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05-180 Days of Science For Fifth Grade

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90% found this document useful (10 votes)

5K views218 pages

05-180 Days of Science For Fifth Grade

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theantonia2003

We take content rights seriously. If you suspect this is your content, claim it here.

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4

5
Level

& S p ace
Earth
Life
hy s i cal
P
Author
Lauren Homayoun
Publishing Credits
Corinne Burton, M.A.Ed., Publisher
Conni Medina, M.A.Ed., Managing Editor
Emily R. Smith, M.A.Ed., Content Director
Shaun Bernadou, Art Director
Lynette Ordoñez, Editor

Image Credits
P.91 Keith Homan/Shutterstock.com; p.159 jukurae/Shutterstock.com;
all other images from iStock and/or Shutterstock.

Standards
© 2014 Mid-continent Research for Education and Learning (McREL)
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States.
Washington, DC: The National Academies Press.

For information on how this resource meets national and other state standards,
see pages 10–13. You may also review this information by visiting our website
at www.teachercreatedmaterials.com/administrators/correlations/ and
following the on-screen directions.

Shell Education
A division of Teacher Created Materials
5301 Oceanus Drive
Huntington Beach, CA 92649-1030
www.tcmpub.com/shell-education

ISBN 978-1-4258-1411-3
©2018 Shell Educational Publishing, Inc.

The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part
for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded
in any form without written permission from the publisher.

2 51411—180 Days of Science © Shell Education

Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
How to Use This Book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Daily Practice Pages. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Digital Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216

Introduction
With today’s science and technology, there are more resources than ever to help students
understand how the world works. Information about science experiments you can do at
home is widely available online. Many students have experience with physics concepts
from games.
While students may be familiar with many of the topics discussed in this book, it is not
uncommon for them to have misconceptions about certain subjects. It is important for
students to learn how to apply scientific practices in a classroom setting and within their lives.
Science is the study of the physical and natural world through observation and experiment.
Not only is it important for students to learn scientific facts, but it is important for them
to develop a thirst for knowledge. This leads to students who are anxious to learn and who
understand how to follow practices that will lead them to the answers they seek.

The Need for Practice

To be successful in science, students must understand how people interact with the physical
world. They must not only master scientific practices but also learn how to look at the world
with curiosity. Through repeated practice, students will learn how a variety of factors affect
the world in which they live.

Understanding Assessment
In addition to providing opportunities for frequent practice, teachers must be able to assess
students’ scientific understandings. This allows teachers to adequately address students’
misconceptions, build on their current understandings, and challenge them appropriately.
Assessment is a long-term process that involves careful analysis of student responses from
discussions, projects, or practice sheets. The data gathered from assessments should be used
to inform instruction: slow down, speed up, or reteach. This type of assessment is called
formative assessment.

© Shell Education 51411—180 Days of Science 3

How to Use This Book
Weekly Structure
All 36 weeks of this book follow a regular weekly structure. The book is divided into three
sections: Life Science, Physical Science, and Earth and Space Science. The book is structured
to give students a strong foundation on which to build throughout the year. It is also designed
to adequately prepare them for state standardized tests.
Each week focuses on one topic. Day 1 sets the stage by providing background information
on the topic that students will need throughout the week. In Day 2, students analyze data
related to the topic. Day 3 leads students through developing scientific questions. Day 4
guides students through planning a solution. Finally, Day 5 helps students communicate
results from observations or investigations.
Day 1—Learning Content: Students will read grade-appropriate
content and answer questions about it.

Day 2—Analyzing Data: Students will analyze scientific data and

answer questions about it.

Day 3—Developing Questions: Students will read a scenario

related to the topic, answer questions, and formulate a scientific
question about the information.

Day 4—Planning Solutions: Students will read a scenario related

to the topic, answer questions, and develop a solution or plan an
investigation.

Day 5—Communicating Results: Students accurately

communicate the results of an investigation or demonstrate what
they learned throughout the week.

Three Strands of Science

This book allows students to explore the three strands of science: life science, physical science,
and earth and space science. Life science teaches students about the amazing living things
on our planet and how they interact in ecosystems. Physical science introduces students to
physics and chemistry concepts that will lay the groundwork for deeper understanding later
in their education. Earth and space science familiarizes students with the wonders of the
cosmos and the relationships between the sun, Earth, moon, and stars.

4 51411—180 Days of Science © Shell Education

How to Use This Book (cont.)
Weekly Topics
The following chart shows the weekly focus topics that are covered during each week of
instruction.

Unit Week Science Topic

1 Life Cycles
2 The Life Cycle of Humans
3 The Life Cycle of Reptiles
4 Vertebrates and Invertebrates
5 Human Traits
6 Animal Traits
Life Science
7 Food Chains
8 Food Chains in the Jungle
9 Plant Needs
10 The Role of Decomposers
11 How Plants Create Food
12 Ecosystems
1 Can Matter Disappear?
2 How Do We Know Air is There?
3 How Air Moves Things
4 When Combining Matter, Mass Stays the Same
5 Mass Stays the Same When Water Changes States
6 Identifying Powers and Minerals
Physical Science
7 Properties of Metals
8 Creating New Substances–Physical and Chemical Changes
9 Understanding Physical and Chemical Changes
10 How Energy from the Sun Feeds Us
11 How Energy Flows through Food Chains
12 Gravity
1 Oceans and Ecosystems
2 Winds and Clouds in Mountain Ranges
3 Fresh Water in Rivers and Lakes
4 The Polar Ice Caps
5 Agriculture, Industry, and the Environment
Earth and Space 6 Protecting Our Water Sources
Science 7 Earth’s Orbit
8 Day and Night on Earth
9 Is the Sun Our Brightest Star?
10 The Motion of the Stars
11 Constellations Visible During Different Seasons
12 The Movement of Shadows
© Shell Education 51411—180 Days of Science 5
How to Use This Book (cont.)
Best Practices for This Series
■■ Use the practice pages to introduce important science topics to your students.
■■ Use the Weekly Topics chart on page 5 to align the content to what you’re covering in class.
Then, treat the pages in this book as jumping off points for that content.
■■ Use the practice pages as formative assessment of the science strands and key topics.
■■ Use the weekly themes to engage students in content that is new to them.
■■ Encourage students to independently learn more about the topics introduced in this series.
■■ Lead teacher-directed discussions of the vocabulary and concepts presented in some of the
more complex weeks.
■■ Support students in practicing the varied types of questions asked throughout the
practice pages.
■■ When possible, have students participate in hands-on activities to answer the questions
they generate and do the investigations they plan.

Using the Resources

An answer key for all days can be found on pages 194–206. Rubrics for Day 3 (developing
questions), Day 4 (planning solutions), and Day 5 (communicating results) can be found
on pages 210–212 and in the Digital Resources. Use the answer keys and rubrics to assess
students’ work. Be sure to share these rubrics with students so that they know what is
expected of them.
Date: ____________________
________________________
Student Name: _____________
Date: ____________________
Rubric
Communicating Results
________________________
Student Name: _____________
Rubric
Developing Questions rubric every four weeks
to evaluate students’ Day
5 activity sheets.

to evaluate students’ Day

3 activity sheets. Directions: Complete this over the four weeks can
be evaluated
rubric every four weeks per student. Their work Then, add up
Directions: Complete this over the four weeks can
be evaluated Only one rubric is needed writing a score in each row.
per student. Their work work in each category by in each row and
Only one rubric is needed writing a score in each
row. Then, add up together. Evaluate their may earn up to 5 points
work in each category by Student Name: __________ total on the line. Students
together. Evaluate their may earn up to 5 points
in each row and ____________________ their scores, and write the
total on the line. Students _______ Date: __________ up to 15 points total.
their scores, and write the
Planning Solutions __________
3 1 Score
up to 15 points total.
3 1 Score
Directions: Complete
Rubric Skill 5
Skill 5 this rubric every four
Only one rubric is weeks to evaluate
needed per student. students’ Day 4 activity
together. Evaluate Their work over the
Representing Data

their four weeks can be sheets.

their scores, and write work in each category by writing a evaluated Correctly represents Does not correctly
Correctly represents
Forming Scientific

the total on the line. score in each row.

Does not form up to 15 points total. Students may earn Then, add up data with charts and represents data with
Forms scientific Forms scientific up to 5 points in each data with charts and
graphs most of the charts and graphs.
Inquiries

scientific inquiries row and

inquiries related to inquiries related to Skill graphs all or nearly
related to text. 5 time.
text all or nearly all text most of the time. 3 all the time.
the time. 1
ns

Score
Planning Investigatio

Plans reasonable
investigations to Plans reasonable
investigations to Does not plan
Making Connections

study topics all or reasonable Does not make

study topics most Makes reasonable
nearly all the time. of investigations to Makes reasonable reasonable
connections between
Interpreting Text

the time. connections between

Correctly interprets Does not correctly study topics. connections between
Correctly interprets new information
texts to answer interpret texts to new information and new information and
texts to answer and prior knowledge
questions most of answer questions. prior knowledge all prior knowledge.
questions all or most of the time.
the time. or nearly all the time.
nearly all the time.
Making Predictions

Studies events to
make reasonable Studies events to
make reasonable Does not study
predictions all or events to make
Explaining Results
Applying Information

predictions most Does not use

nearly all the time. of reasonable Uses evidence to
the time. Uses evidence to evidence to
Applies new Applies new Does not apply new predictions. accurately explain
information to form information to form information to form accurately explain accurately explain
results most of the
scientific questions scientific questions scientific questions. results all or nearly results.
time.
all or nearly all the most of the time. all the time.
Choosing Next Steps

time.

Chooses reasonable
next steps for Chooses reasonable
investigations all next steps for Does not choose _____
_____ or investigations most reasonable next steps Total Points: _____________
Total Points: _____________ nearly all the time.
of the time. for investigations.

Total Points: __________

________

51411—180 Days
of Science 211

6 51411—180 Days of Science © Shell Education

How to Use This Book (cont.)
Diagnostic Assessment
Teachers can use the practice pages as diagnostic assessments. The data analysis tools
included with the book enable teachers or parents to quickly score students’ work and
monitor their progress. Teachers and parents can see which skills students may
need to target further to develop proficiency.
Students will learn science content, how to analyze data, how to develop scientific questions,
how to plan solutions, and how to accurately communicate results. You can assess students’
learning using the answer key for all days. Rubrics are also provided on pages 210–212 for
Days 3–5 to help you further assess key analytical skills that are needed for success with
the scientific practices. Then, record their scores on the Practice Page Item Analysis sheets
(pages 213–215). These charts are provided as PDFs, Microsoft Word® files, and Microsoft
Excel® files. Teachers can input data into the electronic files directly, or they can print
the pages.
To Complete the Practice Page Analysis Charts
■■ Write or type students’ names in the far-left column. Depending on the number of
students, more than one copy of the form may be needed or you may need to add rows.
■■ The science strands are indicated across the tops of the charts.
■■ Students should be assessed every four weeks, as indicated in the first rows of
the charts.
■■ For each student, evaluate his or her work over the past four weeks using the answer key
for Days 1 and 2 and the rubrics for Days 3–5.
■■ Review students’ work for the weeks indicated in the chart. For example, if using the Life
Science Analysis Chart for the first time, review students’ work from weeks 1–4. Add the
scores for Days 1 and 2 for each student, and record those in the appropriate columns.
Then, write students’ rubric scores for Days 3–5 in the corresponding columns. Use these
scores as benchmarks to determine how each student is performing.

Analysis Chart
Chart Earth and Space Science
Life Science Analysis total of each student’s Day
1 and Day 2 scores from
the four weeks.
the
the four weeks. Directions: Record the Add the totals, and record
1 and Day 2 scores from rubric scores (pages 210–212).
total of each student’s Day Add the totals, and record
the Then, record each student’s class score in the last row.
Directions: Record the column. Record the average
rubric scores (pages 210–212). sums in the Total Scores
Then, record each student’s class score in the last row.
column. Record the average
sums in the Total Scores
Physical Science
Scores
Total

Analysis Chart
Scores
Total

Directions: Record
the total of each student’s
Then, record each Day 1 and Day 2 scores
CR

student’s rubric scores from the four weeks.

sums in the Total (pages 210–212).
Scores column. Record Add the totals, and
CR

the average class score record the

in the last row.

Week 12
PS

CR = Communicating Results
Scores
Total

DQ
Week 12

CR = Communicating Results
DQ

Day
2
CR
Day
2

Day
1
PS
Day

Week 12
1

CR
DQ
CR

PS = Planning Solutions,
PS
PS = Planning Solutions,

Day
2
PS

Week 8
Results

DQ
Week 8

Day
1
DQ

Solutions, CR = Communicating

Day
2
CR
Day
2

DQ = Developing Questions,
Day
1
PS
DQ = Developing Questions,
Day
1

Week 8

CR
DQ
CR

Day

PS
2
PS

Week 4
Questions, PS = Planning
Week 4

DQ
Day
1
DQ

Day
CR

2
Day
2

Day
PS

1
Day

Classroom Score
1

Week 4
Classroom Score

Student Name
DQ = Developing
Student Name

Average
Day
Average

2
Day
1

215
213 51411—180 Days of Science
51411—180 Days of Science
Student Name

214 51411—180 Days

of Science

Digital Resources
The Digital Resources contain digital copies of the rubrics, analysis sheets, and standards
correlations. See page 216 for more information.

© Shell Education 51411—180 Days of Science 7

How to Use This Book (cont.)
Using the Results to Differentiate Instruction
Once results are gathered and analyzed, teachers can use the results to inform the way they
differentiate instruction. The data can help determine which science skills and topics are
the most difficult for students and which students need additional instructional support and
continued practice.
Whole-Class Support
The results of the diagnostic analysis may show that the entire class is struggling with certain
science topics. If these concepts have been taught in the past, this indicates that further
instruction or reteaching is necessary. If these concepts have not been taught in the past,
this data is a great preassessment and may demonstrate that students do not have a working
knowledge of the concepts. Thus, careful planning for the length of the unit(s) or lesson(s)
must be considered, and additional front-loading may be required.
Small-Group or Individual Support
The results of the diagnostic analysis may show that an individual student or a small group
of students is struggling with certain science skills. If these concepts have been taught in
the past, this indicates that further instruction or reteaching is necessary. Consider pulling
these students aside to instruct them further on the concepts while others are working
independently. Students may also benefit from extra practice using games or computer‑based
resources.
Teachers can also use the results to help identify proficient individual students or groups of
students who are ready for enrichment or above-grade-level instruction. These students may
benefit from independent learning contracts or more challenging activities.

8 51411—180 Days of Science © Shell Education

Standards Correlations
Shell Education is committed to producing educational materials that are research and
standards based. In this effort, we have correlated all of our products to the academic
standards of all 50 states, the District of Columbia, the Department of Defense Dependents
Schools, and all Canadian provinces.

How to Find Standards Correlations

To print a customized correlation report of this product for your state, visit our website at
www.teachercreatedmaterials.com/administrators/correlations/ and follow the on-
screen directions. If you require assistance in printing correlation reports, please contact our
Customer Service Department at 1-877-777-3450.

Purpose and Intent of Standards

The Every Student Succeeds Act (ESSA) mandates that all states adopt challenging academic
standards that help students meet the goal of college and career readiness. While many
states already adopted academic standards prior to ESSA, the act continues to hold states
accountable for detailed and comprehensive standards.
Standards are designed to focus instruction and guide adoption of curricula. Standards
are statements that describe the criteria necessary for students to meet specific academic
goals. They define the knowledge, skills, and content students should acquire at each level.
Standards are also used to develop standardized tests to evaluate students’ academic progress.
Teachers are required to demonstrate how their lessons meet state standards. State standards
are used in the development of all of our products, so educators can be assured they meet the
academic requirements of each state.
McREL Compendium
Each year, McREL analyzes state standards and revises the compendium to produce a general
compilation of national standards. The standards listed on page 10 support the objectives
presented throughout the weeks.
Next Generation Science Standards
This set of national standards aims to incorporate knowledge and process standards into a
cohesive framework. The standards listed on pages 10–13 support the objectives presented
throughout the weeks.

© Shell Education 51411—180 Days of Science 9

Standards Correlations (cont.)
180 Days of Science is designed to give students daily practice in the three strands of science.
The weeks support the McREL standards and NGSS performance expectations listed in the
charts below.

McREL Standards
Standard Weeks Unit
Knows that plants and animals progress through life cycles of birth, growth and
development, reproduction, and death; the details of these life cycles are different 1, 2 Life Science
for different organisms.
Knows different ways in which living things can be grouped and purposes of
3, 4 Life Science
different groupings.
Knows that many characteristics of plants and animals are inherited from its
parents, and other characteristics result from an individual’s interactions with the 5, 6 Life Science
environment.
Knows the organization of simple food chains and food webs. 7, 8 Life Science
Knows that materials may be composed of parts that are too small to be seen
1–3 Physical Science
without magnification.
Knows that substances can be classified by their physical and chemical properties. 6, 7 Physical Science
Knows that the Earth’s gravity pulls any object toward it without touching it. 12 Physical Science
Knows how features on the Earth’s surface are constantly changed by a Earth and Space
1, 2
combination of slow and rapid processes. Science
Knows that the Earth is one of several planets that orbit the Sun and that the Earth and Space
7
Moon orbits the Earth. Science
Earth and Space
Knows that night and day are caused by the Earth’s rotation on its axis. 8
Science
Knows that astronomical objects in space are massive in size and are separated Earth and Space
9
from one another by vast distances. Science
Knows that the patterns of stars in the sky stay the same, although they appear
Earth and Space
to slowly move from east to west across the sky nightly and different stars can be 10, 12
Science
seen in different seasons.

Next Generation Science Standards

Science and
Disciplinary Cross-Cutting
Week
Unit

Performance Expectation Engineering

Core Ideas Concepts
Practices
Science Models,
Develop a model to describe the movement
Laws, Mechanisms, Systems and System
1 of matter among plants, animals, N/A
and Theories Explain Models
decomposers, and the environment.
Natural Phenomena
Life Science

Science Models,
Develop a model to describe the movement
Laws, Mechanisms, Systems and System
2 of matter among plants, animals, N/A
and Theories Explain Models
decomposers, and the environment.
Natural Phenomena
Develop a model to describe the movement
Developing and Systems and System
3 of matter among plants, animals, N/A
Using Models Models
decomposers, and the environment.

10 51411—180 Days of Science © Shell Education

Standards Correlations (cont.)
Next Generation Science Standards
Science and
Disciplinary Cross-Cutting
Week
Unit

Performance Expectation Engineering

Core Ideas Concepts
Practices
Develop a model to describe the movement
Developing and Systems and System
4 of matter among plants, animals, N/A
Using Models Models
decomposers, and the environment.
Science Models,
Develop a model to describe the movement
Laws, Mechanisms, Systems and System
5 of matter among plants, animals, N/A
and Theories Explain Models
decomposers, and the environment.
Natural Phenomena
Science Models,
Develop a model to describe the movement
Laws, Mechanisms, Systems and System
6 of matter among plants, animals, N/A
and Theories Explain Models
decomposers, and the environment.
Natural Phenomena

Develop a model to describe the movement Organization for Systems and System
Developing and
7 of matter among plants, animals, Matter and Energy Models
Using Models
decomposers, and the environment. Flow in Organisms Energy and Matter

Develop a model to describe the movement Organization for Systems and System
Developing and
8 of matter among plants, animals, Matter and Energy Models
Using Models
decomposers, and the environment. Flow in Organisms Energy and Matter

Support an argument that plants get the Engaging in Organization for

Life Science

9 materials they need for growth chiefly from Argument from Matter and Energy Energy and Matter
air and water. Evidence Flow in Organisms

Developing and Interdependent

Using Models Relationships in
Develop a model to describe the movement
Science Models, Ecosystems Systems and System
10 of matter among plants, animals,
Laws, Mechanisms, Cycles of Matter and Models
decomposers, and the environment.
and Theories Explain Energy Transfer in
Natural Phenomena Ecosystems

Developing and Interdependent

Using Models Relationships in
Develop a model to describe the movement
Science Models, Ecosystems Systems and System
11 of matter among plants, animals,
Laws, Mechanisms, Cycles of Matter and Models
decomposers, and the environment.
and Theories Explain Energy Transfer in
Natural Phenomena Ecosystems

Developing and Interdependent

Using Models Relationships in
Develop a model to describe the movement
Science Models, Ecosystems Systems and System
12 of matter among plants, animals,
Laws, Mechanisms, Cycles of Matter and Models
decomposers, and the environment.
and Theories Explain Energy Transfer in
Natural Phenomena Ecosystems

Develop a model to describe that matter is Developing and Structure and Scale, Proportion,
1
Physical

made of particles too small to be seen. Using Models Properties of Matter and Quantity
Develop a model to describe that matter is Developing and Structure and Scale, Proportion,
2
made of particles too small to be seen. Using Models Properties of Matter and Quantity

© Shell Education 51411—180 Days of Science 11

Standards Correlations (cont.)
Next Generation Science Standards
Science and
Disciplinary Cross-Cutting
Week
Unit

Performance Expectation Engineering

Core Ideas Concepts
Practices
Develop a model to describe that matter is Developing and Structure and Scale, Proportion,
3
made of particles too small to be seen. Using Models Properties of Matter and Quantity

Scale, Proportion,
Measure and graph quantities to provide
and Quantity
evidence that regardless of the type of Using Mathematics Structure and
Scientific Knowledge
4 change that occurs when heating, cooling, and Computational Properties of Matter
Assumes an Order
or mixing substances, the total weight of Thinking Chemical Reactions
and Consistency in
matter is conserved.
Natural Systems
Scale, Proportion,
Measure and graph quantities to provide
and Quantity
evidence that regardless of the type of Using Mathematics Structure and
Scientific Knowledge
5 change that occurs when heating, cooling, and Computational Properties of Matter
Assumes an Order
or mixing substances, the total weight of Thinking Chemical Reactions
and Consistency in
matter is conserved.
Natural Systems
Make observations and measurements Planning and
Structure and Scale, Proportion,
6 to identify materials based on their Carrying Out
Properties of Matter and Quantity
properties. Investigations
Make observations and measurements Planning and
Physical Science

Structure and Scale, Proportion,

7 to identify materials based on their Carrying Out
Properties of Matter and Quantity
properties. Investigations
Conduct an investigation to determine Planning and
8 whether the mixing of two or more Carrying Out Chemical Reactions Cause and Effect
substances results in new substances. Investigations
Conduct an investigation to determine Planning and
9 whether the mixing of two or more Carrying Out Chemical Reactions Cause and Effect
substances results in new substances. Investigations
Energy in Chemical
Processes and
Use models to describe that energy in
Developing and Everyday Life
10 animals’ food was once energy from the Energy and Matter
Using Models Organization for
sun.
Matter and Energy
Flow in Organisms
Energy in Chemical
Processes and
Use models to describe that energy in
Developing and Everyday Life
11 animals’ food was once energy from the Energy and Matter
Using Models Organization for
sun.
Matter and Energy
Flow in Organisms
Support an argument that the gravitational Engaging in
12 force exerted by Earth on objects is Argument from Types of Interactions Cause and Effect
directed down. Evidence
Develop a model using an example to
Earth and Space

Developing and Earth Materials and Systems and System

1 describe ways the geosphere, biosphere,
Using Models Systems Models
hydrosphere, and/or atmosphere interact.
Develop a model using an example to
Developing and Earth Materials and Systems and System
2 describe ways the geosphere, biosphere,
Using Models Systems Models
hydrosphere, and/or atmosphere interact.

12 51411—180 Days of Science © Shell Education

Standards Correlations (cont.)
Next Generation Science Standards
Science and
Disciplinary Cross-Cutting
Week
Unit

Performance Expectation Engineering

Core Ideas Concepts
Practices
Describe and graph the amounts and
Using Mathematics
percentages of water and fresh water in The Roles of Water Scale, Proportion,
3 and Computational
various reservoirs to provide evidence in Earth’s Surface and Quantity
Thinking
about the distribution of water on Earth.
Describe and graph the amounts and
Using Mathematics
percentages of water and fresh water in The Roles of Water Scale, Proportion,
4 and Computational
various reservoirs to provide evidence in Earth’s Surface and Quantity
Thinking
about the distribution of water on Earth.
Systems and System
Obtain and combine information about Obtaining, Models
ways individual communities use science Evaluating, and Human Impacts on Science Addresses
5
ideas to protect the Earth’s resources and Communicating Earth Systems Questions About the
environment. Information Natural and Material
World
Systems and System
Obtain and combine information about Obtaining, Models
ways individual communities use science Evaluating, and Human Impacts on Science Addresses
6
ideas to protect the Earth’s resources and Communicating Earth Systems Questions About the
environment. Information Natural and Material
World
Represent data in graphical displays to
Earth and Space Science

Obtaining,
reveal patterns of daily changes in length
Evaluating, and Earth and the Solar
7 and direction of shadows, day and night, Patterns
Communicating System
and the seasonal appearance of some stars
Information
in the night sky.
Represent data in graphical displays to
Obtaining,
reveal patterns of daily changes in length
Evaluating, and Earth and the Solar
8 and direction of shadows, day and night, Patterns
Communicating System
and the seasonal appearance of some stars
Information
in the night sky.
Support an argument that differences
Engaging in
in the apparent brightness of the sun The Universe and Its Scale, Proportion,
9 Argument from
compared to other stars is due to their Stars and Quantity
Evidence
relative distances from Earth.
Represent data in graphical displays to
reveal patterns of daily changes in length
Analyzing and Earth and the Solar
10 and direction of shadows, day and night, Patterns
Interpreting Data System
and the seasonal appearance of some stars
in the night sky.
Represent data in graphical displays to
reveal patterns of daily changes in length
Analyzing and Earth and the Solar
11 and direction of shadows, day and night, Patterns
Interpreting Data System
and the seasonal appearance of some stars
in the night sky.
Represent data in graphical displays to
reveal patterns of daily changes in length
Analyzing and Earth and the Solar
12 and direction of shadows, day and night, Patterns
Interpreting Data System
and the seasonal appearance of some stars
in the night sky.

© Shell Education 51411—180 Days of Science 13

WEEK 1
DAY
Life Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Life Cycles
Each plant and animal has a life cycle. A life cycle is the series of stages that all living
things experience as they grow up and make new life. Life cycles are different. The
Learning Content

differences depend on how long the plant or animal lives and the way they make new
life. Life cycles are how life on Earth continues. When the last specimen of a plant or
animal completes its life cycle without leaving offspring, we say that species
is extinct.

