is a part of the mantle called the asthenosphere. The asthenosphere is soft and putty-like. The lithosphere is broken into pieces much like a cracked egg shell. These pieces are called plates. There are seven major tectonic plates. North of the equator are the Eurasian and North American plates. Most or all of the South American, Indo-Australian, and Antarctic plates lie south of the equator. The equator crosses the middle of the Pacifi c and African plates.

4 The plates glide on the fl exible asthenosphere. They creep along, moving in different directions and different speeds. Plates move toward (or away from) one another very slowly. They may move closer (or farther apart) by less than one centimeter per year. Top speed is only as much as ten centimeters per year. This is about as fast as fi ngernails grow. Plates move in different directions, so there is a lot of tearing and crunching where plates meet. Thus, scientists study plate boundaries in order to understand tectonic movement.

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READING SCIENCETectonic Plates

Earth and Space

Continued

5 There are three types of plate boundaries: divergent, convergent, and transform. Boundary type is based on the way the plates move compared to one another. Different landforms result from different boundary types. Different sets of events, such as earthquakes, tsunamis, or volcanic eruptions can happen at each boundary. What the plate is made of also matters. The plate could be made of denser, ocean basin rock. Or the plate could be made of less dense, continental rock. Both direction of movement and type of plates control what happens at a boundary.

6 Divergent boundaries occur when two plates pull away from each other. This makes a tear in the lithosphere. Earth scientists call this kind of tear a rift. Magma from the asthenosphere seeps up through the rift. As magma cools, new crust is made. The new rock builds up along the rift. It forms volcanic ridges or individual volcanoes. This type of boundary is found in the mid-Atlantic Ridge. This type of boundary can form a new ocean.

7 Convergent boundaries occur when two plates run into each other. When both are made of continental rock, the land is pressed together and pushed upward. This can form huge mountain ranges like the Himalayan Mountains. It is different if a plate is made of dense ocean basin rock. Then, the denser plate will dive under the other one. This is how deep ocean trenches are made. Volcanic mountain chains can form as some of the lower plate heats up and melts. This is the type of boundary found along the coast of Japan. Earthquakes can occur in either type of convergent boundary.

8 Transform boundaries occur when two plates slide horizontally past one another. Transform boundaries are different than the other boundary types. They do not usually form mountains, volcanoes, or trenches. However, movement along transform boundaries can trigger earthquakes. The San Andreas Fault in California is a transform boundary. There have been many San Andreas earthquakes. These have caused a great loss of life and property over history. Transform faults also are found in ocean basins as part of mid-oceanic ridge structures.

9 The broken pieces of Earth’s plates are like a puzzle in motion. Over the past 50 years, Earth scientists have learned many things about tectonic plate movement. They can better explain how Earth’s crust has changed over time. Scientists also understand more about how plate movements can result in earthquakes, tsunamis, and volcanic eruptions. Scientists still must learn more before they can predict these events before they happen.

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1 What is the difference between a divergent boundary and a convergent boundary?

A Divergent boundaries slide past each other horizontally, and convergent boundaries form mountain ranges and ocean trenches.

B Divergent boundaries run into each other, and convergent boundaries pull away from each other.

C Divergent boundaries pull away from each other, and convergent boundaries run into each other.

D Divergent boundaries form mountain ranges, and convergent boundaries slide past each other horizontally.


Earth and Space

2 Which of the following statements best summarizes the main points of the passage?

A There are three types of plate boundaries: divergent, convergent, and transform.

B In 2011, an earthquake measuring 8.9 on the Richter Scale shook the ocean fl oor. It made a giant wave which grew up to 30 feet (9.14 meters) tall.

C Tectonic plates have always moved and always will.

D Scientists study plate boundaries in order to understand tectonic movement, understand more about how plate movements can result in earthquakes, tsunamis, and volcanic eruptions and explore how to predict these events.

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Tectonic Plates Earth and SpaceREADING SCIENCE

3 If a convergent boundary involves a continental landmass and an ocean basin, what is the result?

A A chain of volcanic mountains will form on the edge of the continent or just off shore; a deep ocean trench will form off shore.

