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 Contents
LIFE SCIENCE
Unit A Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Chapter 1 Plants
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Chapter 2 Animals
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
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Unit B Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Chapter 3 Looking at Habitats
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 1
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .44
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .46
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .50
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

Chapter 4 Kinds of Habitats

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 1
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 1
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77

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EARTH SCIENCE
Unit C Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Chapter 5 Land and Water
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 1
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 1
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

Chapter 6 Earth’s Resources

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .100
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .102
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 6
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 0
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1 2
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1 3
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1 4
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 6
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Unit D Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Chapter 7 Observing Weather
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 9
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 3 1
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

Chapter 8 Earth and Space

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 4 1
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 5 1
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
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 Contents
PHYSICAL SCIENCE
Unit E Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161
Chapter 9 Looking at Matter
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 7 1
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179

Chapter 10 Changes in Matter

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 8 1
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
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Unit F Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .200
Chapter 11 How Things Move
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 0 1
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1 0
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 1 2
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1 4
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1 5
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1 6
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 1 8
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 2 1
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222

Chapter 12 Using Energy

Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .225
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .227
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .228
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 3 1
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .233
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .235
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .237
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .239
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 4 1
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .242
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .243
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Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245

viii
 Name Date UNIT
Literature

The Seed
by Aileen Fisher

Read the Unit Literature pages in your book.

Write About It

Response to Literature
1. What do you think seeds need to grow?

2. Where have you seen seeds? Draw a picture.

© Macmillan/McGraw-Hill

Unit A • Plants and Animals

Reading and Writing
1
CHAPTER Name Date
Concept Map

Plants
Fill in the plant parts as you read the chapter.

flower leaves seed

fruit roots stem

© Macmillan/McGraw-Hill

Chapter 1 • Plants
2 Reading and Writing
 Name Date LESSON
Outline

What Living Things Need

Use your book to help you fill in the blanks.

What do living things need?

1. All living things have needs they must meet in

order to grow and .

2. Most animals need to move,

air, drink water, and eat food to grow.

3. Plants are things, too.

4. Plants also change and over

time.

5. Plants need , water, and space

to grow.

6. Plants use their parts to make their own

.
© Macmillan/McGraw-Hill

Chapter 1 • Plants Use with Lesson 1

Reading and Writing What Living Things Need
3
 LESSON Name Date
Outline

How do plants make food?

7. Plants use , air, water, and
minerals to make their own food.

8. Minerals come from tiny bits of

and rocks.

9. When plants make their own food, they also

make a called oxygen.

10. People and animals need to

breathe.

Critical Thinking
11. How do the parts of a plant help it get what it
needs to live?

© Macmillan/McGraw-Hill

Chapter 1 • Plants Use with Lesson 1

4 Reading and Writing What Living Things Need
 Name Date LESSON
Vocabulary

What Living Things Need

Choose a word from the box to answer each riddle.

leaves oxygen stem

minerals roots

1. I can be found in the ground. I am made from tiny

bits of rocks and soil. What am I?

2. I help a plant take in air and sunlight. What am I?

3. Food and water travel through me to get to all

parts of the plant. What am I?

4. I help a plant take in minerals from the ground.

What am I?
© Macmillan/McGraw-Hill

5. You breathe me in so you can live. What am I?

Chapter 1 • Plants Use with Lesson 1

Reading and Writing What Living Things Need
5
LESSON Name Date
Cloze Activity

What Living Things Need

Fill in the blanks. Use the words from the box.

gas minerals roots sunlight

leaves oxygen stem

Plants, animals, and people all need food, air,

and water to live. Plants need

and space to grow, too.

Animals and people must move around to get

what they need, but plants have parts that help

them survive in one place. The

hold the plant in the ground. They also take in

from soil.

The take in air and sunlight to make

food. Food and water travel through the

to reach all parts of the plant. When plants make food, they
© Macmillan/McGraw-Hill

give off into the air.

Oxygen is a that we need to

survive. We can find oxygen in the air we breathe and
the water we drink.
Chapter 1 • Plants Use with Lesson 1
6 Reading and Writing What Living Things Need
 Name Date LESSON
Outline

Plants Make New Plants

Use your book to help you fill in the blanks.

Where do seeds come from?

1. A is a special plant part that

can grow into a new plant.

2. Seeds are made inside a .

3. Sometimes a flower will seeds

inside of a fruit.

4. Flowers also make , the sticky

powder that helps them make seeds.

5. Bugs and can help move

pollen from flower to flower.

6. Wind and from rain can move

pollen, too.

How do seeds look?

© Macmillan/McGraw-Hill

7. Seeds can have many and

shapes, just like plants.

Chapter 1 • Plants Use with Lesson 2

Reading and Writing Plants Make New Plants
7
 LESSON Name Date
Outline

8. All seeds have seed or fruit to

protect them as they grow.

How do seeds grow?

9. The of a plant begins with

a seed.

10. The way plants grow, live, and

is called their life cycle.

11. Most seeds need , water, food,

and a little heat to become new plants.

12. A new plant has the same life cycle as its

plant.

Critical Thinking

13. How are new plants that grow from seeds like
their parent plants? © Macmillan/McGraw-Hill

Chapter 1 • Plants Use with Lesson 2

8 Reading and Writing Plants Make New Plants
 Name Date LESSON
Vocabulary

Plants Make New Plants

Read the sentences below. Write TRUE if the sentence
is true. Write NOT TRUE if the sentence is false.

1. Inside a seed, there is

a sticky powder called
pollen.

2. Part of a flower can turn

into fruit.

3. The fruit protects the seeds

inside it.

4. A life cycle shows how a

plant grows, lives,
and dies.

5. An adult plant can grow

into a seedling.

6. Seeds have a special

© Macmillan/McGraw-Hill

coat that keeps them from

drying out.

Chapter 1 • Plants Use with Lesson 2

Reading and Writing Plants Make New Plants
9
LESSON Name Date
Cloze Activity

Plants Make New Plants

Fill in the blanks. Use the words from the box.

flowers life cycle seed coat seeds

fruit pollen seedling

Plants make new plants during their life cycle. A

shows how a living thing grows,

lives, and dies. The life cycle of a plant begins with

a seed. A special covering called a

helps protect the seed. The seed sprouts a

if it gets enough food, water, and heat. It may grow

as it becomes an adult plant.

A sticky material called is found

inside of flowers. Flowers use pollen to make seeds.
Part of the flower can also grow into a fruit that has

. When the
© Macmillan/McGraw-Hill

becomes ripe, it falls to the ground. Then the seeds

can turn into new plants.

Chapter 1 • Plants Use with Lesson 2

10 Reading and Writing Plants Make New Plants
 Name Date Writing
in Science

Main Idea and Details

Write About It

On a separate piece of paper, write a

paragraph about a flower that you observed.
Include a main idea and details.

Getting Ideas
Write the name of a flower in the Main Idea oval.
Write a detail about the flower in each detail oval.

Main Idea

Planning and Organizing

Hector wrote three sentences about a sunflower.
Write Detail if the sentence tells a detail. Write Main
© Macmillan/McGraw-Hill

Idea if the sentence tells the main idea.

1. Birds like sunflower seeds.

2. A sunflower has seeds.
3. A sunflower is useful.

Chapter 1 • Plants Use with Lesson 2

Reading and Writing Plants Make New Plants
11
 Writing Name Date
in Science

Drafting
Write a sentence that tells the main idea about
your flower.

On a separate piece of paper, write a whole

paragraph. Give details about your flower.

Revising and Proofreading

Hector wrote some sentences. Use the words in
parentheses ( ) to combine his sentences.