ADULT

Life
of the
Cycle
JUVENILE
Elephant CALF

1. What is the definition of a life cycle?

a. the daily life of a plant or animal b. the stages all living things pass through
c. something only animals experience d. the stages of the life of a plant

2. If there are no more specimens of a plant or animal left, we say the species is
_________________ .
a. hibernating b. at the beginning of its life cycle
c. extinct d. at the end of its life cycle

3. Why are the life cycles of plants and animals different?

_______________________________________________________________________________

_______________________________________________________________________________
14 51411—180 Days of Science © Shell Education
WEEK
WEEK 11
Life Science DAY
DAY

Name: _________________________ Date: _

2
Directions: Study the infographic, and answer the questions.

6. A
DULT FROG
(day 90+)
1. EGGS

Analyzing Data
(day 1)

5. TADPOLE WITH
FORELEGS
(day 84–89) Lifeof theCycle 2. T
AILBUD
(day 2–4)
Frog
4. TADPOLE WITH 3. T
ADPOLE
HIND LEGS (day 5–69)
(day 70–83)

1. How can you tell when a frog is an adult?

a. It has a large tail. b. It has a small tail.
c. It has no tail. d. It has legs.

2. How long does it take a frog to develop from an egg to an adult?

a. about one week b. about three weeks
c. about three months d. about a year

3. Describe the differences between stages 2 and 5 in frog’s life cycle.

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 15

WEEK 1
DAY
Life Science

3 Name: _________________________ Date: _

Directions: Look at the illustration, and read the text. Then, answer the questions.

Martine is very interested in studying

insects. She researches the life cycles
of insects and discovers that they all go eggs
Developing Questions

through the same stages. The stages are:

egg, larva, pupa, and adult. These changes larva
are called metamorphosis. The time these adult
changes take varies for each type of insect.
pupa

1. If Martine finds a butterfly cocoon in her back yard, what will she need to know if she
wants to see the butterfly emerge?
a. what the temperature was on the day the cocoon was formed
b. how long it takes a butterfly to complete its metamorphosis
c. what color the butterfly will be
d. what food the butterfly will eat when it emerges

2. Martine finds some insect eggs on a leaf. If she comes back the next day and sees tiny
bugs where the eggs were, what stage of the life cycle are the bugs most likely in?
a. pupa
b. adult
c. larva
d. molting

3. What is a question that Martine could ask to learn more about the process
of metamorphosis?

_______________________________________________________________________________

4. Write about a time you saw a bug that was not fully grown.

_______________________________________________________________________________

16 51411—180 Days of Science © Shell Education

WEEK
WEEK 11
Life Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Mammals grow inside their mothers during the first part of their life cycles. This is
called pregnancy. Another name for this is the gestation period. Julian visits a farm
and sees a pregnant cow and a pregnant pig. The farmer tells Julian that the gestation
period for cows is 279 days, and the gestation period for pigs is 114 days.

Planning Solutions
1. Julian wants to see the baby cow once it is born. What important fact must he know?
a. how long the cow has been pregnant
b. what color the baby cow will be
c. how long the gestation period is
d. both a and c

2. The farmer tells Julian that the pig has been pregnant for 100 days. When should he come
back to see the baby pigs?
a. 3 months
b. 2 months
c. 1 week
d. 2 weeks

3. What can Julian do to investigate which farm animals have the longest and shortest
gestation periods?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 17

WEEK 1
DAY
Life Science

5 Name: _________________________ Date: _

Directions: Read the text, and complete the animal gestation graph.

Mammals grow inside their mothers during the first part of the life cycle. This is
called pregnancy. Another name for this is the gestation period.
Communicating Results

Name of Animal Gestation Period (days)

human 275
wolf 65
sheep 150
horse 336
elephant 624
giraffe 430

Animal Gestation Period

Name of Animal

100

150

200

250

300

350

400

450

500

550

600

650

700

Days

1. Which animal has the shortest gestation? Which animal has the longest?

_______________________________________________________________________________

18 51411—180 Days of Science © Shell Education

WEEK
WEEK 2
2
Life Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

The Life Cycle of Humans

All humans go through a life cycle. You began growing inside your mother. After
about nine months, you were born as a baby. You will go through many stages of life.

Learning Content
You have already gone through the infancy/toddler stage. Now you are in childhood.
Next comes adolescence, young adulthood, middle adulthood, and late adulthood.
Your body changes in each stage. You have already gone through many changes. You
have many more exciting changes ahead of you.

1. How many life cycle stages do humans go through?

a. 3 b. 5
c. 6 d. 7

2. Each stage of the human life cycle __________________ .

a. lasts the same length of time b. is very similar to the one before
c. is marked by many changes d. is different for each person

3. Which two stages do you think are the most different from each other, and why?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 19

WEEK 2
DAY
Life Science

2 Name: _________________________ Date: _

Directions: Read the text, and study the infographic. Answer the questions.

A human goes through more changes in the first year of life than at any other time.
The illustrations show a major milestone for each month of the first year of life.
Analyzing Data

1 MONTH 2 MONTHS 3 MONTHS 4 MONTHS

“goo goo”

5 MONTHS 6 MONTHS 7 MONTHS 8 MONTHS

9 MONTHS 10 MONTHS 11 MONTHS 12 MONTHS

1. Most babies first roll over at __________________ .

a. birth b. 2 months
c. 3 months d. 5 months

2. What can most babies do at 12 months that they couldn’t do at 11 months?

a. talk b. stand up
c. walk d. crawl

3. What do you think is the hardest skill for a baby to learn?

_______________________________________________________________________________

_______________________________________________________________________________
20 51411—180 Days of Science © Shell Education
WEEK
WEEK 2
2
Life Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text. Answer the questions.

The human life cycle stages are based on changes you can observe. The changes
occur in both the body and the mind. Everyone goes through the same stages in the
same order. The stages roughly correspond to a person’s age, but they are not precise.
Some people go through certain stages a little bit faster or slower than other people.

Developing Questions
• Infancy and toddlerhood: birth until about age 4
• Childhood: about ages 4 to 12
• Adolescence: about ages 12 to 22
• Young adult: about ages 22 to 40
• Middle adulthood: about ages 40 to 55
• Later adulthood: about ages 55 on

1. Juan is 12 12_ years old. How can you tell if he is still in childhood or if he is entering
adolescence?
a. by how much he weighs b. by his grade in school
c. by his birthday d. by physical changes

2. If a person lives to be 75 years old, which three life stages make up the majority of that
person’s life?
a. infancy/toddlerhood, childhood, b. young adulthood, middle adulthood,
adolescence later adulthood
c. childhood, adolescence, young d. adolescence, young adulthood, middle
adulthood adulthood

3. What is a question you have about life cycle stages?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 21

WEEK 2
DAY
Life Science

4 Name: _________________________ Date: _

Directions: Read the text and then answer the questions.

Alexis is ten years old and has a five-year-old brother.

Planning Solutions

You tell her that both she and her brother are in the
same life cycle stage: childhood. She doesn’t feel like she
is in the same stage as her brother. She says she knows
a lot more than her brother. She argues that she is much
taller than her brother. She also says she is older than
her brother.

1. Which mistake does Alexis make when she thinks about her life cycle stage?
a. She thinks that age is the good way to tell a life cycle stage.
b. She thinks that height is a good way to tell a life cycle stage.
c. She thinks that knowledge is a good way to tell a life cycle stage.
d. all of the above

2. How could you explain to Alexis that she really still is in childhood?
a. You could say that she hasn’t passed the test to enter adolescence yet.
b. You could say that there are many differences in the same stages.
c. You could say that childhood lasts until adults say you’ve grown up.
d. You could say that she has to be exactly 12 years old before she can be in a different
life cycle.

3. What could Alexis do to understand more about the childhood stage?

_______________________________________________________________________________

22 51411—180 Days of Science © Shell Education

WEEK
WEEK 2
2
Life Science DAY
DAY

Name: _________________________ Date: _

5
Directions: This chart is for members of your family. Fill out as much of it as you can by
writing names of your family members on the lines. Label the different stages of the life cycle.

Grandpa Grandma Grandpa Grandma

Communicating Results
______________ ______________ ______________ ______________

Dad Mom

______________ ______________

Child Child Child Child

1. Which members of your family are in the same stages of the life cycle?

_______________________________________________________________________________

2. Write something you’d like to share about your family tree.

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 23

WEEK 3
DAY
Life Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

The Life Cycle of Reptiles

Snakes and lizards are reptiles. Alligators and turtles are reptiles, too. All reptiles go
through similar stages in their life cycles. The stages are egg, hatchling, juvenile, and
Learning Content

adult. Many hatchlings and juveniles look just like tiny adults. However, they are much,
much smaller!
Mothers usually bury their eggs in loose soil or sand. The number of eggs varies
greatly by species. Some reptiles lay only one or two eggs, while others lay 100 or
more. They typically do not stay with their young. When they hatch, the animals are on
their own.

1. Which one of the following is not a reptile?

a. snake
b. frog
c. lizard
d. turtle

2. All reptiles _________________ .

a. live in water
b. have many teeth
c. have hair
d. have a hatchling stage

3. What are some ways a reptile’s life cycle is different from your life cycle?

_______________________________________________________________________________

_______________________________________________________________________________
24 51411—180 Days of Science © Shell Education
WEEK
WEEK 3
3
Life Science DAY
DAY

Name: _________________________ Date: _

2
Directions: Study the infographic, and answer the questions.

Analyzing Data
ADULT

Lifeof theCycle
Desert
Tortoise
JUVENILE EGG

HATCHLING

1. The desert tortoise looks the most different from an adult in its _________________ stage.
a. egg b. hatchling
c. juvenile d. crawling

2. How can you tell the difference between a juvenile tortoise and an adult?
a. their size b. their voice
c. their feet d. their eyes

3. In which stage would the tortoise make a nest for eggs? How do you know?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 25

WEEK 3
DAY
Life Science

3 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

A sea turtle comes out of the ocean and

digs in the sand to create a nest. She then
goes back into the ocean and swims out to
Developing Questions

sea. About four months later, small turtles start

coming out of the sand and immediately head
toward the ocean.

1. What was the sea turtle doing when she dug in the sand?
a. making a bed
b. looking for food
c. building a nest
d. drying off from the water

2. When the turtles start coming out of the sand, in which stage of the life cycle are they?
a. egg
b. hatchling
c. adult
d. toddler

3. Write something you’d like to ask about the small turtles that come out of the sand.

_______________________________________________________________________________

4. What do you think happens when the small turtles go back to the ocean?

_______________________________________________________________________________

26 51411—180 Days of Science © Shell Education

WEEK
WEEK 3
3
Life Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Some reptiles make interesting pets.

Jose has a pet bearded dragon. It is 45
centimeters long. Adult bearded dragons
range in size from 30 to 60 centimeters.

Planning Solutions
Like other reptiles, they grow bigger as
they get older, but they also get bigger
depending on how much food they eat. In
addition, the bigger the cage they live in,
the bigger they can grow. They can grow
up to 60 centimeters (24 inches).

1. Jose’s friend has a dragon that is 20 cm long. Is it a juvenile or an adult?

a. Adult, because it is done growing.
b. Juvenile, because adults are 20–60 cm.
c. Adult, because it is still growing.
d. Juvenile, because adults are 30–60 cm.

2. What does Jose need to do to make sure his dragon grows as big as possible?
a. Wait for it to get older.
b. Make sure it has lots of food.
c. Put it in a big tank.
d. all of the above

3. What can Jose do to find out if his dragon is finished growing?

_______________________________________________________________________________

4. What are some other reptiles you could keep as pets?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 27

WEEK 3
DAY
Life Science

5 Name: _________________________ Date: _

Directions: Study the chart. Complete the graph to show the average lifespans of different
reptiles.

Name of Animal Length of Life

alligator 35 years
Communicating Results

desert tortoise 80 years

corn snake 7 years
python 15 years
gecko 20 years
chameleon 3 years
turtle 50 years

Average Lifespans of Reptiles

80
75
70
65
60
Length of Life (years)

55
50
45
40
35
30
25
20
15
10
5
alli

cor

tur
am
th

cko
se
g

tle
n
ato

on
rt t

sna

e leo
r

ort

n
ois
e

28 51411—180 Days of Science © Shell Education

WEEK
WEEK 4
4
Life Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

Vertebrates and Invertebrates

Many animals have backbones. These animals are called vertebrates. Dogs, cats,
birds, fish, and humans are all examples of vertebrates. Vertebrates have skeletons

Learning Content
made of bone or cartilage. They live in all habitats on Earth. Those that live on land are
called terrestrial animals. Those that live in the water are called aquatic animals.
Animals without backbones are called invertebrates. They often have shells or hard
outer coverings that help protect them. These coverings are called exoskeletons. They
are hard but have joints that allow the animal to move. Spiders, bugs, and worms are
invertebrates you might see outside.

1. What do vertebrates have that invertebrates don’t have?

a. legs
b. wings
c. backbone
d. tail

2. Vertebrates _________________ .
a. live only on land
b. live only in the water
c. live on land and in the water
d. live in all habitats

3. What are some common types of vertebrates?

_______________________________________________________________________________

_______________________________________________________________________________
© Shell Education 51411—180 Days of Science 29
WEEK 4
DAY
Life Science

2 Name: _________________________ Date: _

Directions: Read the text. Then, study the diagram, and answer the questions.

Both vertebrates and invertebrates live in many different places. Vertebrates have
backbones, and invertebrates usually have hard outer coverings. Some animals live
primarily on land, and some animals live primarily in the water. There are also animals
who live both in water and on land.
Analyzing Data

Terrestrial Animals Aquatic Animals

fish
ant
dolphin

cat
octopus
frog

bird

newt
snail

lobster

1. Which of the terrestrial animals in the diagram are invertebrates?

a. birds and cats b. snails and birds
c. ants and cats d. snails and ants

2. What do frogs and fish have in common?

a. They spend time in the water. b. They have fur.
c. They spend time on land. d. They are have legs.

3. What is one major difference between frogs and cats?

_______________________________________________________________________________

_______________________________________________________________________________
30 51411—180 Days of Science © Shell Education
WEEK
WEEK 4
4
Life Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions.

Sandy is a paleontologist. Paleontologists are scientists

who study fossils. Fossils are the remains of ancient animals.

Developing Questions
They are sometimes found at dig sites. Fossils can help
us understand many things about ancient animals.
Sandy uncovers a new fossil while working at a
dig site. She finds part of a leg, a backbone, a
piece of skull, and a tooth.

1. How does Sandy know the animal was a vertebrate?

a. All ancient creatures were vertebrates.
b. Invertebrates never have legs.
c. She found a backbone.
d. She can tell from the area where she dug up the bones.

2. How does the piece of skull help prove that the animal was a vertebrate?
a. because the skull is part of a skeleton
b. because the skull is made of bone
c. It doesn’t help prove it.
d. both a and b

3. Since Sandy can tell that the fossil is from a vertebrate, what is a question she might ask
about the fossil to learn more about it?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 31

WEEK 4
DAY
Life Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Lobsters, grasshoppers, and crabs

all have exoskeletons. This means their
Planning Solutions

hard, outer coverings protect their soft

tissues on the inside.
Ana wants to make a model of a
lobster for the science fair.

1. What characteristics of an exoskeleton should Ana’s model demonstrate?

a. It is hard but does not bend.
b. It is soft and bends at joints.
c. It is hard and bends at joints.
d. It is soft and does not bend.

2. Which material would be best for Ana to use in her model exoskeleton?
a. pipe cleaners bundled together
b. shoe boxes linked together with stuffing inside
c. a cardboard box with stuffing glued to the outside
d. sticks bundled together

3. Ana decides to build a model of a vertebrate instead. How would she need to change
her model?

_______________________________________________________________________________

32 51411—180 Days of Science © Shell Education

WEEK
WEEK 4
4
Life Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Label each animal with “vertebrate” or “invertebrate” and “terrestrial” or “aquatic.”

Communicating Results
lion snake shark
________________________ ________________________ ________________________

jellyfish lizard bee

________________________ ________________________ ________________________

tick tuna clam

________________________ ________________________ ________________________

pigeon ladybug octopus

________________________ ________________________ ________________________

© Shell Education 51411—180 Days of Science 33

WEEK 5
DAY
Life Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Human Traits
Everyone is unique. The things that make us unique are called traits. Traits are
characteristics. We may share traits with other people, but we all have a unique
Learning Content

combination. Some traits are inherited, or passed from parent to child. Eye color, hair
color, and even the ability to roll your tongue are all inherited.
We acquire some characteristics through learning or the effects of the environment.
This could be your ability to ride a bike or play an instrument. You are not born with
these things like you are with inherited traits.

1. Which is an example of an inherited trait?

a. ability to ride a bike b. ability to play an instrument
c. manners d. eye color

2. Where do inherited traits come from?

a. parents b. children
c. pets d. the environment

3. How can you acquire a new characteristic?

a. learn a new skill b. be born with blue eyes
c. eat a new food d. be born with dark skin

4. Is it possible for you to have the exact same traits as one of your parents? Why or why not?

_______________________________________________________________________________

_______________________________________________________________________________
34 51411—180 Days of Science © Shell Education
WEEK
WEEK 5
5
Life Science DAY
DAY

Name: _________________________ Date: _

2
Directions: Read the text, and study the chart. Then, answer the questions.

If you inherit a trait, it was passed down to

you from your parents. You can pass down an

Analyzing Data
inherited trait to your children. Acquired traits
are not passed down genetically. The only way
you can acquire them is through learning or
the effects of the environment.

Trait Inherited or Acquired

eye color inherited
calluses on fingers acquired
large muscles from exercise acquired
hair color inherited
ability to ride a bike acquired
dimples inherited

1. Which is an acquired trait?

a. dimples b. hair color
c. ability to ride a bike d. eye color

2. Which is an inherited trait

a. dimples b. large muscles from exercise
c. ability to ride a bike d. calluses on fingers

3. If you break your leg, would that be passed down to your children?
a. Yes, it would be passed down b. Yes, the child would learn this
genetically. characteristic.
c. No, acquired traits are not passed down d. No, both parents would have to break
genetically. their legs for it to pass down.

© Shell Education 51411—180 Days of Science 35

WEEK 5
DAY
Life Science

3 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Almost no one can tell Stacey and her

identical twin sister, Jen, apart. Their likeness
is uncanny. They both have curly hair, brown
Developing Questions

eyes, and fair skin. There is one way people

can tell them apart, though. Stacey knows
how to play the flute, and Jen knows how to
play the trumpet, but neither knows how to
play the other instrument.

1. Why do identical twins look alike?

a. They inherited all the same traits.
b. They inherited different traits.
c. They inherited some of the same traits.
d. They have the same haircut.

2. How could you tell Stacey and Jen apart?

a. Ask them to stand side by side.
b. Ask to hear their voices.
c. Check to see who’s taller.
d. Ask them to play the flute.

3. What could you ask about identical twins and other sibings?

_______________________________________________________________________________

4. Do you think it would be hard to tell identical twins apart? Why or why not?

_______________________________________________________________________________

36 51411—180 Days of Science © Shell Education

WEEK
WEEK 5
5
Life Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text. Answer the questions.

Stacey’s eyes are brown, and so are

her identical twin sister’s. Their mother’s

Planning Solutions
eyes are brown, too, but their father’s
eyes are blue. The whole family has
curly hair. Stacey wants to know how
she can have different colored eyes from
her father.

1. Who did Stacey inherit her brown eyes from?

a. mother
b. father
c. sister
d. brother

2. Who did Stacey inherit her curly hair from?

a. parents
b. sister
c. brother
d. no one

3. How can Stacey find out where her dad got his blue eyes?

_______________________________________________________________________________

4. Do you look like anyone else in your family? If so, how?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 37

WEEK 5
DAY
Life Science

5 Name: _________________________ Date: _

Directions: Study the picture, and label the traits as “inherited” or “acquired.” Then, answer
the questions.

Straight hair:

__________________________
Communicating Results

Eye color:

__________________________

Skin color:

__________________________

Playing an instrument:

__________________________

1. What are some acquired traits you have?

_______________________________________________________________________________

2. What are some inherited traits you have?

_______________________________________________________________________________

38 51411—180 Days of Science © Shell Education

WEEK
WEEK 6
6
Life Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

Animal Behavior
Heredity is when a trait is passed down from parents to children. In animals,
instincts are the result of heredity. An instinct is something that an animal is born

Learning Content
knowing how to do. Instincts help animals survive in their environments. Many birds
migrate south is because of instinct.
Other behaviors are learned. Animals usually learn behaviors from their parents.
They can learn behaviors from people, too. Dolphins are born knowing how to swim,
but they can learn to do tricks. A dog is born knowing how to chase things, but a dog
playing fetch is a learned behavior.

1. Which is an example of an instinct?

a. a dog playing fetch b. birds migrating
c. dolphins doing tricks d. horses racing on a track

2. Which is an example of a learned behavior?

a. a parrot saying, “Hello” b. a fish swimming
c. birds migrating d. a bee building a hive

3. Why are instincts important to animals?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 39

WEEK 6
DAY
Life Science

2 Name: _________________________ Date: _

Directions: Read the text, and study the chart. Then, answer the questions.

While animals have many instinctual behaviors, they are also able to learn how to
do things. If you have a pet, you may have trained it to do certain things. These are
learned behaviors.
Analyzing Data

Behavior Instinct or Learned

playing fetch learned

building a nest instinct

spinning a web instinct

saying human words learned

doing tricks learned

sucking water into trunk instinct

1. Which animal behavior is learned?

a. building a nest b. sucking water into a trunk
c. spinning a web d. saying human words

2. Which animal behavior is an instinct?

a. spinning a web b. playing fetch
c. saying human words d. doing tricks

40 51411—180 Days of Science © Shell Education

WEEK
WEEK 6
6
Life Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions.

Aiden sees a bird in the tree outside his

bedroom window. It flies away and brings

Developing Questions
back some twigs. After arranging them
on a branch, it flies away and brings back
more twigs. The bird repeats this process
over time until it has instinctually built a
nest for its new home.

1. How does the bird know how to build a nest?

a. learning
b. instinct
c. guessing
d. luck

2. What would happen if the nest was destroyed?

a. The bird would build a new nest in the tree.
b. The bird would decide to live without a nest.
c. The bird would make a nest in the grass.
d. The bird would make a nest underground.

3. What could Aiden ask about the bird’s behavior?

_______________________________________________________________________________

4. Write about a time you have seen an animal doing something because of instinct.

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 41

WEEK 6
DAY
Life Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Olivia has a new puppy named Sparky.

She likes to throw a ball to Sparky, but he
just runs away with it. The next time she
Planning Solutions

throws it, she holds out a treat so that he

will bring it back. She does this several
times until Sparky learns to always bring
back the ball. Eventually, he brings it back
on his own, even when she doesn’t have
any treats.

1. How did Sparky know how to play fetch?

a. It was instinct.
b. He learned from Olivia.
c. He learned from his dad.
d. His learned from his mom.

2. Why did Sparky bring the ball back at first?

a. He got a treat.
b. Olivia asked him nicely.
c. He knew they were playing fetch.
d. He wanted to.

3. How might Olivia teach Sparky to sit?

_______________________________________________________________________________

4. What else could Olivia teach Sparky?

_______________________________________________________________________________

42 51411—180 Days of Science © Shell Education

WEEK
WEEK 6
6
Life Science DAY
DAY

Name: _________________________ Date: _

5
Directions: List learned behaviors and instincts for cat and dogs. Then, answer the questions.

Communicating Results
Learned Behavior Instinct Learned Behavior Instinct

1. Have you ever taught an animal something? If so, what?

_______________________________________________________________________________

2. List a learned behavior and an instinct for another animal, such as a parakeet.

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 43

WEEK 7
DAY
Life Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Food Chains
Plants, animals, and humans are
all part of ecosystems. Ecosystems
Learning Content

are living things and their

environments. Living things in an
ecosystem depend on each other to
meet their needs. Every ecosystem
has one or more food chains. A food
chain is the order in which each
living thing gets food. It shows how
energy is passed from creature to creature.
Food chains begin with plants, which make their own food. Plants are eaten by
animals, and then those animals are eaten by other animals. One example of a food
chain would be clover, a rabbit, a fox, and a worm. The rabbit would eat the clover, and
then the fox would eat the rabbit. When the fox dies, the worm would help the fox’s
body decompose. This puts nutrients in the soil, which helps more clovers grow.

1. What is an ecosystem?
a. a food chain b. living things and their environment
c. a group of plants d. a group of animals

2. What is a food chain?

a. a community of living things b. a bird catching a fish
c. the order in which living things get d. how humans, plants, and animals
food and pass energy interact

3. How does a worm function in a food chain?

a. It eats living plants and animals. b. It decomposes dead plants and
animals.
c. It makes its own food. d. It is not part of a food chain.

4. What is an example of a food chain?

_______________________________________________________________________________

44 51411—180 Days of Science © Shell Education

WEEK
WEEK 7
7
Life Science DAY
DAY

Name: _________________________ Date: _

2
Directions: Read the text, and study the food chain. Answer the questions.

Food chains start with producers. A producer is an organism that produces its own
food, like a plant. Next are primary consumers, which eat the producers. Secondary
consumers eat the primary consumers. Finally, there are decomposers. They eat
decaying matter and release nutrients back into the soil or ocean.

Analyzing Data
Food Chain
producers

primary
consumers

secondary
consumers

decomposers

soil nutrients

1. Where in the food chain are plants?

a. first b. second
c. third d. fourth

2. What are the animals that eat the plants called?

a. decomposers b. producers
c. primary consumers d. secondary consumers

3. What are the animals that eat the primary consumers called?
a. secondary consumers b. producers
c. decomposers d. primary consumers
© Shell Education 51411—180 Days of Science 45
WEEK 7
DAY
Life Science

3 Name: _________________________ Date: _

Directions: Read the text, and study the food chain. Then, answer the questions.

There are many plants around a pond. The plants are producers, and they all make
their own food using air, water, nutrients from the soil, and energy from sunlight.
Grasshoppers are consumers, and they eat the plants to get energy. Frogs eat the
grasshoppers, and snakes eat the frogs. Energy starts with the plants and flows through
Developing Questions

the food chain.

1. Which way is the energy flowing?

a. from the grass to the grasshopper b. from the frog to the grasshopper
c. from the snake to the grass d. from the grasshopper to the grass

2. Can plants get energy from grasshoppers?

a. Yes, they can eat them. b. Yes, they can absorb it.
c. No, they make their own food. d. No, plants don’t need energy.

3. What is a question you can ask about this food chain?

_______________________________________________________________________________

46 51411—180 Days of Science © Shell Education

WEEK
WEEK 7
7
Life Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Every living thing needs food. Food may be used for many things, including
growing, healing staying warm, or moving. A food chain is the order in which each
living thing gets food and how energy is passed from creature to creature. A food web
is a system of food chains that interact with each other. Food webs exist because most

Planning Solutions
organisms consume more than one type of plant or animal.

