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 Contents
LIFE SCIENCE
Chapter 1 Living Things Grow and Change
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Chapter 2 Habitats and Adaptations

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .39
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .43
Macmillan/McGraw-Hill

Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .45

Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .49
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Reading and Writing iii

Contents
Chapter 3 Habitats Change
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .59
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

Macmillan/McGraw-Hill

iv Reading and Writing

 Contents
EARTH SCIENCE
Chapter 4 Earths Resources
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .76
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .82
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Chapter 5 Earth Changes

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Macmillan/McGraw-Hill

Reading and Writing v

Contents
PHYSICAL SCIENCE
Chapter 6 Matter and Heat
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .114
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139

Chapter 7 Forces and Motion

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Macmillan/McGraw-Hill

Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158

vi Reading and Writing

 Name Date CHAPTER
Concept Map

Living Things Grow and Change

Complete the chart below to show the stages in the
life cycles of plants and animals. Some examples have
been done for you.
Flowering Plants

seeds made in Plant

flowers dies.

Conifers
seeds made in
Plant
adult
dies.

Amphibians and Most Insects

Larva looks
Animal
egg
dies.
parents.

Reptiles and Fish

Young animal looks
Animal
adult
parents. dies.

Birds

Young animal looks Animal

like parents. dies.
Macmillan/McGraw-Hill

Mammals
Young animal looks
Animal
adult
parents. dies.

Chapter 1 Living Things Grow and Change

Reading and Writing
1
 LESSON Name Date
Outline

A Look at Living Things

Use your textbook to help you fill in the blanks.

What are living things?

1. Plants and animals change with age, or .

2. A plant responds to shade when it bends toward

3. A lizard responds to heat by going

to stay cool.

4. Trees reproduce by making .

5. Alligators lay to make more of

their own kind.

6. Rocks are nonliving because they do not grow,

respond, or .

What do living things need?

7. All living things need food, water, and

to survive. Many also need gases.

8. Animals eat other organisms because they need

Macmillan/McGraw-Hill

for energy.

9. Living things need to break

down food and remove waste.

10. Air and water contain a(n)

called oxygen.

Chapter 1 Living Things Grow and Change Use with Lesson 1

2 Reading and Writing A Look at Living Things
 Name Date LESSON
Outline

11. Plants need the gases oxygen and

to survive.

12. Living things need room, or , to

grow, move, and find food.

13. Living and nonliving things found where an organism

lives are part of its .

What are living things made of?

14. Living things are made of small parts called .

15. A tool called a(n) helps us see

cells.

16. Some organisms, such as , have

only one cell.

Critical Thinking

17. What characteristics cannot be used to tell the

difference between living and nonliving things?
Macmillan/McGraw-Hill

Chapter 1 Living Things Grow and Change Use with Lesson 1

Reading and Writing A Look at Living Things
3
LESSON Name Date
Vocabulary

A Look at Living Things

Match the correct word to its description by writing
its letter in the space provided.

a. carbon dioxide d. microscope g. reproduce

b. cell e. organism h. respond
c. environment f. oxygen

1. to make more of ones own kind

2. a small part that makes up all living things

3. all the living and nonliving things that

surround an organism

4. a gas that animals breathe

5. a special tool that helps make tiny things

look larger

6. a gas that plants use to make food

7. another name for a living thing

8. to react to the world around you

Macmillan/McGraw-Hill

Chapter 1 Living Things Grow and Change Use with Lesson 1

4 Reading and Writing A Look at Living Things
 Name Date LESSON
Cloze Activity

A Look at Living Things

Use the words from the box to fill in the blanks.

carbon dioxide food oxygen

cells grow reproduce
energy organisms respond

Living things are made of small parts called cells.

Some organisms are made of many .

Others are made of only one cell.

Living things have needs. They need food for

to help them . They need

water to break down and move through

their bodies. They need gases. Animals get the

gas from air or water. Plants also need

the gas .

Living things, or , have many

Macmillan/McGraw-Hill

characteristics in common. They when

they are in danger or when they get too hot. Living things

to make new plants and animals. A

thing without these characteristics is nonliving .

Chapter 1 Living Things Grow and Change Use with Lesson 1

Reading and Writing A Look at Living Things
5
 LESSON Name Date
Outline

Plant Life Cycles

Use your textbook to help you fill in the blanks.

How do plants grow?

1. The structure inside plants that grows into a new

plant is a(n) .

2. A seed has stored food to help the

survive.

3. When conditions are right, a seed will begin to grow,

or .

4. An adult plant grows from a small plant called

a(n) .

How do plants make seeds?

5. The part of a flowering plant that makes seeds is

a(n) .

6. Seeds form when an egg joins with .

7. Flowers have colors and smells that attract animals

to drink their .
Macmillan/McGraw-Hill

8. You can find a fruit around the seeds of .

9. In order to grow, seeds must get to the .

Chapter 1 Living Things Grow and Change Use with Lesson 2

6 Reading and Writing Plant Life Cycles
 Name Date LESSON
Outline

What is the life cycle of some plants?

10. A seed germinates in the first stage of a flowering

plants .

11. When plants die, they add to

the soil.

12. Two kinds of plants that reproduce by making seeds

are flowering plants and .

13. Pollen moves from small male cones to large female

cones when the blows.

How do plants grow without seeds?

14. Onions grow from their underground stem, or

, and a fern grows from .

Critical Thinking

15. What are the steps in the life cycle of a flowering

plant? Use the terms seed, germinate, seedling,
flower, and pollination in your answer.
Macmillan/McGraw-Hill

Chapter 1 Living Things Grow and Change Use with Lesson 2

Reading and Writing Plant Life Cycles
7
LESSON Name Date
Vocabulary

Plant Life Cycles

Match the correct word to its description by writing
its letter in the space provided.

a. cone c. flower e. life cycle g. pollination

b. embryo d. fruit f. pollen h. seed

1. a structure that can grow into a new plant

2. a structure in flowering plants that makes

seeds

3. all of the stages in an organisms life

4. the process that takes place when pollen

moves from the male part of a flower to the
female part of a flower

5. a structure that holds seeds

6. a young plant inside a seed

7. a structure in conifers that makes seeds

8. a powder made by the male part of a flower

or male cone
Macmillan/McGraw-Hill

Chapter 1 Living Things Grow and Change Use with Lesson 2

8 Reading and Writing Plant Life Cycles
 Name Date LESSON
Cloze Activity

Plant Life Cycles

Use the words in the box to fill in the blanks.

adult fruit reproduce

cones germinate wind
eggs pollination

Plants go through stages known as a life cycle.

Plants from seeds and grow into

plants. Then the plants reproduce.

When plants die, they return nutrients to the soil that

new plants use.

Flowers help flowering plants .

Flowers produce pollen and .

Animals and move pollen to eggs.

This movement is called . After a

flower is pollinated, a seed forms and is protected by

Macmillan/McGraw-Hill

a(n) that grows around it. Conifers

make seeds in instead of flowers.

Wind blows pollen from small male cones to large

female cones. The large cones grow seeds.

Chapter 1 Living Things Grow and Change Use with Lesson 2

Reading and Writing Plant Life Cycles
9
 LESSON Name Date
Outline

Animal Life Cycles

Use your textbook to help you fill in the blanks.

What are some animal life cycles?

1. A(n) changes into a frog as it

grows.

2. Animals change in different ways, but all change with

age as part of their .

3. After an animal is born, it grows, changes, ,

and dies.

4. During their life cycles, some animals change form

through the process of .

5. Metamorphosis happens in the life cycles of

amphibians and most .

6. The life cycle of amphibians and insects begins with

a(n) .

7. A young amphibian that from an

egg does not look like an adult.

8. Another name for an insect that has just hatched

Macmillan/McGraw-Hill

is .

How do reptiles, fish, and birds change

as they grow?

9. Fish lay their eggs in .

Chapter 1 Living Things Grow and Change Use with Lesson 3

10 Reading and Writing Animal Life Cycles
 Name Date LESSON
Outline

10. When reptiles and fish are young, they look like

, similar to their parents.

11. Unlike most reptiles and fish,

protect their eggs and raise their young.

What is the life cycle of a mammal?

12. Mammals do not hatch from eggs but are .

13. Like birds, young mammals

like adults.

14. Mammals look after their young until the young can

on their own.

Critical Thinking

15. How are the life cycles of animals alike and different?
Macmillan/McGraw-Hill

Chapter 1 Living Things Grow and Change Use with Lesson 3

Reading and Writing Animal Life Cycles
11
LESSON Name Date
Vocabulary

Animal Life Cycles

Match the correct word to its description by writing
its letter in the space provided.

a. adult d. larva g. pupa

b. egg e. life cycle h. tadpole
c. hatching f. metamorphosis

1. a structure containing food that young

animals need in order to grow

2. the stages through which animals grow,

change, reproduce, and die

3. the process by which an animal breaks out

of an egg

4. a young insect that has just hatched

5. the stage of an animals life cycle when it

reproduces

6. the stage in which an insect is changing into

an adult

7. a process by which an organisms body

Macmillan/McGraw-Hill

changes form

8. a young frog that breathes with gills

Chapter 1 Living Things Grow and Change Use with Lesson 3

12 Reading and Writing Animal Life Cycles
 Name Date LESSON
Cloze Activity

Animal Life Cycles

Use the words in the box to fill in the blanks.

adults larva live parents

die lay eggs mammals
hatch life cycles metamorphosis

Animals grow, change, and reproduce in different

ways. All animals change during their .

Animals are hatched from eggs or born .

At the end of their life cycles, all animals .

Reptiles, fish, and birds all , but

are born live. Young birds and

mammals look similar to their . When

they , young reptiles and fish look

just like their parents. Amphibians and insects in the

stage look very different from their

Macmillan/MGraw-Hill

parents. Larvae hatch from eggs and then change into

through a process called

. They will then look like

their parents.

Chapter 1 Living Things Grow and Change Use with Lesson 3

Reading and Writing Animal Life Cycles
13
 Writing Name Date
in Science

The Little Lambs

Read the Writing in Science feature in your textbook.

Write About It
Personal Narrative Have you ever seen a plant
or animal grow and change? Write about your
experience. Describe the changes. Write what you
observed, and how it made you feel.

Getting Ideas
Select a plant or animal to write about. Think about
how it changed as it grew. Write three stages of its
growth down in the sequence chart below.

Planning and Organizing

Jake wrote about his horse Wind Star. Here are three
sentences that he wrote. Put them in time order.
Write 1 next to the sentence that should come first.
Macmillan/McGraw-Hill

Write 2 next to the sentence that should come next.

Write 3 next to the sentence that should come last.

1. Wind Star got his first set of teeth when he was one.

2. Now he is three years old and still growing.

3. When Wind Star was a foal, he had no teeth.

Chapter 1 Living Things Grow and Change Use with Lesson 3

14 Reading and Writing Animal Life Cycles
 Name Date Writing
in Science

Drafting
Write the first sentence of your narrative. Use I
to refer to yourself. Describe something interesting
about a plant or animal that you helped to care for.

Now complete your personal narrative. Use a separate

piece of paper. Begin with the sentence you wrote
above. Include details about how your plant or animal
grew and changed. Put them in time order. Explain
how watching these changes made you feel.

Revising and Proofreading

Here is part of the personal narrative that Jake
wrote. He had a lot of trouble with homophones.
Homophones are words that sound alike but have
different spellings and different meanings. Proofread
it. Find the five mistakes he made. Correct them.
My little foul looked so handsome. He had a white star
write in the middle of his forehead. His coat was chestnut
brown. His legs wobbled whenever he stood up. He was the
cutest creature I had ever scene. I couldnt weight for him to
grow up sew that I could ride on him.

Now revise and proofread your own writing.

Ask yourself:
Macmillan/McGraw-Hill

Did I use the pronoun I to describe my own

experience?

Did I detail how the plant or animal grew and changed?

Did I correct all mistakes?

Chapter 1 Living Things Grow and Change Use with Lesson 3

Reading and Writing Animal Life Cycles
15
 LESSON Name Date
Outline

Surviving in Habitats
Use your textbook to help you fill in the blanks.

How do habitats differ?

1. Earth has many different kinds of

that contain the type of environment plants and
animals need to survive.

2. Climate is the pattern of in a place

over a long time, and it is one way that habitats
differ.

3. Soil that contains soaks up

rainwater that helps plants grow.

4. Some water habitats contain

water, and others contain fresh water.

5. Fish that can live only in fresh water can be found in

How do plants get what they need?

6. All plants need water, sunlight, ,

and carbon dioxide.

7. Structures called carry food and

Macmillan/McGraw-Hill

water throughout a plant.

8. The leaves of a plant use energy from the Sun to

change and water into food.

9. A plants roots take in and

nutrients from soil.

Chapter 1 Living Things Grow and Change Use with Lesson 4

16 Reading and Writing Surviving in Habitats
 Name Date LESSON
Outline

How do animals get what they need?

10. Animals need water, energy from food, and .

11. Animals cannot make their own .

12. Legs, wings, and other body parts are examples of

13. Birds build nests as for their young.

14. A porcupines sharp quills keep it

from other animals.

What helps living things survive in their

environment?

15. Special features or behaviors called

help living things survive in their environments.

Critical Thinking

16. What would you need to do to create the best

habitat for a new animal that was coming to your
local zoo?
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Chapter 1 Living Things Grow and Change Use with Lesson 4

Reading and Writing Surviving in Habitats
17
LESSON Name Date
Vocabulary

Surviving in Habitats
Match the correct word to its definition by writing its
letter in the space provided.

a. adaptation d. humus g. soil

b. climate e. oxygen h. stem
c. habitat f. shelter i. structure

1. substance made of broken-down plant

and animal material that provides a good
environment for plants

2. the type of environment that provides what

living things need to survive

3. a specific part of a living thing

4. a feature or behavior that helps certain

living things survive in a habitat

5. typical weather conditions for a place over

time

6. gas that animals have to breathe in order to

survive
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7. part of a plant that carries food and water

throughout the plant and provides structure

8. place where animals can be safe

9. ground made of bits of rock and humus

Chapter 1 Living Things Grow and Change Use with Lesson 4

18 Reading and Writing Surviving in Habitats
 Name Date LESSON
Cloze Activity

Surviving in Habitats
Use the words in the box to fill in the blanks.

adaptations carry oxygen soil

animals humus plants
carbon dioxide living things roots

Earth has many habitats. Each gives

what they need. Many plants need

that is rich in , which contains

nutrients and holds water. Plants take materials up

from the soil through their . Stems

the material to plant parts that make

food. Plants also use sunlight and

to make food.