1. Sunflowers are easy to grow. They need a lot

of room. (but)

2. Birds like sunflower seeds. People like them,

too. (and)

3. The seeds are very healthful. They make a

good snack. (so)
© Macmillan/McGraw-Hill

Now revise and proofread your writing. Ask yourself:

▶ Did I include the main ideas and details?
▶ Did I correct all mistakes?

Chapter 1 • Plants and Animals Use with Lesson 2

12 Reading and Writing Plants Make New Plants
 Name Date LESSON
Outline

How Plants Are Alike and Different

Use your book to help you fill in the blanks.

How are plants like their parents?

1. Oak trees make that grow into

new oak trees.

2. Sunflowers make seeds that grow to look just

like their sunflower.

3. A is a way a living thing looks

or acts like its parent.

4. Some plants and animals share many

with their parents.

5. Other plants and animals just

a few traits with their parents.

How can plants survive in different places?

6. Plants can to get what they

© Macmillan/McGraw-Hill

need from their environment.

Chapter 1 • Plants Use with Lesson 3

Reading and Writing How Plants Are Alike and Different
13
 LESSON Name Date
Outline

7. Some plants in forests grow large

that help them get more sunlight.
8. Plants that live in dry places grow thick

to store water.
9. Plants can change to stay in
their environment, too.
10. Some plants grow in ways that keep away

that want to eat them.

11. Other plants change to stay safe from

where they live.

Critical Thinking
12. What do you think would happen to a plant that
did not change to fit in its environment? Why?

© Macmillan/McGraw-Hill

Chapter 1 • Plants Use with Lesson 3

14 Reading and Writing How Plants Are Alike and Different
 Name Date LESSON
Vocabulary

How Plants Are Alike and Different

Write the correct word for each sentence. Then find
and circle the word in the puzzle below.

1. The ways plants and animals look and act like

their parents are called .

2. Plants can to fit the place they
live.
3. When a seed sprouts, the
always grow down.
4. Plants do not pass some traits down to their

E X R Q F J L M S N T

U S C H A N G E Q B N

L F M W O S D V L S U

M Y E S L T R A I T S
© Macmillan/McGraw-Hill

R O O T S H O W E K N

A X A B K J L Z N E Y

B Z O F F S P R I N G

Chapter 1 • Plants Use with Lesson 3

Reading and Writing How Plants Are Alike and Different
15
LESSON Name Date
Cloze Activity

How Plants Are Alike and Different

Fill in the blanks. Use the words from the box.

dry offspring touches safe

change parents trait

Some people in your family probably look alike.

They may even act alike! Plants can look and act

like their , too. A

is a way a plant or animal looks or acts like its parent.
One kind of trait that a plant could share with its

is the shape of its leaves.

All plants are also alike in that they can to

fit the place they live. Sometimes plants change in order to

stay from the weather. Plants that live in

places can store water in their thick stems.

Plants may also change to stay safe from animals. Some
© Macmillan/McGraw-Hill

plants can even change when an animal

them! Venus flytraps are plants that trap and eat bugs
that wander onto their leaves.

Chapter 1 • Plants Use with Lesson 3

16 Reading and Writing How Plants Are Alike and Different
 Name Date Reading
in Science

The Power of Periwinkle

Read the Reading in Science pages in your book.
Use what you read to make inferences based on the
sentences in the “What I Know” column. Write your
inferences on the chart.

What I Know What I Infer

People who live in forests

all over the world know
about helpful plants.

The rosy periwinkle was

first found in the forests of
Madagascar.

Scientists study plants in

forests all over the world.
© Macmillan/McGraw-Hill

Chapter 1 • Plants and Animals Use with Lesson 3

Reading and Writing How Plants Are Alike and Different
17
 Reading Name Date
in Science

1. What did you learn about how people in

Madagascar use rosy periwinkle?

2. Look at the picture

of rosy periwinkle
in your book.
Draw a picture of it.
Then write your
own caption.

Caption:

Write About It

Predict. What might happen if scientists find

more helpful plants in the forests of the world?
© Macmillan/McGraw-Hill

Chapter 1 • Plants Use with Lesson 3

18 Reading and Writing How Plants Are Alike and Different
 Name Date CHAPTER
Vocabulary

Plants
Fill in the blanks. Write the words in the puzzle.

Down
1. The ways that plants and animals look like their

parents are called .

3. The sticky powder inside a flower is called .
5. A is the part of a plant that can
grow into a new plant.

Across
2. The holds up the plant.
4. When plants make food, they give off .
1. 5.

3.

4.
© Macmillan/McGraw-Hill

2.

Chapter 1 • Plants
Reading and Writing
19
CHAPTER Name Date
Vocabulary

Match the words in the box to the pictures below.

flower leaves roots seedling

1. 2.

3. 4.

© Macmillan/McGraw-Hill

Chapter 1 • Plants
20 Reading and Writing
 Name Date CHAPTER
Concept Map

Animals
Fill in the important ideas as you read the chapter.
Some ideas have already been filled in for you.

Insects
3 body parts

Birds Reptiles
scaly skin

Many Kinds
of Animals
Mammals Fish
lungs

Amphibians
© Macmillan/McGraw-Hill

Chapter 2 • Animals
Reading and Writing
21
 LESSON Name Date
Outline

Animal Groups
Use your book to help you fill in the blanks.

How do we group animals?

1. All animals need food, water, air, ,
and space.

2. Scientists animals into two

main groups.

3. Animals with are in the

first group.

4. Reptiles have , scaly skin.

5. A fish has to help it get oxygen from

the water.

6. Frogs and other also have

backbones.

7. Most amphibians begin their lives in ,

not on .
© Macmillan/McGraw-Hill

8. Salamanders are .

Chapter 2 • Animals Use with Lesson 1

22 Reading and Writing Animal Groups
 Name Date LESSON
Outline

9. Birds have and lay eggs.

10. Mammals have or hair, and
birds have feathers.

What are some animals without backbones?

11. Some animals without backbones grow

coverings like to keep them

safe.
12. Insects have , six legs, and no
backbone.
13. Jellyfish are soft. They other
animals to stay safe.

Critical Thinking
14. How are a bird and an insect alike? How are
they different?
© Macmillan/McGraw-Hill

Chapter 2 • Animals Use with Lesson 1

Reading and Writing Animal Groups
23
LESSON Name Date
Vocabulary

Animal Groups
Label each animal with its animal group. Use the
words in the box.

amphibian fish mammal

bird insect reptile

1. 4.

2. 5.

3. 6.
© Macmillan/McGraw-Hill

Chapter 2 • Animals Use with Lesson 1

24 Reading and Writing Animal Groups
 Name Date LESSON
Cloze Activity

Animal Groups
Fill in the blanks. Use the words from the box.

amphibian bird fish mammal

backbone classify gills reptile

Our world is home to many kinds of animals.

When scientists study animals, they

them into two groups. The groups are animals with a

and animals without a backbone.

Birds, , mammals, reptiles, and

amphibians all have a backbone.

A is the only animal that has

feathers. All birds have two wings, but not all birds

can fly. Fish use to help them get

oxygen from the water where they live. An

has moist skin to help it live on

© Macmillan/McGraw-Hill

land and in water. A has dry, scaly

skin to protect it and keep it warm. A

has fur and hair to keep it warm. Reptiles and mammals
use their lungs to get oxygen.

Chapter 2 • Animals Use with Lesson 1

Reading and Writing Animal Groups
25
 LESSON Name Date
Outline

Animals Grow and Change

Use your book to help you fill in the blanks.

What is a life cycle?