Food Web

hawk fox

thrush rabbit squirrel

caterpillar

grass mushrooms
1. Which animals are primary consumers?
a. fox and thrush b. hawk and fox
c. caterpillar and squirrel d. mushrooms and thrush

2. Which animals eat the squirrel?

a. fox and hawk b. caterpillar and hawk
c. hawk and rabbit d. fox and caterpillar

3. How can you explore food webs in a park or your backyard?

_______________________________________________________________________________

_______________________________________________________________________________
© Shell Education 51411—180 Days of Science 47
WEEK 7
DAY
Life Science

5 Name: _________________________ Date: _

Directions: Complete the chart with the correct stages of the food chain from the word bank.
Then, answer the questions.

decomposer primary consumer producer secondary consumer

Communicating Results

Food Chain

clover

______________________________________________________________

rabbit

______________________________________________________________

fox

______________________________________________________________

earthworm

______________________________________________________________

1. Where do you think you fit into the food chain? Why?

_______________________________________________________________________________

2. Which stage of the food chain is important for recycling decaying plants and animals?

_______________________________________________________________________________

48 51411—180 Days of Science © Shell Education

WEEK
WEEK 8
8
Life Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

Food Chains in the Jungle

Jungles are teeming with life. There are many plants, insects, birds, frogs, snakes,
lizards, and larger animals that call the jungle home. There are so many living things in

Learning Content
a jungle that there are many food chains. A food chain is the order in which each living
thing gets food and how energy is passed from creature to creature. Since most living
things eat more than one type of plant or animal, the different food chains interact and
form food webs.
An example of a jungle food chain is a banana tree, a monkey, and a jaguar. The
monkey eats bananas, and the jaguar eats the monkey. In reality, this food chain is part
of a more complex food web in which the monkey and the jaguar both eat other things
as well.

1. What is passed between creatures in a food chain?

a. sunlight b. energy
c. water d. behaviors

2. Which organism could be added to the food chain described to create a food web?
a. seals to eat the bananas b. pythons for the frog to eat
c. fish for the jaguar to eat d. fish to eat the jaguar

3. You would not find _________________ in a jungle food chain.

a. jellyfish b. frogs
c. monkeys d. plants

© Shell Education 51411—180 Days of Science 49

WEEK 8
DAY
Life Science

2 Name: _________________________ Date: _

Directions: Read the text, and study the chart. Then, answer the questions.

The energy source for all ecosystems is the sun. Energy moves through a food chain
as one animal eats another animal or plant. It starts with producers.
Analyzing Data

Organism Example Food Source

produce their own from air,

Producer banana tree water, and sunlight

Primary Consumer monkey plants

Secondary Consumer jaguar animals that eat plants

Decomposer mushroom decaying plants and animals

1. Where does the food chain start?

a. decomposers b. primary consumers
c. secondary consumers d. producers

2. Which organism in the chart eats the monkey?

a. banana tree b. jaguar
c. mushroom d. sun

3. Which organism breaks down dead plants and animals?

a. mushroom b. plants
c. monkey d. jaguar

50 51411—180 Days of Science © Shell Education

WEEK
WEEK 8
8
Life Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and look at the food web. Then, answer the questions.

In a food web, different food chains interact with each other. In the jungle, different
predators are competing for the same food sources. The jaguar and python compete
for some of the same food.

Developing Questions
Food Web
boa constrictor jaguar

macaws monkeys fruit bats

orchid coconut tree

seeds banana
tree

1. Where does energy from the banana tree flow next?

a. to the jaguar, boa constrictor, and b. to coconut trees, orchids, and macaws
orchid
c. to macaws, monkeys, and fruit bats d. to seeds, monkeys, and fruit bats

2. Does the jaguar get energy straight from seeds?

a. Yes, they eat seeds all the time. b. No, there are no seeds in their food
chain.
c. Yes, they eat seeds if they can’t find d. No, they eat animals that eat seeds.
monkeys.

3. What is a question you can ask about the food web?

_______________________________________________________________________________
© Shell Education 51411—180 Days of Science 51
WEEK 8
DAY
Life Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

The jaguar and the boa constrictor compete for some of the same food sources. The
jaguar doesn’t usually have to worry about other animals eating it. It is at the top of the
food chain. The boa constrictor does have to worry about a few other animals trying to
eat it.
Planning Solutions

1. Which animal is at the top of its food chain?

a. jaguar b. boa constrictor
c. both d. neither

2. What does it mean to be at the top of the food chain?

a. other animals don’t try to eat it b. all other animals try to eat it
c. some other animals try to eat it d. it competes for food

3. How can you find out if an animal is at the top of the food chain?

_______________________________________________________________________________

4. Do you think humans are at the top of their food chain? Why or why not?

_______________________________________________________________________________

52 51411—180 Days of Science © Shell Education

WEEK
WEEK 8
8
Life Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Draw an organism in each box to create a simple food chain.
Food Chain

Producer

Communicating Results
Primary Consumer

Secondary Consumer

Decomposer

© Shell Education 51411—180 Days of Science 53

WEEK 9
DAY
Life Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Plant Needs
Plants are unique because, unlike other organisms, they make their own food. In
every food chain, they are called producers. Plants use water that they absorb from soil,
Learning Content

carbon dioxide from air, and energy from the sun to make their food. This process is
called photosynthesis.
Just like animals, plants need energy to grow. If plants do not have all the things
they need, they cannot make their own food. Then, they cannot grow because they get
energy to grow from the food they make. Because of plants, energy from the sun can
be used by all animals on Earth. Excess energy is stored in different parts of the plant.
The energy is stored as glucose, which is a type of sugar.

1. How do plants get food?

a. They make it from water, air, and sun. b. They make it from water, sun, and
animals.
c. They don’t need food. d. They make it from animals, sun, and
rocks.

2. Where do plants get the energy they need to grow?

a. bugs b. the food they make
c. soil d. water

3. What do plants do with excess energy?

a. digest it b. remove it
c. share it d. store it

54 51411—180 Days of Science © Shell Education

WEEK
WEEK 9
9
Life Science DAY
DAY

Name: _________________________ Date: _

2
Directions: Plants A, B, and C are the same type of plant. Study the chart, and answer the
questions.

Analyzing Data
Plant A Plant B Plant C
Water given per week 2 cups 2 cups 1 cup
Sunlight full sun partial sun full sun
Growth in two weeks 3 inches 2 inches 1 inch

1. What is affecting the growth of the plants?

a. water b. air
c. sunlight d. water and sunlight

2. What is the best combination of water and sunlight for this type of plant?
a. two cups of water and full sun b. two cups of water and partial sun
c. one cup of water and full sun d. one cup of water and partial sun

3. Since plant A grew the most, it made the most _________________ .

a. food b. water
c. air d. sun

© Shell Education 51411—180 Days of Science 55

WEEK 9
DAY
Life Science

3 Name: _________________________ Date: _

Directions: Read the text, and look at the pictures. Then, answer the questions.

Jamal is conducting an experiment to see how air affects plant growth. He has
two plants. They each sit in a sunny area, and they each get water every two days. He
covers one plant with a clear plastic bag, so it does not get any air.
Developing Questions

Plant A Plant B

1. Will both plants get what they need to make food?

a. Yes, plants don’t need air. b. No, plants need air.
c. Yes, air can go through the plastic. d. No, the plastic keeps too much air in.

2. What could happen to Plant B if it doesn’t get air for long enough?
a. It will die. b. It will grow.
c. It will make its own air. d. It will remove the bag.

3. What is a question Jamal can ask about how air will affect the plants?

_______________________________________________________________________________

56 51411—180 Days of Science © Shell Education

WEEK
WEEK 9
9
Life Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Jamal is experimenting with the way air affects plants. His hypothesis is that plants
cannot live without air. He has two plants, both of which are in a sunny area and get
water every two days. One plant is covered in a clear plastic bag. Eventually, the
covered plant begins to wilt and turn brown.

Planning Solutions
Plant A Plant B

1. Was Jamal’s hypothesis correct?

a. Yes, the covered plant is dying. b. No, it is normal for a healthy plant to
turn brown.
c. Yes, the covered plant is thriving. d. No, it is both plants look the same.

2. Why do the plants need air?

a. to make food b. to breathe
c. to stay cool d. to make wind

3. How could Jamal test the effects of water on plants?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 57

WEEK 9
DAY
Life Science

5 Name: _________________________ Date: _

Directions: Plants need air, water, and sunlight to make food. Add to the picture to show the
things that the plant needs to make food. Label the things you draw.
Communicating Results

58 51411—180 Days of Science © Shell Education

WEEK
WEEK 10
10
Life Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

The Role of Decomposers

All living things need energy to live. Just like plants and animals, decomposers are
living things that need energy, too. Decomposers are part of every food chain. They

Learning Content
break down waste and plants and animals that have died. Then they put nutrients back
into the soil or ocean. Plants use these nutrients, and they go back into the food chain.
Mushrooms, worms, mold, and bacteria are all types of decomposers. Many living
things would not exist without decomposers.

1. What breaks down dead plants and animals?

a. soil b. oceans
c. decomposers d. food chains

2. What are decomposers part of?

a. food chains b. plants
c. animals d. nutrients

3. Which organism is not a decomposer?

a. mushroom b. worm
c. bacteria d. hawk

4. What are some decomposers that you have seen outside?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 59

WEEK 10
DAY
Life Science

2 Name: _________________________ Date: _

Directions: Read the text, and study the chart. Then, answer the questions.
Simple Food Chain

soil nutrients plant

Analyzing Data

soil
earthworm

mouse
soil nutrients

owl droppings
mushroom

soil nutrients owl

bacteria

1. What are the decomposers breaking down?

a. owl droppings b. soil
c. plant d. owl

2. When the decomposers are done, where do the nutrients go next?

a. into the plant b. into the owl
c. into the soil d. into the mouse

3. What uses the nutrients that the decomposers put back into the food chain?
a. mouse b. plant
c. owl d. mushroom

60 51411—180 Days of Science © Shell Education

WEEK
WEEK 10
10
Life Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions.

Developing Questions
Mushrooms grow on a decaying
tree stump. Nearby, worms are in
the soil among dead tree leaves.
After time, the tree stump is
smaller, and the leaves are gone.
New plants are growing nearby.

1. Why did the tree stump get smaller?

a. Water washed it away after time.
b. It disintegrated because of wind.
c. The mushrooms decomposed it.
d. A bear gnawed it into a stump.

2. What is helping the new plants grow?

a. Decomposers put nutrients back in the soil.
b. Worms give the plants water.
c. Mushrooms give the plants food.
d. There is no way to tell.

3. What is a question you have about the decomposers you see outside?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 61

WEEK 10
DAY
Life Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Dylan’s mom has a compost pile in the

backyard. Compost starts with organic
matter, like scraps of fruit and vegetables.
It decomposes and is recycled as fertilizer.
Planning Solutions

The process requires some soil, water,

and air. Bacteria from the soil, worms,
and other organisms eat the organic
matter. This breaks it down and raises the
temperature of the compost pile. Then it
turns it into fertilizer.
Dylan helps her mother add food
scraps to the compost pile, mix it up, and
water it. She often sees worms and bugs
in the compost.

1. How do the fruit and vegetable scraps turn into fertilizer?

a. Decomposers eat them.
b. They are sent to a factory.
c. They are put next to plants.
d. They grow into new plants.

2. What are the worms doing in the compost?

a. Lowering the temperature of the soil.
b. Decomposing the organic matter.
c. Adding water to the pile of scraps.
d. Building nests to reproduce.

3. How could Dylan test to see what the worms do to the vegetable scraps?

_______________________________________________________________________________

62 51411—180 Days of Science © Shell Education

WEEK
WEEK 10
10
Life Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Draw some items you need to create a compost pile. Label the items, and answer
the question.

Communicating Results

1. Explain a decomposer’s role in an ecosystem.

_______________________________________________________________________________

_______________________________________________________________________________
© Shell Education 51411—180 Days of Science 63
WEEK 11
DAY
Life Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

How Plants Create Food

Plants turn things that are not food—air, water, and sunlight—into food that they
use to grow. This process is called photosynthesis. For this, plants need water, carbon
Learning Content

dioxide from air, energy from sunlight, and chlorophyll. Chlorophyll is what makes
plants green. It traps light energy from the sun so that it can be combined with carbon
dioxide and water.
Plants don’t always need all the food they make. They store this excess food in
various parts of the plant, such as the stems, fruit, or roots. This food is stored in the
form of glucose, which is a type of sugar. When people or animals eat these parts of the
plant, they are able to use the stored energy.

1. What process do plants use to create food?

a. sunlight b. photosynthesis
c. growth d. chlorophyll

2. What makes plants green?

a. chlorophyll b. stems
c. photosynthesis d. carbon dioxide

3. Where is one place plants store extra food?

a. soil b. air
c. water d. stem
64 51411—180 Days of Science © Shell Education
WEEK
WEEK 11
11
Life Science DAY
DAY

Name: _________________________ Date: _

2
Directions: Study the diagram, and answer the questions.

oxygen
(released into air)

Analyzing Data
energy
(from sunlight)
glucose
(food made by plant)

carbon dioxide
(absorbed from air)

water
(absorbed through soil)

1. What does the plant use to make food?

a. oxygen, soil, and leaves b. glucose, water, and soil
c. soil, sunlight, and glucose d. sunlight, carbon dioxide, and water

2. Where does the carbon dioxide come from?

a. air b. water
c. sun d. soil

3. What does the plant make for its food?

a. oxygen b. water
c. glucose d. carbon dioxide

© Shell Education 51411—180 Days of Science 65

WEEK 11
DAY
Life Science

3 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Jeff buys three potted plants. It is a type of plant that needs lots of bright sunlight.
He places one in a sunny window where it gets light for most of the day. He puts
another where it gets light for a short time each day. The third goes in a room where it
gets no sunlight at all. They each get half a cup of water every two days. Jeff wants to
Developing Questions

know how the amount of light the plants receive will affect photosynthesis.

Plant A: Plant B: Plant C:

Full Sun Partial Sun No Sun

1. Which plant will grow the most?

a. Plant A b. Plant B
c. Plant C d. They will all grow the same amount.

2. Which plant is most likely to die?

a. Plant A b. Plant B
c. Plant C d. They are equally likely to die.

3. What is a question you have about how sunlight affects the plants?

_______________________________________________________________________________

66 51411—180 Days of Science © Shell Education

WEEK
WEEK 11
11
Life Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Jeff has three potted plants. He places one in a sunny window where it gets light for
most of the day. He puts another where it gets light for a short time each day. The third
goes in a room where it gets no sunlight at all. They each get half a cup of water every
two days. After two weeks, the plant with the most sun grew the most. The plant with

Planning Solutions
some sun grew a little, and the plant with no sun is brown and wilted.

Plant A: Plant B: Plant C:

Full Sun Partial Sun No Sun

1. Which plant did not have what it needed for photosynthesis?

a. Plant A b. Plant B
c. Plant C d. They all had what they needed.

2. Why did Plant A grow the most?

a. It made the most food. b. It made the least food.
c. It had the most water. d. It had the most air.

3. How could Jeff create another experiment to test another element of photosynthesis?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 67

WEEK 11
DAY
Life Science

5 Name: _________________________ Date: _

Directions: Use the words in the box to label the diagram.

carbon dioxide water oxygen

energy glucose
Communicating Results

(released into air)

(from sunlight)
(food made by plant)

(absorbed from air)

(absorbed through soil)

68 51411—180 Days of Science © Shell Education

WEEK
WEEK 12
12
Life Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

Building Your Own Healthy Ecosystem

An ecosystem is all the living and non-living things in an area. The living things
need water, air, and minerals. They all need sunlight for energy. They need producers,

Learning Content
or plants, to provide food for the consumers. They also need decomposers to recycle
nutrients after plants and animals die.
Ecosystems need a stable climate. This allows plants to grow. It allows animals to
reproduce. All things in an ecosystem depend on each other. Even small changes can
cause harm. Ponds, oceans, and forests are all types of ecosystems.

1. What are non-living things that an ecosystem needs?

a. plants, animals, and bacteria
b. water, air, and plants
c. water, air, and minerals
d. plants, animals, and water

2. What are living things an ecosystem needs?

a. producers, consumers, and minerals
b. producers, consumers, and decomposers
c. minerals, producers, and water
d. water, air, and decomposers

3. Why do ecosystems need a stable climate?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 69

WEEK 12
DAY
Life Science

2 Name: _________________________ Date: _

Directions: Read the text, and study the chart. Then, answer the questions.

Ponds are ecosystems. They have many living and nonliving things. The living
things rely on everything in the ecosystem. Energy moves through the ecosystem from
the sun to the plants to the animals.
Analyzing Data

What It Needs
Duck air, water to drink and find food, sunlight
Lilly pad air, water, sunlight, nutrients
Cattails air, water, sunlight, nutrients
Frog air, water, sunlight, insects to eat
Grass air, water, sunlight, nutrients
Worm air, water, sunlight, decaying organisms for food
Grasshoppers air, water, sunlight, plants to eat

1. Which nonliving thing gives the duck a place to find food?

a. rock b. water
c. frog d. grass

2. Which living thing returns nutrients to the ecosystem when plants and animals die?
a. soil b. frog
c. duck d. worm

3. What would happen to the animals if the plants disappeared? Why?

_______________________________________________________________________________

70 51411—180 Days of Science © Shell Education

WEEK
WEEK 12
12
Life Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions.

Henry wants to create an ecosystem in a fish tank. Underwater ecosystems usually

include sand, rocks, plants, and different animals. With help from his older sister, he
adds gravel to the bottom of the tank. Then he adds water and fish to the tank.

Developing Questions
1. Which of these would make sense to add to the tank?
a. snails b. plants
c. sand d. all of the above

2. Will the fish tank ecosystem be exactly like an ecosystem in nature?

a. No, but it will be similar. b. Yes, it will be exactly alike.
c. No, it will be nothing alike. d. Yes, as long as he adds plants.

3. What is a question you have about creating a fish tank ecosystem?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 71

WEEK 12
DAY
Life Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Henry created a fish tank ecosystem with the help of his older sister. He added
gravel, sand, plants, different types of fish, snails, and small turtles. He didn’t use
anything to control temperature of the fish tank. One day, some of the plants in the
tank were dead. A few days later, one of his fish was dead.
Planning Solutions

1. Why might the plants have died?

a. The temperature was wrong. b. The temperature was right.
c. The fish did not get fed. d. The turtles did not get fed.

2. If the temperature did not kill the fish, could the plants dying have affected the
ecosystem? Why or why not?

_______________________________________________________________________________

3. How could Henry try to balance the ecosystem?

_______________________________________________________________________________

72 51411—180 Days of Science © Shell Education

WEEK
WEEK 12
12
Life Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Draw some animals to complete the ecosystem. Then, answer the question.

Communicating Results
1. What animals did you draw?

_______________________________________________________________________________

2. Why did you choose these animals for this ecosystem?

_______________________________________________________________________________

3. What is a change that could harm this ecosystem?

_______________________________________________________________________________

_______________________________________________________________________________
© Shell Education 51411—180 Days of Science 73
WEEK 1
DAY
Physical Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Can Matter Disappear?

Learning Content

We rely on our sense of sight a lot when we explore the

world. However, there are many things that we can’t see
with our eyes. Matter is made of particles that are too small
to be seen without magnification. Microscopes and other
tools can magnify these particles so that we can study
them. Even if we don’t have a microscope, there are other
ways we can study things we can’t see. Have you ever
tasted salt water? Even though you can’t see the salt, you
can taste it, so you know it’s there.

1. What is matter made of?

a. large particles
b. a few particles
c. particles too small to see
d. small particles you can see

2. What is a tool that can help you see particles?

a. glasses
b. microscope
c. binoculars
d. sunglasses

3. Do things exist that we cannot see?

a. Yes, some things are too small to see.
b. Yes, some things are too big to see.
c. No, things disappear if we look away.
d. No, only things that we can see exist.

74 51411—180 Days of Science © Shell Education

WEEK
WEEK 11
Physical Science DAY
DAY

Name: _________________________ Date: _

2
Directions: Read the text, and study the pictures. Then, answer the questions.

By looking at a glass of water, you can’t tell that there is salt dissolved in it. When
the water evaporates, the salt remains.

Analyzing Data
+ =

salt water salt water water evaporates

1. Why can’t you see the salt in the salt water?

a. It disappears.
b. It dissolves.
c. It evaporates.
d. It changes colors.

2. When the water evaporates, can you see the water anymore?
a. Yes, you can see it floating in the air.
b. Yes, but only if you add food coloring first.
c. No, the particles of water are too small to see in the air.
d. No, because water is clear.

3. Do you think the water still exists after it evaporates? Why or why not?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 75

WEEK 1
DAY
Physical Science

3 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Aaron has two bottles of water that look

Developing Questions

idential. One is salt water, and one is fresh

water. Both bottles of water look clear.
He wants to know which is which.

1. What can he do to find out which bottle has the salt water?
a. Weigh them.
b. Look at them.
c. Listen to them.
d. Touch them.

2. What is another way that Aaron could find out which bottle has salt water?
a. He could let the water evaporate.
b. He could put food coloring in the water.
c. He could pour the water in the sink.
d. He could mix the two bottles of water together.

3. What is a question Aaron might ask about properties of the salt water?

_______________________________________________________________________________

4. Do you think you could ever add so much salt to water that it wouldn’t dissolve? Why or
why not?

_______________________________________________________________________________

_______________________________________________________________________________
76 51411—180 Days of Science © Shell Education
WEEK
WEEK 11
Physical Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Things can float in salt water easier than they can

in fresh water. This is because salt water is denser.

Planning Solutions
Aaron has two cups of water. One is salt water,
and one is fresh water. Both cups of water look clear.
He wants to know which is which. He cannot taste
the water.

1. An egg will sink in fresh water. What might happen if Aaron puts it in the salt water?
a. It will float. b. It will bounce.
c. It will break. d. It will turn blue.

2. If both cups have the same amount of water, and one has salt added, will they weigh
the same?
a. Yes, the weight of the salt disappears. b. Yes, because the salt absorbs some
water.
c. No, the total weight is combined, and d. No, the weight of the salt will be
the cup with salt will weigh more. subtracted from the weight of the
water.

3. Create a plan for Aaron to figure out what sinks in fresh water and floats in salt water.

_______________________________________________________________________________

4. What do you think would happen if Aaron boiled the water?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 77

WEEK 1
DAY
Physical Science

5 Name: _________________________ Date: _

Directions: Study the pictures, and answer the questions.

Fresh Water Small Amount of Salt Large Amount of Salt

Communicating Results

1. How could you make the egg in the fresh water float?

_______________________________________________________________________________

2. How does the amount of salt in the water relate to how much the egg floats?

_______________________________________________________________________________

3. What can you infer about the ocean based on this experiment?

_______________________________________________________________________________

78 51411—180 Days of Science © Shell Education

WEEK
WEEK 2
2
Physical Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

How Do We Know Air Is There?

Matter is anything that has mass and
takes up space. Air is matter. It is a mixture of

Learning Content
gasses that move around us all the time, but it
is also made of particles that are too small to be
seen with our eyes.
Even though we can’t see air, there are many
ways we know it’s there. We can breathe it in
and blow it out. One of the ways we know air
is there is by inflating a basketball. When it
inflates with air, it changes shape and floats in
water. Since air has mass, you can also weigh
something before and after filling it with air. You
will see that the weight increases.

1. What are the properties of matter?

a. has mass and takes up space
b. takes up space and has no mass
c. has mass and does not take up space
d. takes up space and is too small to see

2. Air is made of _ that are _ .

a. particles, too big to see
b. gases, too big to see
c. particles, too small to see
d. balloons, too small to see

3. What can you do to see if a balloon has air inside it?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 79

WEEK 2
DAY
Physical Science

2 Name: _________________________ Date: _

Directions: Air takes up space even though you can’t see it. The chart shows the
circumference of a balloon as it is inflated. Look at the chart, and answer the questions.

Breaths Circumference of Balloon (cm)

0 8
Analyzing Data

1 10
2 12
3 15
4 18
5 20
10 24

1. As air is added to the balloon, what happens?

a. It gets larger.
b. It gets smaller.
c. It gets softer.
d. It gets colder.

2. What is the air doing inside the balloon?

a. Taking up space.
b. Making the balloon heavier.
c. Stretching the balloon.
d. all of the above

3. What is another way that you could study the air inside the balloon?

_______________________________________________________________________________

80 51411—180 Days of Science © Shell Education

WEEK
WEEK 2
2
Physical Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions.

Mia is going to mail her friend a present. She is sending her a fragile figurine. She
wants to figure out the best way to pack the box.

Developing Questions
1. If Mia puts the figurine in an empty box, what else is taking up space in the box?
a. water b. air
c. electricity d. energy

2. Which packing material uses air to protect fragile items?

a. paper b. bubble wrap
c. ice packs d. tissue paper

3. What is a question Mia could ask about different ways to pack the box?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 81

WEEK 2
DAY
Physical Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Mia is going to mail her friend a present. She is sending

Planning Solutions

her a fragile figurine packed in a box. She wants to figure

out which material is best for wrapping the figurine. She has
bubble wrap, tissue paper, and cloth.

1. When Mia adds packing material to the box, what happens to the amount of air in
the box?
a. It increases because there is air in all of the packing materials.
b. It is completely removed from the box.
c. It decreases because it is replaced with the packing materials.
d. It stays the same.

2. Bubble wrap has a similar function to which object?

a. air bag
b. fan
c. basketball
d. horn

3. How can Mia conduct an experiment to find the best packing material?

_______________________________________________________________________________

4. How else can you use air to protect the figurine?

_______________________________________________________________________________

82 51411—180 Days of Science © Shell Education

WEEK
WEEK 2
2
Physical Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Design a model of a product that uses air as part of its function. For example,
pool floats use air to help people float. You can make your own product or redesign one that
already exists. Then, answer the questions.

Communicating Results
1. What is your product?

_______________________________________________________________________________

2. Who would use your product, and how would they use it?

___________________________________________________________________________

© Shell Education 51411—180 Days of Science 83

WEEK 3
DAY
Physical Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

How Air Moves Things

Air is all around us. We can’t see air, but
there are many ways to know it’s there. We
Learning Content

often notice air when it is moving. Moving

air is called wind. We can feel the wind
when it blows, and we can see it push
objects. We can also see air when we blow
bubbles under water.
Air has mass and takes up space. It
is made of gasses that have particles too
small for us to see. Even though we can’t
see air, it can be very powerful.
Moving air can push many different things. It can move large and small
objects, depending on how hard it is blowing. For example, a gentle breeze might
be able to blow a leaf, but a powerful gust of wind can rip off the roof of a building.
Humans can use moving air for specific tasks, like generating electricity, sailing a boat,
or flying a kite.