Animals need a different gas, ,

to survive. They cannot make their own food, so they

Macmillan/McGraw-Hill

eat or . All

organisms have to help them

survive. Some adaptations are structures or ways

of behaving.

Chapter 1 Living Things Grow and Change Use with Lesson 4

Reading and Writing Surviving in Habitats
19
 LESSON Name Date
Outline

Food Chains
Use your textbook to help you fill in the blanks below.

What is an ecosystem?

1. Plants, animals, water, soil, and sunlight in an area all

interact to form a(n) .

2. Ecosystems differ in and can be

anything from a pond to an ocean.

3. Ecosystems are made up of both

and living things.

What is a food chain?

4. To live and grow, every living thing needs .

5. The system by which organisms get and give energy

is shown in a(n) .

6. Green plants and algae are that

use the Suns energy to make food.

7. Organisms that get their energy from eating other

organisms are called .

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8. Decomposers, such as worms and ,

break down dead plants and animals.

9. Decomposers put into the soil that

are used by plants.

Chapter 1 Living Things Grow and Change Use with Lesson 5

20 Reading and Writing Food Chains
 Name Date LESSON
Outline

What is a food web?

10. Food chains are connected to each other in a(n)

11. Food webs show which living things

with each other because they eat the same food.

12. Animals that eat plants are . Those

that eat other animals are . Those

that eat plants and animals are omnivores.

Why are decomposers important?

13. If ecosystems did not have , piles

of dead plants and animals would build up.

14. The nutrients that decomposers put back into water

or soil help other organisms .

Critical Thinking

15. How do living and nonliving things interact in an

ecosystem? Use the terms sunlight, plants, animals,
decomposers, and soil in your answer.
Macmillan/McGraw-Hill

Chapter 1 Living Things Grow and Change Use with Lesson 5

Reading and Writing Food Chains
21
LESSON Name Date
Vocabulary

Food Chains
Match the correct word to its description by writing
its letter in the space provided.

a. carnivore c. decomposer e. food chain g. herbivore

b. consumer d. ecosystem f. food web h. producer

1. the living and nonliving things that interact

in an environment

2. an organism that makes its own food

3. shows how energy passes from one

organism to another in an ecosystem

4. an organism that eats other organisms

5. an animal that eats other animals

6. an organism that breaks down dead plant

and animal material

7. shows how food chains are linked together

8. an animal that eats plants

Macmillan/McGraw-Hill

Chapter 1 Living Things Grow and Change Use with Lesson 5

22 Reading and Writing Food Chains
 Name Date LESSON
Cloze Activity

Food Chains
Use the words in the box to fill in the blanks.

animals ecosystem omnivores

consumers energy producers
decomposers herbivores Sun

Living things depend on other living things and

nonliving things around them. All of these things form

a(n) . In an ecosystem,

passes from one organism to another. Food chains

begin with that make their own

food. They use energy from the .

Organisms that cannot make their own food are

called . Consumers that eat plants

are called . Carnivores eat other

. Plants and animals are eaten by

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. Nutrients from dead organisms

are recycled by . That job is

important because it provides nutrients for plants.

Chapter 1 Living Things Grow and Change Use with Lesson 5

Reading and Writing Food Chains
23
 Reading Name Date
in Science

Eating Away at Pollution

Read the Reading in Science feature in your textbook.

Write About It
Classify The article explains that some microorganisms
are harmful and others are helpful. This is a way to
classify them. Read the article again with a partner.
Look for another way to classify microorganisms. Then
write about it.

Classify
Fill in the blanks in the graphic organizer below. When
you have finished, you will be able to see how the two
groups are alike and different.

Harmful Microorganisms Helpful Microorganisms

They are They are

Where
they are us. us.

They make plants and They get rid of

What
they do sick. .

They are They are

Size
. .
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Chapter 1 Living Things Grow and Change Use with Lesson 5

24 Reading and Writing Food Chains
 Name Date Reading
in Science

Planning and Organizing

Answer the following questions.
What do helpful microorganisms eat?

What do helpful microorganisms help clean?

Drafting
Explain how helpful microorganisms are alike.

Explain how helpful microorganisms are different.

Now, write how you would classify helpful microorganisms.

Macmillan/McGraw-Hill

Chapter 1 Living Things Grow and Change Use with Lesson 5

Reading and Writing Food Chains
25
CHAPTER Name Date
Vocabulary

Living Things Grow and Change

Circle the letter of the best answer.

1. What is the job of 4. The pattern of weather

decomposers? found in a place over a long
a. break down dead matter time is called its

b. help plants reproduce a. climate.

c. keep water in the soil b. ecosystem.

d. use sunlight to make c. environment.

energy d. habitat.

2. Which of these is NOT 5. In a food web, plants play

a place where seeds are the role of
found? a. consumers.
a. cones b. decomposers.
b. flowers c. producers.
c. fruits d. predators.
d. spores
6. The life cycle of a plant
3. In the life cycle of an begins with
insect, which stage comes a. birth.
immediately after the egg?
b. germination.
a. adult
c. pollination.
b. embryo
Macmillan/McGraw-Hill

d. reproduction.
c. larva
d. pupa

Chapter 1 Living Things Grow and Change

26 Reading and Writing
 Name Date CHAPTER
Vocabulary

Circle the letter of the best answer.

7. Animals that are attracted 10. A heron that eats fish is an

to a flowers nectar help the example of a(n)
flower a. decomposer.
a. adapt to the climate. b. herbivore.
b. get pollinated. c. predator.
c. develop its fruit. d. producer.
d. carry its spores.
11. After pollination takes place,
8. Which of these plants the eggs of flowering plants
reproduces with cones? are found in
a. ferns a. roots.
b. maple trees b. fruit.
c. roses c. soil.
d. pine trees d. water.

9. The thick fur of animals 12. The type of soil that is rich in
that live in cold areas is an nutrients and holds water is
example of called
a. adaptation. a. bulb soil.
b. metamorphosis. b. germinating soil.
c. shelter. c. humus.
d. structure. d. mulch.
Macmillan/McGraw-Hill

Chapter 1 Living Things Grow and Change

Reading and Writing
27
CHAPTER Name Date
Concept Map

Habitats and Adaptations

Complete the concept map about adaptations in
different land habitats. Some parts have been done
for you.

Habitat Adaptations by Plants Adaptations by Animals

Desert: land
sleeping during the day to
habitat with waxy skin to seal
in water avoid
a

can grow in dry

Grassland:
conditions and be
land habitat flat to
protected from
covered by chew grass
grasses

different types of
ability to
Forest: land
habitat with
many trees for trees in temperate
during winter
forest

The wide
: and sharp
growing close to
land habitat
the ground
that is very
Macmillan/McGraw-Hill

cold to move on snow and ice

using gills,
Ocean:
using
Saltwater ,
to float
habitat and a tail to breathe and
move

Chapter 2 Habitats and Adaptations

28 Reading and Writing
 Name Date LESSON
Outline

Life in the Desert

Use your textbook to help you fill in the blanks.

What is a desert?

1. A desert is a habitat that has a(n)

climate.

2. It is hot during the and cold at

in a desert.

3. Desert soil is mostly made up of .

4. The sandy soil has very little to

soak up rainwater.

What adaptations help desert plants?

5. Plants that grow in deserts have

that help them survive with little water.

6. Mesquite trees have long roots that grow

to find water.

7. The saguaro cactus has thick

to help store water.

8. Spines on a prickly pear cactus it

Macmillan/McGraw-Hill

from thirsty animals.

Chapter 2 Habitats and Adaptations Use with Lesson 1

Reading and Writing Life in the Desert
29
 LESSON Name Date
Outline

What adaptations help desert animals?

9. Rattlesnakes are ; they sleep

during the day.

10. The jackrabbit has long ears to help it stay

in the desert.

11. Some animals have to help them

blend in with their environment.

Critical Thinking

12. How do plants and animals adapt in order to survive

in the desert?

Macmillan/McGraw-Hill

Chapter 2 Habitats and Adaptations Use with Lesson 1

30 Reading and Writing Life in the Desert
 Name Date LESSON
Vocabulary

Life in the Desert

Use the words in the box to fill in the blanks.

cactus desert nocturnal vary

camouflage mesquite spines

1. The long leaves of the help the

tree conserve water.

2. A receives very little rain.

3. Animals that are avoid the heat of

the sun during the day.

4. By using , some animals hide from

hunters.

5. By having waxy skin, a stores

water better.

6. Temperatures in the desert greatly

from day to night.

7. Some plants in this habitat have to

prevent animals from eating them.
Macmillan/McGraw-Hill

Chapter 2 Habitats and Adaptations Use with Lesson 1

Reading and Writing Life in the Desert
31
LESSON Name Date
Cloze Activity

Life in the Desert

Use the words in the box to fill in the blanks.

adaptations nocturnal roots temperature

humus rain Sun water

A desert is a habitat that has a dry climate. Less

than 25 centimeters of falls each

year. During the day it is hot, and the

warms land and air. At night the

drops, and it is much cooler. Desert soil is mostly sand

with very little .

In order for plants to survive in the desert, they

must have . So that they can reach

the water that is deep underground, some plants have

long . Many desert plants also have

thick stems and waxy leaves in order to store

Macmillan/McGraw-Hill

Some animals are . They sleep

during the day to stay out of the heat.

Chapter 2 Habitats and Adaptations Use with Lesson 1

32 Reading and Writing Life in the Desert
 Name Date LESSON
Outline

Life in the Grasslands

Use your textbook to help you fill in the blanks.

What is a grassland?

1. A habitat that is covered with grass is a(n) .

2. Some eat grass as food.

3. Grass can provide from the cold

and wind.

4. Grasslands that are cold in winter and warm in

summer are grasslands.

5. Grasslands that are warm all year are

grasslands.

6. The Serengeti Plain in Africa is a(n) .

What adaptations help grassland plants survive?

7. All grasses in grasslands grow well in

conditions.

8. The grasses have deep roots that work like a(n)

.
Macmillan/McGraw-Hill

9. If a grassland fire burns the grass above the soil, the

survive.

Chapter 2 Habitats and Adaptations Use with Lesson 2

Reading and Writing Life in the Grasslands
33
 LESSON Name Date
Outline

10. The baobab loses its leaves during the

season.

What adaptations help animals survive

in grasslands?

11. Grassland animals have that

help them survive.

12. Some animals have special teeth for eating

13. Zebras eat the of grasses, and

antelopes eat the closest to

the ground.

14. Some animals dig in the ground

to hide from enemies.

Critical Thinking

15. How have the teeth of some animals adapted so they

have something to eat in the grassland?
Macmillan/McGraw-Hill

Chapter 2 Habitats and Adaptations Use with Lesson 2

34 Reading and Writing Life in the Grasslands
 Name Date LESSON
Vocabulary

Life in the Grasslands

Match the correct word to its definition by writing its
letter in the space provided.

a. burrows c. herds e. savanna g. tropical

b. grassland d. prairies f. temperate

1. environment with a mild climate that has

four seasons

2. holes some animals dig in the ground to hide

3. grasslands of North America

4. grasslands of the Serengeti Plain

5. environment that has a warm climate year-

round because it is near the equator

6. groups of animals that stay together for

safety

7. habitat covered by grasses

Macmillan/McGraw-Hill

Chapter 2 Habitats and Adaptations Use with Lesson 2

Reading and Writing Life in the Grasslands
35
LESSON Name Date
Cloze Activity

Life in the Grasslands

Use the words in the box to fill in the blanks.

climate habitats seasons sponges teeth

flat roots soil survive

What are grasslands? Grasslands are

that are covered with grass. Temperate grasslands have

four . Tropical grasslands have a

that is warm all year round.

Because grasslands are dry, the roots of many

grasses work like , soaking up water.

When a fire burns the grasses above the ground, the

roots below . The dead grass on top

becomes part of the , and a stalk

grows from the .

Many animals eat grasses. Zebras have

Macmillan/McGraw-Hill

that are . They can bite off the tops

of grasses. Other animals eat the stalks.

Chapter 2 Habitats and Adaptations Use with Lesson 2

36 Reading and Writing Life in the Grasslands
 Name Date Reading
in Science

Meet Ana Luz Porzecanski

Read the Reading in Science feature in your textbook.
Work with a partner to answer the following
questions.

Characteristics of the Tinamou

1. What kind of animal is the tinamou?

How do you know?

2. What color is the tinamou?

3. In which type of ecosystem does the tinamou live?

Characteristics of the Other Animal

Think of an animal that has some things in common

with the tinamou. Answer the questions below.
1. What is the other animal? Describe it.

2. What color is the animal?

Macmillan/McGraw-Hill

3. In which type of ecosystem does it live?

Chapter 2 Habitats aand Adaptations Use with Lesson 2

Reading and Writing Life in the Grasslands
37
 Reading Name Date
in Science

Write About It
Compare and Contrast Work with a partner to
compare the tinamou with another animal you know
about. List ways the animals are alike and different in
a Venn diagram. Then use your diagram to write about
the animals.

Use your answers to the questions on the previous

page to fill in the Venn diagram.

Different Different
Tinamou Alike

in the pampas in the wetlands

Macmillan/McGraw-Hill

1. On a separate piece of paper, explain how the two

animals are alike and different.

Chapter 2 Habitats and Adaptations Use with Lesson 2

38 Reading and Writing Life in the Grasslands
 Name Date LESSON
Outline

Life in the Forest

Use your textbook to help you fill in the blanks.

What is a forest?

1. A forest is a habitat with many .

2. A tropical rain forest is found near the .

3. The climate of a tropical rain forest is

and .

4. The soil in a tropical rain forest is not very rich in plant

5. A temperate forest has four .

6. The soil in a temperate forest is rich in

What adaptations help forest plants survive?

7. Plants are adapted to grow toward .

8. Many tall trees in a tropical rain forest have

roots.
Macmillan/McGraw-Hill

9. Tall trees are supported by .

10. Smaller plants that grow under tall trees have

that allow them to lose extra

water.

Chapter 2 Habitats and Adaptations Use with Lesson 3

Reading and Writing Life in the Forest
39
 LESSON Name Date
Outline

11. Plants on the forest floor have very large leaves to

soak in .