B The land will fold and fault, forming high mountain ranges.

C The land at the edge of the continent will buckle, causing the formation of a trench.

D There will be frequent earthquakes, but no other evidence of crustal movement.

4 What is the main point of this passage?

A Scientists can predict earthquakes, but not tsunamis.

B Tectonic plates have moved and reshaped continents, created and destroyed ocean basins, and caused earthquakes.

C Meteorologists can broadcast news quickly about approaching disasters.

D Shifting of tectonic plates can change people’s lives.

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5 Examine the diagram shown. Which are the correct labels for continental plates 1 and 2?

A 1 = Antarctic, 2 = African

B 1 = Indo-Australian, 2 = Eurasian

C 1 = North American, 2 = Pacifi c

D 1 = South American, 2 = Antarctic


Earth and Space

equator

8383


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Notes

Tectonic PlatesEarth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Picture the location of the major tectonic plates.

WRITE

Explain how plate tectonics causes major geological events.

Be sure to –


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Tectonic PlatesEarth and SpaceWRITING SCIENCE

Topic:

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Celestial ObjectsEarth and Space

Name: Date:

READING SCIENCE

McDonald Observatory(Lexile 700L)

1 The Davis Mountains of west Texas have something for scientists that few places in the world can offer. When the Sun falls below the horizon, it gets very dark. The night sky seems fi lled with stars. McDonald Observatory is built on top of mountain peaks. There is almost no light pollution. It is one of the darkest places in the United States. Scientists come for the extra darkness.

2 McDonald Observatory is one of the leading centers for astronomy research and public education. It is run by the University of Texas at Austin. Scientists come to the observatory to study many objects in the sky with powerful telescopes. McDonald Observatory has many different telescopes for scientists to use. A telescope works by taking in light from distant objects in the sky. It is then focused in the telescope. Objects look bigger and brighter. Scientists can study them in more detail. Scientists can study planets, stars, comets, and black holes. They can even study galaxies that are billions of light years away.

3 McDonald Observatory is home to one of the largest optical telescopes in the world. The 9.2 meter Hobby-Eberly Telescope was built in 1996. It was built to study the properties of the light from stars and galaxies. This tells scientists many details about these objects. The 2.7 meter Harlan J. Smith Telescope was built in 1969. It is 250,000 times more powerful than the human eye. NASA used this telescope to study planets before sending space probes to them. This telescope is used for research on almost every clear Texas night.

4 The 2.1 meter Otto Struve Telescope is the oldest telescope at the observatory. It was built in 1938. It is 150,000 times more powerful than the human eye. This telescope is still used today by astronomers. McDonald Observatory also has a smaller 0.8 meter telescope. This telescope has lasers. It can measure the distance between Earth and the Moon. It can measure the movement of Earth’s continents. movement.

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READING SCIENCECelestial ObjectsEarth and Space

Continued

5 McDonald Observatory is also open for visitors. Year-round, visitors come to west Texas. During the day, they can tour the Visitors’ Center or the observatory’s largest telescope. Visitors can listen to scientists give talks about their work. There are also star parties at night. Visitors can look through one of the powerful telescopes. They can then listen to an outdoor star talk. Scientists will point out constellations and objects in the sky.

6 McDonald Observatory is an amazing place. It is worth a visit to the Davis Mountains of west Texas. Even if you do not want to study astronomy, the visit is one you will enjoy.

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1 How does a telescope work?

A It works like a fl ashlight, shining a beam of light at the object you are looking at.

B It works by gathering and focusing light that is then directed into an instrument attached to the telescope.

C Astronomers look through an eyepiece that makes objects appear bigger.

D It has to be dark outside for a telescope to work.

2 What is the signifi cance of the 2.7 meter Harlan J. Smith telescope?

A It is used to study the properties of light from stars and galaxies.

B It tracks the movement of Earth’s continents.

C This telescope can measure the distance between Earth and the Moon.