1. What can air do?

a. inflate objects
b. move objects
c. make bubbles
d. all of the above

2. Could air move a tree?

a. Yes, a strong gust could move a tree.
b. Yes, a gentle breeze could move a tree.
c. No, trees are too strong to be moved by air.
d. No, air is too weak to move a tree.

3. How could you move a ping pong ball without touching it?

_______________________________________________________________________________

84 51411—180 Days of Science © Shell Education

WEEK
WEEK 3
3
Physical Science DAY
DAY

Name: _________________________ Date: _

2
Directions: The chart shows how far different objects move when someone blows on them
with equal force. Look at the chart, and answer the questions.

Object Distance Traveled (cm)

bottle cap 90

Analyzing Data
leaf 120
tissue 180
paper clip 110
block 0
marble 50

1. What do you think affects how far the object moves?

a. the hardness of the object
b. the weight of the object
c. the color of the object
d. the temperature of the object

2. If you blow harder on the paper clip, what would change?

a. It wouldn’t move as far.
b. It would move farther.
c. It would move backward.
d. It wouldn’t move at all.

3. You want to make sure that the force of the air is always exactly the same. What could you
use to blow the objects besides your breath? Explain how this keeps the force the same.

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 85

WEEK 3
DAY
Physical Science

3 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Asaf wants to build a balloon rocket. He attaches a straw to a balloon with tape
and threads string through the straw. He attaches the string between two chairs set
3 meters (3.28 yards) apart. Asaf blows up the balloon a little bit and then lets it go. It
travels 1 meter (1.09 yards).
Developing Questions

1. What moves the balloon rocket?

a. water
b. air
c. electricity
d. chemicals

2. What would make the balloon rocket go farther?

a. inflating the balloon more
b. inflating the balloon less
c. not inflating the balloon
d. filling the balloon with water

3. What is a question Asaf could ask about improving the balloon rocket?

_______________________________________________________________________________

86 51411—180 Days of Science © Shell Education

WEEK
WEEK 3
3
Physical Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Asaf built a balloon rocket. He attached a straw to a balloon and threaded string
through the straw. He attached the string between two chairs set 3 meters (3.28 yards)
apart. When Asaf blew up the balloon a little bit and let it go, it only traveled 1 meter
(1.09 yards) Asaf wants it to travel the whole length of the string.

Planning Solutions
1. What could Asaf change about his rocket?
a. amount of air in the balloon
b. size of the balloon
c. shape of the balloon
d. any of these

2. What change could Asaf make to the string to make the rocket go farther?
a. He could make the string higher where the rocket starts.
b. He could make the string lower where the rocket starts.
c. He could make the string loose so it hangs down.
d. He could use a thick rope instead of string.

3. Plan another way for Asaf to use air to move something.

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 87

WEEK 3
DAY
Physical Science

5 Name: _________________________ Date: _

Directions: Read the text, and study the chart. Title the graph, and graph the information
from the chart. Then, answer the question.

Asaf is using a straw to blow air on various objects. He blows with the same amount
of force each time. He measures how far each object goes.
Communicating Results

Object Distance Traveled (cm)

bottle cap 90
leaf 120
tissue 180
paper clip 110
block 0
marble 50

______________________________________________________________
180
160
Distance Traveled

140
120
100
(cm)

80
60
40
20
0
bo

lea

tiss

blo

ma
pe
ttle

rbl
ck
ue

e
clip
cap

Object

1. Why can’t Asaf move the block when he blows on it?

_______________________________________________________________________________

88 51411—180 Days of Science © Shell Education

WEEK
WEEK 4
4
Physical Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

Dissolving Sugar
Matter cannot be created or destroyed.
This means that when you combine two

Learning Content
types of matter, the combined mass of the
matter stays the same. You can rearrange
objects in different ways, but the mass will
never change. This even applies when you
can no longer see the matter. For example,
if you dissolve 28 g of sugar in 230 g of
water, the weight of the mixture will be
258 grams. You will not be able to see
the sugar in the water, but the amount of
combined matter stays the same.

1. How does the amount of matter change when you mix two types of matter?
a. It stays the same. b. It doubles.
c. It triples. d. It is cut in half.

2. What is one way you can tell that the sugar is still in the water after it dissolves?
a. Weigh the mixture. b. Look at the mixture.
c. Touch the mixture. d. Listen to the mixture.

3. If you only added 20 g of sugar to 230 g of water, how much would the mixture weigh?
a. 250 g b. 240 g
c. 260 g d. 230 g

4. Why do you think you can’t see the sugar when it’s mixed with water?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 89

WEEK 4
DAY
Physical Science

2 Name: _________________________ Date: _

Directions: When you combine matter, the total weight of matter stays the same. Look at the
chart, and answer the questions.

Sugar (g) Water (g) Total Weight (g)

25 7 32
Analyzing Data

7 25 32
100 100 200
2 100 102

1. The total weight _________________ the combined weight of the sugar and water.
a. sometimes equals
b. usually equals
c. never equals
d. always equals

2. If you add 50 additional grams of sugar to 200 g of sugar water, what will the new
mixture weigh?
a. 200 g
b. 250 g
c. 50 g
d. 150 g

3. If you boil the sugar water in an enclosed area and retain all the water that evaporates,
how will the total weight change?

_______________________________________________________________________________

90 51411—180 Days of Science © Shell Education

WEEK
WEEK 4
4
Physical Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions.

Ben is going to bake cookies. He uses a

food scale to measure his ingredients. He
needs 131 g of sugar, 113 g of butter, and
241 g of flour. He adds all the ingredients

Developing Questions
to a bowl.

1. When Ben combines the ingredients, how much will the mixture weigh?
a. 450 g b. 485 g
c. 500 g d. 400 g

2. If he adds 340 g of chocolate chips to the mixture, how much will it weigh?
a. 825 g b. 790 g
c. 840 g d. 740 g

3. What happens if Ben scoops some batter out of the bowl?

a. The batter in the bowl will weigh less. b. The batter in the bowl will weigh more.
c. The weight of the batter in the bowl will d. The batter in the bowl will increase.
stay the same.

4. What is a question Ben can ask about the weight of the combined ingredients?

_______________________________________________________________________________

5. Describe how the combined weight of the batter will be affected when you scoop the
dough onto a pan?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 91

WEEK 4
DAY
Physical Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Darla and her mom are making vegetable soup for dinner. Darla weighs the pot.
It weighs 2.5 kg. They add 450 g of carrots, 900 g of water, and 225 g of celery. Darla
wants to know how much the mixture of food weighs.
Planning Solutions

1. How can Darla weigh just the food once it’s in the pot?
a. Add the weight of the food and the weight of the pot.
b. Subtract the weight of the pot from the total weight.
c. Subtract the weight of the carrots from the total weight.
d. Subtract the weight of the celery from the total weight.

2. If they cook the soup with the lid on, what will the total weight of the soup be once it’s
cooked? Do not include the weight of the pot.
a. 2,000 g
b. 4,080 g
c. 1,000 g
d. 1,575 g

3. If they cook the soup with the lid off, some of the water will evaporate. How can Darla tell
how much water has evaporated once the soup is cooked?

_______________________________________________________________________________

92 51411—180 Days of Science © Shell Education

WEEK
WEEK 4
4
Physical Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Read the text, and study the data. Complete the Total Lemonade column. Then,
title the graph, and graph the data from the Total Lemonade column.

Lemonade is made using sugar, water, and

Communicating Results
lemon juice. You can increase the servings by
increasing the ingredients.

Amount of Sugar Amount of Water Amount of Lemon Total Lemonade

(cups) (cups) Juice (cups) (cups)
1 4 1
2 8 2
3 12 3
4 16 4

_______________________________________________________________
Total Lemonade

25
20
(cups)

15
10
5
0
1 2 3 4
Sugar (cups)

1. If you keep the ratio of ingredients the same, will the lemonade taste the same when you
make more servings? Why or why not?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 93

WEEK 5
DAY
Physical Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Ice and Water

You probably know that you can freeze water to
make ice. You can boil water to create water vapor.
Learning Content

Matter, like water, can also be a solid, a liquid, or a

gas. When matter changes from one state to another,
the total weight stays the same. This is true even if
the matter looks like it disappeared.
Matter may have a different volume in different states. This means that it will take
up a different amount of space. The weight will not change. If you freeze a bowl of
water, it will weigh the same before and after it is frozen, but the frozen water will have
a greater volume. If you let ice melt, it will still weigh the same, but the volume will
decrease. If you boil water, the weight of the water vapor will not change even though
the water seems to disappear.

1. When water changes from liquid to solid, how is the amount of matter affected?
a. It stays the same.
b. It doubles.
c. It triples.
d. It is cut in half.

2. When water freezes, it takes up _________________ .

a. less space
b. the same amount of space
c. more space
d. half the space

3. When you boil water, the water vapor seems to disappear. Which property tells you that
none of it disappears?
a. texture
b. smell
c. color
d. weight

94 51411—180 Days of Science © Shell Education

WEEK
WEEK 5
5
Physical Science DAY
DAY

Name: _________________________ Date: _

2
Directions: When matter changes states, its weight does not change. Study the picture, and
answer the questions.

Analyzing Data
mass of the liquid water mass of the water
(not including the glass) frozen as ice cubes
450 g 450 g

1. What is the weight of the liquid water?

a. 450 g
b. 900 g
c. 400 g
d. 475 g

2. What is the weight of the water after it freezes?

a. 900 g
b. 225 g
c. 450 g
d. 475 g

3. If you melt the ice, what will happen to the weight?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 95

WEEK 5
DAY
Physical Science

3 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Sean is making chocolate candies with

his mom for his brother’s birthday. They
Developing Questions

have 225 g of chocolate. They melt the

chocolate and place it into heart-shaped
candy molds. Then, they put the chocolate in
the freezer to harden.

1. How can Sean test to see if any chocolate disappears when he melts it and freezes it?
a. Weigh it when it is melted.
b. Weigh it when it is melted and frozen.
c. Weigh it before they melt it and after they melt it.
d. Weigh it when it is frozen.

2. Will freezing the chocolate in small pieces instead of one large piece change the
total weight?
a. Yes, the total weight will be less.
b. Yes, the total weight will be more.
c. No, the total weight will be the same.
d. No, but the shape of the mold could change it.

3. What is a question Sean can ask about the different states of matter?

_______________________________________________________________________________

96 51411—180 Days of Science © Shell Education

WEEK
WEEK 5
5
Physical Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Carla and her family are going camping. They decide to bring two coolers with
them. One cooler has 36 lbs. of ice cubes, and the other cooler has 24 lbs. of ice cubes.
Carla is not sure if the coolers will be the same weight as they started when the ice
melts.

Planning Solutions
1. The ice fills the coolers to the top because there is a lot of space between the cubes. What
will happen when the ice melts?
a. The water take up more space and overflow.
b. The water will take up less space than the ice.
c. The water will disappear when the ice melts.
d. The water will take up the same amount of space.

2. Would a solid block of ice take up a different amount of space than ice cubes?
a. Yes, because ice cubes have air between them, and a solid block doesn’t.
b. Yes, because ice cubes expand more than a solid block of ice.
c. No, they take up the same amount of space.
d. No, it is impossible to create a solid block of ice.

3. How can Carla create an experiment with the two coolers to prove that the weight of ice is
the same as the melted ice?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 97

WEEK 5
DAY
Physical Science

5 Name: _________________________ Date: _

Directions: Study the chart. Then, answer the questions.

Volume of Water Volume of Ice Amount of Water Amount of Ice

(mL) (mL) (grams) (grams)
10 10.9 250 250
Communicating Results

20 21.8 500 500

30 32.7 750 750
40 43.6 1000 1000

1. Describe what happens to the volume of water when you freeze it.

_______________________________________________________________________________

2. Describe what happens to the amount of water when you freeze it.

_______________________________________________________________________________

3. Suppose you weigh ice and weigh it again once it melts. If the weights do not match,
what do you think happened?

_______________________________________________________________________________

4. How would adding salt to water before you freeze it affect the weight?

_______________________________________________________________________________

98 51411—180 Days of Science © Shell Education

WEEK
WEEK 6
6
Physical Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text. Answer the questions.

Powders and Minerals

Sugar and salt look alike. Baking powder and baking soda look alike, too. Things
may look the same, but there are ways to find out what they are. You can find out what

Learning Content
they are by looking at their properties. There are physical and chemical properties.
Examples of physical properties are color and mass. Reactions to other substances
would show chemical properties.

1. What can we use to identify materials?

a. salt b. baking soda
c. properties d. substances

2. What is an example of a chemical property?

a. color b. reaction to other substances
c. mass d. melting point

3. If you added vinegar to a substance to see the reaction, what type of property are you
testing?
a. chemical b. physical
c. color d. hardness

4. Do you think you have to change a substance to test physical properties? Why or
why not?

_______________________________________________________________________________

_______________________________________________________________________________
© Shell Education 51411—180 Days of Science 99
WEEK 6
DAY
Physical Science

2 Name: _________________________ Date: _

Directions: Read the text, and look at the chart. Then, answer the questions.

You can identify some materials based on their reactions to

water, vinegar, and iodine.
Analyzing Data

Reaction to Reaction to Reaction to

Color
Water Vinegar Iodine
Baking Soda white none lots of bubbling none
Sugar white none none none
Salt white none none none
Cornstarch white none none blue-black
Baking bubbling,
white bubbling bubbling
Powder blue-black

1. If a substance reacts to vinegar with lots of bubbling, what is it?

a. baking powder b. cornstarch
c. baking soda d. sugar

2. If a substance turns blue-black when it reacts to iodine and does not bubble, what is it?
a. cornstarch b. baking powder
c. baking soda d. sugar

3. Which substance bubbles with water?

a. sugar b. salt
c. baking powder d. baking soda

4. If a substance turns blue-black when iodine is added to it, what else should you look at to
determine what it is?

_______________________________________________________________________________

100 51411—180 Days of Science © Shell Education

WEEK
WEEK 6
6
Physical Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions.

Kirk is going to help his mom bake.

Developing Questions
He has three unlabeled containers of
white powder. He wants to find out what
they are.

1. What can Kirk examine that will not change the powders in any way?
a. granule size
b. reaction to water
c. reaction to vinegar
d. reaction to iodine

2. Kirk decides the powders look the same. What is another property he could examine?
a. smell
b. texture
c. hardness
d. all of the above

3. What is a question Kirk can ask to learn more about the powders?

_______________________________________________________________________________

4. Just because the powders are all white, does that mean they will all work the same way in
a recipe? Why or why not?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 101

WEEK 6
DAY
Physical Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Kirk is going to help his mom bake. He has three unlabeled containers
of white powder. He wants to find out what they are. He does not want to
Planning Solutions

taste them. He has water, vinegar, and iodine on hand.

1. Kirk puts some of the first powder in a bowl for testing. How can he make sure the
reaction he tests is the result of only one combination?
a. mix just one of the liquids with the powder
b. mix the water and iodine with the powder
c. mix the water and vinegar with the powder
d. mix all of the liquids with the powder

2. Why is it important to test one combination at a time?

a. So you know how much the combination weighs.
b. So you can use a small container.
c. So you know what is causing the reaction.
d. It is not important.

3. Explain how Kirk can use what he has to determine what the three powders are.

_______________________________________________________________________________

4. Do you think putting two liquids into one powder would help Kirk figure out what the
powder is? Why or why not?

_______________________________________________________________________________

_______________________________________________________________________________
102 51411—180 Days of Science © Shell Education
WEEK
WEEK 6
6
Physical Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Read Kirk’s notes. Complete the chart, and answer the questions.

I know I have baking soda, powdered sugar, and cornstarch. I don’t know which one
is which. Powder A bubbled with vinegar and had no other reactions. Powder B turned
blue-black with iodine and had no other reactions. Powder C had no reactions.

Communicating Results
From my research, I know that cornstarch changes color when mixed with iodine.
Baking soda bubbles with vinegar. Baking powder bubbles with everything.

Reaction to Reaction to Reaction to

Color
Water Vinegar Iodine
Powder A white
Powder B white
Powder C white

1. What do you think each of the powders are? Why?

_______________________________________________________________________________

2. What is a white powder that would have bubbled with water, vinegar, and iodine?

_______________________________________________________________________________

3. Is Kirk testing physical or chemical properties? Briefly explain what chemical and physical
properties are.

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 103

WEEK 7
DAY
Physical Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Metals
We use many metals in our everyday lives. We have metal utensils,
cans, cars, and zippers. Not all metals are alike, though. We can tell a lot
Learning Content

about different metals by observing their properties. Some metals are

magnetic. This means that they are attracted to magnets. Metals are
usually shiny. Some metals are very hard, and some are softer. Some
metals are good conductors of heat or electricity, and some are not as
good. Depending on their properties, different metals are good for
different things.
There are many types of metals. Some are pure metals, such as iron and gold. Many
metals that we use are alloys. Alloys are metals that are combined with other elements.
Steel is an alloy that is very strong. Steel is iron combined with carbon. You may have
heard of stainless steel, which is used in many kitchen appliances. This is steel mixed
with an element called chromium.

1. What is an example of a metal object?

a. ball b. sofa
c. can d. television

2. What does metal look like?

a. shiny b. wood
c. plastic d. soft

3. Many metals _________________ heat and electricity well.

a. stop b. conduct
c. listen to d. feel

4. What is steel?
a. aluminum mixed with carbon b. iron mixed with carbon
c. iron mixed with stainless steel d. stainless steel mixed with alloys

5. What are two metal things you use in your daily life?

_______________________________________________________________________________

_______________________________________________________________________________
104 51411—180 Days of Science © Shell Education
WEEK
WEEK 7
7
Physical Science DAY
DAY

Name: _________________________ Date: _

2
Directions: You can identify metals based on their properties. Read the text, and study the
chart. Then, answer the questions.

Analyzing Data
Metal Properties What It’s Good For
shiny, nonmagnetic, doesn’t corrode, good
gold jewelry, coins
conductor of electricity and heat, soft, flexible
shiny, nonmagnetic, good conductor of jewelry, coins, utensils,
silver
electricity, soft dentistry
used to make steel,
iron shiny, magnetic, corrodes (rusts), strong, hard
kitchen equipment
shiny, nonmagnetic, resistant to corrosion, good water pipes, electrical
copper
conductor of electricity and heat, flexible wire, decorative items
shiny, nonmagnetic, good conductor of thermometers, light
mercury
electricity, liquid at room temperature bulbs
shiny, nonmagnetic, good conductor of
aluminum cans, airplanes, foil
electricity and heat, soft, flexible

1. Why is gold good for jewelry?

a. It doesn’t corrode. b. It is liquid at room temperature.
c. It corrodes. d. It is silver.

2. Which is liquid at room temperature?

a. gold b. iron
c. silver d. mercury

3. Which metal is magnetic?

a. gold b. aluminum
c. iron d. silver
© Shell Education 51411—180 Days of Science 105
WEEK 7
DAY
Physical Science

3 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Amy has three different types of metals. She wants to figure out what they are.
Developing Questions

1. What is something Amy should examine about the metals?

a. magnetism b. taste
c. size d. sound

2. Amy could test _________________ to see if the metal is attracted to magnets.

a. magnetism b. shine
c. hardness d. flexibility

3. What is a question Amy can ask to learn more about the metals?

_______________________________________________________________________________

4. Describe how the foil’s properties are different from the pan’s properties.

_______________________________________________________________________________

106 51411—180 Days of Science © Shell Education

WEEK
WEEK 7
7
Physical Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Amy has metal foil, a coin, and a

Planning Solutions
kitchen pan. She is examining their
properties to figure out what kind of
metal they are. She knows that iron rusts,
aluminum is flexible, and gold doesn’t rust.

1. If the foil bends easily, it is probably made of _________________ .

a. gold
b. iron
c. aluminum
d. mercury

2. Amy gets the pan wet, and in a few days, it has rust. It is probably made of
_________________ .
a. iron
b. silver
c. copper
d. gold

3. What are some other tests that Amy could conduct on her metals?

_______________________________________________________________________________

4. If Amy has a piece of gold jewelry and a piece of silver jewelry, what is the easiest way for
her to tell which is which?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 107

WEEK 7
DAY
Physical Science

5 Name: _________________________ Date: _

Directions: Read the text. Title the graph, and graph the hardness of the metals. Then,
answer the question.

A metal’s hardness can be measured using the Mohs’ scale. A measurement of 1 is

the softest. A measurement of 10 is the hardest.
Communicating Results

Mohs’ Scale Mohs’ Scale

Metal Metal
Hardness Hardness
gold 2.5 copper 3
silver 2.5 iron 4
aluminum 2.5 titanium carbide 8.5
steel 4 tungsten carbide 9

_________________________________________________________________
10
9
8
7
Hardness

6
5
4
3
2
1
0
go

silv

alu

ste

cop

iro

tita bide

tun bide
car

car
n
ld

el
mi
er

niu

gst
pe
nu

en
m

Metal

1. What do you think would be a good use for the harder metals?

_______________________________________________________________________________

108 51411—180 Days of Science © Shell Education

WEEK
WEEK 8
8
Physical Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

Mix It Up!
Mixing things can produce amazing
reactions. New substances with different

Learning Content
properties can be formed. Baking soda and
vinegar are fun to mix. Baking soda is sodium
bicarbonate. Vinegar contains acetic acid.
When you mix them, you get a lot of fizz and
bubbles. This is because new substances have
formed. The new substances include liquids
and gases. The gases cause all the bubbles.
Sometimes when you mix things, a physical change happens. Mixing salt and water
is an example of a physical change. These changes affect the form of substances but
not their composition. Physical changes can sometimes be reversed.
Sometimes mixing things causes chemical changes. Mixing baking soda and
vinegar is a chemical change. Chemical changes create at least one new substance and
often can’t be reversed.

1. When you mix vinegar and baking soda, _________________ are formed.
a. sodium bicarbonate b. acetic acid
c. old substances d. new substances

2. Where do the bubbles come from when you mix baking soda and vinegar?
a. gas b. water
c. physical changes d. metal

3. When you mix baking soda and vinegar, what kind of change happens?
a. physical b. chemical
c. reversible d. subtle

4. What is the difference between a physical change and a chemical change?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 109

WEEK 8
DAY
Physical Science

2 Name: _________________________ Date: _

Directions: Read the text. Study the chart, and answer the questions.

You can blow up a balloon with baking

soda and vinegar. Jeff is testing to see if using
more baking soda will make the balloon inflate
Analyzing Data

more. He tests each combination three times

to make sure his results are reliable. Each trial
has slightly different results. He will average
his results for each amount of baking soda.
Each trial in the chart used the same amount
of vinegar.

Baking Soda Balloons

14
Width of Balloon

12
10
8
(cm)

6
4
2
0
3g 6g 12 g
Amount of Baking Soda (grams)
Trial 1 Trial 2 Trial 3

1. What happens when you increase the amount of baking soda?

a. The balloon inflates less. b. The balloon inflates more.
c. The balloon stays the same. d. The balloon doesn’t inflate.

2. Doing multiple trials makes sure that the results are _________________ .
a. reliable b. wrong
c. different d. random

3. Which amount of baking soda creates the least amount of gas?

a. 12 grams b. 6 grams
c. 3 grams d. 24 grams

110 51411—180 Days of Science © Shell Education

WEEK
WEEK 8
8
Physical Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions.

Reid wants to make a volcano for a science project. He wants it to look like it erupts,
so he is using vinegar and baking soda. He tries 500 mL of vinegar and 4 grams of
baking soda. The reaction is small. Then he tries 500 mL of vinegar and 5 grams of
baking soda. The reaction is a little bigger. He knows he should just change one thing

Developing Questions
at a time about his experiment.

1. What should Reid increase?

a. vinegar b. baking soda
c. both a and b d. water

2. When conducting investigations, how many things should you change each time?
a. all of them b. one
c. all but one d. two

3. What is a question Reid can ask about finding the best amount of vinegar and
baking soda?

_______________________________________________________________________________

4. Do you think Reid should repeat the experiment more than once with the same
measurements? Why or why not?

_______________________________________________________________________________

_______________________________________________________________________________
© Shell Education 51411—180 Days of Science 111
WEEK 8
DAY
Physical Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Reid wants to make a volcano for a

science project. He is using vinegar and
baking soda for the “lava.” He tries 500
mL of vinegar and 4 grams of baking soda
Planning Solutions

one time. The reaction is small. Then he

tries 500 mL of vinegar and 8 grams of
baking soda one time. The reaction is
bigger. He knows he should just change
one thing at a time about his experiment.
He also knows he should repeat each test
more than once to make sure he’s getting
accurate results.

1. With just one trial of each test, will Reid be sure his results are accurate?
a. Yes, doing them once is enough. b. Yes, there is no way he made a mistake.
c. No, he should repeat them to be sure. d. No, the results of the first trial are
always wrong.

2. Reid wants a larger reaction. What should he try?

a. decreasing baking soda to 2 g b. increasing baking soda to 12 g
c. increasing vinegar to 600 mL d. increasing vinegar to 700 mL

3. How should Reid plan his experiment so that his results are reliable?

_______________________________________________________________________________

4. What should Reid do to make sure he keeps track of all of his trials accurately?

_______________________________________________________________________________

112 51411—180 Days of Science © Shell Education

WEEK
WEEK 8
8
Physical Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Read the text. Title the graph, and graph the data from the chart. Then, answer
the questions.

Stephanie was inflating a balloon with a mixture of vinegar and baking soda. She
measured the width of the balloon after each trial. Each amount of baking soda was
mixed with the same amount of vinegar. Her results are in the chart below.

Communicating Results
Trial 1 Trial 2 Trial 3
Baking Soda (grams)
(centimeters) (centimeters) (centimeters)
4g 7 6 8
8g 10 12 11
14 g 15 13 13

_________________________________________________________________
15
14
Width of Balloon

12
10
(cm)

8
6
4
2
0
4g 8g 14 g
Amount of Baking Soda (grams)
Trial 1 Trial 2 Trial 3

1. What amount of baking soda should you use for the biggest balloon?

_______________________________________________________________________________

2. How do you think reducing the vinegar would affect the results?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 113

WEEK 9
DAY
Physical Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

A Messy Mixture
You probably think of mixing dough
as a way to make something yummy.
Learning Content

It is more complex than that, though.

When you mix ingredients, it can form
a new substance that has different
properties. This is called a chemical
change. Chemical changes often cannot
be reversed. For example, most bread
recipes call for yeast. When yeast and
sugar are mixed, the yeast eats the
sugar. This produces new substances: carbon dioxide gas and ethanol. The carbon
dioxide becomes trapped in the bread dough and creates many bubbles in the dough.
This is how bread rises.
You can also mix other things that result in fun, new substances. Mixing water, glue,
and borax makes slime. When you mix these things, the chemical change results in
something new that you can play with.

