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© 2013-2014 Accelerate Learning - All Rights Reserved
STUDENT JOURNAL
Classifying MatterMatter and Energy
Name: Date:
Part 1: Volume
Vial 1 2 3 4 5 6
Mass (g)
State of Matter (solid, liquid, or gas)
What did the vial do in the bucket of water? (float, sink, stay in the middle)
Volume
Temperature of the water (C°):
1. Did the state of matter affect whether the vial floated or sank? Explain.
2. Did the mass affect whether the vial floated or sank? Explain.
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Classifying MatterMatter and Energy
STUDENT JOURNALPart 2: Attraction
Materials Physical
Properties Magnetic or
Non-Magnetic? Size (Length)
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Classifying MatterMatter and Energy
STUDENT JOURNAL1. Were all of the metal items magnetic? If not, which ones were not? Why do
you think these items were not magnetic?
2. Sort your items into groups. Items that Items that
How did the other members of your group sort the items?
3. Choose two of your tested items. Compare and contrast those two items using the Venn diagram. Make sure to think about their physical properties when comparing.
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Changes from Heat Matter and Energy
Name: Date:
STUDENT JOURNALPart I: Adding Heat
Fill in the first two columns before adding heat. Fill in the last column after adding heat.
Item Current State of
Matter Predict Change
State of Matter After 5 Minutes
Ice
Chocolate Chips
Glue Stick
Gummy Candies
Marshmallows
Water
Draw 3 of the items before heating.
Item 1 Item 2 Item 3
Draw the same 3 items after heating.
Item 1 Item 2 Item 3
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Changes from Heat Matter and Energy
STUDENT JOURNALPart II: Removing Heat
Predict what will happen when the heat is removed from each item.
Item Predict Change Change After
5 Minutes
Ice
Chocolate Chips
Glue Stick
Gummy Candies
Marshmallows
Water
Draw the same 3 items after removing the heat.
Item 1 Item 2 Item 3
What happened when the heat was removed? Why?
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Changes from Heat Matter and Energy
STUDENT JOURNALPart III: Condensation
Why is there water on the outside of the bottle?
Draw the bottle of water as soon as
you get it.
Observations using a hand lens after
5 minutes
Observations from the paper towel
after wiping the side of the bottle
Is the water on the outside of the bottle the same as the water inside? Explain.
Where else could the water be coming from?
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Mixtures Matter and Energy
Name: Date:
STUDENT JOURNALPart 1: Mix Water and Salt
1. What happened to the salt when it was mixed into the water? Record your observations.
2. What did you taste when you dipped your wood craft stick in the water? What does this tell you?
Part 2: Build and Separate Your Ocean
Complete the Venn diagram to compare how you separated the salt and water and the sand and water. Include the tools you used to separate and your obser-vations about their physical properties.
Salt and Water Sand and Water
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Mixtures Matter and Energy
STUDENT JOURNAL1. Which tools did you use to separate the rocks/gravel?
2. Which tools did you use to separate the “trash”?
3. What do you think would happen if you had mixed sugar with water instead of salt?
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Forms of Energy Force, Motion, and Energy
Name: Date:
STUDENT JOURNALHow Can We Tell the Different Forms of Energy Apart?
Part 1: Forms of Energy (Boxes 1 and 2)
Item from Box 1 Form(s) of Energy Observed
How many forms of energy did each item use or produce?
How can you tell the different forms of energy apart?
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Forms of Energy Force, Motion, and Energy
STUDENT JOURNAL
Item from Box 2 Form(s) of Energy Observed
How do the items in box 2 compare to the items in Box 1?
Which item produces or uses the most forms of energy?
What other items could go in this box?
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Forms of Energy Force, Motion, and Energy
STUDENT JOURNALPart II: Foldable (Box 3)
Fold on the bold line and cut along the dotted lines. Choose an item from Box 3. Write the name of your item beside the words, “My Item.” Describe how your item uses or produces each form of energy under the flaps.
My Item:
Mechanical Energy
Electrical Energy
SoundEnergy
LightEnergy
ThermalEnergy
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Forms of Energy Force, Motion, and Energy
STUDENT JOURNALPart III: Find an Item
Choose an object to represent each form of energy. Draw a picture of the object. Describe what makes it different from the other objects in the way that it uses or produces energy.
Form of Energy Object Drawing of
Object How Is It
Different?
What are other examples of how we use energy in our daily lives?
Why is energy important?
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STUDENT JOURNAL
Electricity, Conductors, and InsulatorsForce, Motion, and Energy
Name: Date:
How Does Electricity Flow?