D NASA used this telescope to study the planets before sending spacecraft into space to explore.

READING SCIENCECelestial ObjectsEarth and Space

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Celestial ObjectsEarth and SpaceREADING SCIENCE

3 One telescope at McDonald Observatory is used to study stars and galaxies by examining properties of the light they give off. Which telescope is this?

A 9.2 meter Hobby-Eberly Telescope

B 2.7 meter Harlan J. Smith Telescope

C 2.1 meter Otto Struve Telescope

D 0.8 meter telescope

4 Why do you think McDonald Observatory is located in the Davis Mountains of west Texas?

A Observatories must be built on mountains.

B It was placed there to attract visitors to the observatory.

C It is one of the darkest locations in the United States and that allows astronomers to have a clearer view of the sky.

D It is operated by the University of Texas at Austin.

5 When was the oldest of the telescopes built?

A 1956

B 2002

C 1938

D 1974

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Notes

Celestial ObjectsEarth and Science

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the physical properties of the Sun, planets, Galilean moons, meteors, asteroids, and comets.

WRITE

Compare and contrast the celestial objects of our solar system.

Be sure to –


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Celestial ObjectsEarth and ScienceWRITING SCIENCE

Topic:

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GravityEarth and Space

Name: Date:

READING SCIENCE

Gravity(Lexile 700L)

1 What happens when you throw a basketball up toward the hoop? If you are lucky, the ball sinks into the net. You score two points before the ball drops down to the ground. The basketball isn’t heavy. Why doesn’t it stay up in the air when you throw it? Have you ever heard the saying, “What goes up must come down”? This saying helps explain what happens to the basketball. It is being acted on by an invisible force called gravity. Gravity is the force in the universe that attracts all objects to each other.

2 Gravity has existed since the beginning of the universe. It holds everything in the universe in place. We know it is always there. It is hard to understand how it works. First, you need to understand that there is gravitational attraction between all objects. There is gravitational attraction between you and Earth, between Earth and the Moon, and between Earth and the Sun. You can’t feel the gravitational attraction between you and Earth. However, it is what keeps your feet planted fi rmly on the ground. Imagine spinning around and around on a merry-go-round. As long as you hold on, you will stay on the merry-go-round. Don’t let go! You will fl y off and land on the ground. This analogy helps us visualize the gravitational attraction between Earth and you. Earth is spinning on its axis. Gravity keeps you on Earth rather than fl ying out into space.

3 Now think about the gravitational attraction between Earth and the Moon. The same force that keeps you on Earth pulls the Moon and Earth together. This attraction keeps the Moon in orbit around Earth. Also think about the effect of the Moon’s gravitational force on Earth’s oceans. The gravitational pull of the Moon makes the ocean tides rise and fall.

4 There is attraction between you and Earth and between the Moon and Earth. The Sun also has a gravitational pull on Earth. This attraction makes the Earth orbit the Sun. The Sun’s attraction is very strong. All objects in the solar system orbit around this medium-sized star. What would happen if the Sun’s gravitational attraction suddenly disappeared? All the planets, including Earth, would fl y off into space just like you would if you let go of the merry-go-round.

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READING SCIENCEGravity

Earth and Space

Continued

5 There is gravitational attraction between all objects. Why is the effect stronger in some cases? For example, Earth’s gravity has a more powerful effect on you than the Sun’s gravity. How could this be possible? After all, the Sun’s gravitational attraction holds all of the objects in the solar system. The force of gravity between two objects actually depends on two things. It depends on the mass of the two objects. It also depends on the distances between them. The greater the mass of the objects, the greater the gravitational force between them. So in other words, the bigger an object is, the more gravity it has. Distance also has a large effect. The closer objects are to each other, the stronger their gravitational force of attraction. As they get farther apart, the force between them gets weaker. The Sun is much more massive than Earth, but the distance between you and Earth is less. The gravitational pull of the Sun has little effect on you because the distance is so large.