1. When you mix yeast and sugar, _________________ and ethanol are formed.
a. sodium bicarbonate b. carbon dioxide
c. carbon monoxide d. bread

2. What causes bread to rise?

a. gas b. water
c. acetic acid d. sugar

3. Does bread dough have the same properties as flour, water, and yeast separately? How do
you know?

_______________________________________________________________________________

4. What kind of change happens when you mix glue and borax? How do you know?

_______________________________________________________________________________

_______________________________________________________________________________
114 51411—180 Days of Science © Shell Education
WEEK
WEEK 9
9
Physical Science DAY
DAY

Name: _________________________ Date: _

2
Directions: Read the text, and study the chart. Then, answer the questions.

Mixing some substances causes physical

changes, which can sometimes be reversed.

Analyzing Data
Some mixtures cause chemical changes.
This results in new substances and often
cannot be reversed. The chart below shows
what happens when you mix two different
substances.

Chemical or
Substance 1 Substance 2 Result
Physical Change
water sand wet sand physical
vinegar baking soda carbon dioxide chemical
yeast sugar carbon dioxide chemical
glue borax slime chemical
flour salt flour and salt mixture physical

1. Does mixing sand and water result in a chemical or physical change?

a. chemical b. physical
c. neither d. both a and b

2. Mixing yeast and sugar results in a _________________ change.

a. chemical b. physical
c. carbon dioxide d. salt

3. Explain how you know that mixing vinegar and baking soda results in a chemical change.

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 115

WEEK 9
DAY
Physical Science

3 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Delilah wants to make

Developing Questions

homemade slime. She has glue,

water, and borax. Her recipe
calls for 120 mL water, 120 mL
glue, and 1 teaspoon of borax.

1. Once Delilah mixes the slime, can she separate it into separate parts again?
a. Yes, it was a physical change, and b. Yes, it was a chemical change, and
physical changes can always reversed. chemical changes can always be
reversed.
c. No, it was a physical change, and d. No, it was a chemical change, and this
physical changes can’t ever be reversed. chemical change can’t be reversed.

2. Delilah only has 60 mL of glue and 60 mL of water. How much borax should she use?
a. ¼ teaspoon b. ½ teaspoon
c. ¾ teaspoon d. 2 teaspoons

3. What is a question Delilah can ask about the slime mixture?

_______________________________________________________________________________

4. How can you tell that the mixture results in a chemical change?

_______________________________________________________________________________

116 51411—180 Days of Science © Shell Education

WEEK
WEEK 9
9
Physical Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Planning Solutions
Han is baking bread with
his parents. They add yeast to
the dough without measuring
it properly. They decide to let
the dough rise to see what
happens.

1. If the dough does not rise much, that means there was _________________ yeast.
a. too much b. not enough
c. no d. a lot of

2. If the dough rises twice as much as it should have, there was _________________ yeast.
a. no b. not enough
c. too much d. inactive

3. How can Han and his parents create an experiment to find the right amount of yeast?

_______________________________________________________________________________

4. If you have a very dense piece of bread and a very fluffy piece of bread, which do you think
has more yeast? Why?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 117

WEEK 9
DAY
Physical Science

5 Name: _________________________ Date: _

Directions: Draw a picture of at least two substances that create something new when mixed.
Label your drawing, and answer the question.
Communicating Results

1. Explain what you drew. What is created when you mix your two substances?

_______________________________________________________________________________

_______________________________________________________________________________
118 51411—180 Days of Science © Shell Education
WEEK
WEEK 10
10
Physical Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

How the Sun

Helps Feed Us

Learning Content
Food gives your body the
energy it needs to grow, move,
heal, and stay warm. Have
you ever thought about where
that energy comes from? The
ultimate source of energy for all
life on Earth is the sun. Energy
from sunlight moves up through
the food chain and sustains life
on Earth. Plants use energy
from sunlight for photosynthesis. This is how they make their food. In turn, plants are
food for other animals. Without sunlight, there would be no plants, no animals, and
no people.

1. What is the ultimate source of energy for all life on Earth?

a. plants b. water
c. sunlight d. bread

2. Through which process do plants make food?

a. photosynthesis b. photographs
c. energy d. heat

3. If there was no sun, what would live on Earth?

a. humans b. plants
c. insects d. nothing

4. If plants suddenly died, do you think energy could still be transferred from the sun to feed
us? Why or why not?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 119

WEEK 10
DAY
Physical Science

2 Name: _________________________ Date: _

Directions: Read the text, and study the chart. Then, answer the questions.

Animals get energy from food. When they have more energy than they need, it is
stored as fat. This makes an animal gain weight. If they don’t have enough food, they
use stored fat for energy. This makes an animal lose weight. Energy can be measured
in units called the kilocalorie, or kcal. The chart below shows how many kcals each cat
Analyzing Data

needs per day and how many kcals they get per week.

Energy Needs Per Energy Acquired in Too Much or Too

Day (kcal) One Week (kcal) Little?
Cat 1 200 1300 too little
Cat 2 300 2100 just right
Cat 3 250 2000 too much

1. Which cat would lose weight?

a. Cat 3
b. Cat 1
c. Cat 2
d. none of them

2. Which cat would stay the same weight?

a. Cat 1
b. Cat 3
c. Cat 2
d. none of them

3. What would happen if Cat 3 ate too much food for a long time? How do you know?

_______________________________________________________________________________

120 51411—180 Days of Science © Shell Education

WEEK
WEEK 10
10
Physical Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions.

Jeff is a farmer. He grows cabbage and has chickens. Grasshoppers eat the
cabbage, and chickens eat the grasshoppers. When the chickens are mature, Jeff sells
them at the market.

Developing Questions
1. Which organism uses energy from the sun to make food?
a. grasshopper
b. chicken
c. cabbage
d. humans

2. Which organisms can transfer energy to humans?

a. cabbage and soil
b. soil and chickens
c. chickens
d. chickens and cabbage

3. What could you ask about the amount of energy that transfers from the grasshoppers to
the chickens?

_______________________________________________________________________________

_______________________________________________________________________________
© Shell Education 51411—180 Days of Science 121
WEEK 10
DAY
Physical Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Anna is making a dinner of

Planning Solutions

grilled chicken, rice, and salad for

her family. She and her husband eat
the whole meal. Their son eats only
the chicken and rice. Their daughter
eats only the rice and salad.

1. Which person’s meal has energy from only plants?

a. son
b. daugher
c. mother
d. father

2. Where did the energy in the son’s food come from?

a. rice and salad
b. chicken
c. rice and chicken
d. salad and rice

3. How can you create a meal that got all of its energy directly from the sun?

_______________________________________________________________________________

122 51411—180 Days of Science © Shell Education

WEEK
WEEK 10
10
Physical Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Draw a picture of how energy is transferred from the sun to humans in food.
Label your drawing. Then, answer the question.

Communicating Results

1. Describe how energy travels from the sun to make your favorite meal.

_______________________________________________________________________________

_______________________________________________________________________________
© Shell Education 51411—180 Days of Science 123
WEEK 11
DAY
Physical Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Energy Flow through

Food Chains
Learning Content

All of the energy in our food

came from the sun. Energy is
passed from the sun through the
food chain. Plants, also called
producers, are the first level. They
use sunlight for photosynthesis.
This is how they make their own
food. Animals that eat plants are
the next level. They are also known
as primary consumers. The third level is animals that eat plant-eating animals. These
are secondary consumers. Only about 10 percent of the energy at any level of the
food chain is transferred to the next level. The rest as lost is heat through metabolic
processes. These are things like turning food into energy that the body can use.

1. How much energy is passed from one level of the food chain to the next?
a. 100 percent b. 10 percent
c. 1 percent d. 50 percent

2. Can animals use energy directly from the sun?

a. Yes, animals make food through b. Yes, animals get energy when they lay
photosynthesis. in the sun.
c. No, animals must eat plants or other d. No, there are too many cloudy days
animals for energy. for this.

3. Where do people get their energy from?

_______________________________________________________________________________

4. Why is some energy lost between levels of the food chain?

_______________________________________________________________________________

124 51411—180 Days of Science © Shell Education

WEEK
WEEK 11
11
Physical Science DAY
DAY

Name: _________________________ Date: _

2
Directions: Read the text, and study the diagram. Then, answer the questions.

Energy is transferred from the sun throughout the food chain. There is a loss of
energy at each level. The energy is lost mostly as heat.

Analyzing Data
Energy Flows through Food Chains

secondary consumers (carnivores) loss of energy

Sun
primary consumers (herbivores) loss of energy

producers (plants) loss of energy

1. Does all of the energy from the producers transfer to the primary consumers?
a. Yes, all of the energy is transferred.
b. No, there is a loss of energy as heat.
c. Yes, as long as the primary consumer eats the plant quickly.
d. No, there is a loss of energy as sound.

2. Which organisms use energy directly from the sun?

a. carnivores
b. herbivores
c. plants
d. decomposers

3. Can secondary consumers use energy directly from the sun? Why or why not?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 125

WEEK 11
DAY
Physical Science

3 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

In a simple food chain, clover uses sunlight for photosynthesis, a rabbit eats clover, a
snake eats the rabbit, and an eagle eats the snake.
Developing Questions

1. Which organism gets energy directly from the sun?

a. eagle
b. snake
c. clover
d. rabbit

2. In this food chain, would the eagle survive if the rabbits died out?
a. Yes, the eagle would get energy directly from the sun.
b. No, because the sun’s energy would stop with the clover.
c. Yes, the eagle would eat clover instead.
d. No, because the sun’s energy would stop with the snakes.

3. What could Jennifer ask about the energy transfer from plant to animal?

_______________________________________________________________________________

126 51411—180 Days of Science © Shell Education

WEEK
WEEK 11
11
Physical Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

A kilocalorie (kcal) is a unit of energy. Matt’s family serves dinner. If he eats chicken,
he gets 146 kcal from 100 g of chicken breast. He gets 111 kcal from 100 g of brown
rice. He gets 34 kcal from 100 g of broccoli, and he gets 406 kcal from 100 g of cheese.

Planning Solutions
1. Which food would give Matt the most energy?
a. chicken
b. brown rice
c. cheese
d. They are all the same.

2. Can Matt still eat enough if he chooses rice instead of chicken?

a. Yes, the servings have similar amounts of energy.
b. Yes, the rice has more energy than the chicken.
c. No, the rice has much less energy than the chicken.
d. No, the rice does not contain any energy.

3. How can Matt investigate how much energy comes from other food sources?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 127

WEEK 11
DAY
Physical Science

5 Name: _________________________ Date: _

Directions: Look at the chart. Graph how much energy is in a 100 g serving of different foods.
Answer the question.

Food (100 g) Energy (kcal)

lean beef 176
Communicating Results

chicken breast 146

broccoli 34
strawberries 32
cheese 406
shrimp 99
brown rice 111

Energy in Different Foods

450
400
350
Energy (kcal)

300
250
200
150
100
50
0
lea

bro

str

shr

bro
ick

ee
aw
nb

wn
cco

se
en

p
ee

err
li

ric
bre
f

e
ies
as
t

Food (100 g)

1. Which food has the most energy per 100 g? Which food has the least energy?

_______________________________________________________________________________

128 51411—180 Days of Science © Shell Education

WEEK
WEEK 12
12
Physical Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

Down to Earth
Gravity is what keeps our feet firmly
on the ground. On Earth, gravity pulls

Learning Content
objects toward the center of the planet.
This downward force is what makes
something fall when you drop it. It’s also
what determines your weight. If you stand
on a scale, gravity pulls you down against
it. The scale shows your weight, which is the
strength of this force.
Gravity works across space. This means
that gravity is a force that works without
objects having to touch each other. The sun’s gravity pulls Earth, and Earth’s gravity
pulls the moon. This is why Earth continues to revolve around the sun, and the moon
continues to revolve around Earth.

1. What is gravity?
a. an upward force b. a lateral force
c. a force that keeps our feet on the d. a force that pushes things away from
ground each other

2. Which way does gravity pull objects on Earth?

a. up away from Earth b. toward the center of Earth
c. left d. right

3. Do objects have to touch each other for gravity to work?

_______________________________________________________________________________

4. Why do objects fall down after you throw them in the air?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 129

WEEK 12
DAY
Physical Science

2 Name: _________________________ Date: _

Directions: Read the text, and study the chart. Then, answer the questions.

Weight measures the force of gravity on an object. Your weight would be different
on the moon because the gravity is not the same as on Earth.
The chart shows how gravity on Earth compares to other locations. If Earth’s gravity
Analyzing Data

is 1, then a number higher than one means the force of gravity is stronger than on
Earth. If the number is lower than 1, the force of gravity is weaker than on Earth.

Location Gravity
Earth 1
outer space 0
Earth’s moon 0.17
Venus 0.90
Mars 0.38
Mercury 0.38
Jupiter 2.36
Saturn 0.92
Uranus 0.89
Neptune 1.13

1. Which planet has the strongest gravity?

a. Neptune b. Jupiter
c. Saturn d. Venus

2. Where would you have no weight at all?

a. outer space b. Uranus
c. Mercury d. Mars

3. On which planet would you weigh the least?

a. Earth b. Mercury
c. Neptune d. Jupiter
130 51411—180 Days of Science © Shell Education
WEEK
WEEK 12
12
Physical Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions.

Developing Questions
December 1972 was the last time that people
walked on the moon. The gravity on the moon is
only 17 percent of the gravity on Earth. On Earth,
you can probably jump 0.46 meters (1.5 feet),
and the jump would last one second. If you jump
with the same force on the moon, you could
jump about 3 meters (10 feet) off the ground,
and the jump would last four seconds.

1. Why are you able to jump higher on the moon?

_______________________________________________________________________________

2. If you jumped on a planet with more gravity than Earth, could you jump higher?
a. Yes, there wouldn’t be as much downward force.
b. No, there would be more downward force.
c. Yes, there would be more downward force.
d. No, there wouldn’t be as much downward force.

3. What is a question you can ask about how gravity affects you?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 131

WEEK 12
DAY
Physical Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Cory is creating an experiment to see how gravity affects different objects. He has
two balls that are the same size and shape. One ball is heavier than the other. Because
the balls are the same shape, air resistance will affect them the same way. Air resistance
is the force of air against an object. It slows objects down when they are falling. Cory
Planning Solutions

stands on a ladder and drops the balls at the same time. They hit the ground at the
same time.

1. What does it tell Cory when the balls hit the ground at the same time?
a. Gravity causes the balls to fall at the same speed.
b. Gravity causes the balls to fall at different speeds.
c. Gravity does not affect the balls at all.
d. Air resistance affects each ball differently.

2. Do you think he would get different results with objects that are different shapes?
a. Yes, air resistance would affect them differently.
b. No, air resistance would affect them the same way.
c. Yes, but only if they are different colors.
d. No, air resistance does not affect falling objects.

3. How can Cory create an experiment to test how different types of objects fall
toward Earth?

_______________________________________________________________________________

_______________________________________________________________________________
132 51411—180 Days of Science © Shell Education
WEEK
WEEK 12
12
Physical Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Read the text. Fill out the chart, and answer the question.

Mass is how much matter is in an object. Mass can be measured in kilograms (kg).
Your weight can also be measured in kilograms. Use this formula to figure out what the
weight of a 35 kg (75 lb.) child would be on other planets: mass × gravity = weight.

Communicating Results
Location Mass (kg) Gravity Weight (kg)
Earth 35 1 35
outer space 35 0 0
Earth’s moon 35 0.17
Venus 35 0.90
Mars 35 0.38
Mercury 35 0.38
Jupiter 35 2.36
Saturn 35 0.92
Uranus 35 0.89
Neptune 35 1.13

1. On which planet would this child weigh the most?

_______________________________________________________________________________

2. On which planet would it be the hardest to jump?

_______________________________________________________________________________

3. Where would you float?

_______________________________________________________________________________

4. Where would you be able to jump the highest? Why?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 133

WEEK 1
DAY
Earth and Space Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Oceans and Ecosystems

Earth has four major systems. The
geosphere is soil, rocks, and molten rocks.
Learning Content

The atmosphere is air. The biosphere is all

living things. The hydrosphere is all the
water and ice on Earth. Earth’s oceans make
up a large part of the hydrosphere, and they
are home to many ecosystems and living
things.
Different areas of the ocean have different types of ecosystems. The characteristics
of each one are the result of the physical factors that create them. Temperature, tides,
light availability, and where in the planet the oceans are located all affect them. Areas
of the ocean that are near the shore are usually teeming with life. Others, like the very
deep, dark regions of the ocean, have only small pockets of life that are spread far apart.

1. What is the hydrosphere?

a. soil and rocks
b. water and ice
c. air
d. living things

2. What are some physical factors that affect the ocean ecosystems?
a. tides
b. light availability
c. temperature
d. all of the above

3. Deep-sea ecosystems have _________________ life spread far apart.

a. pockets of
b. lots of
c. no
d. many kinds of

134 51411—180 Days of Science © Shell Education

WEEK
WEEK 11
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

2
Directions: Read the text. Look at the diagram and chart. Then, answer the questions.

Ocean Light Zones

euphotic zone

Analyzing Data
disphotic zone

There are three zones of the ocean.

Each has a different ecosystem.

aphotic zone

Zone Description
euphotic lots of sunlight, most of the living things
disphotic some sunlight, but not enough for plants to survive
aphotic no light at all, very cold, few animals

1. Where do most of the ocean plants and animals live?

a. euphotic zone b. aphotic zone
c. disphotic zone d. shore

2. Which zone would be most difficult for humans to explore?

a. disphotic zone b. aphotic zone
c. euphotic zone d. They are all easy to explore.

3. Where is there some sunlight but not enough for plants?

a. aphotic zone b. disphotic zone
c. euphotic zone d. There is sunlight in all of the ocean.

© Shell Education 51411—180 Days of Science 135

WEEK 1
DAY
Earth and Space Science

3 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Moses is visiting the aquarium with his family. He is

looking at a display about ocean plants. He learns that
Developing Questions

70 percent of Earth’s oxygen is made by plants that live in

the water. Plants release oxygen during photosynthesis,
which is how plants make their food. Plants need light
for photosynthesis. Even though they live in the water,
they still get enough light to make oxygen.

1. If ocean plants are hurt by pollution or rising water temperatures, what could happen?
a. Less oxygen is put into the air.
b. More oxygen is put into the air.
c. The same amount of oxygen is put into the air.
d. There would be no more oxygen.

2. Where in the ocean must marine plants live?

a. at the top where there is a lot of light
b. where there is limited light
c. where there is no light
d. any place

3. What happens during photosynthesis?

a. Plants release oxygen.
b. Plants use oxygen.
c. Plants drink water.
d. Plants eat food.

4. What is a question you can ask about the oxygen produced by ocean plants?

_______________________________________________________________________________

_______________________________________________________________________________
136 51411—180 Days of Science © Shell Education
WEEK
WEEK 11
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Moses is visiting the aquarium with his

family. He sees a display about deep-sea
creatures.

Planning Solutions
The deepest part of the ocean is over
10,900 meters (36,000 feet) deep. This is
deeper than Mount Everest is tall. We know
less about the deep sea than any other
habitat on Earth. The ocean is so deep that
sunlight cannot reach where these deep-sea
creatures live. This means it is very dark and cold. Some creatures, like the anglerfish,
have special body parts that allow them to produce their own light to attract prey.
Moses wants to know more about how creatures survive in the deep sea.

1. Why don’t we know more about the ocean?

a. It is too deep.
b. It is too dark.
c. It is too cold.
d. all of the above

2. How does the anglerfish attract prey?

a. with its eyes
b. with its teeth
c. with the light it makes
d. with its fins

3. How can Moses create a model of the ocean and the different ecosystems?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 137

WEEK 1
DAY
Earth and Space Science

5 Name: _________________________ Date: _

Directions: Read the text. Sort items from the word bank into the correct zones. Answer the
questions.

no sunlight dim light coldest water

bright sunlight very few animals warmest water
Communicating Results

lots of animals colder water few animals

Ocean Light Zones

euphotic zone

disphotic zone

aphotic zone

1. What is unique about the aphotic zone?

_______________________________________________________________________________

138 51411—180 Days of Science © Shell Education

WEEK
WEEK 2
2
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

Winds and Clouds in Mountain Ranges

The atmosphere is air, which is the combination of gases that surround Earth.
Believe it or not, mountains have a huge impact on the way that our atmosphere

Learning Content
behaves. They affect the formation of clouds and the way that wind blows. This means
that they affect the overall climate of an area. When wind blows across a mountain
range, air rises and cools. This causes moisture in the air to condense and clouds to
form. This influences the amount of rain or snow in a mountain climate.
Usually, the side of the mountain where the wind blows is the wetter side of the
mountain. The other side of the mountain is called the “rain shadow.” It is much drier
because the mountains block the rain-producing clouds.

1. What is the atmosphere?

a. mountains b. air
c. sunlight d. trees

2. What happens to wind when it blows across a mountain range?

a. It rises and cools. b. It rises and warms.
c. It falls and cools. d. Nothing changes.

3. How do mountains affect the formation of clouds?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 139

WEEK 2
DAY
Earth and Space Science

2 Name: _________________________ Date: _

Directions: Read the text, and look at the diagram. Answer the questions.

The windward side of the mountain faces the wind. The leeward side is the side of
the mountain that is downwind. There is less wind on this side because it is blocked
by the mountain on the other side. The leeward side of a mountain is usually dry
compared to the windward side.
Analyzing Data

air rises, cools,

windward side and condenses leeward side

wind

1. Why do clouds form on the windward side of a mountain?

a. The air rises, cools, and condenses. b. Clouds blow from somewhere else.
c. The air rises and warms. d. They form on the leeward side.

2. What is different about the leeward side of the mountain?

a. It is wetter. b. It is drier.
c. It is steeper. d. It is more slippery.

3. Is the climate different on the windward side? How do you know?

_______________________________________________________________________________

4. Do you think there would be different animals that live on the leeward side? Why or
why not?

_______________________________________________________________________________

140 51411—180 Days of Science © Shell Education

WEEK
WEEK 2
2
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions.

Jeff is studying mountain climates. He discovers that the bottom of mountains are
usually lush forests on the wetter side of the mountain. As you travel up the mountain,
it gets much colder. Above the “tree line,” the plants are much smaller. The top of a
mountain is usually just snow-covered rocks. The air at the top of a mountain is too thin

Developing Questions
for people to breathe easily.

increasing temperature

increasing dryness

1. Why does one side of the bottom of mountains have more plants?
a. There is a lot of rain. b. It is very dry.
c. It is very cold. d. The air is thin.

2. Why aren’t there plants at the top of a tall mountain?

a. It is too cold. b. It is too wet.
c. There are too many animals. d. The air is too thick.

3. What could Jeff ask about the different mountain climates?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 141

WEEK 2
DAY
Earth and Space Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Shelia is studying mountains and learns about the rain shadow. The area in the rain
shadow gets much less rain than the other side. This is caused when wind blows up the
windward side of the mountain and forms clouds. The clouds cause precipitation on
the windward side and leave the leeward side much drier. She wants to make a model
Planning Solutions

of the rain shadow.

condensing water rain shadow region

vapor

precipitation

dry, descending air

moist, rising air

1. What is the rain shadow?

a. the wet windward side b. the dry leeward side
c. the cold windward side d. the lush leeward side

2. What might the climate in the rain shadow be like?

a. desert b. rainforest
c. pine forest d. ocean

3. Describe how Shelia can build a model of a mountain and its rain shadow using paper,
paint, and clay.

_______________________________________________________________________________

142 51411—180 Days of Science © Shell Education

WEEK
WEEK 2
2
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Draw a mountain, wind, clouds, and rain. Show how the wind and clouds affect
the climate. Label your picture, and answer the question.

Communicating Results

1. Explain what is happening in your picture.

_______________________________________________________________________________

_______________________________________________________________________________
© Shell Education 51411—180 Days of Science 143
WEEK 3
DAY
Earth and Space Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Rivers and Lakes

Seventy percent of Earth’s surface is covered in water. This might seem like more
than enough for all our needs. The truth is, 97 percent of the available water on Earth
Learning Content

is salt water in oceans. We use mainly fresh water, which is far less available. Most of
Earth’s fresh water is underground or frozen in glaciers. This means that only a fraction
of fresh water is available to us in rivers and lakes. Because of this, we have to use our
water carefully. It is a finite resource, and humans must take care not to pollute or
waste the water we have.

1. Where is most of Earth’s fresh water?

a. underground or frozen b. in oceans or frozen
c. in rivers and lakes d. in the atmosphere

2. What kind of water is 97 percent of water on Earth?

a. fresh water b. salt water
c. frozen water d. water vapor

3. Where does most of the water we use come from?

_______________________________________________________________________________

4. Why should humans not waste water?

_______________________________________________________________________________

_______________________________________________________________________________
144 51411—180 Days of Science © Shell Education
WEEK
WEEK 3
3
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

2
Directions: Read the text, and look at the charts. Then, answer the questions.

Only three percent of Earth’s water is fresh water. Most of it is not available to us.
Most of the water we use comes from rivers and lakes.
All Water on Earth Fresh Water

Analyzing Data
Lakes, Rivers,
Fresh Water 3% and Swamps 0.9%
Groundwater
30.1%

Salt Water 97% Icecaps and

Glaciers
68.7%

1. What is most of Earth’s water?

a. fresh water b. groundwater
c. salt water d. lakes

2. Most of Earth’s fresh water is _________________ .

a. frozen b. salty
c. swamps d. groundwater

3. Where does most of the water we use come from?

a. oceans and glaciers b. glaciers and rivers
c. swamps and lakes d. rivers and lakes

4. What percentage of fresh water is in lakes, rivers, and swamps?

_______________________________________________________________________________

5. Do you think we can use groundwater? Why or why not?

_______________________________________________________________________________

_______________________________________________________________________________
© Shell Education 51411—180 Days of Science 145
WEEK 3
DAY
Earth and Space Science

3 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Developing Questions

Felix is creating a model to show how much of

Earth’s water exists in different places. He has a total
of 1,000 mL of water. This represents all the water
on Earth. He puts 970 mL of water in a bottle to
represent all the salt water.

1. How much water does Felix have left to represent all the fresh water on Earth?
a. 30 mL
b. 3 mL
c. 300 mL
d. 3,000 mL

2. Only a very tiny amount of Earth’s water is in the atmosphere as water vapor. How much
water should be put in a cup to represent this?
a. a drop
b. 10 mL
c. 20 mL
d. 30 mL

3. What can you ask about creating a model to represent the breakdown of fresh water?

_______________________________________________________________________________

146 51411—180 Days of Science © Shell Education

WEEK
WEEK 3
3
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Greta is creating a model to represent all of the fresh water in the world. She has
1,000 mL of water. She freezes 687 mL to represent the ice caps and glaciers. She puts
301 mL in a jar with a lid to represent groundwater. She puts 3 mL in a cup to represent
surface water. The rest of the water is soil moisture and water vapor in the atmosphere.