Part 1: Circuit
Closed Circuit
Draw the arrangement of your circuit that made the bulb light. Label the parts in the circuit. This is called a Closed Circuit.
Open Circuit
Draw and explain an Open Circuit.
In the closed circuit, what keeps the light shining?
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Electricity, Conductors, and InsulatorsForce, Motion, and Energy
STUDENT JOURNALPart 2: Insulators and Conductors
List the objects you tested and circle the results.
Object Tested Conductor Insulator
Light stayed on Light turned off
Light stayed on Light turned off
Light stayed on Light turned off
Light stayed on Light turned off
Light stayed on Light turned off
Light stayed on Light turned off
Light stayed on Light turned off
Cup used for materials Light stayed on Light turned off
Name some other objects that you think might be conductors or insulators.
Explain.
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Electricity, Conductors, and InsulatorsForce, Motion, and Energy
STUDENT JOURNALPart 3: Electromagnet
Draw, label and explain your observations of the electromagnet.
First, draw what happened when you moved the electromagnet over the paperclips.
Now draw the compass as you move the electromagnet over it.
How many paperclips did the electromagnet attract?
What happened when you coiled your circuit wire around the spoon and closed the circuit?
Compare an electromagnet with a regular magnet.
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STUDENT JOURNAL
Experimenting with Forces Force, Motion, and Energy
Name: Date:
Experimenting with Forces
Testable Question:
My Hypothesis: What do I predict will happen?
If
then .
Materials:
Procedure:
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Experimenting with Forces Force, Motion, and Energy
STUDENT JOURNALData: Keep track of the information you collect here.
Trial 1 Trial 2 Trial 3 Average
Graph of Results:
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Experimenting with Forces Force, Motion, and Energy
STUDENT JOURNALConclusion
What did you discover? What did you learn? What does your data tell you?
I discovered
What do you still wonder?
I wonder
Draw a picture of your investigation and label the parts.
Describe at least two forces observed in your experiment.
Force 1:
Force 2:
Force 3:
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Properties of Soil Earth and Space
Name: Date:
STUDENT JOURNALPart 1: Soil’s Physical Properties
Soil Sample Color Texture Can it be
formed intoa ball?
What type of sediment
is it?
1
2
3
4
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Properties of Soil Earth and Space
STUDENT JOURNALPart 1: Soil’s Physical Properties (continued)
Sample Microscopic View Kind of Soil
1
2
3
4
Why do you think the earth samples are different colors?
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Properties of Soil Earth and Space
STUDENT JOURNALPart 2: Soil Retains Water
Soil Type Starting Amount
of Water
Amount of Water That Dripped Out
of the Soil
*Water Retained
1.
2.
3.
4.
*To Find Water Retained: Starting Amount of Water – Amount of Water that Dripped Out Soil
Draw a picture of what you saw happen on the table below.
Soil 1 Soil 2 Soil 3 Soil 4
Which soil retained the most water? How do you know?
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Properties of Soil Earth and Space
STUDENT JOURNALPart 3: Soil Supports Life
Count and record the number of sprouts each day.
Soil Type 1 Soil Type 2 Soil Type 3 Soil Type 4
Day One
Day Two
Day Three
Day Four
Day Five
Which type of soil is best for growing plants, based on your data?
What stayed the same (the controlled variables) in this experiment?
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STUDENT JOURNAL
Changes to LandEarth and Space
Name: Date:
What Processes Can Change Rocks?
Part I: Weathering
How many pieces of limestone are in your jar before shaking?
Draw one of the limestone pieces in the jar before shaking.
Time Spent Shaking(minutes)
Mass (grams) Difference in Mass (grams)
0
3
6
9
12
15
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Changes to LandEarth and Space
STUDENT JOURNALHow many pieces of limestone are in your jar after shaking?
Draw a picture of the activity and label where you saw weathering, erosion and deposition.
Explain why you put the labels where you did.
What happened to your limestone rock after shaking?
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Changes to LandEarth and Space
STUDENT JOURNALPart II: Wind
Individual Fanning Observations:
Before After
Group Fanning Observations:
Before After
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Changes to LandEarth and Space
STUDENT JOURNALHow did your mountain change? What did you observe that looked like erosion and deposition?
Compare the difference you saw when a little wind was added and a lot of wind was added.
What types of changes to the Earth’s surface are created when sediment is moved and deposited in a new location?
Think of different ecosystems. In what ecosystem do you think this kind of erosion and deposition happens the most. Why do you think that?
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Changes to LandEarth and Space
STUDENT JOURNALPart III: Ice
Before After
How does your mountain change? What are the processes being modeled?