6 Gravity is the invisible force that attracts all objects, no matter their size or mass. The Sun has the strongest gravitational force of any object in the solar system. It attracts all astronomical objects into orbit around itself. Without this force, everything would fl y off into the universe.

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1 Which of the following summaries expresses the main points of the passage best?

A I believe gravity is the most important aspect of our Universe. Without it we would all be fl oating off into the universe. There wouldn’t be any orbits, instead all planetary bodies would simply fl oat around, running into each other when they crossed paths and forever just wander.

B There is a gravitational force between all objects in the universe. Gravitational force is what keeps all components of our solar system in orbit around the Sun as well as moons in orbit around planets. The force of gravity affects Earth’s tides and hold us on Earth’s surface. The force of gravity between objects depends on their masses and the distance between them.

C Gravity is hard to understand and scientists have little to no understanding of how it works. We know that gravity is out there, but the specifi cs are often lost on us. Plants, animals, and humans are all able to grow tall due to the pull on Earth from the Sun. Without the Sun we would all just stretch out along Earth’s surface.

D None of the above

READING SCIENCEGravity

Earth and Space

2 Upon what does the force of gravity between two objects depend?

A The amount of attraction between the two objects

B How much each object weighs

C How close the objects are to each other

D The mass of the two objects and the distance between them

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GravityEarth and SpaceREADING SCIENCE

3 Which best describes why gravity on Earth has a stronger attraction with you than the Sun has with you?

A Earth has more mass than the Sun, allowing for a stronger attraction to form.

B The Sun has more mass than Earth.

C Earth has a smaller mass than the Sun, however, it is much closer to you than the Sun, allowing for a stronger attraction.

D Earth has more magnetism than does the Sun.

4 The Sun is to a planet as . . .

A The Earth is to the Moon.

B The tides are to the Sun.

C A moth is to a fl ame.

D The seasons are to the Moon.

5 Halley’s Comet is a comet which passes close to the Earth every 75 years. Based on this passage, which gravitational attraction has the most infl uence on the movement of this astronomical object?

A Attraction between the comet and Jupiter

B Attraction between the comet and the Moon

C Attraction between the comet and the Earth

D Attraction between the comet and the Sun

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Notes

Gravity Earth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the effect gravity has on you.

WRITE

Explain the role of gravity in our solar system.

Be sure to –


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Gravity Earth and SpaceWRITING SCIENCE

Topic:

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Space Exploration Earth and Space

Name: Date:

READING SCIENCE

Exploring Space(Lexile 700L)

1 People have always wondered about the mysteries of the universe. There are so many questions. What are shooting stars? What is in the rings around Saturn? Space exploration has answered some of the many mysteries of the universe. A career in space exploration can be exciting and rewarding. Astronaut may be the fi rst space career that enters your mind. Space exploration takes a team of people. Engineers, space scientists, and technologists are all part of the team.

2 Being an astronaut sounds like the most interesting job in the world. It is also very diffi cult to become an astronaut. First, you need an advanced college degree in science or math. This means either a master’s or doctorate. Astronauts must also be experienced pilots. They must have near perfect vision. They must meet height and weight requirements. Astronauts must be in top physical shape. They must train for the conditions of space and the missions they will complete.

3 Astronaut training may take up to two years. There is much to learn to become prepared to travel to space. They must become familiar with the space shuttle and the International Space Station. Astronauts must be able to work in the almost weightless conditions in space. They can train in these conditions on a plane called the KC-135. This plane gives the astronauts short periods of weightlessness. Astronauts also train for spacewalk missions underwater at the Neutral Buoyancy Laboratory (NBL). The NBL is 101 feet wide, 202 feet long, 40 feet deep, and holds 6.2 million gallons of water. Wow! That is one big swimming pool. Astronauts do more than just physical training. Astronauts also take public speaking classes. They also learn the different languages used on the International Space Station. First aid training helps in emergencies.

4 Few people who have a career in space exploration get to travel to space. Most have a job other than astronaut. Engineers make space travel possible. Without them, astronauts would not even make it to space. Engineers design spacecraft and space stations. They also build satellites. Space scientists also help with space exploration. Space scientists design some space missions. They use the information to make discoveries in fi elds such as medicine, geology, and physics. Technologists are also on the space exploration team. Technologists make sure the team has the most advanced technology available.