How do animals survive in a tropical rain forest?

12. The bright colors of a poison arrow frog tell its

enemies that it is .

13. When a living thing imitates another living thing, it is

called .

How do animals survive in a temperate forest?

14. Some animals eat extra food in the fall so they can

store for winter.

15. Some animals or go into a deep

sleep that lasts all winter.

Critical Thinking

16. How have skunks and porcupines adapted so they

can survive in the forest? Macmillan/McGraw-Hill

Chapter 2 Habitats and Adaptations Use with Lesson 3

40 Reading and Writing Life in the Forest
 Name Date LESSON
Vocabulary

Life in the Forest

Match the correct word to its definition by writing
its letter in the space provided.

a. buttresses d. deciduous g. hibernate

b. camouflage e. drip tips h. mimicry
c. coniferous f. forest

1. This allows an animal to blend in with

its environment.

2. This habitat has many trees.

3. This type of tree has tough needles that

help it to conserve water during winter.

4. These support a tall tree with shallow roots.

5. This is when a mantis is able to look like an

orchid flower.

6. This is what squirrels do when they sleep all

winter to store energy.

7. This type of tree loses its leaves in fall so

it can conserve energy in winter.
Macmillan/McGraw-Hill

8. These help leaves lose extra rainwater.

Chapter 2 Habitats and Adaptations Use with Lesson 3

Reading and Writing Life in the Forest
41
LESSON Name Date
Cloze Activity

Life in the Forest

Use the words in the box to fill in the blanks.

adapted equator hot leaves seasons year

A habitat that has many trees is a forest. Tropical

rain forests are found near the . The

temperature in a tropical rain forest is usually

all year. It also gets about 200 to

460 centimeters of rain each .

Temperate forests have four , and

rainfall and temperature change from season to season.

In the tropical rain forest, there are many tall trees

that block a lot of the sunlight down below. Plants on

the forest floor have in order to get

as much sunlight as they can. Many of these plants

have large to get more sunlight.

Macmillan/McGraw-Hill

Trees in temperate forests are adapted to their

climate. They lose their leaves or have needle-like

leaves to survive the cold winter.

Chapter 2 Habitats and Adaptations Use with Lesson 3

42 Reading and Writing Life in the Forest
 Name Date LESSON
Outline

Life in the Arctic Tundra

Use your textbook to help you fill in the blanks.

What is an arctic tundra?

1. The arctic tundra is a(n) habitat.

2. The arctic tundra is located above the .

3. In the middle of , the Sun never rises.

4. During , the Sun never sets.

5. A layer of frozen soil called

prevents melted snow from soaking into the ground.

What adaptations help arctic plants?

6. All plants living in the arctic tundra have

or roots.

7. Having these types of roots allows plants to survive

in soil that is mostly .

8. Most arctic plants grow the

ground.

9. Many plants grow in tight clumps to

Macmillan/McGraw-Hill

them from the cold and wind.

10. Plants that have dark colors can absorb

more easily.

Chapter 2 Habitats and Adaptations Use with Lesson 4

Reading and Writing Life in the Arctic Tundra
43
 LESSON Name Date
Outline

What adaptations help arctic animals?

11. Polar bears and musk oxen have a layer of

or fat.

12. Arctic animals usually have bodies

and fur than their relatives in other

habitats.

13. Many arctic animals have wide feet that keep them

from .

What are some other arctic-animal adaptations?

14. Canada geese and caribou when

seasons change.

15. In winter arctic animals that eat plants

where they can find food more easily.

16. The fur of the arctic fox changes color from

so it can blend in with its environment year-round.

Critical Thinking

17. Explain how arctic plants and animals have

adaptations to help them survive in the arctic tundra.
Macmillan/McGraw-Hill

Chapter 2 Habitats and Adaptations Use with Lesson 4

44 Reading and Writing Life in the Arctic Tundra
 Name Date LESSON
Vocabulary

Life in the Arctic Tundra

Use the words in the box to fill in the blanks.

arctic tundra conserve lichen migrate

blubber cushion plants lynx permafrost

1. Large bodies and thick fur help animals

heat in the cold winters.

2. The has wide feet that work like

snowshoes.

3. When winters turn very cold, many animals

to warmer areas.

4. The is a habitat marked by

extreme cold.

5. Plants called grow on rocks.

6. Plants that cluster together for protection from the

cold are called .

7. The is a layer of soil that always

stays frozen.
Macmillan/McGraw-Hill

8. Some animals store a layer of

to help them stay warm in winter.

Chapter 2 Habitats and Adaptations Use with Lesson 4

Reading and Writing Life in the Arctic Tundra
45
LESSON Name Date
Cloze Activity

Life in the Arctic Tundra

Use the words in the box to fill in the blanks.

blubber cold migrate roots

clumps melts permafrost summer

The arctic tundra is located above the Arctic Circle.

It is a habitat with only six to ten

weeks of . When temperatures get

warm enough, snow . Puddles form

on the land, because the layer

prevents water from soaking into the ground.

Many of the 1,700 kinds of plants in the arctic tundra

have shallow or no . Plants often grow in

tight . This protects them from the wind

and cold temperatures.

Arctic animals have also adapted. Some animals

Macmillan/McGraw-Hill

to warmer places during the winter.

Other animals have a layer of . This

keeps them warm in winter.

Chapter 2 Habitats and Adaptations Use with Lesson 4

46 Reading and Writing Life in the Arctic Tundra
 Name Date Writing
in Science

Describe Where You Live

Read the Writing in Science feature in your textbook.

Write About It
Write a description in your science journal about your
environment. Use the first paragraph on page 118 as a
model for your writing.

Getting Ideas
Take a walk around your neighborhood or school
building. Keep your eyes and ears open to all the
sights and sounds around you. Notice the weather.
Fill in the chart below to use for your writing.

Sights Sounds Weather

Macmillan/McGraw-Hill

Chapter 2 Habitats and Adaptations Use with Lesson 4

Reading and Writing Life in the Arctic Tundra
47
 Writing Name Date
in Science

Drafting
Now write the first draft of your paragraph. Begin
with a topic sentence. Write sentences that describe
your environment. Use details that create a vivid
picture.

Now revise and proofread your paragraph. Ask

yourself:

Did I begin with a topic sentence?

Did I use details that help my readers picture the

environment?

Did I include all the sights and sounds?

Did I describe the weather with vivid words?

Did I correct all grammar errors?

Did I correct all spelling, punctuation, and

capitalization errors?
Macmillan/McGraw-Hill

Chapter 2 Habitats and Adaptations Use with Lesson 4

48 Reading and Writing Life in the Arctic Tundra
 Name Date LESSON
Outline

Life in the Ocean

Use your textbook to help you fill in the blanks.

What is an ocean like?

1. The ocean is home to of living

things.

2. Most ocean life forms live in water.

How do plants survive in the ocean?

3. Some plants attach to the ocean

bottom and others drift with water.

4. Plants with roots usually live in shallow water

because the plants need .

5. Algae give off when they make

food.

6. Algae that grow very large and clump together are

7. To catch sunlight, kelp uses ,

and its roots attach to the ocean floor.

8. Kelp also has balloonlike balls called

Macmillan/McGraw-Hill

that keep its vines floating.

9. live in kelp forests.

Chapter 2 Habitats and Adaptations Use with Lesson 5

Reading and Writing Life in the Ocean
49
 LESSON Name Date
Outline

How do animals survive underwater?

10. Animals that live underwater

and move differently than land animals.

11. Fish use to breathe underwater.

12. Fish use their to push them

forward through the water.

13. The stingray has a sharp and tail.

14. Another way animals stay safe underwater is by using

How do animals survive in the very deep ocean?

15. The adapts by using a growth on

its head that lights up.

16. The large of the viperfish help it

see in the dark depths of the ocean.

Critical Thinking

17. Compare and contrast how animals adapt to life in

the ocean.
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Chapter 2 Habitats and Adaptations Use with Lesson 5

50 Reading and Writing Life in the Ocean
 Name Date LESSON
Vocabulary

Life in the Ocean

Choose a word from the word box below that answers
each question and write the correct letter in the space
provided.

a. air bladder c. anglerfish e. gills g. ocean

b. algae d. fins f. kelp h. stingray

1. I am the huge collection of salt water that

covers much of Earth. What am I?

2. I can hide my flat body on the ocean floor if

I am in danger. What am I?

3. I am used by fish to steer as they swim.

What am I?

4. I am a group of living things like plants, and

I live in saltwater. What am I?

5. I help some sea plants to stay afloat.

What am I?

6. I live in the ocean depths and trick other

animals so I can eat them. What am I?

7. I am the body part that fish use to breathe

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oxygen in the water. What am I?

8. I am a kind of sea plant that grows in

forests in shallow water. What am I?

Chapter 2 Habitats and Adaptations Use with Lesson 5

Reading and Writing Life in the Ocean
51
LESSON Name Date
Cloze Activity

Life in the Ocean

Use the words in the box to fill in the blanks.

adapt breathe gills roots

algae floating kelp forests shallow

The worlds largest habitat is the ocean. Since the

bottom of the ocean is dark and cold, most ocean life

lives in water. Plants adapt to ocean

life by attaching to the ocean floor

or drifting with the water. In shallow, warm waters,

grow large and create

. Kelp have adapted to living in

water by using leaflike structures to catch sunlight and

balloonlike balls to keep their vines .

Animals have to to live in the

ocean, too. They have special parts to enable them to

Macmillan/McGraw-Hill

eat, stay safe, move, and

underwater. For example, help them

breathe. They have fins and tails to help them move.

Chapter 2 Habitats and Adaptations Use with Lesson 5

52 Reading and Writing Life in the Ocean
 Name Date CHAPTER
Vocabulary

Habitats and Adaptations

Circle the letter of the best answer.

1. What is another name for 4. Fish have special structures

the temperate grassland of called gills, which they use to
North America? a. swim.
a. arctic tundra b. steer.
b. prairie c. breathe.
c. savanna d. find food.
d. temperate forest
5. A savanna is found in Africa
2. Air bladders are found on and is another name for
plants that live in the a. deciduous forest.
a. arctic tundra. b. desert.
b. desert. c. tropical grassland.
c. forest. d. tropical rain forest.
d. ocean.
6. A nocturnal animal is active
3. Permafrost is a layer of during the
a. frozen soil. a. day.
b. snow. b. night.
c. frost on the trees. c. summer.
d. ice on the ocean. d. winter.
Macmillan/McGraw-Hill

Chapter 2 Habitats and Adaptations

Reading and Writing
53
CHAPTER Name Date
Vocabulary

Circle the letter of the best answer.

7. Animals in many different 10. An animal that hibernates is

habitats use camouflage to adapted to
a. hide from hunters. a. deserts.
b. move faster than other b. cold winters.
animals. c. tropical rain forests.
c. stay warm in winter. d. mimicry.
d. store water in dry
seasons. 11. In which land habitat do you
find the greatest numbers of
8. If most of the trees in a different types of plants and
forest lose their leaves animals?
during winter, the forest a. coniferous forest
is a(n)
b. savanna
a. arctic tundra.
c. temperate forest
b. coniferous forest.
d. tropical rain forest
c. deciduous forest.
d. rain forest. 12. Arctic tundra is a habitat
a. near the equator.
9. What does the word
mimicry describe? b. above the Arctic Circle.

a. a poisonous species c. with trees.

b. a species with an d. without living things.

adaptation
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c. a species that eats

another species
d. a species that looks like
another species

Chapter 2 Habitats and Adaptations

54 Reading and Writing
 Name Date CHAPTER
Concept Map

Habitats Change
Complete the concept map about changes in habitats.
Some parts have been done for you.

When people
The changes
can be small or
land, air, or water,
Living things
. they cause changes
change
in ecosystems.
Living things can ecosystems.
cause changes People also cause
when they changes by clearing
compete for

. Changes in for towns and

Ecosystems cities.

Changes in
Fossils tell about
ecosystems affect
past changes.
living things.

Changes that affect People study

living things include
to
, learn about ancient
organisms and changes
, and on Earth over time.
disease.
Dinosaurs are
Living things that
Macmillan/McGraw-Hill

cannot adjust to ,
changes may become possibly because
of a meteor, and
,
which means that only a are
few of their population extinct, possibly because
remain. of climate changes.

Chapter 3 Habitats Change

Reading and Writing
55
 LESSON Name Date
Outline

Living Things Change Their Environments

Use your textbook to help you fill in the blanks.

How do living things change their environments?

1. Living things change their in small

and large ways.

2. One way that plants change the environment is by

absorbing from the soil.

3. Worms change the environment by adding

to the soil.

4. Food and water are that living

things need to survive.

5. When water is limited, a struggle, or ,

among plants may occur.

How do people change their environments?

6. The organisms that cause the most changes to the

environment are .

7. Plants and animals can lose their

when people clear forests.
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8. Cars and trash can harm the environment by causing

9. Pollution increases when are

drained.

Chapter 3 Habitats Change Use with Lesson 1

56 Reading and Writing Living Things Change Their Environments
 Name Date LESSON
Outline

10. An organism that is new to an environment can

harm it if it does not have and the

organisms population increases quickly.

How can people protect their environments?

11. You protect the environment when you

the amount of paper you use.

12. You protect the environment when you

newspapers to line pet cages.

13. Businesses protect the environment when they

old newspapers into new paper

products.

14. When you plant a tree, you help keep

from washing away.

Critical Thinking

15. How do reducing, reusing, and recycling help the

environment?
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Chapter 3 Habitats Change Use with Lesson 1

Reading and Writing Living Things Change Their Environments
57
LESSON Name Date
Vocabulary

Living Things Change Their Environments

Match the word to its correct description by writing
its letter in the space provided.

a. competition c. predators e. reduce g. reuse

b. pollution d. recycle f. resource

1. to turn old things into new things

2. what happens when harmful materials get

into the air, land, or water

3. animals that hunt other animals

4. something that helps an organism survive

5. to use something again in the same way

6. the struggle for survival among living things

7. to use less of something

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Chapter 3 Habitats Change Use with Lesson 1

58 Reading and Writing Living Things Change Their Environments
 Name Date LESSON
Cloze Activity

Living Things Change Their Environments

Use the words in the box to fill in the blanks.

competition healthy reuse

environment homes soil
forests recycle wetlands

To meet their needs, living things, including people,

change the environment. To build towns and cities,

people sometimes drain and clear

. This takes away

from many plants and animals. Another cause of

change is for resources, such as

water and space, among living things. As a result of

these actions, the environment is changed.