1. A tells how an animal begins
life, lives, and dies.

2. Insects, birds, fish, reptiles, and

start their life cycle as eggs.

3. The life cycle of a starts when

it is born as a baby.

What are some other animal life cycles?

4. Some do not look like their
parents at all when they are young.

5. Animals such as butterflies, frogs, and

change during their lives.

6. A caterpillar is the that hatches

© Macmillan/McGraw-Hill

from a butterfly egg.

Chapter 2 • Animals Use with Lesson 2

26 Reading and Writing Animals Grow and Change
 Name Date LESSON
Outline

7. A caterpillar enters the stage

when it is time to turn into a butterfly.

8. During this stage, the caterpillar’s

becomes a hard shell.

9. Soon, an adult comes out of

the shell and flies away.

Critical Thinking
10. How does a human change during its life cycle?
© Macmillan/McGraw-Hill

Chapter 2 • Animals Use with Lesson 2

Reading and Writing Animals Grow and Change
27
LESSON Name Date
Vocabulary

Animals Grow and Change

Write the correct word next to each stage of this
butterfly’s life cycle.

butterfly larva
egg pupa

1. 2.

This animal begins as When it hatches, a

an . comes
out. This is called a
caterpillar.

3. 4.
© Macmillan/McGraw-Hill

The caterpillar’s skin Soon, an adult

becomes a hard shell.
comes
This is called the
out of the shell.
stage.

Chapter 2 • Animals Use with Lesson 2

28 Reading and Writing Animals Grow and Change
 Name Date LESSON
Cloze Activity

Animals Grow and Change

Fill in the blanks. Use the words from the box.

butterfly larva mammals pupa

egg life cycle older shell

Animals begin their lives in different ways. A

shows how an animal starts life,

grows to be an adult, and dies.

Most begin their lives when they are

born as live young. As they grow , they

look more like their parents.

Many insects begin life differently. A

begins life as an egg. When the

hatches, a comes out. Soon, the larva

stops moving and forms a hard . This

© Macmillan/McGraw-Hill

is called the stage. Finally, a colorful

butterfly comes out. It waits for its wings to dry and then
flies away.

Chapter 2 • Animals Use with Lesson 2

Reading and Writing Animals Grow and Change
29
 Reading Name Date
in Science

Meet Nancy Simmons

Read the Reading in Science pages in your book.
Look for the main idea and details as you read.
Remember, the main idea is the most important
idea in the passage. Write the main idea in the chart
below. Be sure to also write any details that help give
more information about the main idea.

The Main Idea

Detail Detail

Detail
© Macmillan/McGraw-Hill

Chapter 2 • Animals Use with Lesson 2

30 Reading and Writing Animals Grow and Change
 Name Date Reading
in Science

1. What did you learn about the false vampire

bat? How did you learn it?

2. What are baby bats called? What did you

learn about how a young bat looks just after
it is born?

Write About It
Find the Main Idea. How is a pup different
from an adult bat? Use the chart you made
to help you write your answer.
© Macmillan/McGraw-Hill

Chapter 2 • Animals Use with Lesson 2

Reading and Writing Animals Grow and Change
31
 LESSON Name Date
Outline

Staying Alive
Use your book to help you fill in the blanks.

Why do animals act and look the way they do?

1. Animals can , or adapt, to help
them stay alive.

2. An is a body part or a way an

animal acts that helps it stay alive.

3. The long neck of a is an

adaptation.

4. The adaptation helps the giraffe

leaves from the tops of trees.

5. Some adaptations, like , help

animals hide from other animals.

6. Camouflage can be a color or a body

that helps an animal hide in nature.

7. A ptarmigan is a that has

© Macmillan/McGraw-Hill

brown feathers in the summer.

8. In the winter, the ptarmigan’s feathers turn

so it can blend in with the snow.

Chapter 2 • Animals Use with Lesson 3

32 Reading and Writing Staying Alive
 Name Date LESSON
Outline

How do animals stay safe?

9. Some animals move in large to
stay safe.

10. Staying together in a large group helps

smaller fish from being eaten by bigger fish.

11. Some animals, like bears and mice,

during the cold winter.

12. Other animals to places where they can

find food and stay warm during winter.

Critical Thinking
13. What adaptations does a bear have to help it
stay safe?
© Macmillan/McGraw-Hill

Chapter 2 • Animals Use with Lesson 3

Reading and Writing Staying Alive
33
LESSON Name Date
Vocabulary

Staying Alive
Describe each animal’s adaptations to stay alive.

1. 2.

giraffe stick bug

3. 4.

zebra hawk
© Macmillan/McGraw-Hill

Chapter 2 • Animals Use with Lesson 3

34 Reading and Writing Staying Alive
 Name Date LESSON
Cloze Activity

Staying Alive
Fill in the blanks. Use the words from the box.

adaptation camouflage groups shape

blend color pattern winter

There are many ways in which animals can stay

safe. An is a body part or a way

an animal acts to stay alive. Giraffes have long
necks to eat leaves from the tops of trees.

Some animals can into their

environment. The color or of an

animal can help it hide from other animals. This is

called . The of
spots on a leopard helps it hide. Some animals

can grow fur and feathers of a different .

A ptarmigan has brown feathers in the summer,
© Macmillan/McGraw-Hill

but in the it will turn white. This

helps it hide in the snow. Some animals travel in

large . This prevents them from

getting eaten.

Chapter 2 • Animals Use with Lesson 3

Reading and Writing Staying Alive
35
 Writing Name Date
in Science

Helpful Traits
Write About It

Describe one of the animals in your book.

Where does it live? What do you think it eats?
What traits help it live in its environment?

Getting Ideas
Write the name of the animal you chose in the center
circle. In the outer ovals, write details about the animal.

Planning and Organizing

Clifton wrote three sentences about jackrabbits. Write
Yes if the sentence describes them. Write No if it does
© Macmillan/McGraw-Hill

not describe them.

1. They flatten their ears when they rest.

2. Some have white fur in the winter.
3. Jackrabbits have long tails.

Chapter 2 • Animals Use with Lesson 3

36 Reading and Writing Staying Alive
 Name Date Writing
in Science

Drafting
Write a sentence that tells what animal you are going
to describe and where it lives.

Now write your description. Describe where it lives,

what it eats, and what traits help it survive.

Revising and Proofreading

Fill in the blanks with descriptive words from the box.

flat hind short

front long

A jackrabbit has ears. Its

legs are short, and its legs are

longer. It also has a fairly tail.

Jackrabbits live just about everywhere in North

America. They live on land and in

valleys. Some of them even live in the mountains.
© Macmillan/McGraw-Hill

Now revise and proofread your writing. Ask yourself:

▶ Did I describe this animal and its traits?
▶ Did I tell about traits that help it survive?
▶ Did I correct all mistakes?

Chapter 2 • Animals Use with Lesson 3

Reading and Writing Staying Alive
37
CHAPTER Name Date
Vocabulary

Animals
Write the animal group next to each animal. Use the
words in the box.

amphibian fish mammal

bird insect reptile

1. 4.

finch lizard

2. 5.

lion frog

3. 6.
© Macmillan/McGraw-Hill

bee salmon

Chapter 2 • Animals
38 Reading and Writing
 Name Date CHAPTER
Vocabulary

Fill in the blanks. Use the words in the box.

adaptation larva
camouflage life cycle

1. 2.

This beaver’s teeth are an

A shows
how a living thing lives, that help
grows, and dies. it live in its environment.

3. 4.
© Macmillan/McGraw-Hill

A caterpillar is the A toad uses

of to hide
a butterfly. from other animals.