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READING SCIENCESpace Exploration

Earth and Space

Continued

5 There are many careers in space exploration. These range from building and designing the space craft to studying the information from astronauts. A career in space exploration involves advanced technology and a knowledge of science. These careers can offer many exciting adventures.

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1 Which career belongs in box 2 of the graphic organizer shown?

A Astronaut

B Engineer

C Space scientist

D Technologist

2 How do astronauts prepare for space travel?

A By taking public speaking classes

B By taking fl ights on the KC-135 and by using the Neutral Buoyancy Laboratory

C By learning different languages to help with communication

D Astronauts prepare with all of the above.

READING SCIENCESpace Exploration

Earth and Space

1 1

2 3 4

Goes into space

Designs spacecraft

Analyzes data

Maintains advancedequipment

Support mission

Design mission

Receive data

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Space Exploration Earth and SpaceREADING SCIENCE

3 Why is an engineer an important part of the space exploration team?

A They use state-of-the-art technology.

B They use the information that astronauts gather to make advancements in other fi elds of science.

C They design and build spacecraft, space vehicles, and satellites.

D They help astronauts train for weightlessness and spacewalks.

4 Why do you think that becoming an astronaut is diffi cult?

A Because of all the specifi c requirements there are for astronauts

B Because some people are afraid of going to space

C Because too many people want to become an astronaut

D Because space travel is not that important

5 Which of the following best summarizes the passage?

A A career in space exploration is always exciting and rewarding.

B Space exploration offers many careers, including building and designing the space craft to studying the information from astronauts.

C Engineers make space travel possible.

D It is very diffi cult to become an astronaut because an advanced degree is required.

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Notes

Space Exploration Earth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the types of equipment and transportation needed for space travel.

WRITE

Explain how the history of space exploration will affect the future of space exploration.

Be sure to –


103


Sample


Space Exploration Earth and SpaceWRITING SCIENCE

Topic:

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Prokaryotic and Eukaryotic Cells Organisms and Environments

Name: Date:

READING SCIENCE

Prokaryotic and Eukaryotic Cells(Lexile 660L)

1 All living things are made up of cells. Cells are the basic building blocks of life. There are two different types of cells: prokaryotic and eukaryotic. All living organisms belong to one of three domains. These are Eukarya, Bacteria, or Archaea. All animals, fungi, and algae are in the Eukarya domain because they have eukaryotic cells. Bacteria and Archae species have prokaryotic cells.

2 Eukaryotic cells have a nucleus that is inside a membrane. This membrane keeps the genetic material separate from the rest of the cell. Eukaryotic cells also have organelles with membranes inside their cells. Prokaryotic cells do not have a membrane holding their genetic material. It just fl oats around freely inside the cell. They are all one-celled organisms. That means that the entire organism consists of just one cell.

3 Think about the living things you have seen, such as plants, mammals, and birds. They are all composed of many eukaryotic cells. All of these organisms can survive the death of one or even 100 of their cells. This is because they have so many. Other cells can carry out the functions of the lost cells until more are created. This is not true for a prokaryotic organism, like a bacterium. These organisms consist of only one cell. If that one cell dies, then the organism dies. In all living organisms, the cell is the basic unit of life.

4 Prokaryotic and eukaryotic cells look different from each other. The fi rst difference is that they are different sizes. The average eukaryotic cell is much larger than the average prokaryotic cell. Prokaryotic cells are small enough that nutrients and chemicals can spread throughout the cell quickly. They do not need the help of “specialized” cell parts. Eukaryotic cells are larger. It is more effi cient for them to have organelles that carry out different functions.

5 The next difference is the most important one: the nuclear membrane. Eukaryotic cells have a membrane in the middle. The nucleus is inside this membrane. It holds all of the genetic material of the cell. It is helpful for the DNA to be in the middle of its own membrane. It can be protected from damage. The DNA inside prokaryotic cells is circular and has no ends. Eukaryotic DNA, however, is made of many separate straight strands.