Planning Solutions
1. How much water should she put in a cup to represent soil moisture and water vapor?
a. 0.9 mL b. 9 mL
c. 90 mL d. 900 mL

2. This model helps show Greta that we have _________________ fresh water that we
can use.
a. very little b. a lot
c. unlimited d. 3 mL

3. How can Greta represent the distribution of water in another way?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 147

WEEK 3
DAY
Earth and Space Science

5 Name: _________________________ Date: _

Directions: Graph the data in the chart. Then, answer the questions.

Type of Fresh Water Percentage of Total Fresh Water

surface water (lakes, rivers, swamps) 0.3
groundwater 30.1
Communicating Results

ice caps and glaciers 68.7

water vapor and soil moisture 0.9

Fresh Water
80
70
Percentage of

60
Fresh Water

50
40
30
20
10
0
sur

gro

ice ciers

wa l moi
gla

soi
ter stu
fac

cap
ndu
ew

vap re
sa
wa
ate

or
ter

an
r

Type of Fresh Water d

1. Why do you think it is important to conserve water?

_______________________________________________________________________________

2. Where is the majority of Earth’s fresh water? Why is this important?

_______________________________________________________________________________

148 51411—180 Days of Science © Shell Education

WEEK
WEEK 4
4
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

The Polar Ice Caps

The polar ice caps cover Earth’s
north and south poles. They have

Learning Content
existed for millions of years and stay
frozen all year. The temperatures
are much lower than in other places.
Both the North Pole and the South
Pole experience six months each year
where the sun does not rise above
the horizon. This means it is either
twilight or dark during this time. When the sun is above the horizon, most of the
sunlight is reflected by the bright white surface.
The average winter temperature at the North Pole is –40° C (–40° F). The average
winter temperature at the South Pole is –60° C (–76° F). The South Pole gets colder
because the ice is on the continent Antarctica. The continent and the ice sheet are at a
very high elevation. The ice cap in the North Pole sits in the middle of the Arctic Ocean.
It also covers parts of several countries, including Greenland. The ice caps make up
nearly 70 percent of Earth’s fresh water, and 90 percent of this is in Antarctica.

1. Why is the South Pole colder than the North Pole?

a. It is at a higher elevation. b. It is at a lower elevation.
c. It is darker there. d. It is not colder.

2. Most of the sunlight that the ice caps get is _________________ .

a. absorbed by the bright white surface b. reflected by the bright white surface
c. absorbed by the six months of darkness d. blocked by the high elevation
and twilight

3. Do you think we can use the fresh water in the ice caps? Why or why not?

_______________________________________________________________________________

© Shell Education 51411—180 Days of Science 149

WEEK 4
DAY
Earth and Space Science

2 Name: _________________________ Date: _

Directions: Read the text, and look at the chart. Then, answer the questions.

The Arctic and the Antarctic are often

thought of as the same. They are both
cold, dark, and remote. They do have
many differences, though. The thickness
Analyzing Data

of the ice and area covered can change

depending on the temperature. The ice
never completely melts, though. The chart
shows the largest area that can be covered
by the ice and how thick it is on average.

Average Maximum Average Ice Average Winter

Polar Ice Cap
Area Covered (km2) Thickness (m) Temperature
northern (Arctic) 15.6 million 2 –40° C
southern (Antarctic) 18.8 million 1 –60° C

1. Why does the area covered by ice change?

a. The temperature stays the same. b. The temperature changes.
c. People chip away at the ice. d. Animals break the ice.

2. How many square kilometers of ice can be in the Antarctic?

a. 18.8 million b. 15.6 million
c. 90 million d. 12 million

3. Where is the ice thicker?

a. Arctic b. Antarctic
c. They are the same. d. There is no way to measure it.

4. Do you think the average winter temperature affects the area covered by ice? Why or
why not?

_______________________________________________________________________________

_______________________________________________________________________________
150 51411—180 Days of Science © Shell Education
WEEK
WEEK 4
4
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions. .

Aria is learning about the polar ice caps. She learns that they can affect the climate
a lot if they melt. She decides to make a model of how melting ice can affect sea levels.
She has water, paper cups, sand, and a large, shallow tray.

Developing Questions
1. How can Aria represent a polar ice cap?
a. Freeze a cup of water. b. Put sand into the cup.
c. Fill the tray with sand. d. Fill the tray with water.

2. How can Aria represent the land and ocean?

a. Fill the tray with sand, and build a b. Fill the tray with water until it
mountain with it. overflows.
c. Build sand up in half the tray, and fill the d. Freeze a tray of water.
rest with water.

3. What is a question Aria can ask about the model she is making?

_______________________________________________________________________________

4. What can Aria learn from her model?

_______________________________________________________________________________

WEEK 4
DAY
Earth and Space Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Aria is learning about the polar ice caps. She is building a model. She fills a shallow
tray halfway with sand and adds water to represent the ocean. She freezes a paper cup
of water, removes the ice from the cup, and sets it in the tray to represent an ice cap.
She is going to monitor the water levels as the ice melts.
Planning Solutions

1. What will happen as the ice melts?

a. The ice won’t melt.
b. The water will stay the same.
c. The water will recede.
d. The water will rise.

2. How could melting polar ice caps affect the animals that live on them?
a. reduces their habitat
b. affects food sources
c. gives animals more room to play
d. both a and b

3. How can Aria improve her model to show how the melting ice can affect animals
and shorelines?

_______________________________________________________________________________

WEEK
WEEK 4
4
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Temperatures in the Arctic have been rising bit by bit. Look at the graph, and
answer the questions.

Observed Arctic Temperature

2
Temperature

Communicating Results
(°C)

0
1980 2000
Year

1. Why might rising temperatures affect animals in the Arctic?

_______________________________________________________________________________

2. How might rising temperatures in the Arctic affect other parts of the world?

_______________________________________________________________________________

3. Do you think it is possible that temperatures will start to go back down? Why or why not?

_______________________________________________________________________________

WEEK 5
DAY
Earth and Space Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Agriculture and Industry Improvements

Humans are always making changes to the world. We create farms to produce
food. We build cities and factories. All these changes benefit people in many ways,
Learning Content

but they can affect the world dramatically. Our changes can harm the world. They
can destroy animal habitats and harm our soil. They can pollute the air and water.
People realize now that we must take care of our resources and do things to protect
our environment. Many improvements have been made to farming and industry over
the years. Many farmers now take steps to improve farming practices, such as rotating
crops and preventing erosion. Laws are also in place to help protect the air and water
from pollution.

1. Farming and industry can _________________ the environment.

a. light up b. harm
c. burn d. freeze

2. People have taken steps to make sure that farming and industry practices
_________________ .
a. harm the environment less b. harm the environment more
c. are worse than ever d. haven’t changed

3. What are some reasons we have environmental laws?

a. They allow pollution of air and water. b. They tell us where to put our chemicals.
c. They tell us the right kind of pollution d. They reduce pollution of air and water.
to make.

4. What are some things that have improved in farming practices?

_______________________________________________________________________________

_______________________________________________________________________________
154 51411—180 Days of Science © Shell Education
WEEK
WEEK 5
5
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

2
Directions: Read the text, and look at the chart. Then, answer the questions.

Industrial farming has been the standard for decades. This means large farms grow
the same crops every year. They often use harmful pesticides and fertilizers. Now there
are many farmers that try to take care of the natural resources we have. Sustainable
agriculture uses practices that protect the environment, animals, and people.

Analyzing Data
Sustainable Agriculture Practice Definition
planting a variety of crops to keep soil healthy and
rotating crops
improve pest control
planting crops during off season to protect the soil
planting cover crops
and prevent erosion
reducing or eliminating tillage reducing or eliminating plowing to reduce soil loss
keeps pests under control while minimizing use of
applying integrated pest management
chemical pesticides
mixing trees and shrubs into farms to shelter and
agroforestry practices
protect plants, animals, and water resources

1. What is the benefit of crop rotation?

a. reduced erosion b. healthy soil
c. protected animals d. protected water

2. Agroforestry practices means mixing _________________ into farms.

a. grass b. animals
c. trees d. ladybugs

3. What is the benefit of reducing tillage?

a. less soil loss b. more soil loss
c. fewer bugs d. fewer cows

4. Which practice minimizes the use of chemical pesticides?

_______________________________________________________________________________

WEEK 5
DAY
Earth and Space Science

3 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Jacob lives on a farm. The farm

Developing Questions

has livestock. The animals don’t

have any shelter from the sun or
rain. Jacob’s family decides to plant
some fruit trees on the land as well.

1. How do the trees benefit the livestock?

a. They provide shelter.
b. They provide wood.
c. They provide fertilizer.
d. They provide grass.

2. How do the trees benefit the farm owners?

a. They will have no shade.
b. They can sell the fruit.
c. The trees will block their view.
d. The trees will keep their cows from eating.

3. What is a question you could ask about the benefits of having trees and livestock on
one farm?

_______________________________________________________________________________

WEEK
WEEK 5
5
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Miya is studying laws that help protect the

environment. She learns about the Clean Air

Planning Solutions
Act of 1970. This law helps protect Earth from
air pollution. It limits the amount of emissions,
or harmful gasses, put into the air from factories
and cars.

1. The Clean Air Act makes factories control their _________________ .

a. air pollution
b. water pollution
c. fertilizer use
d. soil erosion

2. The Clean Air Act made car companies improve car _________________ .
a. paint
b. emissions
c. climate control
d. top speeds

3. What are some ways that Miya can contribute to clean air in her own life?

_______________________________________________________________________________

4. Some states require cars to be inspected before they are allowed on the road. What is one
reason states might require this?

_______________________________________________________________________________

WEEK 5
DAY
Earth and Space Science

5 Name: _________________________ Date: _

Directions: The box lists farming and industry practices and some of the effects of different
practices. Sort the items into the chart. Then, answer the questions.

crop rotation reducing tillage wasting water

chemical pesticide use Clean Air Act of 1970 climate change
Communicating Results

planting cover crops soil erosion habitat loss

Helpful Harmful

1. How does the Clean Air Act of 1970 help our planet?

_______________________________________________________________________________

2. Explain the effect of habitat loss on animals.

_______________________________________________________________________________

_______________________________________________________________________________
158 51411—180 Days of Science © Shell Education
WEEK
WEEK 6
6
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

Protecting Our
Water Sources

Learning Content
Only a small part of Earth’s water
is usable fresh water. It is a limited
resource. This means that people
must do what they can to protect
the water we have. Many things can
pollute our water sources. Water
pollution occurs when harmful
substances enter our groundwater,
lakes, rivers, streams, or oceans.
There are many types of water pollution. You may have heard of oil spills
happening in the ocean. These are large events that are very harmful to living things
and the environment. There are many other types of water pollution that are less
obvious. These can include sewage, fertilizer runoff, or even heat released into the
water. Luckily, people have realized the harmful effects of different types of pollution.
There are now laws in place to help protect our water.

1. What is pollution?
a. slick substances b. cold substances
c. helpful substances d. harmful substances

2. What are in place to help protect our water?

a. laws b. gates
c. pollutants d. humans

3. Which types of water can be polluted?

a. groundwater b. oceans
c. lakes d. all of the above

4. What are some different types of water pollution?

_______________________________________________________________________________

WEEK 6
DAY
Earth and Space Science

2 Name: _________________________ Date: _

Directions: There are many ways that our water sources can become polluted. Look at the
chart, and answer the questions.

Type of Water Pollution Definition

oil spills release of oil into the environment, especially the ocean
Analyzing Data

waste from large herds of farm animals that can get into the
farm animal waste
water through storm runoff
harmful chemicals that can get into the water through storm
pesticides and herbicides
runoff or accidental spills
changing the temperature of the water, harmful to organisms
thermal pollution
in the water, often caused by factories
acid rain rain that has harmful properties, caused by air pollution

1. Which type of water pollution is caused by air pollution?

a. farm animal waste b. acid rain
c. oil spills d. pesticides

2. Which type of pollution is the result of farming practices?

a. farm animal waste and oil spills b. pesticides and oil spills
c. acid rain d. farm animal waste and pesticides

3. What is thermal pollution?

a. changing the temperature of water b. changing the location of a factory
c. adding oil to the water d. adding pesticides to water

4. Which type of water pollution do you think is most harmful to animals? Why?

_______________________________________________________________________________

WEEK
WEEK 6
6
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions.

Livia is taking a walk in the

Developing Questions
neighborhood with her dad. They live
near a pond full of ducks and turtles.
She sees one of the neighbors washing
his car in the driveway. Soapy water is
running down the street toward
the pond.

1. If the soapy water reaches the pond, what will happen?

a. It will clean the water.
b. It will pollute the water.
c. It will make the water better.
d. Nothing will happen.

2. What could the neighbor do to help prevent the soapy water from entering the pond?
a. Wash on an area that absorbs water, like grass or gravel.
b. Use an environmentally-safe cleaner.
c. Go to a commercial carwash.
d. any of the above

3. What is a question you could ask about ways to protect our water?

_______________________________________________________________________________

4. If the pond becomes polluted, what could be some effects?

_______________________________________________________________________________

WEEK 6
DAY
Earth and Space Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Lea is trying to find ways that she can

protect water sources while she is at home.
Planning Solutions

She notices that her parents are spraying

weed killer in the backyard. She also sees
her mom flushing old medicines down the
toilet. She learned that these things can
pollute the water.

1. Why might the weed killer be a problem?

a. The chemicals will make the weeds grow taller.
b. The chemicals will kill the grass.
c. The chemicals can wash into a nearby pond.
d. It is not a problem.

2. What can Lea do to help her parents so that they don’t need weed killer.
a. Pull the weeds.
b. Water the weeds.
c. Feed the weeds.
d. Poison the weeds.

3. Why do you think flushing the medicine down the toilet could be a problem?

_______________________________________________________________________________

4. Make a plan for Lea to protect water at their home.

_______________________________________________________________________________

WEEK
WEEK 6
6
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Create a sign that would tell people to stop polluting a certain water source, such
as a lake or an ocean. Answer the question.

Communicating Results

1. What does your sign mean?

_______________________________________________________________________________

_______________________________________________________________________________
© Shell Education 51411—180 Days of Science 163
WEEK 7
DAY
Earth and Space Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Earth’s Orbit
If you look at the sky often, you may notice that the sun, moon, and stars appear to
change. They look like they move. However, most of these changes are the result of
Learning Content

Earth moving. Earth and all the other planets in our solar system revolve around the
sun. Although we are moving extremely fast through outer space, it still takes 365.24
days to revolve around the sun. Our trip around the sun, combined with Earth’s tilt,
causes our seasons. Day and night are caused by Earth spinning on its axis, which is an
invisible line through the north and south poles. The moon also travels with us through
space as it revolves around Earth.

Jupiter

Saturn
Mercury Venus

Uranus
Earth Sun
Mars

Neptune

1. Earth and other planets _________________ around the sun.

a. rotate b. revolve
c. jump d. float

2. What causes day and night?

a. earth spinning on its axis b. earth’s orbit around the sun
c. the sun revolving around earth d. the moon blocking the sun

3. What revolves around Earth?

a. Jupiter b. the sun
c. the moon d. Saturn
164 51411—180 Days of Science © Shell Education
WEEK
WEEK 7
7
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

2
Directions: Read the text and look at the diagram. Then, answer the questions.

You may think that it is Earth’s orbit that causes the seasons. It is really Earth’s axial
tilt. The axis is the invisible line that runs through the north and south poles. It is tilted
about 23.5 degrees. It is actually winter in the Northern Hemisphere when Earth is
closest to the sun.

Analyzing Data
Spring Equinox
March

Summer Solstice Winter Solstice

June December

Fall Equinox
September

1. What month is it when Earth has the winter solstice?

a. March b. June
c. January d. December

2. What month is it when Earth has the spring equinox?

a. July b. September
c. March d. June

3. Explain how Earth’s tilt affects the seasons.

_______________________________________________________________________________

WEEK 7
DAY
Earth and Space Science

3 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Weston’s classroom is doing an

activity to demonstrate how Earth
Developing Questions

revolves around the sun. They have

pie pans, balls of clay, and a ball. They
stick the clay to the middle of the pie
pan, and they put the ball in the pan
as well.

1. When you tilt the pan in a circular motion, what will happen?
a. The ball will roll into the clay. b. The ball will roll around the edge.
c. The clay will roll around the ball. d. Nothing will happen.

2. If you want the model to be in proportion, how should the size of the ball compare to the
size of the clay?
a. much smaller b. much larger
c. same size d. a little larger

3. What is a question you could ask about the relationship between Earth and the sun?

_______________________________________________________________________________

4. What is another way that you could model Earth revolving around the sun?

_______________________________________________________________________________

WEEK
WEEK 7
7
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Weston and his class go out to the playground to

draw a model of Earth’s orbit around the sun. They use
yellow chalk to draw a big circle that represents the

Planning Solutions
sun. Then they measure one meter from the sun and
draw a smaller blue circle to represent Earth. They tie
a one-meter piece of string to the chalk. One person
holds the end of string down in the middle of the “sun”,
and another person drags the chalk in a circle around
the sun. This represents Earth’s orbit.

1. What should they add to the diagram to make it more accurate?

a. Earth’s moon
b. the sun’s moon
c. a bigger circle for Earth
d. They should make the sun green.

2. How could Weston make this into an accurate model of the whole solar system?
a. Draw additional planets and circles to represent their orbits.
b. Draw planets without circles for orbits.
c. Draw more stars.
d. Draw comets.

3. Describe how Weston should walk around the chalk sun to represent the way that Earth
spins as it rotates. What could he do to represent the moon?

_______________________________________________________________________________

WEEK 7
DAY
Earth and Space Science

5 Name: _________________________ Date: _

Directions: Draw Earth’s orbit around the sun. Include Earth’s tilt and its moon. Label your
picture.
Communicating Results

1. What are the effects of Earth’s tilt?

_______________________________________________________________________________

_______________________________________________________________________________
168 51411—180 Days of Science © Shell Education
WEEK
WEEK 8
8
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

Day and Night on Earth

Earth spins on its axis, which is an invisible
line that connects the north and south poles.

Learning Content
The axis isn’t straight up and down, though. It is
tilted at about 23.5 degrees. Earth takes 24 hours
to complete one rotation on its axis. It is this
spinning that causes us to experience day and
night. Although it looks like the sun rises and sets,
it’s our spinning that makes it look this way. When
it is day where you live, your part of the world is
facing the sun. When it is night, your part of the
world is facing away from the sun. It is always
daytime somewhere on the planet.
Time zones are also related to Earth’s rotation. They standardize time for everyone
on the planet. If we did not have time zones, noon would be in the middle of the day
for some people and the middle of the night for others!

1. Earth spins on its _________________ .

a. revolution b. rotation
c. axis d. line

2. How tilted is Earth?

a. 23.5 degrees b. 45 degrees
c. 30 degrees d. 180 degrees

3. What do we see because of Earth’s rotation?

a. clouds b. seasons
c. sunrise and sunset d. constellations

4. Why do we have time zones?

_______________________________________________________________________________

WEEK 8
DAY
Earth and Space Science

2 Name: _________________________ Date: _

Directions: Read the text, and look at the diagram. Then, answer the questions.

The moon, sun, stars, and Earth are all related. Earth revolves around the sun, and
the moon revolves around Earth. Meanwhile, Earth is also spinning on its axis. The
spinning causes the sun, moon, and stars to look like they rise and set.
Analyzing Data

Moon

Earth

Sun

1. On what part of Earth is it daytime?

a. the part facing the sun b. the part facing away from the sun
c. the part where you can see the stars d. the part where it is dark

2. What part of the world can see the moon?

a. the part facing the moon b. the part facing away from the moon
c. the part where there is no moon d. the part that can’t look outside

3. What do you think makes it look like the stars move across the sky?

_______________________________________________________________________________

_______________________________________________________________________________
170 51411—180 Days of Science © Shell Education
WEEK
WEEK 8
8
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions.

Kendra and Chelsea want to show how Earth’s rotation creates day and night.
Kendra stands holding a large ball to represent the sun. Chelsea stands a few meters
away holding a globe to represent Earth.

Developing Questions
1. What should Chelsea do to show how night and day happen?
a. Walk around Kendra in a circle. b. Spin the globe.
c. Toss the globe to Kendra. d. Walk closer to Kendra.

2. Ben is going to join in and represent the moon. What should he do?
a. Walk around Chelsea. b. Walk around Kendra.
c. Walk toward Kendra. d. Walk away from Chelsea.

3. What is a question you could ask about the moon revolving around Earth?

_______________________________________________________________________________

4. If Kendra held a lamp instead of a ball, what would this help them see?

_______________________________________________________________________________

WEEK 8
DAY
Earth and Space Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

We have time zones because the world spins on its axis. Time zones ensure that no
matter where you live, your noon is the middle of the day when the sun is at its highest.
Riku lives in New York and has family in Tokyo, Japan. Tokyo’s time zone is 14 hours
ahead of New York’s.
Planning Solutions

1. What time should Riku call his family so that it is convenient for everyone?
a. 7:00 a.m. b. noon
c. 2:00 p.m. d. 10:00 a.m.

2. Is there ever a time that they could talk when the sun is up for both of them?
a. Yes, during the summer when days b. Yes, during the winter when days
are long. are short.
c. Yes, during leap year only. d. No, this is never possible.

3. Make a plan for Riku to talk to his family when it is a different calendar day in Tokyo than
it is in New York.

_______________________________________________________________________________

4. Do you think it would be difficult to travel between time zones? Why or why not?

_______________________________________________________________________________

_______________________________________________________________________________
172 51411—180 Days of Science © Shell Education
WEEK
WEEK 8
8
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Draw the sun, Earth, and the moon. Use arrows to show orbits and rotations.
Answer the question.

Communicating Results

1. Explain why we have day and night.

_______________________________________________________________________________

_______________________________________________________________________________
© Shell Education 51411—180 Days of Science 173
WEEK 9
DAY
Earth and Space Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

The Sun: Our Brightest Star?

You have probably looked up at the stars
more than once. They cover the sky in unequal
Learning Content

groupings. Some stars seem bright, and some

seem faint. Maybe you’ve even tried to find
the brightest star in the sky. It turns out that
our sun is actually the brightest star to us. How
bright a star looks to us from Earth is different
from how bright the star actually is.
Our sun is so massive that it warms our
planet from 149.6 million kilometers (92.96
million miles) away. There are actually stars far
larger and brighter than our sun, but they are
so far away that they look like tiny points of light in the night sky. Imagine if you had
one bright lamp and one dim lamp. If you put the dimmer lamp next to you and the
brighter lamp down the street, the dimmer lamp will still look brighter from where
you are.

1. How far away is the sun?

a. 150 million kilometers b. 14 million kilometers
c. 149.6 million kilometers d. 4 million kilometers

2. What is the sun?

a. a planet b. a comet
c. a star d. an asteroid

3. Is our sun the biggest star in the universe? How do you know?

_______________________________________________________________________________

4. Are how bright a star looks to us and how bright a star actually is the same thing? Explain.

_______________________________________________________________________________

WEEK
WEEK 9
9
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

2
Directions: Read the text, and look at the chart. Then, answer the questions.

There are two ways to talk about how bright a star is. One is is how bright a star
looks from Earth. The other is how bright the star actually is. Because the sun is our
closest star, it will always look the brightest from Earth. There are much brighter stars
but they are farther away.

Analyzing Data
How Bright Stars Look
sun
BRIGHT
How Bright it Actually Is

full moon

Venus
Sirius (brightest star in Earth’s night sky)

what your eyes can see

what you can see with binoculars
Pluto
FAINT

what you can photograph with a telescope

what the Hubble Space Telescope can see

1. After the sun, what is the brightest star we can see?

a. full moon b. Venus
c. Sirius d. Pluto

2. Would we ever be able to see Pluto without a telescope? Why or why not?

_______________________________________________________________________________

3. Do you think there are stars we cannot see with the Hubble Space Telescope? Why or
why not?

_______________________________________________________________________________

WEEK 9
DAY
Earth and Space Science

3 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Developing Questions

Emilio looks outside at night. He sees the

moon, which is very bright. He also sees many
stars. Some of them are very bright, and some
are so faint that he can hardly see them. He
knows that Sirius is the brightest star in Earth’s
night sky. He can find Sirius by using the belt of
the constellation Orion.

1. Can Emilio tell which stars are actually the brightest by looking at them from Earth?
a. Yes, we can see how bright stars actually are from Earth.
b. No, how bright stars are from Earth is different than how bright they actually are.
c. Yes, how bright they actually are and the way they look from Earth are the same.
d. No, he needs a telescope for that.

2. If Emilio wants to find Sirius, what would make it easier?

a. knowing what the constellation Orion looks like
b. knowing how to find the North Star
c. knowing how to find the Big Dipper
d. knowing what the Big Dipper looks like

3. What can Emilio ask about the easiest way to find Sirius?

_______________________________________________________________________________

WEEK
WEEK 9
9
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Orion

Planning Solutions
Emilio loves looking at the stars. He knows
the brightest star we can see in the night sky is
called Sirius. He heard that you can find Sirius
because Orion’s belt points to it. He looked up the “Orion’s Belt”
constellation Orion and knows what it looks like.

Sirius

1. Based on the image, when Emilio finds Orion, which way should he look to find Sirius?
a. up from Orion’s belt
b. down from Orion’s belt
c. to the left of Orion’s belt
d. to the right of Orion’s belt

2. What is the benefit of being able to recognize constellations in the sky?

a. They tell you what time the moon set.
b. They tell you what time the sun will rise.
c. They help you find other objects in the sky.
d. There is no benefit.

3. Emilio knows there is another bright star called the North Star that is attached to a
constellation. Make a plan for Emilio to find the North Star.

_______________________________________________________________________________

WEEK 9
DAY
Earth and Space Science

5 Name: _________________________ Date: _

Directions: Look at the picture. Tally the stars you see on the tally chart. Add a scale to the
graph, and graph the stars you tallied.
Communicating Results

Tally Chart
Brightness of Stars Number of Stars
faint
bright

Number of Faint and Bright Stars

Number of Stars

0
fai

bri
nt

gh
st

t st
ars

ars

Brightness of Stars

WEEK
WEEK 10
10
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

Chasing the Stars

Earth spinning on its axis causes the sun and moon to look like they rise and set. It
also makes the stars look like they move slowly across the sky at night. Because the

Learning Content
stars are so far away, this movement is not as dramatic as it is with the sun or moon.
We can still see changes if we watch for them, though. The stars rise in the east and
set in the west, just like the sun. There are ways to observe the motion of the stars
over time. You can track the time that certain constellations rise each night. You can
use landmarks to see how far certain stars move after a few hours. You can even take a
special type of photograph that will show you the motion of the stars.