People can improve the . We

can produce less trash if we and

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. We can keep the environment

by planting trees. Trees help keep

in its place. They can also help

clean the air.

Chapter 3 Habitats Change Use with Lesson 1

Reading and Writing Living Things Change Their Environments
59
 LESSON Name Date
Outline

Changes Affect Living Things

Use your textbook to help you fill in the blanks.

What are some ways environments change?

1. An environment changes when a(n)

covers dry land with water.

2. Living things are harmed when they do not get

enough water during a(n) .

3. Floods and droughts are types of .

4. Animals can lose their homes when lightning starts

a(n) .

5. Some bacteria and mold can cause

that harm many living things.

How do organisms respond to changes?

6. Burrowing in the mud is a(n)

that helps frogs survive in a dry environment.

7. Some animals that cannot survive in a changed

environment may move to a new .

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8. If organisms cannot move and the environment

has changed too much, the organisms will .

Chapter 3 Habitats Change Use with Lesson 2

60 Reading and Writing Changes Affect Living Things
 Name Date LESSON
Outline

How do environmental changes affect an entire

community?

9. In the grasslands of the central United States,

prairie dogs build and eat .

10. Prairie dogs are food for and

How does a living thing become endangered?

11. An organism that is has a very

small population.

12. Because it cannot adjust to dry conditions, the

may disappear.

13. People can make organisms endangered when they

them or destroy their habitat.

Critical Thinking

14. Would animals in a forest be harmed if a disease

that only affected plants spread? Explain why or
why not.
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Chapter 3 Habitats Change Use with Lesson 2

Reading and Writing Changes Affect Living Things
61
LESSON Name Date
Vocabulary

Changes Affect Living Things

Match the word to its correct description by writing
its letter in the space provided.

a. community d. endangered g. natural disaster

b. disease e. flood h. population
c. drought f. habitat i. wildfire

1. a long period of time with no rain

2. disaster that covers dry land with water

3. can be caused by bacteria or mold

4. can start when lightning strikes a dry area

5. all the organisms that live in one ecosystem

6. a flood is an example of this

7. describes an organism that has only a few living

members of its population left
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8. the place where an organism lives

9. all the members of one type of organism living

in one ecosystem

Chapter 3 Habitats Change Use with Lesson 2

62 Reading and Writing Changes Affect Living Things
 Name Date LESSON
Cloze Activity

Changes Affect Living Things

Use the words in the box to fill in the blanks.

disease migrate plants tunnels

floods organism prairie dogs water

Changes in an environment affect living things.

A change that affects only one type of

can eventually affect other populations. For example,

coyotes eat . Mice and snakes live in

the that prairie dogs build. If a(n)

destroyed the prairie dogs, all of

these other animals would be affected.

Besides diseases, natural disasters such as

and droughts can change an

environment. When dry land is covered by water, soil

and can be washed away. Some

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organisms die from too little during

a drought. Organisms must or adjust

to a changing environment. If they do not, they may

become endangered.

Chapter 3 Habitats Change Use with Lesson 2

Reading and Writing Changes Affect Living Things
63
 Writing Name Date
in Science

Save the Koala Bears

Read the Writing in Science feature in your textbook.

Write About It
Persuasive Writing Choose an endangered animal
you care about. Research to find out why this animal
is in trouble. Write a paragraph to convince readers
that this animal should be saved. Be sure to end with
a strong argument.

Getting Ideas
Fill out the chart below. Write your opinion
about your endangered animal in the top oval.
Write down the reasons that support your opinion
in the bottom ovals.

Opinion

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Reason Reason

Chapter 3 Habitats Change Use with Lesson 2

64 Reading and Writing Changes Affect Living Things
 Name Date Writing
in Science

Planning and Organizing

Isabella wrote about the giant panda. Does her
sentence tell why we should protect the panda? If
so, write yes. Write no if it does not.
1. If pandas die out, it will affect the balance of nature.

2. I saw a beautiful panda in the zoo.

Drafting
Pick an animal. Write a sentence that states your
opinion about saving it.

Now write your paragraph on a separate piece of

paper. Begin with the sentence that you wrote above.

Revising and Proofreading

Here are some sentences that Isabella wrote.
Proofread them. Find the five spelling errors. Cross
out each misspelled word. Write the correct spelling
above it.
Pandas have lived in bamboo forests for milions of years.
If the jiant panda dyes out, the Earth will lose one of the most
beautiful kreatures in the world. I beleive that people must take
action now.
Macmillan/McGraw-Hill

Now revise and proofread your writing.

Ask yourself:
Did I state my opinion about an endangered animal?

Did I include convincing reasons?

Did I correct all mistakes?

Chapter 3 Habitats Change Use with Lesson 2

Reading and Writing Changes Affect Living Things
65
 LESSON Name Date
Outline

Living Things of the Past

Use your textbook to help you fill in the blanks.

What can happen if the environment

suddenly changes?

1. People know about organisms that lived long ago

because of remains called .

2. An organism that has no living population is said to

be .

3. Large animals called became

extinct when the climate changed and ice no longer
covered much of the land.

4. The time when ice covered much of Earth is called the

5. Disease and dry weather caused the

to become extinct in 2004.

How can we learn about things that lived

long ago?

6. Scientists can tell what animals ate by studying

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their .

7. Scientists learn how animals moved by studying

their .

Chapter 3 Habitats Change Use with Lesson 3

66 Reading and Writing Living Things of the Past
 Name Date LESSON
Outline

8. Fish fossils found on teach us that

the area was once covered by .

9. The fossils are usually deep below

the surface of the ground.

10. The fossils are usually below

ground but close to the surface.

How are living things of today similar to those

that lived long ago?

11. Fossils do not show how organisms used their .

12. Elephants today are similar to that

lived long ago.

13. The pterodactyl was a flying lizard that used its beak

and claws to catch fish, just as the

does today.

Critical Thinking

14. Tropical plants can be found where it is hot and

rainy. Fossils of tropical plants have been found in
a place where it is cold today. What can you infer
from this finding?
Macmillan/McGraw-Hill

Chapter 3 Habitats Change Use with Lesson 3

Reading and Writing Living Things of the Past
67
LESSON Name Date
Vocabulary

Living Things of the Past

What am I?

Choose a word from the box below that answers each

question, and write its letter in the space provided.

a. extinct d. pterodactyl
b. fossil e. saber-toothed cat
c. Ice Age f. St. Helena Olive tree

1. I am the remains of any organism that lived

long ago. What am I?

2. I was a living organism, but there are no

more of my kind alive. What am I?

3. I am a big animal that became extinct when the

climate changed thousands of years ago. What am I?

4. I am a type of tree that is extinct because of

disease and dry weather. What am I?

5. During my time, large ice sheets covered

Macmillan/McGraw-Hill

much of the land. What am I?

6. Scientists think that I hunted the way an

eagle does today. What am I?

Chapter 3 Habitats Change Use with Lesson 3

68 Reading and Writing Living Things of the Past
 Name Date LESSON
Cloze Activity

Living Things of the Past

Use the words in the box to fill in the blanks.

ate extinct similar

body parts layers woolly mammoths
Earth meteor

Scientists learn about ancient organisms by

studying fossils. They learn how animals looked, how

they moved, and what they . Some

living things today look to organisms

of long ago. Scientists can infer from them how ancient

organisms used their . For example,

elephants look like .

From fossils, scientists also learn how

has changed over time. They find fossils in its rock

. Scientists think that some animals

Macmillan/McGraw-Hill

are because of natural events. For

example, dinosaurs may have died when a(n)

hit Earth. Other animals became extinct because of

humans activities, competition, and disease.

Chapter 3 Habitats Change Use with Lesson 3

Reading and Writing Living Things of the Past
69
 Reading Name Date
in Science

Looking at Dinosaurs
Read the Reading in Science feature in your textbook.

Write About It
Fact and Opinion What animal do you think dinosaurs
are like? What animal do scientists think dinosaurs are
like? Why do scientists think this?

Planning and Organizing

Answer the following questions.
What animal do you think dinosaurs are like?

What animal do scientists think dinosaurs are like?

Why do scientists think this?

Macmillan/McGraw-Hill

Chapter 3 Habitats Change Use with Lesson 3

70 Reading and Writing Living Things of the Past
 Name Date Reading
in Science

Drafting
Write a paragraph explaining how one of the previous
answers is an opinion and the other is a fact. Use
examples of dinosaur discoveries to support
your writing.
Macmillan/McGraw-Hill

Chapter 3 Habitats Change Use with Lesson 3

Reading and Writing Living Things of the Past
71
CHAPTER Name Date
Vocabulary

Habitats Change
Circle the letter of the best answer.

1. To use something again is to 4. When you use less of

a. reuse it. something, you

b. reduce it. a. adapt.

c. recycle it. b. recycle.

d. replace it. c. reuse.

d. reduce.
2. Which is an example of a
resource? 5. Which organism is extinct?
a. fossil a. lizard
b. air b. eagle
c. disease c. elephant
d. adaptation d. woolly mammoth

3. Soil and plants may be 6. In the grasslands of the

washed away during a central United States, which
a. drought. organism is prey for a
coyote?
b. wildfire.
a. grass
c. flood.
b. prairie dog
d. disease.
c. hawk
Macmillan/McGraw-Hill

d. eagle

Chapter 3 Habitats Change

72 Reading and Writing
 Name Date CHAPTER
Vocabulary

Circle the letter of the best answer.

7. For which of these resources 10. Which is a natural disaster

do plants compete? caused by too little rain?
a. prey a. pollution
b. food b. disease
c. sunlight c. drought
d. air d. flood

8. Scientists learn the most 11. What is produced when

about ancient organisms harmful things are put in the
by studying air or water or on land?
a. fossils. a. pollution
b. resources. b. competition
c. natural disasters. c. extinction
d. adaptations. d. adaptation

9. Which action is a business 12. Which of these organisms is

taking when it makes new a predator?
cans from old cans? a. tree
a. adapting b. fungus
b. reusing c. wild horse
c. reducing d. hawk
d. recycling
Macmillan/McGraw-Hill

Chapter 3 Habitats Change

Reading and Writing
73
 UNIT Name Date
Literature

Once Upon a Woodpecker

Read the Unit Literature feature in your textbook.

Write About It
Response to Literature This article tells about special
features of woodpeckers that help them survive. What
are some special features you have that help you
survive? Write about them.

Macmillan/McGraw-Hill

Unit A Life Science

74 Reading and Writing
 Name Date CHAPTER
Concept Map

Earths Resources
Complete the concept map about Earths resources.
Some parts have been done for you.

Minerals and Rocks Soil

The three types of rock Soil is made of

are ,

, and

. Rocks
and minerals are used to
.
make
It provides a place
for plants to

. .

Earths
Resources

Renewable Resources Fossils and Fuels

Some resources are Some types of fossils are

, which ,
means they can be used stony models
again. Examples are plants,
, and
Macmillan/McGraw-Hill

animals, ,
. Fossil
and . fuels are a source

of .

Chapter 4 Earths Resources

Reading and Writing
75
 LESSON Name Date
Outline

Minerals and Rocks

Use your textbook to help you fill in the blanks.

What are minerals?

1. Solid, nonliving substances called

are found in rocks and soil.

2. It is possible to tell one mineral from another because

each mineral has its own .

3. Minerals cannot be identified by

alone because some minerals come in many colors.

4. The color of the powder left when a mineral is rubbed

on a white tile is called .

5. A minerals can be described by

the way light bounces off it.

6. Minerals are scratched in order to investigate the

property called .

What are rocks?

7. A rock with large grains has a coarse .

Macmillan/McGraw-Hill

8. A rock that forms from magma or lava is classified as

a(n) .

9. Granite is formed from melted rock inside Earth

called .

Chapter 4 Earths Resources Use with Lesson 1

76 Reading and Writing Minerals and Rocks
 Name Date LESSON
Outline

10. Basalt is formed from melted rock on Earths surface

called .

What are sedimentary and metamorphic rocks?

11. A rock that forms from layers of sediment is classified

as a(n) .

12. Another name for the tiny bits of rock that make up

shale is .

13. Heating and squeezing rocks inside Earth can form a

kind of rock called .

How do we use minerals and rocks?

14. Minerals called are valued for

their beauty.

15. People make cement from and

burn for fuel.

Critical Thinking

16. Choose three rocks or minerals mentioned in the

Macmillan/McGraw-Hill

textbook that you would use to make a necklace.

Explain your choices based upon their qualities.

Chapter 4 Earths Resources Use with Lesson 1

Reading and Writing Minerals and Rocks
77
LESSON Name Date
Vocabulary

Minerals and Rocks

What am I?

Choose a word from the box that answers each

question below, and write the correct letter in the
space provided.

a. igneous rock c. metamorphic rock e. sediment

b. luster d. mineral f. sedimentary rock

1. I am the property of a mineral that describes how

light reflects from the mineral. What am I?

2. I am tiny bits of animals, plants, or weathered rock.

What am I?

3. I am a solid, nonliving substance found in nature.

What am I?

4. I formed when layers of sediment piled up and were

pressed together. What am I?

5. I formed deep inside Earth. I was heated and

squeezed by the weight of rocks above me.
Macmillan/McGraw-Hill

What am I?

6. I formed when melted rock cooled and hardened,

either inside Earth or on Earths surface.

What am I?

Chapter 4 Earths Resources Use with Lesson 1

78 Reading and Writing Minerals and Rocks
 Name Date LESSON
Cloze Activity

Minerals and Rocks

Use the words in the box to fill in the blanks.

animals lava metamorphic sedimentary

hardness luster minerals
igneous magma plants

Rocks are classified into three groups based on the

way they form. A rock that formed from melted rock is

called a(n) rock. Rocks with large

mineral grains formed from . Rocks

with small mineral grains formed from .

Shale is a(n) rock because it formed

when tiny bits of rocks pressed together in layers.

Other rocks of this kind have tiny bits of once-living

and . When rocks

are heated and squeezed inside Earth, new rocks called

rocks can form. Rocks are made of

Macmillan/McGraw-Hill

solid, nonliving materials called . They

can be identified by their ,

, and streak. Rocks and minerals are

very useful.