6 All of these differences show us the variety of life on planet Earth. Some organisms only need one cell. Others, however, need millions of different cells in order to live.

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1 Examine the cell diagrams shown. Which of the following choices identifi es the eukaryotic cell for the correct reason.

A A, because it is a single cell

B A, because it contains organelles

C B, because it is much smaller

D B, because it contains genetic material

2 Which statement is true about the cells of non-living objects?

A They have prokaryotic cells.

B They have eukaryotic cells.

C They have a mixture of prokaryotic and eukaryotic cells.

D They do not have cells.

READING SCIENCEProkaryotic and Eukaryotic Cells

Organisms and Environments

B A

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READING SCIENCEProkaryotic and Eukaryotic Cells


3 What is the structure of prokaryotic cells?

A The DNA is wrapped in a protective membrane.

B The DNA is many separate strands.

C The DNA is one endless loop.

D There is no DNA in prokaryotic cells.

4 Based on the context, membrane in paragraph 2 and 5 refers to _____.

A cells of different sizes

B organisms that consist of only one cell

C a thin, soft, pliable sheet or layer

D large, effi cient cells

5 “Karyose” comes from a Greek word that means “kernel” and pro means “before.” Based on this information, prokaryotic means ______.

A having several nuclei

B possessing a true nucleus

C before a nucleus

D one membrane

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Notes

Prokaryotic and Eukaryotic Cells Organisms and Environments

Name: Date:

WRITING SCIENCELOOK

THINK

Think about a model that you can construct that could be used to show the differences in prokaryotic and eukaryotic cells.

WRITE

Explain the process you would use to construct the model and how you would use the model to explain the differences between prokaryotic and eukaryotic cells to your classmates.

Be sure to –


108


Sample


Prokaryotic and Eukaryotic Cells Organisms and EnvironmentsWRITING SCIENCE

Topic:

109


Sample


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Classifi cation of Organisms Organisms and Environments

Name: Date:

READING SCIENCE

What’s in a Name?(Lexile 670L)

1 Shakespeare wrote in Romeo and Juliet, “What’s in a name? That which we call a rose by any other name would smell as sweet.” He is saying that it doesn’t matter what we call something. While it may not matter to fi ction writers, names are very important to scientists. Scientists need a way to sort and classify groups of life forms. How scientists do that has changed over time. As we learn more and more about the world around us, classifi cations are updated.

2 As science learns more about the characteristics of organisms, we have gotten better at classifying them. The most basic level of classifi cation is prokaryote and eukaryote. Prokaryotes are organisms which don’t have a nucleus. They also don’t have any other cell structures surrounded by membranes. They are species of bacteria and archae. Eukaryote cells have a nucleus and complex parts enclosed within membranes. The organisms that we know by sight are all eukaryotes. They are animals, fl owers, mushrooms, and protists.

3 A domain is the largest rank of organism. There are three domains: Eukarya, Bacteria, and Archaea. Eukarya is the domain for all eukaryotes. These organisms have a cell nucleus and a membrane that encloses a complex structure. Most of what we think of as “animals” are in this domain. It includes all plants, fungi, and protists. Bacteria is the domain made of bacteria. These prokaryotes include the oldest fossils on Earth. Though some bacteria cause disease, others can cure illness. Archaea is the domain made of archae. These prokaryotes often live in extreme places. Some can be found in the boiling water of a hot spring. Others live on the oxygen-deprived ocean fl oor.

4 Every living being on the planet falls into one of these three domains. All eukaryotes are a part of the Eukarya domain. All bacteria are a part of the Bacteria domain. All of archaea fall into the Archaea domain.

5 The next smallest rank of organism is Kingdom. The eukaryotic Kingdoms are: Animalia, Fungi, Plantae, and Protista. The prokaryotic Kingdoms are Eubacteria and Archaea. Organisms are sorted into Kingdoms based on how complex their cells are and how they obtain nutrients and reproduce.