Explain where you saw erosion and deposition being modeled in this activity.
How is our model different from what happens in nature?
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Changes to LandEarth and Space
STUDENT JOURNALPart IV: Water
Before After
How does your mountain change? What are the processes being modeled?
Explain where you saw erosion and deposition being modeled in this activity.
How is our model different from what happens in nature?
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Resources Earth and Space
Name: Date:
STUDENT JOURNALHow Can We Classify Natural Resources?
In the game, what were the renewable resources? What does renewable mean?
In the game, what were the nonrenewable resources?
What does nonrenewable mean?
Draw 3 renewable resources. Draw 3 nonrenewable resources.
What does it mean to conserve? Why should we conserve resources?
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Weather Earth and Space
Name: Date:
STUDENT JOURNALPart I: Weather Maps
For each city listed, tell whether the temperature will rise, fall, or stay the same.
City From Day 1 to Day 2 From Day 2 to Day 3
Houston
Austin
Dallas
San Antonio
Laredo
El Paso
Lubbock
1. According to your map key, what does each color on the map represent?
2. In what general direction are both fronts moving on the map?
3. What kind of weather could the warm front cause in Houston?
4. Using the data shown on your map key, predict how you think the weather in Houston will change by day 4?
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Weather Earth and Space
STUDENT JOURNALPart II: Weather Data Chart
Keep track of the outdoor temperature, precipitation, wind direction, and weather conditions for 5 days.
Day 1 Day 2 Day 3 Day 4 Day 5
Date
Time
Daily Conditions
Wind Direction
Precipitation
Temperature°C / °F
Prediction for Tomorrow
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Weather Earth and Space
STUDENT JOURNALPart III: Past Weather Data
Use the Internet to research weather data from the year your teacher assigns.
Year: Day 1 Day 2 Day 3 Day 4 Day 5
Date
Daily Conditions
Wind Direction
Precipitation
High Temp °C / °F
Low Temp °C / °F
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Weather Earth and Space
STUDENT JOURNALPart IV: Graph Data
Use the temperature data you collected from now and the year you researched to make a bar graph. Use either °C or °F.
Now 20 Now 20 Now 20 Now 20 Now 20
Date: Date: Date: Date: Date:
How are the temperatures of the past year you researched the same as or different from our current temperatures?
Tem
pera
ture
°
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The Water Cycle Earth and Space
Name: Date:
STUDENT JOURNALPart I: Make a Water Cycle Model
1. Draw a picture of your group’s water cycle model.
2. Label where you see condensation, precipitation, and runoff.
How do you know that evaporation is happening?
3. What is the role of the Sun in the water cycle?
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STUDENT JOURNAL
The Water Cycle Earth and Space
Part II: Water Cycle Diagram
1. Draw the water cycle and label where evaporation, condensation, precipitation, and runoff occur.
2. Draw arrows to show how water moves through the water cycle.
Think about the water cycle game you played recently. Describe how you moved through the water cycle when you were a “drop of water.”
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Patterns on EarthEarth and Space
Name: Date:
STUDENT JOURNALPart I: Seasons
How does daylight change over seasons?
Month and Day Sunrise Sunset Amount of Daylight
What patterns do you notice in the table above?
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Patterns on EarthEarth and Space
STUDENT JOURNALConstruct a line graph using your data table.
What is the relationship between the amount of daylight and the time of year?
Using the data you have collected from January through October, predict the amount of daylight we will have in November and December. Mark your prediction in red on the line graph. What information did you use to make your prediction?
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Patterns on EarthEarth and Space
STUDENT JOURNALPart II: Shadows
How do shadows change?
Using the data you collected, predict the time of day you would see the longest shadow. How do you know?
Using the data you collected, predict the time of day you would see the shortest shadow. How do you know?
Sam’s front yard is shaded in the morning. In the afternoon, Sam likes to play in his backyard because the front yard is too hot and has no shaded area. Why is the front yard shaded in the morning, but not in the afternoon?
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Patterns on EarthEarth and Space
STUDENT JOURNALPart III: Moon Phases: The Lunar Cycle
What makes the shape of the moon?
Shade the circle to show the dark areas of the Moon. Color the circle yellow to show the brightly lit parts.
Reminder: You represent the Earth. The “X” represents where you live on Earth. I am facing
toward the Sun.
My right shoulder is facing the Sun.
I am facing away from the Sun.
My left shoulder is facing the Sun.
Shade the shadow area and color the brightly lit area yellow.
Name the phase of the Moon.