Chapter 4 Earths Resources Use with Lesson 1

Reading and Writing Minerals and Rocks
79
 Writing Name Date
in Science

Marble Memorials
Read the Writing in Science feature in your textbook.

Write About It
Descriptive Writing Choose two objects made
from rock. Write a paragraph that describes and
compares them.

Getting Ideas
Write the names of the two objects above the
ovals below. In the outer part of each oval, write
how they are different. In the overlapping part, write
how they are alike.
Different Different
Alike

Planning and Organizing

Lily wrote two sentences. Write compare or
Macmillan/McGraw-Hill

contrast depending on whether each sentence is

alike or different.
1. Both necklaces were made of blue stones.

2. Another necklace had smooth stones, but

the stones were black.

Chapter 4 Earths Resources Use with Lesson 1

80 Reading and Writing Minerals and Rocks
 Name Date Writing
in Science

Drafting
Begin your paragraph by writing a sentence that
identifies the two objects you will compare. Write a
main idea about them.

Now write your paragraph. Use a separate piece of

paper. Start with the sentence you wrote above.
Then compare the two things and include details.

Revising and Proofreading

Here is part of a paragraph that Lily wrote. She
made five mistakes. Proofread the sentences.
Find the mistakes and correct them.
There are two statues that I like. both of them are
made of marble. One statu is made of white marble. It is a
sculpture of a jack rabit. The other statue is made of black
marble. It is a sculpture of a gient black spider. The marble
on both sculptures is very smooth and cold. Even when its
hot outside the marble is still cold.

Now revise and proofread your writing. Ask yourself:

Did I compare two things made from rocks?

Did I use details that show how they are alike

and different?
Macmillan/McGraw-Hill

Did I correct all mistakes?

Chapter 4 Earths Resources Use with Lesson 1

Reading and Writing Minerals and Rocks
81
 LESSON Name Date
Outline

Soil
Use your textbook to help you fill in the blanks.

What is soil?

1. Minerals, weathered rocks, and bits of decayed plants

and animals make up .

2. Plants use nutrients that adds

to soil.

3. A plants take in water and hold

the soil in place.

4. Bits of rock, minerals, and a lot of humus make up the

soil layer called .

5. The soil layer called has less humus

than the layer of soil above it.

6. Below topsoil and subsoil is solid rock, or .

How are soils different?

7. Soils with thick layers of topsoil full of humus are

good for .
Macmillan/McGraw-Hill

8. Soils are different because they

have different minerals and amounts of humus.

9. When you say that soil has large or small grains, you

are describing the of the soil.

Chapter 4 Earths Resources Use with Lesson 2

82 Reading and Writing Soil
 Name Date LESSON
Outline

10. The type of soil with the largest grains is .

11. Soil with grains smaller than those of sand but larger

than clay is .

12. Some plants may not grow well in

because it is too wet.

13. The best soil for growing many plants is .

Why is soil important?

14. Soil is a(n) and is important

because people need the plants that grow in soil.

15. People can keep soil by preventing

soil erosion and keeping soil clean.

Critical Thinking

16. If you were a farmer looking to buy land to grow

plants, which kind of soil would you look for?
Describe the qualities you would like the soil to have.
Macmillan/McGraw-Hill

Chapter 4 Earths Resources Use with Lesson 2

Reading and Writing Soil
83
LESSON Name Date
Vocabulary

Soil
Match the correct word to its description by writing
the letter of the word in the space provided.

a. bedrock e. soil
b. humus f. subsoil
c. loam g. topsoil
d. natural resource

1. soil made up of a mixture of sand, silt,

and clay

2. the top layer of soil

3. the layer of soil that has a lighter color and

less humus than the layer above it

4. bits of decayed plants and animals that add

nutrients to soil

5. material on Earth that is necessary or useful

to people

6. solid rock

7. a mixture of minerals, weathered rocks,

Macmillan/McGraw-Hill

water, air, and living things

Chapter 4 Earths Resources Use with Lesson 2

84 Reading and Writing Soil
 Name Date LESSON
Cloze Activity

Soil
Use the words in the box to fill in the blanks.

clay soil minerals subsoil

humus mixture topsoil
loam natural resource weathering

Soil is important because plants need it to grow.

Because soil is found in nature and is useful to people,

it is a . Soil is made up of

minerals, weathered rocks, and . The

soil in which plants grow well is called .

This kind of soil is a of sand, silt,

and clay. Sandy soil holds little water, and

holds a lot of water.

Soils vary because they contain different rocks and

. Soil starts forming when rocks are

broken down by . The highest layer

Macmillan/McGraw-Hill

of soil is called , and the next layer is

called . Solid rock called bedrock is

below these two layers.

Chapter 4 Earths Resources Use with Lesson 2

Reading and Writing Soil
85
 LESSON Name Date
Outline

Fossils and Fuels

Use your textbook to help you fill in the blanks.

How are fossils formed?

1. The bone of an animal that lived long ago can turn

into a(n) .

2. An animal footprint in solid rock is a type of fossil

called a(n) .

3. Bone becomes a fossil when it is replaced by .

4. Stony models are found in rock.

5. An empty space in rock in the shape of a living

thing is a(n) .

6. A copy of a molds shape that is formed by hardened

minerals is a(n) .

What are fossil fuels?

7. People heat their homes by burning .

8. After ancient plants and animals died, their remains

Macmillan/McGraw-Hill

turned into a fuel called a(n) .

9. Fossil fuels, plants, animals, water, and air are .

Chapter 4 Earths Resources Use with Lesson 3

86 Reading and Writing Fossils and Fuels
 Name Date LESSON
Outline

10. Plants and animals are resources

because they can be replaced.

11. Oil and gas are resources because

they cannot be replaced.

What are some other sources of energy?

12. We have of energy besides fossil

fuels.

13. A renewable resource that comes from the Sun is

14. People can use the Sun, wind, and moving water to

make .

Critical Thinking

15. Which kind of fossil would you like to discover,

and what do you think can be learned from it?
Macmillan/McGraw-Hill

Chapter 4 Earths Resources Use with Lesson 3

Reading and Writing Fossils and Fuels
87
LESSON Name Date
Vocabulary

Fossils and Fuels

Match the correct word with its description by writing
its letter in the space provided.

a. cast e. mold
b. fossil f. nonrenewable resource
c. fuel g. renewable resource
d. imprint h. solar energy

1. a type of fossil that is a copy of a

molds shape

2. a type of fossil that is a mark in solid rock

3. energy from the Sun

4. a resource that can be replaced or used

again and again

5. a material that is burned for its energy

6. a type of fossil that is an empty space in

rock where the remains of an animal or
plant lay

7. a resource that cannot be replaced or

Macmillan/McGraw-Hill

reused easily

8. the trace or remains of something that lived

long ago

Chapter 4 Earths Resources Use with Lesson 3

88 Reading and Writing Fossils and Fuels
 Name Date LESSON
Cloze Activity

Fossils and Fuels

Use the words in the box to fill in the blanks.

cast imprint nonrenewable solar energy

energy minerals organisms stony model
fossils mold sediment

Fossil fuels formed from the remains of

that lived long ago. These remains

of plants and animals are called .

A footprint of an animal in solid rock is a(n)

. Dead organisms can be buried in

. As the sediment becomes rock,

replace the bones of the organism,

making a(n) .

A space in an organisms shape is a(n) .

If this fossil fills with water, minerals can harden and

form a(n) . Fossil fuels take so long

Macmillan/McGraw-Hill

to form and are resources. However,

fossils are not our only source of .

Other sources include wind and .

These sources are renewable and can be replaced.

Chapter 4 Earths Resources Use with Lesson 3

Reading and Writing Fossils and Fuels
89
 Reading Name Date
in Science

Turning the Power On

Read the Reading in Science feature in your textbook.
Fill in the blanks in the graphic organizer below.
When you have finished, you will see how text
clues help you draw conclusions.

Text Clues Conclusions

People need to use
People need . Some
more
energy sources like will energy sources so that
be used up one day. Some energy sources nonrenewable energy
sources will not be
are and can be used used up.
again and again.
Hydropower, wind, geothermal, solar, Renewable resources
and biomass energy can all produce can supply our need for

. These forms of .

energy our cars,

our homes, and

our machines.
Macmillan/McGraw-Hill

Chapter 4 Earths Resources Use with Lesson 3

90 Reading and Writing Fossils and Fuels
 Name Date Reading
in Science

Write About It
Draw Conclusions Why is it important for people to
use renewable energy sources? Use what you already
know and what you read in the article to draw a
conclusion.

Planning and Organizing

Answer the following questions.
1. Why do people need energy?

2. What will happen if people use coal and oil instead of

renewable resources?

3. Can renewable resources meet peoples energy

needs? Explain.

Draw Conclusions
Macmillan/McGraw-Hill

Now, use your answers to the questions above to

write an answer to this question: Why is it important
for people to use renewable resources?

Chapter 4 Earths Resources Use with Lesson 3

Reading and Writing Fossils and Fuels
91
CHAPTER Name Date
Vocabulary

Earths Resources
Circle the letter of the best answer.

1. Which of the following is a 4. Which kind of rock forms

solid, nonliving substance from magma?
found in nature? a. metamorphic
a. sediment b. igneous
b. humus c. sedimentary
c. a mineral d. fossil
d. a fossil fuel
5. Which of the following
2. Which of the following is is a mixture of minerals,
made up of bits of decayed weathered rocks, and living
plants and animals that add things?
nutrients to soil? a. soil
a. fossils b. humus
b. topsoil c. a fossil fuel
c. loam d. nutrients
d. humus
6. A dinosaurs footprint in
3. Which of the following is an hardened mud is
example of a nonrenewable a. a mold.
resource?
b. a cast.
a. air
c. a stony model.
Macmillan/McGraw-Hill

b. soil
d. an imprint.
c. coal
d. water

Chapter 4 Earths Resources

92 Reading and Writing
 Name Date CHAPTER
Vocabulary
Circle the letter of the best answer.
7. Rock formed from heat 10. Which kind of resource
and pressure inside Earth are plants, animals, water,
is classified as and air?
a. bedrock. a. nonrenewable
b. igneous rock. b. renewable
c. sedimentary rock. c. energy
d. metamorphic rock. d. limited

8. A good type of soil for 11. Which kind of rock forms

growing many plants from tiny bits of plants,
because it does not become animals, or weathered rock?
too wet or too dry is a. sedimentary
a. clay. b. metamorphic
b. loam. c. igneous
c. sand. d. mineral
d. silt.
12. Which of the following is a
9. Scientists look at how easily material that is burned for
a mineral can be scratched its energy?
to determine its a. magma
a. hardness. b. solar energy
b. luster. c. fossils
c. streak. d. fuel
Macmillan/McGraw-Hill

d. texture.

Chapter 4 Earths Resources

Reading and Writing
93
CHAPTER Name Date
Concept Map

Earth Changes
Complete the concept map about Earths features
and how they can change. Some parts have been
done for you.

Some of Earths Features

1. mountains 4. plateaus

2. 5.

3. 6.

Some things cause Some things cause

landforms on landforms on Earths
Earths crust to crust to change
change suddenly. very slowly.

1. volcanoes 1. weathering by:

a. moving water
2.
b.
3. floods
c. ice
4.
d.
Macmillan/McGraw-Hill

2. erosion by:
a.

b.

c. glaciers

Chapter 5 Earth Changes

94 Reading and Writing
 Name Date LESSON
Outline

Earths Features
Use your textbook to help you fill in the blanks.

What covers Earths surface?

1. More than half of Earth is covered

by .

2. Most of Earth is covered by ,

which are made up of salt water.

3. Rivers and glaciers are made up of

water.

4. Water that is not is fresh water.

5. Earths make up seven great

land areas.

What are some of Earths land and water

features?

6. A deep, narrow valley with steep sides is

a(n) .

7. A landform with water all around it is

a(n) .
Macmillan/McGraw-Hill

8. Rivers are bodies of water.

9. Land that is flat on top and higher than the land

around it is called a(n) .

Chapter 5 Earth Changes Use with Lesson 1

Reading and Writing Earths Features
95
 LESSON Name Date
Outline

What land features are in the oceans?

10. The land under an ocean at the edge of a continent is

called a(n) .

11. Land that stretches for thousands of kilometers beneath

the oceans surface is called the .

12. Canyons called form the deepest

parts of the ocean floor.

What are the layers of Earth?

13. Earths is where the continents and

the ocean floor are found.

14. Earths crust is a(n) , cool layer.

15. Under the crust is a layer called the .

16. The deepest and hottest layer of Earth is the .

17. The outer core is made up of rock.

18. Earths inner core is made up of rock.

Critical Thinking
Macmillan/McGraw-Hill

19. What can a map show you about Earths features?

Chapter 5 Earth Changes Use with Lesson 1

96 Reading and Writing Earths Features
 Name Date LESSON
Vocabulary

Earths Features
Match each word with its definition.

a. abyssal plain e. crust i. ocean

b. continent f. island j. trench
c. continental shelf g. landforms
d. core h. mantle

1. a large body of salt water

2. Earths thin outer layer

3. a great area of land

4. the layer immediately below Earths crust

5. features found on land

6. a canyon that is the deepest part of the

ocean floor

7. the deepest and hottest layer of Earth

8. land with water all around it

9. a plateau under the ocean at the edge of

a continent
Macmillan/McGraw-Hill

10. a deep, flat part of the ocean floor,

thousands of kilometers wide

Chapter 5 Earth Changes Use with Lesson 1

Reading and Writing Earths Features
97
LESSON Name Date
Cloze Activity

Earths Features
Use the words in the box to fill in the blanks.

abyssal plain landforms plain

continental shelf mantle plateau
crust ocean

The seven large land areas of Earth are the

continents. Continents have such as

mountains and valleys. A high, flat landform with steep

sides is a(n) . Another landform is

a(n) , which is flat and wide.

The outer layer of Earth is the .

It is thin and cool. The layer just below the crust is the

. It is made up of rock that is soft

and flowing or rock that is solid.

Most of Earth is covered by salty

Macmillan/McGraw-Hill

water. Land under the ocean along a coast forms the

. Farther out, the wide, flat

makes up the ocean floor. A deep canyon in the ocean

floor is called a trench.