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READING SCIENCEClassifi cation of Organisms


Continued

6 Some organisms have only one cell. These are called unicellular. They include bacteria, protists, archae, and some fungi. With only one cell, these life forms are usually tiny. Very few are large enough to be seen with the naked eye. These organisms must carry out all life processes in that one cell. In contrast, multicellular organisms have more than one cell. In multicellular organisms, cells serve specialized purposes. They must work together to take care of all the life processes of the organism.

7 There are two ways an organism can get nutrients. Autotrophs make their own. Heterotrophs get what they need to survive from other organisms. Most bacteria and archae are autotrophs. Plants are photoautotrophic. They use light from the sun to make the food they need to survive. People are heterotrophs. People must eat other organisms to get the nutrients we need. We still need food, even if we walk around all day with our arms stretched out to the Sun.

8 There are two types of reproduction. In asexual reproduction, there is just one parent. Offspring only carry the genes of that parent. There are many different ways for an organism to reproduce asexually. They can even simply divide into two daughter cells. This is called binary fi ssion. Many unicellular organisms reproduce asexually. In sexual reproduction, offspring are made by joining genetic material from two parents. This happens with most multicellular organisms.

9 Naming and classifying organisms is a tricky process. Scientists must make changes to keep up with new discoveries and information. Knowing the basics can help you think like a scientist when you read about life science.

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1 Why are humans are called heterotrophs?

A Humans eat other organisms to get the nutrients they need to survive.

B Humans have a complex cell structure.

C Humans make offspring by joining two sets of genetic material.

D Humans have a nucleus and a cell membrane.

2 A unicellular protist is part of which Domain?

A Archaea

B Bacteria

C Eukarya

D Not enough information to determine



3 Based on the information in this passage, which of the following is a reasonable conclusion?

A Scientists will never change the classifi cation system again.

B Scientists know everything there is to know about all organisms.

C Scientists have never changed the classifi cation system.

D New scientifi c discoveries could change the current classifi cation system.

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Classifi cation of Organisms Organisms and EnvironmentsREADING SCIENCE

4 What is the most likely meaning of the root word “photo” in the word photoautotroph in Paragraph 7?

A Picture

B Light

C Nutrients

D Synthesis

5 Which of the following is the best summary of the story?

A Eukaryotes and prokaryotes are different. One has a nucleus with a cell membrane and the other does not. Humans are eukaryotes.

B There are many ways to classify organisms. They can be either bacteria or archaea.

C There are three Domains of life. All living creatures are a part of the Eukaryotic, Bacteria or Archaea Domain. There are six Kingdoms, and organisms are grouped into Kingdoms based on the complexity of their cell structure, how they reproduce, and how they obtain nutrients.

D Organisms are everywhere. Some have a complex cell structure and some are unicellular. Some organisms thrive in extreme places. They are called archaea and can even live in hot springs and on ocean fl oors.

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6 Examine the incomplete graphic organizer pictured above. Which label belongs in box 3?

A Fungi

B Protista

C Eubacteria

D Eukarya



1 Archaea Bacteria

4 Archaea 3 Plantae Animalia 2

U U U U M M

M

U M= unicellular = multicellular

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Notes

Classifi cation of Organisms Organisms and Environments

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the differences between a Domain and a Kingdom.

WRITE

Explain how scientists use the basic characteristics of organisms to classify them into Kingdoms.

Be sure to –


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Organization and Interactions in an Environment Organisms and Environments

Name: Date:

READING SCIENCE

The Desert Ecosystem(Lexile 760L)

1 The Sun is rising over the Mojave Desert. During the day, the temperature will rise to over 40°C (102°F). Each year, only 33 cm (13 inches) of rain will fall. Can life fl ourish in this harsh environment? In fact, many plants and animals fi nd a way to thrive. The desert ecosystem supports many different organisms. The creosote bush supports all biotic factors in the desert. Biotic factors are all of the organisms in an ecosystem. The creosote bush is the most common producer in the Mojave. It gets its energy from photosynthesis. This plant provides food to many consumers in the desert, including beetles, mice, and rats. In turn, the mice and rats are eaten by snakes. The snakes are eaten by coyotes.