1. The stars _________________ and _________________ like the sun and moon.
a. rise, set b. rise, rotate
c. rise, revolve d. east, west

2. The stars rise in the _________________ .

a. south b. north
c. east d. west

3. Can you observe the motion of the stars?

a. Yes, they move quickly. c. Yes, there are several ways.
b. No, they move too slowly. d. Yes, there is only one way.

WEEK 10
DAY
Earth and Space Science

2 Name: _________________________ Date: _

Directions: Read the text, and look at the chart. Then, answer the questions.

The sun rises and sets at a different time each day. Likewise, the stars rise and set at
different times each day. The chart below shows the rise and set of Sirius over a ten-day
period in Houston, Texas.
Analyzing Data

Date Rise Set

January 16 5:59 p.m. 4:47 a.m.
January 17 5:55 p.m. 4:43 a.m.
January 18 5:51 p.m. 4:40 a.m.
January 19 5:47 p.m. 4:36 a.m.
January 20 5:43 p.m. 4:32 a.m.
January 21 5:39 p.m. 4:28 a.m.
January 22 5:35 p.m. 4:24 a.m.
January 23 5:31 p.m. 4:20 a.m.
January 24 5:27 p.m. 4:16 a.m.
January 25 5:24 p.m. 4:12 a.m.

1. What pattern do you see in rise and set times?

a. They are getting later every day. b. They are getting earlier every day.
c. They are staying the same. d. There is no pattern.

2. In which part of the sky will Sirius set on January 21?

a. east b. west
c. north d. south

3. Do you think you will always be able to see a star when it rises? Why or why not?

_______________________________________________________________________________

_______________________________________________________________________________
180 51411—180 Days of Science © Shell Education
WEEK
WEEK 10
10
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions.

Laurel is studying ways to see the motion

of stars in the sky. She knows that the stars

Developing Questions
move about 2.5 degrees in 10 minutes. She
holds one finger up to the sky and lines Sirius
up with the left edge of her index finger.
The left edge of her finger is on the western
side of the sky. In 10 minutes, she holds her
finger up to the sky in the same place.

1. Where will the star be after 10 minutes?

a. farther to the left of her finger
b. to the right of her finger
c. behind her
d. gone

2. If she goes out again after an hour, where would the star be?
a. farther west
b. farther east
c. the same place
d. There is no way of knowing.

3. If Sirius has moved about two finger widths in 10 minutes, about how many degrees does
one of her fingers measure? How do you know?

_______________________________________________________________________________

WEEK 10
DAY
Earth and Space Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Laurel wants to try using her

camera to track the motion of the
Planning Solutions

1. How will the photo look different if Laurel does a one-hour exposure?
a. The lines will be longer.
b. The lines will be shorter.
c. The lines will change colors.
d. The lines will disappear.

2. If Laurel takes a photo with a five-minute exposure, how many degrees will the stars have
moved?
a. 2.5 degrees
b. 1.25 degrees
c. 5 degrees
d. 7.5 degrees

3. What else could you use a long-exposure photo to track in the night sky?

_______________________________________________________________________________

WEEK
WEEK 10
10
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Draw yourself using a method to track the movement of the stars. Label your
drawing, and answer the questions.

Communicating Results
1. Explain the method that you’re using in your picture.

_______________________________________________________________________________

2. Why did you choose this method?

_______________________________________________________________________________

_______________________________________________________________________________
© Shell Education 51411—180 Days of Science 183
WEEK 11
DAY
Earth and Space Science

1 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Seasonal Stars
Earth travels around the sun in
about 365 days, which is what we
Learning Content

call one year. Although stars are

always visible at night, we do not
always see the same stars in every
season. Certain constellations
are only visible in certain seasons.
Constellations are patterns of stars
that look similar to an animal,
person, or pretend creature.
If you watch the sky for long enough at night, you will see that the stars rise and set,
just like the sun. Over time, however, all of the stars shift from east to west. Eventually
the stars we were looking at disappear out of view completely and are replaced by a
new batch. After a year, the whole cycle starts again. This is because of Earth’s rotation
around the sun. At different times of year, Earth is facing different parts of the sky. We
can only see the stars that we are facing at night.

1. How long does it take for the cycle of visible stars to complete?
a. 1 month b. 1 night
c. 1 year d. 10 years

2. What causes the visible stars to change throughout the year?

a. Earth revolving around the sun b. Earth rotating on its axis
c. the weather d. clouds

3. Can you tell the season by which constellations are visible? Why or why not?

_______________________________________________________________________________

WEEK
WEEK 11
11
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

2
Directions: Read the text, and look at the chart. Then, answer the questions.

If you live in the Northern Hemisphere, you see one set of

stars throughout the year. The Southern Hemisphere sees a

Analyzing Data
different set of stars. As Earth travels around the sun, different
constellations come into view. Some constellations are visible
all year.

Pisces

Season Constellations Visible in the Northern Hemisphere

winter Canis Major, Cetus, Eridanus, Gemini, Orion, Perseus, and Taurus
spring Bootes, Cancer, Crater, Hydra, Leo, and Virgo
summer Aquila, Cygnus, Hercules, Lyra, Ophiuchus, Sagittarius, and Scorpius
fall Andromeda, Aquarius, Capricornus, Pegasus, and Pisces
all year Cassiopeia, Cepheus, Draco, Ursa Major, and Ursa Minor

1. Which constellation can you see all year?

a. Ursa Major b. Lyra
c. Pegasus d. Gemini

2. In which season are the fewest constellations visible?

a. winter b. spring
c. summer d. fall

3. When it is winter in the Northern Hemisphere, can you see Orion in the Southern
Hemisphere? Why or why not?

_______________________________________________________________________________

WEEK 11
DAY
Earth and Space Science

3 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Ronan is looking at the stars one night in January. He sees two bright stars that are
next to each other. As he looks longer, he can see the pattern of what looks like two
stick figures holding hands. He wants to know more about the constellation.
Developing Questions

1. What would be a good resource to help Ronan recognize constellations?

a. a stargazing book
b. a website about astronomy
c. a smartphone app about stars
d. any of the above

2. Based on the text, what might be the name of this constellation? Might it be Taurus (the
Bull) or Gemini (The Twins)? Explain why.

_______________________________________________________________________________

3. What is a question that Ronan could ask about finding other constellations?

_______________________________________________________________________________

_______________________________________________________________________________
186 51411—180 Days of Science © Shell Education
WEEK
WEEK 11
11
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

4
Directions: Read the text, and answer the questions.

Yasmin is camping with her family. Her dad

shows her the North Star and explains that it is
always in the northern part of Earth’s night sky.
You can see it from the Northern Hemisphere. It

Planning Solutions
does not rise or set like other stars do. It stays in
almost the same spot all night long. You can see
the North Star all year long. There are also some
constellations near the North Star that you can
see in Earth’s night sky all year long.

1. What could Yasmin use the North Star for while she is camping?
a. figuring out which direction she is walking during the day
b. figuring out how to pitch a tent
c. figuring out which direction she is walking at night
d. figuring out what constellations are called

2. Is the North Star the only star you can see in Earth’s night sky all year long?
a. Yes, there are no other stars in this part of the night sky.
b. No, there are some constellations you can see all year.
c. Yes, even though there constellations, you can’t see them.
d. No, you cannot see the North Star all year long.

3. Does the North Star rise or set the way that other stars do? Why is this important?

_______________________________________________________________________________

4. Make a plan for Yasmin to find out more about the North Star.

_______________________________________________________________________________

WEEK 11
DAY
Earth and Space Science

5 Name: _________________________ Date: _

Directions: Study the chart. Then, sort the constellations into the correct section of the
diagram, and answer the questions.

Season Visible
Constellation in Northern
r Sp
Hemisphere te r

in
Communicating Results

in
W
Scorpius summer

g
Orion winter
Pegasus fall
All Year
Leo spring
Ursa Minor all year
Virgo spring
Taurus winter
Pisces fall

er
ll
Fa

m
Ursa Major all year m
Su
Lyra summer

1. Why can’t we see Scorpius all year?

a. Earth rotates around the sun. b. Earth rotates around the moon.
c. The sun rotates around Earth. d. Earth never faces Scorpius.

2. When can the Northern Hemisphere of Earth see Virgo?

_______________________________________________________________________________

3. When can the Northern Hemisphere of Earth see Orion?

_______________________________________________________________________________

4. Explain why we can see some constellations all year.

_______________________________________________________________________________

WEEK
WEEK 12
12
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

1
Directions: Read the text, and answer the questions.

Tracing Shadows
You can see many patterns in the sky that are

Learning Content
signs of Earth’s movement through space. You
can see signs on the ground, too. Have you ever
noticed that shadows change throughout the
day? During the early morning or late afternoon,
the sun is low in the sky, and shadows are long.
When the sun is overhead at noon, shadows are
the shortest. The position of a shadow will move
throughout the day, just like the position of the
sun. You can use the shadows to help tell time.

1. When are shadows shortest?

a. 10:00 a.m.
b. 5:00 p.m.
c. 7:00 a.m.
d. noon

2. What information can a shadow give you?

a. rough time of day
b. your location
c. weather forecast
d. season

3. At what rate do shadows move?

a. the same rate as the sun
b. faster than the sun
c. slower than the sun
d. They don’t move.

WEEK 12
DAY
Earth and Space Science

2 Name: _________________________ Date: _

Directions: Read the text, and look at the diagram. Then, answer the questions.

Sundials are the oldest known instruments for telling time. As the sun moves from
east to west, the sundial casts a shadow that tells what time it is.
Analyzing Data

gnomon

dial

North

shadow of
gnomon

1. What part of the sundial casts the shadow?

a. dial plate b. gnomon
c. roman numerals d. shadow

2. If the sun is in the western part of the sky, which direction will the shadow point?
a. west b. east
c. north d. south

3. The gnomon faces north. Would the sundial work correctly if you pointed the gnomon
east? Why or why not?

_______________________________________________________________________________

_______________________________________________________________________________
190 51411—180 Days of Science © Shell Education
WEEK
WEEK 12
12
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

3
Directions: Read the text, and answer the questions.

Drew is doing a project to track the

Developing Questions
movement of shadows. He decides he will go
outside and trace his shadow with chalk. He
goes out at 10:00 a.m., noon, and 4:00 p.m.

1. What will his shadow be like at 10:00 a.m.?

a. long and pointed west
b. long and pointed east
c. short and pointed west
d. short and pointed east

2. What will his shadow be like at noon?

a. very short and close to his body
b. very long and pointed west
c. long and pointed west
d. long and pointed east

3. What is a question that Drew could ask about changes in the position of his shadow?

_______________________________________________________________________________

4. What will his shadow be like at 4:00 p.m.?

_______________________________________________________________________________

WEEK 12
DAY
Earth and Space Science

4 Name: _________________________ Date: _

Directions: Read the text, and answer the questions.

Hana is making a simple

homemade sundial. She has a
paper plate, a pencil, and a printed
Planning Solutions

clock face. She knows that she

needs to have the mark for noon
pointing north.

1. What will happen to the shadow over the course of the day?
a. It will gradually move around the clock face.
b. It will stay in the same place.
c. It will jump from one side of the clock face to the other.
d. It will disappear at noon.

2. Will the sundial be accurate at night?

a. Yes, it will tell time all day.
b. No, it needs the sun to cast a shadow.
c. No, it will be off by one hour.
d. No, it will be off by three hours.

3. Make a plan for Hana to estimate the time of day using shadows if she doesn’t have a clock
or sundial available.

_______________________________________________________________________________

WEEK
WEEK 12
12
Earth and Space Science DAY
DAY

Name: _________________________ Date: _

5
Directions: Arthur put a 50 cm stick in the ground and measured the length of the shadow
once an hour. Look at the chart, and create a line graph of the data. Then, answer the
questions.

Length of Shadow Length of Shadow

Time Time
(cm) (cm)

Communicating Results
8:00 a.m. 118 2:00 p.m. 40
9:00 a.m. 82 3:00 p.m. 47
10:00 a.m. 57 4:00 p.m. 60
11:00 a.m. 44 5:00 p.m. 85
12:00 p.m. 35 6:00 p.m. 120
1:00 p.m. 37

Shadows of 50 cm Stick
140
120
Length (cm)

100
80
60
40
20
0
8:0

9:0

1:0

2:0

3:0

4:0

5:0

6:0
:0

:00

:00
0a

0p
0a
a.m

p.m
.m

a.m

p.m

.m
.m
.

.
.

Time

1. Describe a pattern you see on the chart.

_______________________________________________________________________________

2. Why does the pattern happen the way it does?

_______________________________________________________________________________

_______________________________________________________________________________
© Shell Education 51411—180 Days of Science 193
Answer Key
Life Science Week 2: Day 3 (page 21)
1. d
Week 1: Day 1 (page 14) 2. b
1. b 3. Possible answer includes, “Does everyone go
2. c through the stages in the same order?”
3. Possible answer includes, “Because they live
different amounts of time and reproduce Week 2: Day 4 (page 22)
differently.” 1. d
2. b
Week 1: Day 2 (page 15) 3. Possible answer includes, “Observe children of
1. c many different ages.”
2. c
3. Possible answer includes, “In stage 2, the frog is Week 2: Day 5 (page 23)
tiny and has no legs. In stage 5, It is much larger, Grandparent level: late adulthood
has legs, and has a large tail.” Mom/Dad level: middle adulthood
Child level: childhood
Week 1: Day 3 (page 16) 1. Answers will vary.
1. b 2. Answers will vary.
2. c
3. Possible answer includes, “Which types of insects Week 3: Day 1 (page 24)
experience metamorphosis? 1. b
4. Answers will vary. 2. d
3. Possible answer includes, “People do not have
Week 1: Day 4 (page 17) the hatchling stage,” or “People’s life cycles have
1. d different names.”
2. d
3. Possible answers include, “Ask the farmer,” or, Week 3: Day 2 (page 25)
“Read a book about farm animals.” 1. a
2. a
Week 1: Day 5 (page 18) 3. Possible answer includes, “Adult stage because
Animal Gestation Period
that’s when they are fully grown.”
human
Name of Animal

wolf
Week 3: Day 3 (page 26)
sheep
1. c
horse
2. b
elephant

giraffe
3. Possible answer includes, “Why are they going to
the ocean?”
0

100

150

200

250

300

350

400

450

500

550

600

650

700

Days 4. Possible answer includes, “They grow into adults

and later reproduce.”
1. wolf, elephant

Week 2: Day 1 (page 19) Week 3: Day 4 (page 27)

1. d
1. c
2. d
2. c
3. Possible answer includes, “Measure it to see how
3. Possible answer includes, “Middle adulthood and
long it is.”
infant/toddler because your body and abilities are
4. Possible answer includes: snakes, other lizards,
completely different in these stages.”
turtles
Week 2: Day 2 (page 20)
1. d
2. c
3. Possible answer includes, “Walking,” or, “Talking.”

Answer Key (cont.)
Week 3: Day 5 (page 28) Week 4: Day 5 (page 33)
Average Lifespans of Reptiles Lion: vertebrate, terrestrial
80
75 Snake: vertebrate, terrestrial
70
65 Shark: vertebrate, aquatic
60 Jellyfish: invertebrate, aquatic
Length of Life (years)

55
50 Lizard: vertebrate, terrestrial
45 Bee: invertebrate, terrestrial
40
35 Tick: invertebrate, terrestrial
30 Tuna: vertebrate, aquatic
25
20 Clam: invertebrate: aquatic
15 Pigeon: vertebrate, terrestrial
10
5 Ladybug: invertebrate, terrestrial
Octopus: invertebrate, aquatic
alli

cor

tur
am
th

cko
ser
ga

tle
n

on
sna

Week 5: Day 1 (page 34)

tor

t to

ele
ke

on
rto
ise

1. d
Week 4: Day 1 (page 29) 2. a
1. c 3. a
2. d 4. Possible answer includes, “No, because everyone’s
3. Possible answers include: dogs, cats, birds, traits are unique.”
hamsters. Week 5: Day 2 (page 35)
Week 4: Day 2 (page 30) 1. c
1. d 2. a
2. a 3. c
3. Frogs spend time on both land and in water, and Week 5: Day 3 (page 36)
cats only live on land. 1. a
Week 4: Day 3 (page 31) 2. d
1. c 3. Possible answer includes, “Do sisters inherit
2. d different traits?”
3. Possible answer includes, “What kind of vertebrae 4. Possible answer includes, “Yes, because they
did the skeleton belong to?” inherited all the same traits.”

Week 4: Day 4 (page 32) Week 5: Day 4 (page 37)

1. c 1. a
2. b 2. a
3. Possible answer includes, “She would need to 3. Possible answer includes, “Ask him if either of his
create a flexible backbone and cover it with soft parents have blue eyes.”
material.” 4. Answers will vary.

Week 5: Day 5 (page 38)

Straight hair: inherited
Eye color: inherited
Skin color: inherited
Playing an Instrument: acquired
1. Answers will vary, but may include things like:
playing an instrument, riding a bike.
2. Answers will vary, but should include things like:
hair color, hair texture, eye color, skin color.

Answer Key (cont.)
Week 6: Day 1 (page 39) Week 7: Day 4 (page 47)
1. b 1. c
2. a 2. a
3. Possible answer includes, “They help animals 3. Possible answer includes, “Observe the animals in
survive.” the environment and watch what they eat.”

Week 6: Day 2 (page 40) Week 7: Day 5 (page 48)

1. d Clover: producer
2. a Rabbit: primary consumer
Fox: secondary consumer
Week 6: Day 3 (page 41) Earthworm: decomposer
1. b 1. Possible answer includes, “Humans are at the top
2. a of the food chain because we don’t have any natural
3. Possible answer includes, “Why do birds build nests predators.”
in trees?” 2. Decomposer
4. Answers will vary.
Week 8: Day 1 (page 49)
Week 6: Day 4 (page 42) 1. b
1. b 2. c
2. a 3. a
3. Possible answer includes, “She could teach him by
using treats.” Week 8: Day 2 (page 50)
4. Possible answers include: how to shake paws, how 1. d
to heel 2. b
3. a
Week 6: Day 5 (page 43)
Possible answers for chart: Week 8: Day 3 (page 51)
Cat learned behavior: using a litter box 1. c
Cat instinct: being awake at night 2. d
Dog learned behavior: playing fetch 3. Possible answer includes, “What would happen if
Dog instinct: wagging their tail an organism disappeared from the food web?”
1. Answers will vary.
2. Possible answer includes, “A learned behavior for Week 8: Day 4 (page 52)
a parrot could be saying human words. An instinct 1. a
would be building a nest.” 2. a
3. Possible answer includes, “Find out if any other
Week 7: Day 1 (page 44) animals eat it.”
1. b 4. Possible answer includes, “Yes, because no animals
2. c eat humans.”
3. b
4. Possible answer includes, “One example is clover, a Week 8: Day 5 (page 53)
rabbit, a fox, and a worm.” Answers will vary. Each box should have an appropriate
organism for the stage.
Week 7: Day 2 (page 45)
1. a Week 9: Day 1 (page 54)
2. c 1. a
3. a 2. b
3. d
Week 7: Day 3 (page 46)
1. a Week 9: Day 2 (page 55)
2. c 1. d
3. Possible answer includes, “Does energy only flow 2. a
one direction in the food chain?” 3. a

Answer Key (cont.)
Week 9: Day 3 (page 56) Week 11: Day 2 (page 65)
1. b 1. d
2. a 2. a
3. Possible answer includes, “How long will it take for 3. c
the lack of air to hurt a plant?”
Week 11: Day 3 (page 66)
Week 9: Day 4 (page 57) 1. a
1. a 2. c
2. a 3. Possible answer includes, “Why can’t a plant make
3. Possible answer includes, “He could give one plant food without sunlight?”
regular water and not water another one.”
Week 11: Day 4 (page 67)
Week 9: Day 5 (page 58) 1. c
Picture should show the sun, a representation of air, and 2. a
a representation of water. All items should be labeled. 3. Possible answer includes, “He could try covering
one of the plants with a bag so that it doesn’t get
Week 10: Day 1 (page 59)
air.”
1. c
2. a Week 11: Day 5 (page 68)
3. d
4. Possible answers include worms, mushrooms, and
mold. oxygen

Week 10: Day 2 (page 60) (released into air)

1. a
2. c
3. b

Week 10: Day 3 (page 61)

energy
1. c glucose
(from sunlight)
2. a (food made by plant)
3. Possible answer includes, “What types of
decomposers like what types of decaying matter?”

Week 10: Day 4 (page 62) carbon dioxide

1. a (absorbed from air)

2. b
3. Possible answer includes, “Put some worms and
vegetable scraps together in a bucket and observe
water
them.”
(absorbed through soil)
Week 10: Day 5 (page 63)
Drawings should include things like fruit and vegetable Week 12: Day 1 (page 69)
scraps, worms, soil, and water. 1. c
1. Possible answer includes, “Decomposers break 2. b
down decaying matter, and they put nutrients back 3. Possible answer includes, “They need a stable
in the soil for plants.” climate so plants can grow and animals can
Week 11: Day 1 (page 64) reproduce.”
1. b Week 12: Day 2 (page 70)
2. a 1. b
3. d 2. d
3. Possible answer includes, “The animals would die
because they wouldn’t have food.”

Answer Key (cont.)
Week 12: Day 3 (page 71) Week 1: Day 5 (page 78)
1. d 1. Possible answer includes, “Add salt.”
2. a 2. Possible answer includes, “The more salt that is in
3. Possible answer includes, “What all should I add to the water, the more the egg floats.”
the ecosystem?” 3. Possible answer includes, “Things float more easily
in the ocean.”
Week 12: Day 4 (page 72)
1. a Week 2: Day 1 (page 79)
2. Possible answer includes, “Yes, because there 1. a
wouldn’t be enough oxygen for the fish if the plants 2. c
died.” 3. Possible answer includes, “Look at its shape and
3. Possible answer includes, “Control the temperature size.”
in the tank.”
Week 2: Day 2 (page 80)
Week 12: Day 5 (page 73) 1. a
Students should draw animals that would appear in a 2. d
pond. 3. Possible answer includes, “Weigh the balloons.”
1. Answers will vary.
2. Answers will vary. Week 2: Day 3 (page 81)
3. Possible answers include: pollution, plants dying, 1. b
animals dying, not enough sun 2. b
3. Possible answer includes, “How can I use air in
Physical Science different ways to keep the figurine from moving?”

Week 1: Day 1 (page 74) Week 2: Day 4 (page 82)

1. c 1. c
2. b 2. a
3. a 3. Possible answer includes, “She could wrap three
non-fragile items in the three packing materials and
Week 1: Day 2 (page 75) see which one seems the most protected.”
1. b 4. Possible answer includes, “You could use bags filled
2. c with air and pack them around the box.”
3. Possible answer includes, “Yes because it just
changed forms.” Week 2: Day 5 (page 83)
Answers will vary.
Week 1: Day 3 (page 76)
1. a Week 3: Day 1 (page 84)
2. a 1. d
3. Possible answer includes, “Does the water feel 2. a
different or smell different?” 3. Possible answer includes, “Blow on it.”
4. Possible answer includes, “Yes, because water can
Week 3: Day 2 (page 85)
only hold a certain amount of salt.”
1. b
Week 1: Day 4 (page 77) 2. b
1. a 3. Possible answer includes, “You could use a fan
2. c because the air will always blow with the same
3. Possible answer includes, “Aaron could test force on the same setting.”
different items in fresh water and salt water.”
Week 3: Day 3 (page 86)
4. Possible answer includes, “The water would
1. b
evaporate, and the salt would remain.”
2. a
3. Possible answer includes, “What is the most
important element of the balloon rocket?”

Answer Key (cont.)
Week 3: Day 4 (page 87) Week 4: Day 5 (page 93)
1. d Amount of Sugar
(cups)
Amount of Water
(cups)
Amount of Lemon
Juice (cups)
Total Lemonade
(cups)
2. a 1 4 1 6
3. Possible answer includes, “He could place a book 2 8 2 12
on top of the balloon, and then he could inflate the 3 12 3 18

balloon to lift it.” 4 16 4 24

Week 3: Day 5 (page 88) Lemonade

Total Lemonade
25
Amount of Force 20
180

(cups)
15
160
Distance Traveled

10
140
5
120
0
100
(cm)

1 2 3 4
80
Sugar (cups)
60
40 1. Possible answer includes, “Yes, because there will
20
0
still be the same amount of sugar dissolved in the
same amount of liquid.”
bo

lea

tiss

blo

ma
pe
ttle

rbl
ck
ue

r cl

e
cap

Object Week 5: Day 1 (page 94)

1. Possible answer includes, “The block is too heavy.” 1. a
2. c
Week 4: Day 1 (page 89) 3. d
1. a
2. a Week 5: Day 2 (page 95)
3. a 1. a
4. Possible answer includes, “Because it dissolves.” 2. c
3. It will stay the same.
Week 4: Day 2 (page 90)
1. d Week 5: Day 3 (page 96)
2. b 1. b
3. It will not change. 2. c
3. Possible answer includes, “How can I tell that the
Week 4: Day 3 (page 91) water weighs the same as the ice?”
1. b
2. a Week 5: Day 4 (page 97)
3. a 1. b
4. Possible answer includes, “Does cooking the 2. a
ingredients affect the weight?” 3. Possible answer includes, “Weigh both coolers
5. No before and after the ice melts.”

Week 4: Day 4 (page 92) Week 5: Day 5 (page 98)

1. b 1. It increases.
2. d 2. It stays the same.
3. Possible answer includes, “Weigh the pot before 3. Possible answer includes, “Some water spilled.”
and after cooking.” 4. Possible answer includes, “The weight would
increase.”

Week 6: Day 1 (page 99)

1. c
2. b
3. a
4. Possible answer includes, “No, you can examine
things like color and mass without changing the
object.”

Answer Key (cont.)
Week 6: Day 2 (page 100) Week 7: Day 3 (page 106)
1. c 1. a
2. a 2. a
3. c 3. Possible answer includes, “How soft are the
4. Possible answer includes, “You should look at the different metals?”
reaction to vinegar.” 4. Possible answer includes, “Foil is flexible, and the
pan is not.”
Week 6: Day 3 (page 101)
1. a Week 7: Day 4 (page 107)
2. d 1. c
3. Possible answer includes, “How would they react to 2. a
water?” 3. Possible answer includes, “She could see if magnets
4. Possible answer includes, “No, because they all stick to any of the metals.”
have different properties.” 4. Possible answer includes, “Look at the color.”