Chapter 5 Earth Changes Use with Lesson 1

98 Reading and Writing Earths Features
 Name Date LESSON
Outline

Sudden Changes to Earth

Use your textbook to help you fill in the blanks.

What are earthquakes?

1. The huge rocks that make up Earths crust

can .

2. Rocks below ground can bend when they

each other.

3. Rocks below ground can press against other rocks

and .

4. Rocks that bend can and cause

sudden movement.

5. A sudden movement of rocks in Earths crust is

a(n) .

6. An earthquake can be or
very strong.

7. The land , or shakes, during

an earthquake.

8. During an earthquake, vibrations travel as

Macmillan/McGraw-Hill

in all directions.

What are volcanoes?

9. A mountain around an opening in Earths crust is

a(n) .

Chapter 5 Earth Changes Use with Lesson 2

Reading and Writing Sudden Changes to Earth
99
 LESSON Name Date
Outline

10. Melted rock is called when it is in

Earths crust and mantle.

11. Melted rock that flows through an opening in the

crust is called .

12. A volcanic forms when lava, rocks,

and ash pile up in layers.

13. Lava can from a volcano, or it can

explode out of it.

What are landslides and floods?

14. The force that pulls on all objects, including rocks, is

called .

15. When rocks and soil move downhill very fast, a(n)

occurs.

16. A river that overflows can cause a(n)

on land that is usually dry.

Critical Thinking

17. How can earthquakes, volcanoes, landslides, and

floods change the shape of coastlines?
Macmillan/McGraw-Hill

Chapter 5 Earth Changes Use with Lesson 2

100 Reading and Writing Sudden Changes to Earth
 Name Date LESSON
Vocabulary

Sudden Changes to Earth

Match the correct word to its definition by writing its
letter in the space provided.

a. earthquake c. gravity e. lava g. vibrations

b. flood d. landslide f. magma h. volcano

1. shaking felt during an earthquake

2. melted rock in the crust and mantle

3. the force that pulls objects downward

4. sudden movement of rocks in Earths crust

5. water that flows over land that is

normally dry

6. melted rock that flows through an opening

and out onto land

7. rock and soil pulled down a hill by gravity

Macmillan/McGraw-Hill

8. a mountain that builds up in Earths crust

around an opening

Chapter 5 Earth Changes Use with Lesson 2

Reading and Writing Sudden Changes to Earth
101
LESSON Name Date
Cloze Activity

Sudden Changes to Earth

Use the words in the box to fill in the blanks.

crust flood magma

earthquake lava volcano

The land that makes up Earths surface can change

very quickly. Large, flat rocks in Earths

can slide past or press against each other. If they snap

back, they cause a(n) . Water can

also change land. Sometimes heavy rain fills a river,

and water flows over the banks. A(n)

forms as water flows onto land that is usually dry.

Hot, melted rock in Earths crust is called

. Magma that flows out through an

opening in the crust is called .A

mountain that forms around an opening in Earths

Macmillan/McGraw-Hill

crust is a(n) . Lava can ooze or

explode from a volcano and change the land.

Chapter 5 Earth Changes Use with Lesson 2

102 Reading and Writing Sudden Changes to Earth
 Name Date Reading
in Science

Slide on the Shore

Read the Reading in Science feature in your textbook.

Cause and Effect

Use the graphic organizer to list the causes and
effects of erosion and ways to prevent it.

Cause Effect
Macmillan/McGraw-Hill

Chapter 5 Earth Changes Use with Lesson 2

Reading and Writing Sudden Changes to Earth
103
 Reading Name Date
in Science

Write About It
Cause and Effect Read the article again with a partner.
Write a few sentences that tell what causes landslides
to happen. Include also what people can do to prevent
them from happening.

Planning and Organizing

Why do landslides take place?

What are three things that people can do to

prevent landslides?

What structures can keep cliffs safe for people to live

on or near?

Drafting
Macmillan/McGraw-Hill

Write a clear statement about the causes of landslides.

Write a clear statement about what can happen as a

result of a landslide and what people can do to prevent
them.

Chapter 5 Earth Changes Use with Lesson 2

104 Reading and Writing Sudden Changes to Earth
 Name Date LESSON
Outline

Weathering, Erosion, and Deposition

Use your textbook to help you fill in the blanks.

What is weathering?

1. The process of breaks down rocks

into smaller and smaller pieces.

2. Weathering can break down rocks into

and soil.

3. Weathering can be caused by ,

wind, rain, and ice.

4. Rocks can weather when they

against each other.

5. Water that freezes in a crack and

makes the crack larger.

6. Over time, freezing and water

breaks down a rock into smaller pieces.

7. Plant grow into cracks in a rock

and split the rock.

What is erosion?
Macmillan/McGraw-Hill

8. Pieces of weathered rock get moved to other places

by .

9. Erosion can happen when pulls

weathered rock and soil downhill.

Chapter 5 Earth Changes Use with Lesson 3

Reading and Writing Weathering, Erosion, and Deposition
105
 LESSON Name Date
Outline

10. A major cause of erosion is the in

rivers and the ocean.

11. Rock can be dropped or by wind

when the wind slows down.

12. Rocks are carried along inside a(n)

and dropped in new places as it melts.

How can people change the land?

13. Digging a(n) is a small example of
how people can change land.

14. Land is changed when trees are cut to build ,

, and .

15. Soil can wash away if trees are not .

16. Land can change when it is for

rocks that are valuable.

Critical Thinking

17. Why would planting trees help stop erosion caused

by wind and water?
Macmillan/McGraw-Hill

Chapter 5 Earth Changes Use with Lesson 3

106 Reading and Writing Weathering, Erosion, and Deposition
 Name Date LESSON
Vocabulary

Weathering, Erosion, and Deposition

What am I?

Choose a word from the word box below that answers

each question and write the correct letter in the
space provided.

a. erosion c. gravity e. soil g. wind

b. glacier d. roots f. weathering

1. I am a force that pulls materials downhill.

What am I?

2. I drop or deposit small bits of rock when I slow down.

What am I?

3. I can grow in small cracks and split rocks apart.

What am I?

4. I pick up rocks as I move. Then I drop them in new

places when I melt. What am I?

5. I am the movement of weathered rock.

What am I?
Macmillan/McGraw-Hill

6. I cause rocks to break down with the help of running

water, rain, and ice. What am I?

7. I am the result of rocks being broken down into

smaller pieces. What am I?

Chapter 5 Earth Changes Use with Lesson 3

Reading and Writing Weathering, Erosion, and Deposition
107
LESSON Name Date
Cloze Activity

Weathering, Erosion, and Deposition

Use the words in the box to fill in the blanks.

blow away erosion freezing scrape

deposited expands plant roots wind

The weathering of rocks is the way that

rocks get broken into small pieces. Weathered rock

moving from one place to another is .

Sand and rocks are picked up and in a

new place. Moving water, glaciers, and

help erosion take place. People can cause erosion by

cutting down trees, which can cause the soil

to .

Some weathering happens because water

when it freezes in a crack in a rock. Repeated

and thawing help break the rock. Some rocks weather

Macmillan/McGraw-Hill

when they against other rocks. Rocks

also break apart when grow into their

cracks. They also break when gravity pulls rocks downhill.

Chapter 5 Earth Changes Use with Lesson 3

108 Reading and Writing Weathering, Erosion, and Deposition
 Name Date Writing
in Science

Missing Noses
Read the Writing in Science feature in your textbook.

Write About It
Expository Writing Write a paragraph to describe
other causes of weathering. Remember to start with a
topic sentence and to end with a conclusion.

Getting Ideas
Water is one cause of weathering and erosion. What
are some other causes? Write them in the chart below.

Cause Effect

Planning and Organizing

Here are three sentences that Suki wrote. Write MI
if the sentence tells a main idea. Write D if it gives
a detail.
Macmillan/McGraw-Hill

1. Large rocks get worn away by scraping

against smaller rocks.

2. Wind can cause the soil to erode.

3. There are several causes of weathering and erosion.

Chapter 5 Earth Changes Use with Lesson 3

Reading and Writing Weathering and Erosion
109
 Writing Name Date
in Science

Drafting
Write a topic sentence. Make sure it states your main
idea about weathering and erosion.

Now write your paragraph. Use a separate piece of

paper. Begin with your topic sentence. Then write
about other causes of weathering and erosion. Reach
a conclusion at the end.

Revising and Proofreading

Here are some sentences Suki wrote. Combine each
pair, using the word in parentheses after each sentence.
1. Machines can cause weathering. They dig up the
ground. (because)

2. The roots of a tree can break a rock apart slowly.

They grow. (when)

3. Rocks will weather. An animal digs them up. (after)

Macmillan/McGraw-Hill

Now revise and proofread your writing. Ask yourself:

Did I begin with a topic sentence?
Did I include facts and details?
Did I correct all mistakes?

Chapter 5 Earth Changes Use with Lesson 3

110 Reading and Writing Weathering and Erosion
 Name Date CHAPTER
Vocabulary

Earth Changes
Circle the letter of the best answer.

1. The middle layer of Earth 4. A continental shelf is

is the flat and slopes off into
a. crust. the ocean. It is similar
to a
b. mantle.
a. plateau.
c. inner core.
b. coast.
d. outer core.
c. plain.
2. The continents and ocean d. trench.
floor make up Earths
a. mantle. 5. Most of Earth is covered by

b. coast. a. sand and soil.

c. crust. b. oceans.

d. core. c. lakes.
d. melted rock.
3. What develops when water
suddenly flows over land 6. When water freezes, it
that is usually dry? a. flows.
a. an ocean b. expands.
b. a volcano c. shrinks.
c. a landslide d. melts.
Macmillan/McGraw-Hill

d. a flood

Chapter 5 Earth Changes

Reading and Writing
111
CHAPTER Name Date
Vocabulary

Circle the letter of the best answer.

7. What change occurs when 10. An earthquake can happen

rocks are carried to a new because rocks in Earths
place? crust can
a. erosion a. melt and harden.
b. melting b. bend and snap back.
c. freezing and thawing c. freeze and thaw.
d. formation of a new rock d. ooze and explode.

8. Melted rock that flows out 11. Gravity causes erosion on a

onto land is called hillside when it
a. magma. a. pushes rocks along.
b. lava. b. holds rocks in place.
c. a landslide. c. pulls rocks downhill.
d. a slab of rock. d. bends rocks.

9. An earthquake occurs 12. Which of the following

when slabs of rock in the deposits rocks from the
Earths crust ocean floor onto a beach?
a. move slowly. a. moving water
b. explode. b. gravity
c. move suddenly. c. glaciers
d. ooze onto land. d. blowing wind
Macmillan/McGraw-Hill

13. The deepest part of an

ocean is its
a. abyssal plain.
b. coast.
c. continental shelf.
d. trench.
Chapter 5 Earth Changes
112 Reading and Writing
 Name Date UNIT
Literature

One Cool Adventure

Read the Unit Literature feature in your textbook.

Write About It
Response to Literature This article tells about the first
women to cross Antarctica on skis. What do you know
about Antarctica or other places on Earth? Suppose
you took a trip around the world. What kinds of things
might you see? Write about it.
Macmillan/McGraw-Hill

Unit B Earth Science

Reading and Writing
113
CHAPTER Name Date
Concept Map

Matter and Heat

Complete the concept map below about matter. Some
answers have been written for you.

Matter
can be measured
tool used to measure metric unit

thermometer degrees Celsius

ruler length

beaker or
liters
graduated cylinder

pan balance mass

spring scale newtons

can change states

name of
original state new state heat change
process

solid melting

liquid solid loss

Macmillan/McGraw-Hill

boiling or
liquid
evaporating

liquid condensing

Chapter 6 Matter and Heat

114 Reading and Writing
 Name Date LESSON
Outline

Properties of Matter
Use your textbook to help you fill in the blanks.

What is matter?

1. Everything that takes up space is .

2. The amount of space that an object takes up is

its .

3. A large object has more volume than a(n)

object.

4. An objects is equal to the amount

of matter it has.

5. An object that feels light, such as a beach ball, has

a(n) mass.

What are some properties of matter?

6. A characteristic of matter is called a(n) .

7. Two properties of matter are sinking and .

8. The smell, feel, and of an object

are also properties.
Macmillan/McGraw-Hill

9. An object will sink or float because of its

and mass.

10. An object with a small mass and a large volume will

usually .

Chapter 6 Matter and Heat Use with Lesson 1

Reading and Writing Properties of Matter
115
 LESSON Name Date
Outline

11. An object with a large mass and a small volume will

usually .

12. A magnet pulls on objects made of .

13. Metals are good material for cooking pots because

can move through them easily.

What is matter made of?

14. Matter is made of building blocks called .

15. Most matter contains more than

element.

16. The elements hydrogen and make

up water.

17. Sugar contains the elements hydrogen, oxygen,

and .

Critical Thinking

18. What are some properties that describe the matter in

a yellow pencil? Macmillan/McGraw-Hill

Chapter 6 Matter and Heat Use with Lesson 1

116 Reading and Writing Properties of Matter
 Name Date LESSON
Vocabulary

Properties of Matter
Match the correct word to its definition by writing
its letter in the space provided.

a. carbon c. magnet e. matter g. volume

b. elements d. mass f. property

1. the amount of space an object takes up

2. something that pulls on an object made

of iron

3. the third element in sugar, along with

hydrogen and oxygen

4. the size, shape, feel, or smell of something

5. anything that takes up space

6. the building blocks of matter

7. a measure of the amount of matter in an

object
Macmillan/McGraw-Hill

Chapter 6 Matter and Heat Use with Lesson 1

Reading and Writing Properties of Matter
117
LESSON Name Date
Cloze Activity

Properties of Matter
Use the words in the box to fill in the blanks.

elements mass properties volume

magnetism matter small

Everything around you takes up space. Anything

that takes up space is made of . The

amount of space an object takes up is its .

The volume of an object tells how big or

it is. For example, a bowling ball has more volume than

a tennis ball. Bowling balls are heavier than tennis balls

because bowling balls have more matter. A bowling ball

therefore has more than a tennis ball.

The color, shape, feel, and smell of an object are its

. Objects have many different kinds of

properties, such as and conducting

Macmillan/McGraw-Hill

heat. All matter is made up of building blocks called

. Different combinations of elements

make up different kinds of matter.