Chapter 2 • Animals
Reading and Writing
39
 UNIT Name Date
Literature

In Payment
By Aileen Fisher

Read the Unit Literature pages in your book.

Write About It

Response to Literature
1. How does the butterfly “sort of pay for nibbles”
in this poem?

2. How will carrying pollen to the blossom help the

butterfly?

3. What happens first, next, and last in this poem?

© Macmillan/McGraw-Hill

Unit B • Habitats
40 Reading and Writing
 Name Date CHAPTER
Concept Map

Looking at Habitats
Fill in the important ideas as you read the chapter.
Use the words in the box. You will use one of the
words two times.

animals lake plants

food chains nature pond
forest people sea

Where do plants What is in

and animals live? a habitat?

What Are
Habitats?

Why do
© Macmillan/McGraw-Hill

habitats change?

Chapter 3 • Looking at Habitats

Reading and Writing
41
 LESSON Name Date
Outline

Places to Live
Use your book to help you fill in the blanks.

What is a habitat?
1. Animals need , water, and
shelter to live.

2. Plants need , water, and

sunlight to live.

3. A is a place where plants and

animals find what they need to live.

4. Some habitats are and others

are warm.

5. Other habitats are or dry.

© Macmillan/McGraw-Hill

Chapter 3 • Looking at Habitats Use with Lesson 1

42 Reading and Writing Places to Live
 Name Date LESSON
Outline

How do living things use their habitats?

6. Living things find and shelter in
their habitats.

7. Some animals eat the that

grow in their habitats.

8. Some animals eat other that

live in their habitats.

Critical Thinking
9. How do you think a snake survives in a very
dry, sunny habitat?
© Macmillan/McGraw-Hill

Chapter 3 • Looking at Habitats Use with Lesson 1

Reading and Writing Places to Live
43
LESSON Name Date
Vocabulary

Places to Live
Write how each living thing is using its habitat.
1.

fox

2.

cactus

3.
© Macmillan/McGraw-Hill

spider

Chapter 3 • Looking at Habitats Use with Lesson 1

44 Reading and Writing Places to Live
 Name Date LESSON
Cloze Activity

Places to Live
Fill in the blanks. Use the words from the box.

habitat shelter tunnels

plants sunlight

Where can plants and animals live? Living

things can live in any where they

get what they need to survive. Plants need soil,

nutrients, water, and from their

habitats in order to grow. Animals need food,

water, and from their habitats in

order to grow.

Plants and animals use their habitats in

different ways. Some animals eat the

and animals that live in their

habitats. Other animals dig in

© Macmillan/McGraw-Hill

the soil to hide from animals that want to eat them.

Some plants even eat animals that live in their
habitats!

Chapter 3 • Looking at Habitats Use with Lesson 1

Reading and Writing Places to Live
45
 LESSON Name Date
Outline

Food Chains and Food Webs

Use your book to help you fill in the blanks.

What is a food chain?

1. A shows how food energy
moves from one living thing to another.

2. The is at the beginning of most

food chains.

3. Plants need sunlight in order to grow, and

eat plants in order to live.

4. Some food chains involve animals that live

in the , while others involve

animals that live on land.

5. Some animals eat and animals

that are no longer living.

6. Animals such as break up

dead things into smaller pieces.
© Macmillan/McGraw-Hill

7. A is an animal that hunts and

eats other animals.

8. Animals that are hunted by other animals are

called .
Chapter 3 • Looking at Habitats Use with Lesson 2
46 Reading and Writing Food Chains and Food Webs
 Name Date LESSON
Outline

What is a food web?

9. A is two or more food chains
that are connected.

10. Sometimes, one kind of is food

for many animals.

Critical Thinking
11. Describe a food chain that ends with a bird.
© Macmillan/McGraw-Hill

Chapter 3 • Looking at Habitats Use with Lesson 2

Reading and Writing Food Chain and Food Webs
47
LESSON Name Date
Vocabulary

Food Chains and Food Webs

These pictures show living things in a food chain.
Match each predator from the right column with its
prey in the left column.

Prey Predators
1. a.

mouse owl
2. b.

moth brown bear

3. c.

salmon kingsnake
© Macmillan/McGraw-Hill

4. d.

rattlesnake toad

Chapter 3 • Looking at Habitats Use with Lesson 2

48 Reading and Writing Food Chains and Food Webs
 Name Date LESSON
Cloze Activity

Food Chains and Food Webs

Fill in the blanks. Use the words from the box.

break food web predator study

food chain plants prey Sun

Different living things need different kinds of

food in order to survive. A shows

what an animal eats and where its food comes

from. Scientists food chains to

learn more about living things in our world.

Most food chains start with the .

Plants use light and heat from the Sun to grow,

then animals eat the plants. A

is an animal that eats other animals. An animal

that is hunted by a predator is called .

Some living things eat dead and

© Macmillan/McGraw-Hill

animals. They down the dead

parts into pieces that become part of the soil. One
kind of animal can be food for many animals. A

shows how different food chains

are connected. You are part of a food web too!
Chapter 3 • Looking at Habitats Use with Lesson 2
Reading and Writing Food Chains and Food Webs
49
 Writing Name Date
in Science

A Food Web for Lunch

Write About It

Explain how Emma, the chicken, the lettuce,

and the wheat form a food web. Think about
the food chains in Emma’s lunch to help you
form a food web of your own lunch.

Getting Ideas
Create a food web for your lunch.

Planning and Organizing

© Macmillan/McGraw-Hill

Put the steps in the correct order.

Emma drinks milk for breakfast.

The cow eats grass.
A farmer milks the cow.

Chapter 3 • Looking at Habitats Use with Lesson 2

50 Reading and Writing Food Chains and Food Webs
 Name Date Writing
in Science

Drafting
Write a sentence to explain the food web. Tell your
main idea.

Now write how the foods in Emma’s breakfast form a

food web. Start with the sentence you wrote above.
Explain how the foods are connected.

Revising and Proofreading

Zack wrote some sentences. He made five mistakes.
Find the mistakes. Then correct them.

The Son is the most important part of the

food web. It gives energie to plants. The plants
is eaten by the animals. Some animals then
produce food. Chickens lay eggs. cows produce
milk. Farmers gather the eggs for people to eat.
Farmers also milk cows and bottle the milk.
People drink the milk
© Macmillan/McGraw-Hill

Now revise and proofread your writing. Ask yourself:

▶ Did I explain the food web in Emma’s breakfast?
▶ Did I tell the steps in order?
▶ Did I correct all mistakes?

Chapter 3 • Habitats Use with Lesson 2

Reading and Writing Food Chains and Food Webs
51
 LESSON Name Date
Outline

Habitats Change
Use your book to help you fill in the blanks.

How do habitats change?

1. Habitats in many different
ways.
2. A is one way nature can
change a habitat.
3. A drought is a slow change that takes place

when an area gets little or no

for a long time.

4. Animals and can change

habitats.

What happens when habitats change?

5. When habitats change, the
and animals that live there may adapt or
make changes.
6. Other plants and animals may not be able to
© Macmillan/McGraw-Hill

find they need and can become

endangered.

7. An animal becomes when

many of its same kind die.

Chapter 3 • Looking at Habitats Use with Lesson 3

52 Reading and Writing Habitats Change
 Name Date LESSON
Outline

How can we tell what a habitat used to be like?

8. Scientists study to learn what
Earth was like long ago.
9. Fossils can tell scientists how ,
plants, and animals have changed over time.
10. Some fossils do not the habitat
where they were found.
11. That tells scientists that there has been a
in the habitat.
12. When an animal becomes ,
there are no more of its kind left in the world.