Analyze the data above and draw what you predict the next 4 phases of the moon will look like. What is your reasoning? What is each phase called?
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Patterns on EarthEarth and Space
STUDENT JOURNALPart IV: Tides
Complete the Venn diagram to compare the two tides patterns.
Analyze the data you collected over the last two days and predict when the next high tide and low tide will occur.
Predict what would happen to the water level if Earth had no moon.
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Producers, Consumers, and Food Webs Organisms and Environments
Name: Date:
STUDENT JOURNAL1. What was your role in the food web? Draw a picture of your character.
2. If you are the Sun, what do you provide? If not, what does the Sun provide for you?
3. If you are a carnivore, what do you eat? Who might consider you prey?
4. If you are herbivore, what do you eat? Who might consider you prey?
5. If you are an omnivore, what do you eat? Who might consider you prey?
6. If you are a producer, what do you need to make your own food? Who might eat you?
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Producers, Consumers, and Food Webs Organisms and Environments
STUDENT JOURNAL 7. What is a food web? How is that different from a food chain?
8. If a carnivore eats only meat, how does it depend on plants? How does it depend on the Sun?
9. If there were a fire in the forest you live in, how might that affect your life and what you eat/what eats you?
10. How does the amount of water in an environment affect a food web?
11. What happens in a food web if a part of the web is removed?
12. Draw and label one of the food chains you were a part of in the activity:
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AdaptationsOrganisms and Environments
Name: Date:
STUDENT JOURNALPart 1: Plant Adaptations
Plant Structure (Part) Material Used to Model Structure and Reason for Choice of Material
Where Your Plant Might Survive and Why
Can any materials go with more than one plant?
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AdaptationsOrganisms and Environments
STUDENT JOURNALPart 2: Bird Beaks
Draw each beak and record how many of each food type the beak was able to collect.
Draw Beak Fish Nectar (Yes or No) Seeds Raisins
Use the bird cards or bird books to find real birds with similar beaks to those modeled in the investigation and record below.
Model Beak Real Bird How is this beak uniquely suited
for the way the bird eats?
1. Which beak was able to pick up the most food? Why do you think this was possible?
2. Do you think beak type is related to bird size? Why or why not?
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STUDENT JOURNAL
TraitsOrganisms and Environments
Name: Date:
How Can We Classify Traits and Behaviors as Inherited or Learned?
Part I: Traits Cards
Inherited TraitsHow do you know these are
inherited traits?
Learned BehaviorsHow do you know these are learned
behaviors?
What is the difference between inherited traits and learned behaviors? How can you tell the difference?
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TraitsOrganisms and Environments
STUDENT JOURNAL
Part II: Student Traits
Color the boxes with inherited traits red and learned behaviors blue.
Has curly hair Has green eyes Plays an instrument
Has detached earlobes
Can do the moonwalk
Has blonde hair Is the tallest in the class
Has brown eyes
Can play cards Is right-handed Has dimples Can roll tongue
Has an allergy Has freckles Can write in cursive
Has a widow’s peak
Has attached earlobes
Has the right thumb over the
left when clasping hands
Has a cleft chin Can do a cartwheel
Is left-handed Can play basketball
Has brown hair Can speak another language
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Life Cycles Organisms and Environment
Name: Date:
STUDENT JOURNALPart I: Observation of Life Cycles
Day 1: I notice…
Radish Lima Bean
Day 3: Illustrate and label your plant.
Day 3: I notice…
Radish Lima Bean
Day 7: Illustrate and label your plant.
Day 7: I notice…
Radish Lima Bean
What changes did you notice over time?
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Life Cycles Organisms and Environment
STUDENT JOURNALPart II: Life Cycle Sort
Identify and illustrate the four life cycles.
1.
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Life Cycles Organisms and Environment
STUDENT JOURNAL2.
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Life Cycles Organisms and Environment
STUDENT JOURNAL3.
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Life Cycles Organisms and Environment
STUDENT JOURNAL4.
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Life Cycles Organisms and Environment
STUDENT JOURNAL1. How is the 1st cycle similar to the 2nd cycle?
2. How is the 3rd cycle different from the 4th cycle?
3. What do all the cycles have in common?
4. How is a human life cycle similar and different to one of the cycles above?
5. What changes did you notice over time in the life cycles?
6. What does the arrow between the adult and first stage of growth mean?
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© 2013-2014 Accelerate Learning - All Rights Reserved
Life Cycles Organisms and Environment
STUDENT JOURNALPick another animal and plant life cycle and illustrate them below.
How are the two cycles different?
How are the two cycles similar?
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