Chapter 6 Matter and Heat Use with Lesson 1

118 Reading and Writing Properties of Matter
 Name Date Reading
in Science

Meet Neil deGrasse Tyson

Read the Reading in Science feature in your textbook.

Write About It
Main Idea and Details Read the article with a partner.
What is the main idea? What details add to the main
idea? Fill in a main-idea chart. Then write a few
sentences to explain the main idea.

Use the graphic organizer to complete the main idea

and supporting details found in the article.

Main Idea
Your body contains hydrogen, carbon, and many other

. They formed in
long ago.

Most elements Stars Over

form inside the
,
. elements into space. these elements
combine to
Hydrogen form new

,
to form all of the planets, or
Macmillan/McGraw-Hill

other elements.
.

Chapter 6 Matter and Heat Use with Lesson 1

Reading and Writing Properties of Matter
119
 Reading Name Date
in Science

Planning and Organizing

Answer the questions below about the article.
1. What does Dr. Neil deGrasse Tyson study?

2. Where does Dr. Tyson work?

3. What is your body made up of?

4. Where do most elements form?

5. What combines to form all the other elements?

6. How do these elements make their way from the stars

to your body?

Drafting
Start by writing a clear statement that describes the
main idea of the article.

Write three supporting details.

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Read what you have written. Cross out anything that

does not directly support the main idea.

Exchange papers with your partner and ask him or her

to check your choice of a main idea. Have your partner
also check your choice of supporting details.

Chapter 6 Matter and Heat Use with Lesson 1

120 Reading and Writing Properties of Matter
 Name Date LESSON
Outline

Measuring Matter
Use your textbook to help you fill in the blanks.

How is matter measured?

1. The sizes, or amounts, of matter in objects can be

observed by and then comparing.

2. Feet and miles are agreed-upon measures, or

of measure.

3. Standard units of measure in the

are meters and liters.

4. Scientists use equipment such as

and to measure volume.

5. Scientists use these tools to measure the volume

of a(n) and by placing it in a

measured .

How do we measure mass?

6. The mass of an object can be measured on

a(n) .
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7. The amount of matter in an object is referred to as

its .

8. In the metric system, mass is measured in .

Chapter 6 Matter and Heat Use with Lesson 2

Reading and Writing Measuring Matter
121
 LESSON Name Date
Outline

9. An object with particles packed tightly together has

more mass than an object in which particles

are .

How are mass and weight different?

10. The force that pulls objects to Earth is .

11. The measure of the amount of gravity pulling an

object toward Earth is its .

12. The weights of certain objects can be measured

using a(n) .

Critical Thinking

13. Why would a brick have the same mass on the Moon
as it has on Earth but weigh less on the Moon?

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Chapter 6 Matter and Heat Use with Lesson 2

122 Reading and Writing Measuring Matter
 Name Date LESSON
Vocabulary

Measuring Matter
What am I?

Choose a word or words from the box below that

answers each question, and write the correct letter in
the space provided.

a. gravity c. meter e. pan balance g. weight

b. liter d. metric system f. standard unit

1. I am the unit of length in the metric system.

What am I?

2. I am a unit of measure that people agree to use.

What am I?

3. I am a tool used to measure mass.

What am I?

4. I am a characteristic of matter that is different

on the Moon than on Earth. What am I?

5. I am a system used by scientists to make

accurate measurements of matter. What am I?

6. I am a unit of liquid volume in the metric

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system. What am I?

7. I am the force that keeps objects from floating

off into space. What am I?

Chapter 6 Matter and Heat Use with Lesson 2

Reading and Writing Measuring Matter
123
LESSON Name Date
Cloze Activity

Measuring Matter
Use the words in the box to fill in the blanks.

gravity metric system tightly

mass particles weight

All matter is made of small particles. Some objects

contain particles that are far apart, and some have

many particles packed together.

An object such as a bowling ball has more mass than

an object such as a balloon because it has more

that are close together.

The of an object on Earth is the

same as it is on the Moon because the number of

particles in an object stays the same. However, an

objects on Earth is greater than it

would be on the Moon because the pull of

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is greater on Earth than it is on the

Moon. Scientists use the to measure

matter. Scientists use these measures often.

Chapter 6 Matter and Heat Use with Lesson 2

124 Reading and Writing Measuring Matter
 Name Date LESSON
Outline

Solids, Liquids, and Gases

Use your textbook to help you fill in the blanks.

What are three forms of matter?

1. Three forms of matter are solid, liquid, and .

2. These three forms are what scientists call the .

3. Solids, liquids, and gases each have certain .

4. Matter that has a definite is a solid.

5. Objects that are made of ,

, and are solids.

6. The particles in a solid are

and stay in place.

What are liquids and gases?

7. Liquids and gases are matter because they take up

space and have .

8. Anything with a definite volume but not a definite

shape is a(n) .
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9. Milk is a liquid because it takes the

of its container.

10. Whether a cup of milk is spilled or in a glass, the milk

still has the same .

Chapter 6 Matter and Heat Use with Lesson 3

Reading and Writing Solids, Liquids, and Gases
125
 LESSON Name Date
Outline

11. Particles in liquids are not as as

particles in solids.

12. Particles in gases have more than

particles in liquids.

13. Any matter that does not have a definite shape or

volume is a(n) .

14. Gases spread out to take the shape and

of their containers.

15. Particles in gases move about .

How do you use all the states of matter?

16. The handlebars and seat of a bicycle are .

17. The air in bicycle tires is a(n) . The

chain is a liquid.

Critical Thinking

18. How are the three states of matter represented each

day when you eat lunch?
Macmillan/McGraw-Hill

Chapter 6 Matter and Heat Use with Lesson 3

126 Reading and Writing Solids, Liquids, and Gases
 Name Date LESSON
Vocabulary

Solids, Liquids, and Gases

Match the correct word or words to their description
by writing the letter in the space provided.

a. definite d. liquid g. solid

b. energy e. oxygen h. states of matter
c. gas f. particles

1. the movement of particles

2. matter that has particles packed

tightly together

3. means it stays the same

4. a gas needed by living things

5. matter with particles that can be far apart or

squeezed together

6. forms that scientists call gases, solids, and

liquids

7. tiny units that make up all matter

8. matter whose particles have a definite volume

but no definite shape and take the shape of
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the matters container

Chapter 6 Matter and Heat Use with Lesson 3

Reading and Writing Solids, Liquids, and Gases
127
LESSON Name Date
Cloze Activity

Solids, Liquids, and Gases

Use the words in the box to fill in the blanks below.

definite gas slide past tightly packed

energy less solid
freely liquid spread out

Every day, living things use substances in different

states of matter. These states of matter are ,

, and .

Gases, liquids, and solids have different characteristics.

Gases have particles that are far apart from one another.

Particles in gases have a lot of and

move . They to fill up

whatever container they are in. Liquids are made up of

particles that have energy than gases.

Particles in a liquid one another. They

Macmillan/McGraw-Hill

take the shape of their container. Solids have a(n)

shape. Particles in a solid have the least

amount of energy and are together.

They do not move around much.

Chapter 6 Matter and Heat Use with Lesson 3

128 Reading and Writing Solids, Liquids, and Gases
 Name Date Writing
in Science

Describe Matter
Read the Writing in Science feature in your textbook.

Write About It
Descriptive Writing Think of an object you use every
day, such as your book bag. How would you describe
it to someone who has never seen it before? Use the
objects properties to write a description of the object.

Getting Ideas
Select one object. Write it in the center oval of the
web below. Brainstorm details that describe it. Write
them in the outer ovals.

Planning and Organizing

Here are two sentences that Malcolm wrote about his
Macmillan/McGraw-Hill

book bag. Write yes if the sentence includes details

that describe the bag. Write no if it does not.
1. My book bag is soft and crinkly.

2. I carry my book bag to school every day.

Chapter 6 Matter and Heat Use with Lesson 3

Reading and Writing Solids, Liquids, and Gases
129
 Writing Name Date
in Science

Drafting
Write a sentence that begins your description.
Identify the object that you are describing and the
most important idea about it. This is your topic
sentence.

Now write your description on a separate piece of

paper. Begin with your topic sentence. Include
details to help your readers picture the object.

Revising and Proofreading

Here is part of Malcolms description. Help him
improve it by adding descriptive words.

My book bag is and yellow. These

are my favorite colors. It has a(n)

shape. It is not a simple rectangle, like most bags.

Instead, it is shaped like a turtle. It is

because it is made of cloth. When it is full, it is

very . When it is empty, it

is .
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Now revise and proofread your writing. Ask yourself:

Did I include details to describe how the object
looks, sounds, feels, smells, or tastes?

Did I put these details in an order that makes sense?

Did I correct all mistakes?

Chapter 6 Matter and Heat Use with Lesson 3

130 Reading and Writing Solids, Liquids, and Gases
 Name Date LESSON
Outline

Heat
Use your textbook to help you fill in the blanks.

What is heat?

1. Heat always flows from a(n) object

to a(n) one.

2. Earths main source of heat is the .

3. Heat can be transferred through ,

, and .

How does heat affect matter?

4. Particles in a(n) object have little

thermal energy and move .

5. Particles in a(n) object have a lot

of thermal energy and move quickly.

6. A measure of thermal energy, or how hot or cold

something is, is .

7. When an object thermal energy, it

expands, or becomes .
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8. When an object loses thermal energy, it ,

or becomes .

Chapter 6 Matter and Heat Use with Lesson 4

Reading and Writing Heat
131
 LESSON Name Date
Outline

9. The instrument used to measure temperature is a

liquid-filled tube called a(n) .

10. The liquid in a thermometer and

rises when it gets warmer, and the liquid contracts

and falls when the temperature .

How can you control the flow of heat?

11. Any material through which heat moves easily, such

as a metal pot, is a(n) .

12. Any material through which heat does not move

easily is a(n) .

Critical Thinking

13. How do you know that Earth is cooler than the Sun
based on the way heat moves?

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Chapter 6 Matter and Heat Use with Lesson 4

132 Reading and Writing Heat
 Name Date LESSON
Vocabulary

Heat
Match the correct word in the box to its definition
below by writing its letter in the space provided.

a. conductor d. heat g. temperature

b. contract e. insulator h. thermal energy
c. expand f. Sun i. thermometer

1. energy that makes particles in materials move

2. to get bigger

3. to get smaller

4. Earths main source of heat

5. a material through which heat does not move

easily

6. a tool used to measure temperature

7. a material through which heat moves easily

8. energy that moves between objects

9. measure of how hot or cold something is

Macmillan/McGraw-Hill

Chapter 6 Matter and Heat Use with Lesson 4

Reading and Writing Heat
133
LESSON Name Date
Cloze Activity

Heat
Use the words in the box to fill in the blanks.

conductor loses thermal energy

heat quickly thermometer
insulators smaller

Temperature is a measure of how hot or cold

something is. It can be measured with a(n) .

Temperature tells how much an

object has. A high temperature means that the particles

in an object have a lot of thermal energy and are

moving . A low temperature means

that the particles in an object are moving slowly.

When particles in an object gain

energy, the object expands. When an object

energy, it gets , or contracts. Any

Macmillan/McGraw-Hill

material through which heat moves easily is a(n)

. Materials that slow the flow of heat

are called . Heat always travels from

a hotter object to a colder object.

Chapter 6 Matter and Heat Use with Lesson 4

134 Reading and Writing Heat
 Name Date LESSON
Outline

Changes of State
Use your textbook to help you fill in the blanks.

What happens when matter is heated?

1. When something melts, it changes from a(n)

to a(n) .

2. Matter gains when it is heated.

3. Particles in solids are held .

4. Particles in liquids one another.

5. When something boils, it changes from a(n)

to a(n) .

6. Heat causes particles in a liquid to move

and .

7. Liquids can slowly change into a gas, a process

known as .

8. Water in the form of a gas is called .

What happens when matter is cooled?

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9. When a solid, a liquid, or a gas is cooled, it

energy.

10. When a gas cools to the right temperature, it will

Chapter 6 Matter and Heat Use with Lesson 5

Reading and Writing Changes of State
135
 LESSON Name Date
Outline

11. A gas that condenses loses energy and becomes

a(n) .

12. A liquid can , or change into a

solid, when it loses .

How is water different from other kinds of matter?

13. Water can be a(n) , a(n) ,

or a(n) .

14. When water freezes, it , or takes up

more space.

Critical Thinking

15. How are the particles in matter affected by getting or

giving up energy?

Macmillan/McGraw-Hill

Chapter 6 Matter and Heat Use with Lesson 5

136 Reading and Writing Changes of State
 Name Date LESSON
Vocabulary

Changes of State
What am I?

Choose a word or words from the box below that

answers each question, and write the correct letter in
the space provided.

a. boiling c. energy e. freezing g. water vapor

b. condensation d. evaporation f. melting

1. I am the gaseous state of water. What am I?

2. I am the process in which liquid slowly changes into a

gas. What am I?

3. Solids, liquids, and gases have to gain or lose me in

order to change state. What am I?

4. I happen when heat makes a liquids particles move

faster and spread out. What am I?

5. I happen when solid matter gains energy and turns

into a liquid. What am I?

Macmillan/McGraw-Hill

6. I happen when particles of water vapor lose energy

and come closer together. What am I?

7. I am the process that locks particles into position to

form a solid. What am I?

Chapter 6 Matter and Heat Use with Lesson 5

Reading and Writing Changes of State
137
LESSON Name Date
Cloze Activity

Changes of State
Use the words in the box to fill in the blanks below.

condenses expands gas liquids solid

energy freezes heat loses water vapor

Most solids melt when heated to the right

temperature. Once they melt, they become .

They melt because they gain in the

form of . With enough heat, particles

in liquids will move faster and spread apart. When a

liquid boils, it changes to a(n) .

Water can exist in three states: solid, liquid, and gas.

Water that has changed to a gas is called .

When water vapor cools, it energy.

It and becomes liquid water again.

When liquid water loses enough energy, it .

Macmillan/McGraw-Hill

Particles that are frozen are locked in position and

form a(n) . When water freezes, it

. Empty spaces form between the

particles and cause the water to take up more space.

Chapter 6 Matter and Heat Use with Lesson 5

138 Reading and Writing Changes of State
 Name Date CHAPTER
Vocabulary

Matter and Heat

Circle the letter of the best answer.