Critical Thinking
13. Scientists have found fossils with fins and tails
in dry areas. What do you think these places
might have looked like long ago? How did they
change?
© Macmillan/McGraw-Hill

Chapter 3 • Looking at Habitats Use with Lesson 3

Reading and Writing Habitats Change
53
LESSON Name Date
Vocabulary

Habitats Change
Use the picture to answer the questions. Use the
words in the box in your sentences.

drought endangered extinct fossil

1. This fossil was found in a hot, dry desert. How

do you think this habitat has changed
over time?

© Macmillan/McGraw-Hill

2. How do you think this habitat became a desert?

Chapter 3 • Looking at Habitats Use with Lesson 3

54 Reading and Writing Habitats Change
 Name Date LESSON
Cloze Activity

Habitats Change
Fill in the blanks. Use the words from the box.

change endangered fossil people

drought extinct habitat

Plants and animals live in different places. A

is a place where plants and

animals live. People also live in habitats. Habitats

can over time. A

changes a habitat when an area gets little or no
rain for a long time. Habitats can change because

of , too. People destroy plant

and animal homes by building roads and buildings.

When habitats change, plants and animals may

die. A plant or animal becomes

when there are only a few of its kind left in the world.

A plant or animal becomes

© Macmillan/McGraw-Hill

when there are no more of its kind left. When plants

or animals disappear, they may leave a

behind. Scientists study fossils to learn what Earth
was like long ago.

Chapter 3 • Looking at Habitats Use with Lesson 3

Reading and Writing Habitats Change
55
 Reading Name Date
in Science

Meet Mike Novacek

Read the Reading in Science pages in your book.
As you read, think about how Mike and his team
classify and categorize the fossils they discover.
Mike has collected fossils of reptiles, mammals, and
dinosaurs.
Use the chart below to classify the animals you have
learned about. Remember, when you classify and
categorize, you compare things. Then you put the
ones that are alike into groups.
Fossils
Reptile Mammal Dinosaur

© Macmillan/McGraw-Hill

1. Where did you put the fossil of the Kryptobaatar

skull in the chart?

Chapter 3 • Looking at Habitats Use with Lesson 3

56 Reading and Writing Habitats Change
 Name Date Reading
in Science

Write About It
1. Classify and categorize. How can you put
fossils into groups?

2. Why do you think scientists travel around the

world looking for fossils?

3. What do you think a Kryptobaatar looked like?

Draw a picture.
© Macmillan/McGraw-Hill

Chapter 3 • Looking at Habitats Use with Lesson 3

Reading and Writing Habitats Change
57
CHAPTER Name Date
Vocabulary

Looking at Habitats
Fill in the blanks. Use the words in the box.

drought extinct predator

endangered food chain prey

1. An animal that hunts and eats another animal is

called a .
2. An animal that is eaten by another animal is

called .

3. A shows what an animal eats

and where it gets its food.

4. An animal becomes when

there are only a few of its kind left on Earth.

5. When an animal becomes ,

there are no more of its kind living on Earth.

6. A happens when a place gets

little or no rain for a long time.
© Macmillan/McGraw-Hill

Chapter 3 • Looking at Habitats

58 Reading and Writing
 Name Date CHAPTER
Vocabulary

Draw pictures to complete the food chain.

hawk

grasshopper

Sun

1. What is at the beginning of this food chain?

2. Is the animal that comes after the grasshopper

a kind of predator or a kind of prey? Explain.
© Macmillan/McGraw-Hill

Chapter 3 • Looking at Habitats

Reading and Writing
59
CHAPTER Name Date
Concept Map

Kinds of Habitats
Fill in the important ideas as you read the chapter.

Woodland Forest Tropical Forest

Pond Ocean

Kinds of
Habitats

Arctic Desert
© Macmillan/McGraw-Hill

Chapter 4 • Kinds of Habitats

60 Reading and Writing
 Name Date LESSON
Outline

Forests
Use your book to help you fill in the blanks.

What is a woodland forest like?

1. A habitat has many trees.

2. It is warm in the summer and

in the winter.

3. A habitat is a place where and

animals get what they need to live.

4. Most in the forest have leaves

that change color in the fall.

5. Some trees have leaves that stay

all year.

6. Animals can in a woodland

forest in many ways.

7. Some animals eat leaves, ,

and nuts.
© Macmillan/McGraw-Hill

8. Other animals build homes in trees and

in logs during the winter.

Chapter 4 • Kinds of Habitats Use with Lesson 1

Reading and Writing Forests
61
 LESSON Name Date
Outline

What is a tropical rain forest?

9. A rain forest is a warm,
steamy, moist place with many trees.
10. Some animals, such as birds, bats, and insects,

live high in the .

11. Other animals such as jaguars, tapirs, and wild

boars live on the .

12. Many trees grow very tall, have large
, and block sunlight from falling
to the ground below.

Critical Thinking
13. Why do you think animals in the tropical rain
forest do not sleep all winter?

© Macmillan/McGraw-Hill

Chapter 4 • Kinds of Habitats Use with Lesson 1

62 Reading and Writing Forests
 Name Date LESSON
Vocabulary

Forests
How do woodland forests and tropical rain forests
compare? Fill in the Venn diagram.

Woodland Forest Both Tropical Rain Forest

© Macmillan/McGraw-Hill

Chapter 4 • Kinds of Habitats Use with Lesson 1

Reading and Writing Forests
63
LESSON Name Date
Cloze Activity

Forests
Fill in the blanks. Use the words from the box.

animals rain forest survive woodland

color sunlight winter

A habitat is a place where plants and animals

get what they need to live. A

forest is one kind of habitat. It has many trees. It is

cold during and warm during

summer. Many of the trees have leaves that

change and drop to the ground

in the fall. Plants and animals in

this kind of forest in many ways. Some animals
use the trees as their homes. Others sleep during
the winter to survive.

A tropical is warm, steamy,

and moist. The trees are tall and have very large
© Macmillan/McGraw-Hill

leaves. They block from getting

to the ground. Some live in the

treetops. Other animals live on the ground.

Chapter 4 • Kinds of Habitats Use with Lesson 1

64 Reading and Writing Forests
 Name Date Reading
in Science

Meet Liliana Dávalos

Read the Reading in Science pages in your book.
As you read, think about how Liliana compares and
contrasts things in her work as a biologist at the
American Museum of Natural History. Remember,
when you compare things, you decide how they are
alike. To contrast is to decide how things are different.
Answer the questions and fill in the chart below.

1. What other habitats have you learned about in

this chapter?

2. How is the rain forest alike and different from

other kinds of forests?

Rain Forest Regular Forest Both

© Macmillan/McGraw-Hill

Chapter 4 • Kinds of Habitats Use with Lesson 1

Reading and Writing Forests
65
 Reading Name Date
in Science

Write About It
1. Compare and Contrast. How would life change
for the manakins if the Amazon rain forest were
cut down? Would it be the same as it is today?
Explain.

2. A biologist is a scientist who studies living

creatures. What other kinds of scientists have
you learned about? How are they alike and
different?

3. Biologists, like Liliana, often compare and

© Macmillan/McGraw-Hill

contrast animals in their work. Why?

Chapter 4 • Kinds of Habitats Use with Lesson 1

66 Reading and Writing Forests
 Name Date LESSON
Outline

Hot and Cold Deserts

Use your book to help you fill in the blanks.

What is a hot desert like?

1. A is a very dry and sandy
habitat.

2. This kind of habitat can be

during the day and cool at night.