Week 6: Day 4 (page 102) Week 7: Day 5 (page 108)

1. a Metal Hardness
10
2. c 9
8
3. Possible answer includes, “Test each substance with Hardness 7
each liquid.” 6
5
4. Possible answer includes, “No, because he wouldn’t 4
know which liquid was causing a reaction.” 3
2

Week 6: Day 5 (page 103)

1
0
go

silv

alu

ste

cop

iro

tita bide

tun bide
Reaction to Reaction to Reaction to

car

car
Color

n
ld

el
mi
er

niu

gst
pe
Water Vinegar Iodine
nu

en
Powder A white none bubbled none m

Powder B white none none blue-black Metal

Powder C white none none none 1. Answers could include buildings, jewelry, or
1. Possible answer includes, “I think Powder A is kitchen items.
baking soda because it bubbled with vinegar.
Powder B is cornstarch because it turned blue- Week 8: Day 1 (page 109)
black with iodine. Powder C is powdered sugar 1. d
because it had no reactions.” 2. a
2. Baking powder 3. b
3. Possible answer includes, “Kirk is testing chemical 4. Possible answer includes, “A physical change can
properties. Physical properties are things like color often be reversed, and a chemical change usually
and mass. Chemical properties are how substances can’t be reversed.”
react to other substances.” Week 8: Day 2 (page 110)
Week 7: Day 1 (page 104) 1. b
1. c 2. a
2. a 3. c
3. b Week 8: Day 3 (page 111)
4. b
1. b
5. Possible answer includes, “Forks and knives.”
2. b
Week 7: Day 2 (page 105) 3. Possible answer includes, “How much should I
1. a increase the baking soda in each trial?”
2. d 4. Possible answer includes, “Yes, because it will help
3. c him make sure he is getting accurate results.”

Answer Key (cont.)
Week 8: Day 4 (page 112) Week 9: Day 5 (page 118)
1. c Drawings will vary.
2. b 1. Answers will vary.
3. Possible answer includes, “He should complete
each trial three times.” Week 10: Day 1 (page 119)
4. Possible answer includes, “Take notes about the 1. c
results of each trial.” 2. a
3. d
Week 8: Day 5 (page 113) 4. Possible answer includes, “No, because we cannot
Baking Soda and Vinegar make food directly from sunlight.”
15
14
Width of Balloon

12 Week 10: Day 2 (page 120)

10
1. b
(cm)

8
6 2. c
4
2 3. Possible answer includes, “It would gain weight
0
4g 8g 14 g because it would have to store the extra food
Amount of Baking Soda (grams) energy as fat.”
Trial 1 Trial 2 Trial 3

1. 14 grams Week 10: Day 3 (page 121)

2. Possible answer includes, “You could get a larger 1. c
reaction because there would be more baking soda 2. d
in the same amount of vinegar.” 3. Possible answer includes, “How much energy is lost
when the energy transfers from the grasshoppers to
Week 9: Day 1 (page 114) the chickens?”
1. b
2. a Week 10: Day 4 (page 122)
3. Possible answer includes, “No, because the mixture 1. b
of ingredients creates a new substance.” 2. c
4. chemical change 3. Possible answer includes, “Make a meal that is
made of plants.”
Week 9: Day 2 (page 115)
1. b Week 10: Day 5 (page 123)
2. a Drawings will vary but should show energy from sun
3. Possible answer includes, “Because it results in a transferring to plants and then to humans or to plants,
new substance.” animals, and then humans.
1. Answers will vary but should demonstrate an
Week 9: Day 3 (page 116) understanding that energy transfers from the sun to
1. d producers and from producers to consumers.
2. b
3. Possible answer includes, “What is happening Week 11: Day 1 (page 124)
during the chemical change?” 1. b
4. Possible answer includes, “Because a new 2. c
substance is made.” 3. Possible answer includes, “Plants and animals.”
4. Possible answer includes, “Because of things like
Week 9: Day 4 (page 117) digesting food to use for energy.”
1. b
2. c Week 11: Day 2 (page 125)
3. Possible answer includes, “Try different amounts 1. b
of yeast and do three trials with each different 2. c
amount.” 3. Possible answer includes, “No, because secondary
4. Possible answer includes, “The fluffy bread because consumers eat other animals.”
it had more gas to make bubbles. The bubbles are
what make the bread fluffy, and the yeast makes the
bubbles.”

Answer Key (cont.)
Week 11: Day 3 (page 126) Week 12: Day 5 (page 133)
1. c Location Mass (kg) Gravity Weight (kg)
Earth 35 1 35
2. b
outer space 35 0 0
3. Possible answer includes, “Why is so much energy
Earth’s moon 35 0.17 5.95
lost in the transfer?”
Venus 35 0.90 31.5

Week 11: Day 4 (page 127) Mars 35 0.38 13.3

Mercury 35 0.38 13.3
1. c
Jupiter 35 2.36 82.6
2. a
Saturn 35 0.92 32.2
3. Possible answer includes, “Matt can research how
Uranus 35 0.89 31.15
much energy is in different kinds of food.”
Neptune 35 1.13 39.55

Week 11: Day 5 (page 128) 1. Jupiter

450
Energy in Different Foods 2. Jupiter
400 3. Outer space
350
4. Earth’s moon because gravity is the least.
Energy (kcal)

300
250
200
150
Earth and Space Science
100
50 Week 1: Day 1 (page 134)
0
1. b
lea

bro

str

shr

bro
ick

ee
aw
nb

2. d
im

wn
cco

se
en

p
ee

err
li

ric
bre
f

e
ies

3. a
ast

Food (100 g)

1. Cheese has the most energy. Strawberries have the Week 1: Day 2 (page 135)
least. 1. a
2. b
Week 12: Day 1 (page 129) 3. b
1. c
2. b Week 1: Day 3 (page 136)
3. No 1. a
4. Possible answer includes, “Because gravity pulls 2. a
everything toward the center of Earth.” 3. a
4. Possible answer includes, “How does the oxygen
Week 12: Day 2 (page 130) from marine plants end up in the air?”
1. b
2. a Week 1: Day 4 (page 137)
3. b 1. d
2. c
Week 12: Day 3 (page 131) 3. Possible answer includes, “He could draw the
1. Possible answer includes, “Because the gravity is different zones of the oceans and the types of
lower on the moon than it is on Earth.” creatures that live in each.”
2. b
3. Possible answer includes, “How much gravity Week 1: Day 5 (page 138)
would it take to keep me from jumping?” euphotic zone: bright sunlight, lots of animals, warmest
water
Week 12: Day 4 (page 132) disphotic zone: dim light, few animals, colder water
1. a aphotic zone: no sunlight, very few animals, coldest
2. a water
3. Possible answer includes, “He could test different 1. Possible answer includes, “There is no sunlight, and
objects with different weights. He should repeat it is extremely cold.”
each trial three times.”

Answer Key (cont.)
Week 2: Day 1 (page 139) Week 3: Day 3 (page 146)
1. b 1. a
2. a 2. a
3. Possible answer includes, “They cause the air to 3. Possible answer includes, “How much water should
rise, cool, and condense.” I use to represent the water in rivers and lakes?”

Week 2: Day 2 (page 140) Week 3: Day 4 (page 147)

1. a 1. b
2. b 2. a
3. Possible answer includes, “There are more plants 3. Possible answer includes, “She could draw a graph.”
because there is more rain.”
4. Possible answer includes, “Yes, because there Week 3: Day 5 (page 148)
Freshwater
would be different food sources available.” 80
70

Percentage of
Week 2: Day 3 (page 141) 60

Freshwater
50
1. a 40
30
2. a 20
3. Possible answer includes, “What types of animals 10
0
live in the different climates?”

sur

gro

ice ciers

wa l moi
gla

soi
ter stu
fac

cap
ndu
ew

vap re
sa
wa
Week 2: Day 4 (page 142)
ate

or
ter

an
r

d
1. b
Type of Freshwater
2. a
3. Possible answer includes, “She could build a 1. Possible answer includes, “Because we don’t have a
mountain with clay and paint one side green and lot of freshwater available.”
the other side brown.” 2. Possible answer includes, “It is frozen. This is
important because we can’t use it.”
Week 2: Day 5 (page 143)
Answers will vary. Drawings should demonstrate Week 4: Day 1 (page 149)
knowledge of how wind causes clouds to form on 1. a
the windward side of mountains. Plants should be 2. b
represented on windward side. Leeward side should be 3. Possible answer includes, “No, because it would be
drier. too hard to get.”

Week 3: Day 1 (page 144) Week 4: Day 2 (page 150)

1. a 1. b
2. b 2. a
3. rivers and lakes 3. a
4. Possible answer includes, “Because water is a finite 4. Possible answer includes, “Yes, because more ice
resource.” will stay frozen if it is colder.”

Week 3: Day 2 (page 145) Week 4: Day 3 (page 151)

1. c 1. a
2. a 2. c
3. d 3. Possible answer includes, “How much ice should
4. 0.9% she add to the tray?”
5. Possible answer includes, “No, because it is too 4. Possible answer includes, “She can learn how
hard to access.” melting ice can affect coastlines.”

Week 4: Day 4 (page 152)

1. d
2. d
3. Possible answer includes, “Add representations of
plants and animals to her model.”

Answer Key (cont.)
Week 4: Day 5 (page 153) Week 6: Day 2 (page 160)
1. Possible answer includes, “It would make it harder 1. b
for them to find food.” 2. d
2. Possible answer includes, “It could cause sea levels 3. a
to rise and beaches to disappear.” 4. Possible answer includes, “Oil spills because it coats
3. Possible answer includes, “No because they have animals in oil.”
been steadily rising.”
Week 6: Day 3 (page 161)
Week 5: Day 1 (page 154) 1. b
1. b 2. d
2. a 3. Possible answer includes, “What could I change in
3. d my life to help protect water?”
4. Possible answer includes, “Some farmers rotate 4. Possible answer includes, “Plants and animals could
crops and prevent erosion.” die.”

Week 5: Day 2 (page 155) Week 6: Day 4 (page 162)

1. b 1. c
2. c 2. a
3. a 3. Possible answer includes, “Because it could pollute
4. applying integrated pest management the water.”
4. Possible answer includes, “She can pull weeds for
Week 5: Day 3 (page 156) her parents so they don’t use weed killer.”
1. a
2. b Week 6: Day 5 (page 163)
3. Possible answer includes, “Why is it better for the Answers will vary.
livestock to have shelter from trees?”
Week 7: Day 1 (page 164)
Week 5: Day 4 (page 157) 1. b
1. a 2. a
2. b 3. c
3. Possible answer includes, “She can ride her bike
and take the bus.” Week 7: Day 2 (page 165)
4. Possible answer includes, “To make sure cars aren’t 1. d
polluting the air too much.” 2. c
3. Possible answer includes: “It is winter when we are
Week 5: Day 5 (page 158) tilted away from the sun.”
Helpful Harmful
crop rotation chemical pesticide use Week 7: Day 3 (page 166)
planting cover crops soil erosion
reducing tillage wasting water
1. b
Clean Air Act of 1970 climate change 2. a
habitat loss 3. Possible answer includes, “What keeps the Earth
1. Possible answer includes, “It helps keep our air traveling around the sun?”
clean.” 4. Possible answer includes, “You could use a large
2. Possible answer includes, “Animals may die ball to represent the sun and a small ball to
because they have no place to live.” represent Earth. Someone could hold the “sun,”
and the other person could walk “Earth” around
Week 6: Day 1 (page 159) them.”
1. d
2. a Week 7: Day 4 (page 167)
3. d 1. a
4. Possible answers include: sewage, fertilizer runoff, 2. a
heat released into water, oil spills 3. Possible answer includes, “He could hold a small
ball and spin in circles as he walks around the sun.”

Answer Key (cont.)
Week 7: Day 5 (page 168) Week 9: Day 2 (page 175)
Drawings should include the sun and the Earth’s orbit 1. c
around it. The Earth should have a tilted axis and a 2. Possible answer includes, “No, because it is fainter
moon. than what our eyes can see.”
1. Possible answer includes, “The tilt causes the 3. Possible answer includes, “Yes because outer space
seasons.” is limitless.”

Week 8: Day 1 (page 169) Week 9: Day 3 (page 176)

1. c 1. b
2. a 2. a
3. c 3. Possible answer includes, “How do you use Orion’s
4. Possible answer includes, “We need time zones to belt to find it?”
standardize time.”
Week 9: Day 4 (page 177)
Week 8: Day 2 (page 170) 1. b
1. a 2. c
2. a 3. Possible answer includes, “He should look up
3. Possible answer includes, “The Earth spinning on which constellation is attached to the North Star
its axis.” and what it looks like.”

Week 8: Day 3 (page 171) Week 9: Day 5 (page 178)

1. b Graphs will vary. There should be mostly faint stars.
2. a There should be few bright stars.
3. Possible answer includes, “How long does the
moon take to revolve around Earth?” Week 10: Day 1 (page 179)
4. Possible answer includes, “It would help them see 1. a
how the sun shines on Earth.” 2. c
3. c
Week 8: Day 4 (page 172)
1. a Week 10: Day 2 (page 180)
2. a 1. b
3. Possible answer includes, “Riku could call when it 2. b
is 7:00 p.m. his time. This would be 9:00 a.m. the 3. Possible answer includes, “No, because it might be
next day in Tokyo.” too bright outside.”
4. Possible answer includes, “Yes, because it would be Week 10: Day 3 (page 181)
hard to adjust to the new time.”
1. a
Week 8: Day 5 (page 173) 2. a
Drawings will vary. 3. Possible answer includes, “About 1 degree because
1. We have day and night because the Earth spins on a star moves 2.5 degrees in 10 minutes.”
its axis. Week 10: Day 4 (page 182)
Week 9: Day 1 (page 174) 1. a
1. c 2. b
2. c 3. Possible answer includes, “You could track the
3. Possible answer includes, “No, there are much motion of the moon.”
larger stars. It just looks the biggest from Earth Week 10: Day 5 (page 183)
because it is the closest.”
Drawings and answers will vary.
4. Possible answer includes, “No, they are not the
same. Closer stars look brighter even if they are not Week 11: Day 1 (page 184)
actually brighter.” 1. c
2. a
3. Possible answer includes, “Yes, because only certain
constellations are visible every season.”

Answer Key (cont.)
Week 11: Day 2 (page 185) Week 12: Day 2 (page 190)
1. a 1. b
2. d 2. b
3. Possible answer includes, “No, because winter 3. Possible answer includes, “No, because it would
is when you can see Orion from the Northern cast the shadow in the wrong place on the dial.”
Hemisphere.”
Week 12: Day 3 (page 191)
Week 11: Day 3 (page 186) 1. a
1. d 2. a
2. Possible answer includes, “Gemini the twins 3. Possible answer includes, “Will my shadow always
because it looks like two stick figures.” move at the same rate as the sun?”
3. Possible answer includes “How can I find out what 4. long and pointed east
other constellations look like?”
Week 12: Day 4 (page 192)
Week 11: Day 4 (page 187) 1. a
1. c 2. b
2. b 3. Possible answer includes, “She could look at the
3. Possible answer includes, “No, it does not rise and shadows of a tree to estimate the time of day.”
set the same way because it is always visible at
Week 12: Day 5 (page 193)
night, and it doesn’t look like it moves.” Shadows of 50 cm Stick
4. Possible answer includes, “She can research the 140
120
North Star in an encyclopedia.”
Length (cm)

100
80
Week 11: Day 5 (page 188) 60
40
20

r Sp 0
te r
8:0

9:0

1:0

2:0

3:0

4:0

5:0

6:0
:00

:00

:00
0a

0p
in

a.m

p.m

.m
W

.
g

.
.

Orion Leo Time

Taurus Virgo 1. Possible answer includes, “The shadow starts out
All Year long, gets shorter, and then gets longer again.”
Ursa Minor 2. Possible answer includes, “Because of the motion
Ursa Major of the sun across the sky.”
Pegasus Scorpius
Pisces Lyra
er

ll
Fa

m
Su

1. a
2. Spring
3. Winter
4. Because the Northern Hemisphere is always facing
these constellations.

Week 12: Day 1 (page 189)

1. d
2. a
3. a

Plant Diagram

oxygen
(released into air)

energy
(from sunlight)
glucose
(food made by plant)

carbon dioxide
(absorbed from air)

water
(absorbed through soil)

208
rain shadow region

51411—180 Days of Science

condensing water
vapor
precipitation

dry, descending air

moist, rising air

Rain Shadow Diagram

_________________________________________________________________________________

Student Name:______________________________________ Date: _____________________

Developing Questions Rubric

Directions: Complete this rubric every four weeks to evaluate students’ Day 3 activity sheets.
Only one rubric is needed per student. Their work over the four weeks can be evaluated
together. Evaluate their work in each category by writing a score in each row. Then, add up
their scores, and write the total on the line. Students may earn up to 5 points in each row and
up to 15 points total.

Skill 5 3 1 Score
Forming Scientific

Forms scientific
Inquiries

Forms scientific Does not form

inquiries related to
inquiries related to scientific inquiries
text all or nearly all
text most of the time. related to text.
the time.
Interpreting Text

Correctly interprets Correctly interprets

Does not correctly
texts to answer texts to answer
interpret texts to
questions all or questions most of
answer questions.
nearly all the time. the time.
Applying Information

Applies new
Applies new
information to form Does not apply new
information to form
scientific questions information to form
scientific questions
all or nearly all the scientific questions.
most of the time.
time.

Total Points: __________________

Student Name:______________________________________ Date: _____________________

Planning Solutions Rubric

Directions: Complete this rubric every four weeks to evaluate students’ Day 4 activity sheets.
Only one rubric is needed per student. Their work over the four weeks can be evaluated
together. Evaluate their work in each category by writing a score in each row. Then, add up
their scores, and write the total on the line. Students may earn up to 5 points in each row and
up to 15 points total.

Skill 5 3 1 Score
Planning Investigations

Plans reasonable Plans reasonable Does not plan

investigations to investigations to reasonable
study topics all or study topics most of investigations to
nearly all the time. the time. study topics.
Making Predictions

Studies events to Studies events to Does not study

make reasonable make reasonable events to make
predictions all or predictions most of reasonable
nearly all the time. the time. predictions.
Choosing Next Steps

Chooses reasonable Chooses reasonable

Does not choose
next steps for next steps for
reasonable next steps
investigations all or investigations most
for investigations.
nearly all the time. of the time.

Total Points: __________________

Student Name:______________________________________ Date: _____________________

Communicating Results Rubric

Directions: Complete this rubric every four weeks to evaluate students’ Day 5 activity sheets.
Only one rubric is needed per student. Their work over the four weeks can be evaluated
together. Evaluate their work in each category by writing a score in each row. Then, add up
their scores, and write the total on the line. Students may earn up to 5 points in each row and
up to 15 points total.

Skill 5 3 1 Score
Representing Data

Correctly represents Correctly represents

Does not correctly
data with charts and data with charts and
represents data with
graphs all or nearly graphs most of the
charts and graphs.
all the time. time.
Making Connections

Makes reasonable Makes reasonable Does not make

connections between connections between reasonable
new information and new information connections between
prior knowledge all and prior knowledge new information and
or nearly all the time. most of the time. prior knowledge.
Explaining Results

Uses evidence to Uses evidence to Does not use

accurately explain accurately explain evidence to
results all or nearly results most of the accurately explain
all the time. time. results.

Total Points: __________________

Life Science Analysis Chart
Directions: Record the total of each student’s Day 1 and Day 2 scores from the four weeks.
Then, record each student’s rubric scores (pages 210–212). Add the totals, and record the
sums in the Total Scores column. Record the average class score in the last row.
Scores
Total
CR
PS
Week 12
DQ

DQ = Developing Questions, PS = Planning Solutions, CR = Communicating Results

Day
2
Day
1
CR
PS
Week 8
DQ
Day
2
Day
1
CR
PS
Week 4
DQ
Day
2
Day
1
Student Name

Classroom Score
Average

Physical Science Analysis Chart
Directions: Record the total of each student’s Day 1 and Day 2 scores from the four weeks.
Then, record each student’s rubric scores (pages 210–212). Add the totals, and record the
sums in the Total Scores column. Record the average class score in the last row.
Scores
Total
CR
PS
Week 12
DQ

DQ = Developing Questions, PS = Planning Solutions, CR = Communicating Results

Day
2
Day
1
CR
PS
Week 8
DQ
Day
2
Day
1
CR
PS
Week 4
DQ
Day
2
Day
1
Student Name

Classroom Score
Average

Earth and Space Science Analysis Chart
Directions: Record the total of each student’s Day 1 and Day 2 scores from the four weeks.
Then, record each student’s rubric scores (pages 210–212). Add the totals, and record the
sums in the Total Scores column. Record the average class score in the last row.
Scores
Total
CR
PS
Week 12
DQ

DQ = Developing Questions, PS = Planning Solutions, CR = Communicating Results

Day
2
Day
1
CR
PS
Week 8
DQ
Day
2
Day
1
CR
PS
Week 4
DQ
Day
2
Day
1
Student Name

Classroom Score
Average

Digital Resources
To access digital resources, go to this website and enter the following code: 72530049
www.teachercreatedmaterials.com/administrators/download-files/

Rubrics
Resource Filename
Developing Questions Rubric questionsrubric.pdf
Planning Solutions Rubric solutionsrubric.pdf
Communicating Results Rubric resultsrubric.pdf

Item Analysis Sheets

Resource Filename
LSanalysischart.pdf
Life Science Analysis Chart LSanalysischart.docx
LSanalysischart.xlsx
PSanalysischart.pdf
Physical Science Analysis Chart PSanalysischart.docx
PSanalysischart.xlsx
ESSanalysischart.pdf
Earth and Space Science Analysis Chart ESSanalysischart.docx
ESSanalysischart.xlsx

Standards
Resource Filename
Standards Charts standards.pdf

Thank you for purchasing this eBook.

This eBook is copyrighted. If you accessed this eBook without making

payment, you should be aware that neither the author nor the publisher has
received any compensation, and you may be in violation of state, federal, and/or
international law.

For further information about our products and services, please e-mail us at:
[email protected].

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create a world in which

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children love to learn!

5301 Oceanus Drive Huntington Beach, CA 92649-1030 800.858.7339 FAX 714.230.7070 www.tcmpub.com

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05-180 Days of Science For Fifth Grade

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05-180 Days of Science For Fifth Grade

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4

2 51411—180 Days of Science © Shell Education

The Need for Practice

© Shell Education 51411—180 Days of Science 3

Day 2—Analyzing Data: Students will analyze scientific data and

Day 3—Developing Questions: Students will read a scenario

Day 4—Planning Solutions: Students will read a scenario related

Day 5—Communicating Results: Students accurately

Three Strands of Science

4 51411—180 Days of Science © Shell Education

Unit Week Science Topic

Using the Resources

to evaluate students’ Day

their four weeks can be sheets.

the total on the line. score in each row.

scientific inquiries row and

study topics all or reasonable Does not make

the time. connections between

predictions most Does not use

Total Points: __________

6 51411—180 Days of Science © Shell Education

student’s rubric scores from the four weeks.

the average class score record the

in the last row.

214 51411—180 Days

© Shell Education 51411—180 Days of Science 7

8 51411—180 Days of Science © Shell Education

How to Find Standards Correlations

Purpose and Intent of Standards

© Shell Education 51411—180 Days of Science 9

Next Generation Science Standards

Performance Expectation Engineering

10 51411—180 Days of Science © Shell Education

Performance Expectation Engineering

Support an argument that plants get the Engaging in Organization for

Developing and Interdependent

Developing and Interdependent

Developing and Interdependent

© Shell Education 51411—180 Days of Science 11

Performance Expectation Engineering

Structure and Scale, Proportion,

Developing and Earth Materials and Systems and System

12 51411—180 Days of Science © Shell Education

Performance Expectation Engineering

© Shell Education 51411—180 Days of Science 13

1 Name: _____________________________________________ Date: _____________________

Directions: Read the text, and answer the questions.

1. What is the definition of a life cycle?

3. Why are the life cycles of plants and animals different?

Name: _____________________________________________ Date: _____________________

1. How can you tell when a frog is an adult?

2. How long does it take a frog to develop from an egg to an adult?

3. Describe the differences between stages 2 and 5 in frog’s life cycle.

© Shell Education 51411—180 Days of Science 15

3 Name: _____________________________________________ Date: _____________________

Martine is very interested in studying

through the same stages. The stages are:

16 51411—180 Days of Science © Shell Education

Name: _____________________________________________ Date: _____________________

© Shell Education 51411—180 Days of Science 17

5 Name: _____________________________________________ Date: _____________________

Name of Animal Gestation Period (days)

Animal Gestation Period

18 51411—180 Days of Science © Shell Education

Name: _____________________________________________ Date: _____________________

The Life Cycle of Humans

1. How many life cycle stages do humans go through?

2. Each stage of the human life cycle __________________ .

© Shell Education 51411—180 Days of Science 19

2 Name: _____________________________________________ Date: _____________________

1 MONTH 2 MONTHS 3 MONTHS 4 MONTHS

5 MONTHS 6 MONTHS 7 MONTHS 8 MONTHS

9 MONTHS 10 MONTHS 11 MONTHS 12 MONTHS

1. Most babies first roll over at __________________ .

2. What can most babies do at 12 months that they couldn’t do at 11 months?

3. What do you think is the hardest skill for a baby to learn?

2 51411—180 Days of Science © Shell Education

© Shell Education 51411—180 Days of Science 3

4 51411—180 Days of Science © Shell Education

6 51411—180 Days of Science © Shell Education

© Shell Education 51411—180 Days of Science 7

8 51411—180 Days of Science © Shell Education

© Shell Education 51411—180 Days of Science 9

10 51411—180 Days of Science © Shell Education

© Shell Education 51411—180 Days of Science 11

12 51411—180 Days of Science © Shell Education

© Shell Education 51411—180 Days of Science 13

1 Name: _________________________ Date: _

Name: _________________________ Date: _

© Shell Education 51411—180 Days of Science 15

3 Name: _________________________ Date: _

16 51411—180 Days of Science © Shell Education

Name: _________________________ Date: _

© Shell Education 51411—180 Days of Science 17

5 Name: _________________________ Date: _

18 51411—180 Days of Science © Shell Education

Name: _________________________ Date: _

© Shell Education 51411—180 Days of Science 19

2 Name: _________________________ Date: _

Name: _________________________ Date: _

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4 Name: _________________________ Date: _

22 51411—180 Days of Science © Shell Education

Name: _________________________ Date: _

© Shell Education 51411—180 Days of Science 23

1 Name: _________________________ Date: _

Name: _________________________ Date: _

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3 Name: _________________________ Date: _

26 51411—180 Days of Science © Shell Education

Name: _________________________ Date: _

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5 Name: _________________________ Date: _

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Name: _________________________ Date: _

2 Name: _________________________ Date: _

Name: _________________________ Date: _

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4 Name: _________________________ Date: _

32 51411—180 Days of Science © Shell Education

Name: _________________________ Date: _

© Shell Education 51411—180 Days of Science 33

1 Name: _________________________ Date: _