1. What is the measure of the 4. A standard unit in the metric

amount of matter in system is the
an object? a. inch.
a. weight b. pound.
b. volume c. meter.
c. mass d. gallon.
d. gravity
5. Water vapor turns to liquid
2. What type of object attracts water when it
objects made of iron? a. boils.
a. pan balance b. condenses.
b. magnet c. freezes.
c. standard unit d. expands.
d. spring scale
6. The amount of space an
3. In a solid, particles object takes up is its
a. move freely. a. mass.
b. slide past one another. b. state of matter.
c. have a large amount c. volume.
of energy. d. temperature.
Macmillan/McGraw-Hill

d. do not have much room

to move.

Chapter 6 Matter and Heat

Reading and Writing
139
CHAPTER Name Date
Vocabulary

Circle the letter of the best answer.

7. Matter changes state from 10. Which of the following
a liquid to a gas when it would be different if an
a. boils. object were on the Moon
rather than on Earth?
b. condenses.
a. elements
c. contracts.
b. mass
d. freezes.
c. volume
8. Particles in objects move d. weight
because of the action of
a. evaporation. 11. Heat moves easily through
objects that are good
b. gravity.
a. condensers.
c. sinking.
b. conductors.
d. thermal energy.
c. evaporators.
9. Wool clothing is warm d. insulators.
in winter becaue wool
is a good 12. Liquids and gases are alike
a. conductor. because they

b. contractor. a. are both solids.

c. insulator. b. have no definite shape.

d. expander. c. have particles that are

tightly packed together.
d. have less energy than
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solids.

Chapter 6 Matter and Heat

140 Reading and Writing
 Name Date CHAPTER
Concept Map

Forces and Motion

Complete the concept map about forces and motion.
Some parts have been done for you.

Motion Forces

An objects A(n)
is a push or a(n)
is the
place where the object is. .

When an objects Forces can

position changes, it is in change an objects

.
Object
by changing its

or
direction.

Sound

When objects move by vibrating, they make .

Macmillan/McGraw-Hill

Sounds move fastest through objects and

slowest through . Sounds with high energy

have high . Those that vibrate quickly have

pitch.

Chapter 7 Forces and Motion

Reading and Writing
141
 LESSON Name Date
Outline

Position and Motion

Use your textbook to help you fill in the blanks.

How can you describe position?

1. The location of an object is its .

2. The words , under, ,

right, , and next to help describe the

position of an object.

3. Position words tell where an object is by

it to the locations of other objects.

4. Measuring is a way to find the

between objects.

5. Distance can be measured with a(n) .

6. Distance can be measured in inches, ,

or miles.

What is motion?

7. When an objects is changing, it is

in motion.

8. An object that is in motion can move

Macmillan/McGraw-Hill

or slowly.

9. A(n) object moves back and forth.

10. Short, sharp turns from one side to another form

a(n) path.

Chapter 7 Forces and Motion Use with Lesson 1

142 Reading and Writing Position and Motion
 Name Date LESSON
Outline

What is speed?

11. How fast an object is moving is described by

its .

12. The speed of a moving object can be .

13. To measure an objects ,

you must know how far the object traveled and how
long it took to go that distance.

14. A bicycle that is ridden 15 kilometers in one hour is

moving at a speed of kilometers

per hour.

Critical Thinking

15. Choose a group of objects in your classroom or in

one room of your house and use position words to
describe their relationship to one another. Use at
least three objects and three different position words.
Macmillan/McGraw-Hill

Chapter 7 Forces and Motion Use with Lesson 1

Reading and Writing Position and Motion
143
LESSON Name Date
Vocabulary

Position and Motion

Match the correct word or words to their descriptions
below by writing the letter in the space provided.

a. distance d. position word g. straight line

b. motion e. ruler h. zigzag
c. position f. speed

1. the location of an object

2. a path with short, sharp turns from side

to side

3. a description of how fast an object moves

4. an item used to measure distance

5. a term such as right, next to, or under

6. the amount of space between two places

or objects

7. a change in position
Macmillan/McGraw-Hill

8. a path with no turns

Chapter 7 Forces and Motion Use with Lesson 1

144 Reading and Writing Position and Motion
 Name Date LESSON
Cloze Activity

Position and Motion

Use the words in the box to fill in the blanks.

comparing motion straight line zigzag

distance slowly under

If you describe the position of an object, you are

describing where it is. An objects position can be

described by it with the things near

it. Words such as over, , and on top

of are useful for describing position. You might also

describe an objects based on the

things around it.

An object that is changing position is in .

Objects, such as a bicycle, can move quickly or

. A bicycle can move in a(n)

, in a circular pattern, or in a(n)

Macmillan/McGraw-Hill

pattern. The speed of an object tells

how fast the object is moving.

Chapter 7 Forces and Motion Use with Lesson 1

Reading and Writing Position and Motion
145
 Reading Name Date
in Science

Travel Through Time

Read the following passage. Underline the
sentences that describe new inventions. Circle
the sentences that describe the achievements
of those inventions.

1804 In England Richard Trevithick built the first steam

engine for a train. The steam engine helped people travel
great distances. It also helped them get to their destination
more quickly.
1884 In Germany Karl Freidrich Benz built the first car
to run on gasoline. It worked similarly to the cars you see
on the road today. However, his car only had three wheels!
1903 Wilbur and Orville Wright constructed the first
motorized airplane that flew and landed safely. Their
airplanes engine ran on gasoline. It flew for 12 seconds
over 36 meters (120 feet).
1961 Russian astronaut Yuri Gagarin was the first
person in space. His spaceship had special engines. They
produced a force that was stronger than the pull of Earths
gravity. The engines helped the spaceship leave Earths
surface and orbit the planet.

Problem and Solution

Macmillan/McGraw-Hill

Fill in the problem-and-solution graphic organizers.

Use the sentences you underlined and circled as clues.

Chapter 7 Forces and Motion Use with Lesson 1

146 Reading and Writing Position and Motion
 Name Date Reading
in Science

Problem Problem
Before the 1800s it took people Before 1961, people could not
a long time to travel great travel in space.
distances.

Steps to Solution Steps to Solution

Russian scientists built a(n)
In 1804, built
with special
the first for engines that were stronger than

a(n) . .

Solution Solution
Russian astronaut
The helped
was the first
people travel person
distances and reach their
in .
destinations .

Write About It
Problem and Solution How have machines helped
people learn about distant places? Read the article
again. On a separate piece of paper, write about ways
Macmillan/McGraw-Hill

machines have helped people solve problems.

Chapter 7 Forces and Motion Use with Lesson 1

Reading and Writing Position and Motion
147
 LESSON Name Date
Outline

Forces
Use your textbook to help you fill in the blanks.

What are forces?

1. To make an object start moving, a(n)

must be applied to it.

2. Examples of forces that make something move are

a(n) or a(n) .

3. More force is needed to move

objects than to move light objects.

4. Forces can make objects start moving, ,

, or stop moving.

5. Forces can change the of a moving

object.

6. When the forces of an object cancel out, such as a

rope being pulled equally from each side, the forces

are . When forces are balanced,

the object does not .

What are types of forces?

Macmillan/McGraw-Hill

7. Forces that happen between objects that touch

are .

8. Forces such as and

can act on an object without touching it.

Chapter 7 Forces and Motion Use with Lesson 2

148 Reading and Writing Forces
 Name Date LESSON
Outline

9. Magnets can or
one another without touching.

10. Magnets attract or repel through ,

, or .

11. The pulling force between two objects is

called .

12. A measure of the pull of gravity on an object is

its .

What is friction?

13. The force that occurs when one object rubs against

another object is called .

14. There is very little friction between ,

slippery surfaces, and a lot of friction between

surfaces.

Critical Thinking

15. In a baseball game, the first batter hit the ball far
into the outfield. When the second batter hit the ball,
the ball only reached the infield. How do you know
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that the first batter used more force on the ball?

Chapter 7 Forces and Motion Use with Lesson 2

Reading and Writing Forces
149
LESSON Name Date
Vocabulary

Forces
Match each word in the box with its definition by
writing its letter in the space provided.

a. balanced c. friction e. magnet g. unbalanced

b. force d. gravity f. repel h. weight

1. forces on an object that cancel each

other out because they have equal and
opposite effects

2. a push or a pull

3. to push away

4. a force that occurs when objects rub

against each other

5. a measure of the amount of gravity

between two objects

6. an object with magnetic force

7. forces on an object that do not cancel each

other out

8. a pulling force between two objects, such

Macmillan/McGraw-Hill

as between you and Earth

Chapter 7 Forces and Motion Use with Lesson 2

150 Reading and Writing Forces
 Name Date LESSON
Cloze Activity

Forces
Use the words in the box to fill in the blanks.

contact forces friction rough

direction gravity slippery
force push touching

What makes a soccer ball move? To make any

object move, a(n) has to be applied

to it. The force may be a(n) or a

pull. In soccer, the goalies job is to use force to stop

or change the of the ball. The goalie

uses to do this.

The force that works against motion when one

object rubs another object is .

Surfaces that are have more friction

than surfaces that are . Magnets

Macmillan/McGraw-Hill

attract or repel each other without .

The force of also can pull objects

from a distance. For example, gravity is the force that

pulls you toward Earth.

Chapter 7 Forces and Motion Use with Lesson 2

Reading and Writing Forces
151
 LESSON Name Date
Outline

Sound
Use your textbook to help you fill in the blanks.

What is sound?

1. Sound is produced when an object moves back and

forth quickly, or .

2. Sound happens only when something .

3. When a sound is made, vibrations move through the

air in in all directions.

4. Sound travels through all types of matter, but at

different .

5. Sound travels slowest through a(n) .

Sound travels more quickly through

and most quickly through .

How are sounds different?

6. The of a sound is how high or low

it is.

7. The speed of a(n) tells whether a

Macmillan/McGraw-Hill

sound will be a high pitch or a low pitch.

8. The of a musical instruments

strings affects pitch. An objects

also affects the speed at which it vibrates.

Chapter 7 Forces and Motion Use with Lesson 3

152 Reading and Writing Sound
 Name Date LESSON
Outline

9. The loudness of a sound is its .

10. An object that vibrates with a lot of

is loud.

How do you hear sounds?

11. Vibrations in the air are collected by your .

The vibrations make your move

back and forth.

12. Your vibrating eardrum makes three

in your ear begin to vibrate.

13. The bones pass the vibrations to the ,

where send a message to your brain.

14. Loud sounds cause because they

carry so much .

Critical Thinking

15. What would happen if the bones in your ears could

not vibrate?
Macmillan/McGraw-Hill

Chapter 7 Forces and Motion Use with Lesson 3

Reading and Writing Sound
153
LESSON Name Date
Vocabulary

Sound
What am I?

Choose a word or words from the box below that

answers each question, and write the correct letter in
the space provided.

a. eardrum c. outer ear e. three bones g. volume

b. inner ear d. pitch f. vibration h. wave

1. I am how high or low a sound is. What am I?

2. I pass vibrations to nerves in the inner ear.

What am I?

3. I am how loud a sound is. What am I?

4. I am the part of your body that collects

sounds. What am I?

5. I am the way that sound travels out in all

directions. What am I?

6. I make three tiny bones vibrate. What am I?

7. I am a quick back-and-forth motion.

What am I?
Macmillan/McGraw-Hill

8. I am the place where vibrations make

nerves send messages to the brain.
What am I?

Chapter 7 Forces and Motion Use with Lesson 3

154 Reading and Writing Sound
 Name Date LESSON
Cloze Activity

Sound
Use the words in the box to fill in the blanks.

eardrum inner ear outer ear speed

high-energy nerves pitch waves

Sound is produced when an object vibrates, or

moves back and forth quickly. Sound

move out in all directions and reach your ear. Your

collects these vibrations. They

make your vibrate, and that

movement causes three tiny bones to move. These

movements cause in the

to send messages to your brain,

and you hear sound.

A sounds may be high or low.

Pitch depends on the of the

Macmillan/McGraw-Hill

vibration. A(n) vibration will cause

a louder sound than a low-energy vibration. Sound

travels at many speeds and through a variety of

materials.

Chapter 7 Forces and Motion Use with Lesson 3

Reading and Writing Sound
155
CHAPTER Name Date
Vocabulary

Forces and Motion

Circle the letter of the best answer.

1. When you make short, 4. When one team in a tug of

sharp turns from one side to war pulls harder on the rope
another, you move than the other team does,
a. back and forth. the forces are

b. in a straight line. a. active.

c. in a zigzag. b. balanced.

d. up and down. c. magnetic.

d. unbalanced.
2. Sound travels fastest
through objects that are 5. The position of an object
a. gas. is its

b. liquid. a. age.

c. solid. b. color.

d. wet. c. location.
d. size.
3. A bus traveled 35 kilometers
in one hour. What was the 6. The force that occurs when
speed of the bus? one object rubs against
a. 70 kilometers per hour another object is

b. 10 kilometers per hour a. friction.

c. 25 kilometers per hour b. gravity.

Macmillan/McGraw-Hill

d. 35 kilometers per hour c. magnetism.

d. weight.

Chapter 7 Forces and Motion

156 Reading and Writing
 Name Date CHAPTER
Vocabulary

Circle the letter of the best answer.

7. Which of these objects 10. A change in motion caused

will produce the greatest by a contact force is
volume? a. gravity pulling you
a. something thick toward Earth.
b. something long b. two magnets pushing
each other apart.
c. something that is large
c. hitting a baseball with
d. something that has high
a bat.
energy
d. a book falling from
8. The first part of the ear to your desk.
vibrate when sounds reach
the ear is the 11. Short objects vibrate faster
than long objects. This
a. eardrum.
gives them
b. inner ear.
a. higher pitch.
c. outer ear.
b. higher volume.
d. three tiny bones.
c. less energy.

9. If you want to measure the d. sharper sound.

distance between two books
on your desk, you would 12. The change in position of an
use a object is a sign of

a. barometer. a. distance.

b. ruler. b. friction.
Macmillan/McGraw-Hill

c. clock. c. motion.

d. thermometer. d. speed.

Chapter 7 Forces and Motion

Reading and Writing
157
 UNIT Name Date
Literature

The Good Ship Popsicle Stick

Read the Unit Literature feature in your textbook.

Write About It
Response to Literature This article is about a ship
made from ice cream sticks. What words are used to
describe the ship? Choose an object around you. Then
use words to tell about it.

Macmillan/McGraw-Hill

Unit C Physical Science

158 Reading and Writing