3. It does not often in the desert.

4. Plants in this habitat survive by storing

in their stems and leaves.

5. Some desert plants have that

spread far out from the plant.

6. Desert animals get water from eating

or other animals.

7. Most desert animals sleep during the day and

© Macmillan/McGraw-Hill

hunt for at night.

Chapter 4 • Kinds of Habitats Use with Lesson 2

Reading and Writing Hot and Cold Deserts
67
 LESSON Name Date
Outline

What is the Arctic like?

8. The is a very cold and windy
desert near the North Pole.
9. Many animals that live in this habitat have thick

that keeps them warm.

10. Other animals have a thick layer of fat, called

, to keep warm.
11. Plants in the Arctic grow close to the ground to

stay safe from the cold .

Critical Thinking
12. Do you think that plants in hot and cold desert
habitats store water in the same way? Why
or why not?

© Macmillan/McGraw-Hill

Chapter 4 • Kinds of Habitats Use with Lesson 2

68 Reading and Writing Hot and Cold Deserts
 Name Date LESSON
Vocabulary

Hot and Cold Deserts

If the sentence describes a hot desert, write Desert. If
the sentence describes the Arctic, write Arctic.

1. It can be hot during the day, and cool at night.

2. It is very windy and cold.

3. The plants store water in their stems.

4. There are no trees.

5. Animals have thick blubber or fur.

6. Animals have light fur, feathers, or scales.

7. Animals sleep during the day and hunt at night.

© Macmillan/McGraw-Hill

8. It is near the North Pole.

Chapter 4 • Kinds of Habitats Use with Lesson 2

Reading and Writing Hot and Cold Deserts
69
LESSON Name Date
Cloze Activity

Hot and Cold Deserts

Fill in the blanks. Use the words from the box.

Arctic cactuses hunt

blubber desert North Pole

Some places on Earth get very little rain. These

places are called deserts. A hot

can be very warm during the day and cool at night.

Some plants from hot deserts, like ,

store water in their thick stems. Many animals in hot
deserts sleep during the day and
at night.

The is a cold and windy

desert near the . There are no

trees, and plants grow low to the ground to stay
safe from wind. Many animals in cold deserts, like
© Macmillan/McGraw-Hill

seals, have thick fur or to stay

warm. Desert animals and plants have
adaptations that help them survive in their habitat.

Chapter 4 • Kinds of Habitats Use with Lesson 2

70 Reading and Writing Hot and Cold Deserts
 Name Date LESSON
Outline

Oceans and Ponds

Use your book to help you fill in the blanks.

What is the ocean like?

1. The largest bodies of water on Earth are called

2. An ocean is a large body of

water.

3. Most of is covered by oceans.

4. Kelp is a kind of , or ocean

plant.

5. It grows in the ocean and provides

for many ocean animals.

6. Animals in the ocean have

parts that help them swim through the water.

7. Some animals in the ocean have ,

spines, or stingers to help them stay safe.
© Macmillan/McGraw-Hill

Chapter 4 • Kinds of Habitats Use with Lesson 3

Reading and Writing Oceans and Ponds
71
 LESSON Name Date
Outline

What is a pond like?

8. A is much smaller than an
ocean.

9. Ponds have water and do not

flow.

10. Frogs, fish, and are some

animals that live in or near ponds.

11. Many plants grow in pond

water near the shore.

12. Animals that live in ponds in

different ways.

Critical Thinking

13. Do you think that the same types of animals

live in both oceans and ponds?

© Macmillan/McGraw-Hill

Chapter 4 • Kinds of Habitats Use with Lesson 3

72 Reading and Writing Oceans and Ponds
 Name Date LESSON
Vocabulary

Oceans and Ponds

Look at the animal and plant pictures beneath the
box. Write the name of each animal or plant under the
habitat where they live.

salamander mosquito dolphin

© Macmillan/McGraw-Hill

cat tails penguin coral reef

Chapter 4 • Kinds of Habitats Use with Lesson 3

Reading and Writing Oceans and Ponds
73
LESSON Name Date
Cloze Activity

Oceans and Ponds

Fill in the blanks. Use the words from the box.

coral fresh kelp pond

deep habitat ocean shallow

Most of Earth is covered by water. An

is a large body of water that flows. Plants such as

grow in the water and provide food

for animals. A special animal called

lives on the ocean floor and provides shelter for many

other animals. Some animals, such as mussels and
crabs, live near the shore. Other animals, such as sea

cucumbers and sea spiders, live in

waters.

A is a body of water that does

not flow. Most ponds have water

© Macmillan/McGraw-Hill

in them. Different kinds of plants and animals live

in this . Some plants grow in

water near the shore. Their

stems and leaves rise to the top of the water.

Chapter 4 • Kinds of Habitats Use with Lesson 3

74 Reading and Writing Oceans and Ponds
 Name Date Writing
in Science

A Visit to the Ocean

Write a story about a trip you might take to the ocean.
How would you get there? Who would you go with?
Describe in your story what you would see, hear, and
do. Write how it might feel to be there.

Getting Ideas
Picture yourself standing on a beach next to the
ocean. Write what you see and hear.

Ocean

Planning and Organizing

Jackson wrote three sentences. They describe
what he saw, heard, and did at the ocean. Circle the
descriptive words he used.

1. The gigantic ocean waves roared loudly.

© Macmillan/McGraw-Hill

2. I saw white gulls sitting on a big rock near

the shore.
3. I found a piece of green sea glass and two
pretty pink shells.

Chapter 4 • Kinds of Habitats Use with Lesson 3

Reading and Writing Oceans and Ponds
75
 Writing Name Date
in Science

Drafting
Write a sentence to begin your story. Use I to tell
about yourself. Tell where you went and when.

Now write a story on a separate piece of paper. Put

the events in time order. Describe what you saw,
heard, and did at the ocean.
Revising and Proofreading
Olivia wrote some sentences and made five mistakes.
Find the mistakes and correct them.

Yesterday, I went to the beech with my

family. We saw a huge fish jump threw the
waves. I looked for shells. I found a beautiful
blue peice of sea glass. Then I fell asleap on my
beach towel. When I wake up, it was almost
time to go home.

Now revise and proofread your writing. Ask yourself:

© Macmillan/McGraw-Hill

▶ Did I tell how I got to the ocean and with

whom I went?
▶ Did I describe what I saw, heard, and did?
▶ Did I correct all mistakes?

Chapter 4 • Kinds of Habitats Use with Lesson 3

76 Reading and Writing Oceans and Ponds
 Name Date CHAPTER
Vocabulary

Kinds of Habitats
Fill in the blanks. Use the words in the box.

Arctic habitat pond

desert ocean tropical

1. A is a place that gets very

little rain.
2. A place where plants and animals live is called
a .

3. An is a large body of water that

flows.

4. A rain forest is a place with

many trees that is warm, steamy, and moist.
5. The cold desert near the North Pole is called

the .
6. A small body of fresh water that does not flow is
© Macmillan/McGraw-Hill

called a .

Chapter 4 • Kinds of Habitats

Reading and Writing
77
CHAPTER Name Date
Vocabulary

Identify each habitat.

1. 2.

3. 4.

5.
© Macmillan/McGraw-Hill

Chapter 4 • Kinds of Habitats

78 Reading and Writing
 Name Date UNIT
Literature

Earthworms
Soil Helpers
Read the Unit Literature pages in your book.

Write About It

Response to Literature
1. What do you think would happen to soil if there
were no earthworms?