2 Producers are organisms that use sunlight, water, and air to make their own food. Consumers are organisms must eat other organisms for food. The creosote bush, the Mojave yucca, and other plants are the producers in the desert. They keep the consumers fed. They need abiotic factors to survive. These are non-living factors, like sunlight, water, soil, and air. Without these abiotic factors, producers cannot make food.

3 The kangaroo rat is a small mammal that lives in the Mojave Desert. These small animals and their coyote predators are adapted to live in the desert. Coyotes think they are tasty snacks. Coyotes are an important organism in the desert also. They keep the rodent population under control. Scientists have a system to organize organisms in an ecosystem. In this system, an individual coyote organism is part of a population. In this case, the population is all of the coyotes in the Mojave Desert. The population of coyotes interacts with populations of other organisms that live in the same place at the same time. This forms a community. The coyote is spread throughout the entire desert. Therefore, most desert life is a part of its community. The kangaroo rat, the creosote bush, and Mojave grasshoppers are all members of the coyote’s community. The ecosystem includes all of the living and non-living things that interact with each other in an environment.

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Continued

4 The most salient factors in the desert ecosystem are abiotic. They are the Sun and water. All organisms living in the desert must adapt to the Sun’s glare and heat. The Sun and limited water have also shaped the land. To survive, producers must spread out far enough that they do not have to compete for water. The creosote bush has a good way to prevent overcrowding. A grown plant takes so much water from the soil that a seed cannot germinate. Seeds must land far away from grown plants to get enough water to grow. Each desert organism has to fi nd its own way to get enough water to survive.

5 Although the desert ecosystem is very large, there are smaller habitats within the desert. A creosote bush is an ecosystem all its own. Its leaves provide a microhabitat of shelter and food for beetles and grasshoppers. These insects are then eaten by mice and rats. The rodents make burrows in the loose soil underneath a bush. The leaves help to hide the entrance. Insects, rodents, and the plant interact within the environment of the creosote bush. These organisms cannot live in the same way outside of that microhabitat. They need the ecosystem within the creosote bush to survive.

6 The desert’s plants and animals teach us about this unique ecosystem. In the desert, plants and animals live in a delicate balance. They must conserve water and survive the burning Sun. They come together as the diversity of the desert.

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1 Why are humans are called Which of these is an example of an abiotic factor?

A Creosote plant

B Rocky desert soil

C Kangaroo rat

D Coyote

2 Based on the context of paragraph 4, what are salient factors?

A Important factors

B Ignorable factors

C Interesting factors

D Intended factors

3 Which of these is an example of a biotic factor?

A Hot desert sun

B Mojave River

C Acrid desert air

D Mojave grasshoppers

READING SCIENCEOrganization and Interactions in an Environment


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Organization and Interactions in an Environment Organisms and EnvironmentsREADING SCIENCE

4 Which words in the story help the reader understand the meaning of the word fl ourish in Paragraph 1?

A “Many plants”

B “The desert ecosystem”

C “Find a way to thrive”

D “Harsh environment”

5 Which level of organization do all of the Mojave grasshoppers in a creosote bush microhabitat form?

A Organism

B Population

C Ecosystem

D Community

6 What would be the most likely result of the death of all creosote bushes in the Mojave Desert?

A More coyotes

B More red-tailed hawks

C An overfl ow of Mojave grasshoppers

D The eventual death of many organisms in its ecosystem

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Notes

Organization and Interactions in an Environment Organisms and Environments

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the various levels of organization within an ecosystem.

WRITE

Explain the relationship of both the biotic and abiotic parts of an ecosystem within the various levels of organization in the ecosystem.

Be sure to –


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Documents

Name: Date: READING SCIENCE · thing is true of elements and compounds. Elements are the basic form of matter which cannot be broken down any further. A few common elements make most