2. Can you imagine what the world looks like to an

earthworm? Use the article to give you ideas.
Draw a picture.
© Macmillan/McGraw-Hill

Unit C • Our Earth

Reading and Writing
79
CHAPTER Name Date
Concept Map

Land and Water

Fill in the important ideas as you read the chapter.
Use the words in the box.

continent lake ocean stream

earthquake landslide plain valley
flood mountain pond volcano

What do you know about the Earth’s land and water?

What is land like on Earth? What is water like on Earth?

How can Earth’s land and water change?

© Macmillan/McGraw-Hill

Chapter 5 • Land and Water

80 Reading and Writing
 Name Date LESSON
Outline

Earth’s Land
Use your book to help you fill in the blanks.

What is land like on Earth?

1. Earth’s land is smooth, , or flat

in many places.

2. It also has many , or land

shapes.

3. A is a high and rocky landform.

4. A is a low and flat landform.

What can maps tell us about Earth?

5. A shows where land and water

are on Earth.

6. A is a map of Earth in the

shape of a ball.
© Macmillan/McGraw-Hill

7. Maps can show where land is high or low on a

or an island.

Chapter 5 • Land and Water Use with Lesson 1

Reading and Writing Earth’s Land
81
 LESSON Name Date
Outline

What is inside Earth?

8. There are three main inside

Earth.

9. We live on the , or outer layer

of Earth.

10. The is the very hot layer

below the crust.

11. The is the third layer of Earth.

12. It is part , part liquid, and is

very hot!

Critical Thinking
13. Why do you think plants and animals only live
on Earth’s crust?
© Macmillan/McGraw-Hill

Chapter 5 • Land and Water Use with Lesson 1

82 Reading and Writing Earth’s Land
 Name Date LESSON
Vocabulary

Earth’s Land
Follow the directions to color the map.
Mountains

Deserts

Plains / forests

1. Outline the continent in black.

2. Color the mountains brown.

© Macmillan/McGraw-Hill

3. Color the deserts pink.

4. Color the plains and forests yellow.

5. Outline the islands in blue.

Chapter 5 • Land and Water Use with Lesson 1

Reading and Writing Earth’s Land
83
LESSON Name Date
Cloze Activity

Earth’s Land
Fill in the blanks. Use the words from the box.

core island mantle mountain three

crust landforms map plain

How does Earth look where you live? Earth’s

land has many different , or

shapes. A is a high area of land.

A is an area that is flat and wide.

An is a piece of land that has

water on all sides. A shows

where land and water are found.

All landforms are on the same layer of Earth.

There are main layers that make

up Earth. We live on the , Earth’s

© Macmillan/McGraw-Hill

top layer. The is the very hot

middle layer. The center of Earth is called the

. It has solid and liquid parts. It

is even hotter than the mantle!
Chapter 5 • Land and Water Use with Lesson 1
84 Reading and Writing Earth’s Land
 Name Date LESSON
Outline

Earth’s Water
Use your book to help you fill in the blanks.

Why is Earth’s water important?

1. All living things on Earth need

to survive.

2. People and animals drink water and also use it

to take .

3. Plants use water to food and

carry nutrients to every plant part.

4. Most living things can only drink

water.

5. Lakes, ponds, , and streams

all have fresh water.

6. Water comes from and snow

that melt and flow down hills and mountains.
© Macmillan/McGraw-Hill

Where is most of Earth’s water found?

7. The surround every island and

continent.

Chapter 5 • Land and Water Use with Lesson 2

Reading and Writing Earth’s Water
85
 LESSON Name Date
Outline

8. Oceans are large, deep bodies of

water.

9. People can not ocean water.

10. Most of is covered by oceans.

11. Many and animals live in the

ocean.

12. People build to carry goods

and people around the world.

Critical Thinking
13. What kind of water did you use today? Was it
fresh water or ocean water? How did you use it?

© Macmillan/McGraw-Hill

Chapter 5 • Land and Water Use with Lesson 2

86 Reading and Writing Earth’s Water
 Name Date LESSON
Vocabulary

Earth’s Water
Fill in the missing letters to complete each sentence.

1. A large body of salty water is called an

c n .

2. A o is a small body of water that has

land on all sides.

3. People clean f e water so they

can use it.

4. First, water is brought from lakes through

i e .

5. Then, special machines e n the

water.

6. Finally, water goes through pipes to reach our

h e .
© Macmillan/McGraw-Hill

Chapter 5 • Land and Water Use with Lesson 2

Reading and Writing Earth’s Water
87
LESSON Name Date
Cloze Activity

Earth’s Water
Fill in the blanks. Use the words from the box.

animals lakes ponds three-fourths

ice ocean salty water

People, plants, and animals all over the world

use water every day. Most living things need fresh

to survive. It is found in lakes,

, rivers, and streams. When

and snow melt, water flows into

streams and rivers. People can clean this water to
use for drinking, cooking, cleaning, and playing.

But most of our world’s water is not in

, ponds, rivers, or streams.

Oceans cover of Earth. An

is a large, deep, salty body of

© Macmillan/McGraw-Hill

water. Many plants and live in

the ocean. Ocean water is too

for people to drink. It’s just right for swimming and
sailing!
Chapter 5 • Land and Water Use with Lesson 2
88 Reading and Writing Earth’s Water
 Name Date Writing
in Science

My Water
Write About It
Write a report about lakes, streams, or ponds
where you live. Tell what animals live there and
how you can help protect them and the water.
Draw a picture of the water. Share your report
with the class.

Getting Ideas
Choose a body of water where you live. Write it in the
center circle. Write which animals live there.

Planning and Organizing

Mai Ling wrote about pond life. Write Yes if the
© Macmillan/McGraw-Hill

sentence is true. Write No if it is not true.

1. Frogs and minnows live in ponds.

2. Ducks live under the water.
3. Raccoons use ponds to find fish to eat.

Chapter 5 • Land and Water Use with Lesson 2

Reading and Writing Earth’s Water
89
 Writing Name Date
in Science

Drafting
A report gives facts about a topic. A topic sentence
tells the main idea. Start your report by writing a topic
sentence. Name the body of water you are writing about.

Now write your report on a separate piece of paper.

Tell about animals that live in the lakes, streams, or
ponds where you live. Tell how you can protect them.

Revising and Proofreading

Mai Ling wrote some sentences. She made five
mistakes. Find the errors. Then correct them.

Their are a lot of animals that live around

ponds. Some animals you can see. Others is
harder to see. You might see a dragonfli. You
might see a pond skater? You might even see
a backswimmer. When it rests, it rest upside
down on the top of a pond.

Now revise and proofread your writing. Ask yourself:

© Macmillan/McGraw-Hill

▶ Did I write a topic sentence?

▶ Did I tell what animals live in the body of water?
▶ Did I correct all mistakes?

Chapter 5 • Land and Water Use with Lesson 2

90 Reading and Writing Earth’s Water
 Name Date LESSON
Outline

Changes on Earth
Use your book to help you fill in the blanks.

How does Earth change slowly?

1. It takes a long time for Earth’s land to .

2. Fast-moving can change rocks

and mountains.

3. Wind blows and carries away

soil.

4. The of the land or rock

changes shape.

5. Ice can also change over time.

6. Water can get inside in rocks.

7. The water into ice and breaks

the rocks apart.
© Macmillan/McGraw-Hill

Chapter 5 • Land and Water Use with Lesson 3

Reading and Writing Changes on Earth
91
 LESSON Name Date
Outline

How does Earth change quickly?

8. Sometimes changes quickly.

9. An changes land when Earth’s

crust shakes.

10. A can also change the shape

of land.

11. A is another fast change that

happens when a lot of rain falls quickly.

12. Rocks and can move from

high to low ground during a landslide.

Critical Thinking
13. What can make Earth change?

© Macmillan/McGraw-Hill

Chapter 5 • Land and Water Use with Lesson 3

92 Reading and Writing Changes on Earth
 Name Date LESSON
Vocabulary

Changes on Earth
Fill in the blanks. Use the words in the box.

earthquake flood landslide volcano

1. A is an
opening in Earth’s crust.

2. During a ,
rocks move from higher
ground to lower ground.

3. An can
damage the land.
© Macmillan/McGraw-Hill

4. A can
happen when a lot of rain
falls quickly.

Chapter 5 • Land and Water Use with Lesson 3

Reading and Writing Changes on Earth
93
LESSON Name Date
Cloze Activity

Changes on Earth
Fill in the blanks. Use the words from the box.

earthquake landslide rocks

flood liquid volcano
ice mountain winds

Earth can change in many ways. Water can wear

down over time. It can also get into

the cracks of rocks and freeze into .

The ice can slowly the cracks apart.

Strong can blow sand and carry

away soil.

An is a much faster way that

Earth changes. It happens when Earth’s crust moves.

A is an opening in Earth’s crust.

It often looks like a . When a

volcano erupts, hot comes out.

© Macmillan/McGraw-Hill

Sometimes a lot of rain can fall quickly. When the

ground cannot soak up the water, a

or landslide can happen. A landslide is when rocks
move from higher to lower ground.

Chapter 5 • Land and Water Use with Lesson 3

94 Reading and Writing Changes on Earth
 Name Date Reading
in Science

Living With Floods

Read the Reading in Science pages in your book.
Read each paragraph. Then make an inference based
on the statement in the “What I Know” column. Write
your inference in the chart.

What I Know What I Infer

The title of the article is

“Living with Floods.”

Each year, heavy rains

cause the Mekong River
to flood between May
and November.

Rice can not grow in

salty water.
© Macmillan/McGraw-Hill

Chapter 5 • Land and Water Use with Lesson 3

Reading and Writing Changes on Earth
95
 Reading Name Date
in Science

1. What did you learn about the dry season in

Vietnam?

2. Compare how the Mekong River looks during

the wet season and the dry season.

Write About It
How do people in this part of the world use
water from floods and the sea to help them
live?
© Macmillan/McGraw-Hill

Chapter 5 • Land and Water Use with Lesson 3

96 Reading and Writing Changes on Earth
 Name Date CHAPTER
Vocabulary

Land and Water

Read the word in each box.
Color the box blue if it tells how Earth can change slowly.
Color the box green if the word tells how Earth can
change quickly.
Color the box yellow if the word tells what is inside Earth.
Color the box red if the word tells about a landform.
Some boxes will not be colored at all.

continent water core ice

earthquake hill flood wind

map mountain animals plain

landslide mantle crust valley

© Macmillan/McGraw-Hill

Chapter 5 • Land and Water

Reading and Writing
97
CHAPTER Name Date
Vocabulary

Draw a line from the word to its meaning.

1. earthquake a. the center of Earth

2. core b. a large body of

salty water

3. island c. an opening in
Earth’s crust

4. ocean d. when Earth’s crust

shakes

5. landslide e. a very large piece

of land

6. volcano f. a small piece of

land that has water
on all sides

7. continent g. when rocks move

from higher to
© Macmillan/McGraw-Hill

lower ground

Chapter 5 • Land and Water

98 Reading and Writing
 Name Date CHAPTER
Concept Map

Earth’s Resources
Fill in the important ideas as you read the chapter.
Write at least one way we use each of the natural
resources shown on the left. Then, answer the
question.

How do we use Earth’s resources?

Rocks

Minerals

Soil

Water

Wind

Oil

Why should we care for Earth’s resources?

© Macmillan/McGraw-Hill

Chapter 6 • Earth’s Resources

Reading and Writing
99
 LESSON Name Date
Outline

Rocks and Minerals

Use your book to help you fill in the blanks.

What are rocks?

1. We use like plants,
animals, water, and rocks every day.

2. Unlike plants and animals, rocks are

resources.

3. Rocks can have different

and shapes.

4. Rocks cover the of Earth.

5. People have used rocks as for

thousands of years.

6. People can also use rocks to carve

or build things.
© Macmillan/McGraw-Hill

Chapter 6 • Earth’s Resources Use with Lesson 1

100 Reading and Writing Rocks and Minerals
 Name Date LESSON
Outline

What are minerals?

7. All are made of one or more
minerals.

8. A is a nonliving thing that

comes from Earth.

9. It takes of years for rocks and

minerals to form inside Earth.

10. People must to find rocks

and minerals.

11. People use minerals like

to help make toothpaste, steel, and other
materials.

Critical Thinking
12. Why are rocks and minerals natural resources?
© Macmillan/McGraw-Hill

Chapter 6 • Earth’s Resources Use with Lesson 1

Reading and Writing Rocks and Minerals
101
LESSON Name Date
Vocabulary

Rocks and Minerals

Fill in the blanks. Then find the vocabulary words in
the puzzle.

1. A is a hard, nonliving part

of Earth.

2. A rock can be made of one or

made of many different kinds.

3. A resource is something from

nature that people use.

4. People can make out of rocks.

5. The mineral can be found in

a pencil.

N A T U R A L S T T

R M I N E R A L F O

O K P M T R B I U O
© Macmillan/McGraw-Hill

C F G A E T O M S L

K G R A P H I T E S

Chapter 6 • Earth’s Resources Use with Lesson 1

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

Rocks and Minerals

Fill in the blanks. Use the words from the box.

graphite natural resource tools

magnetite statues
minerals surface

Rocks are the most common materials on Earth.

They cover the of Earth, from the

top of a mountain to the bottom of the ocean. Rocks

and are nonliving things that make

up part of Earth’s surface.
Rocks and minerals are natural resources. A

is something from nature, such

as water, wood, or minerals, that people use in

everyday life. The mineral is found

in magnets, and is found in pencils.

© Macmillan/McGraw-Hill

For thousands of years, people have made

from rocks. They have even made

from rocks. The Sphinx in Egypt was carved from
rock thousands of years ago.

Chapter 6 • Earth’s Resources Use with Lesson 1

Reading and Writing Rocks and Minerals
103
 Writing Name Date
in Science

Rock and Stroll

Write About It
Write a letter to a friend. Write about a walk you
took. Describe the rocks you saw. Explain how
you think they got their shape.

Getting Ideas
Fill in the chart. In the first column, tell what rocks
you saw. In the second column, describe them.

Types of Rocks Details

Planning and Organizing

Write Yes if the sentence describes a rock. Write No if
it does not.
© Macmillan/McGraw-Hill

1. The big boulder was gray and black.

2. The small stones were smooth and oval.
3. I really like to climb rocks at the beach.

Chapter 6 • Earth’s Resources Use with Lesson 1

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

Drafting
Write a greeting and first sentence for your letter. It
should tell where you took your walk.

Now write your letter on a separate piece of paper.

Describe the rocks you saw, and sign your name.
Revising and Proofreading
Fill in the blanks with words from the box.

gigantic heavy tall

gray small weird

This morning, Zoe and I walked in the park. We saw

a rock. It was very .

The stone was a deep . The rock had

a shape. I think that the

rain wore the rock down. The rocks by a pond were
© Macmillan/McGraw-Hill

very and white.

Now revise and proofread your writing. Ask yourself:

▶ Did I describe the rocks and how they got their shapes?
▶ Did I correct all mistakes?

Chapter 6 • Earth’s Resources Use with Lesson 1

Reading and Writing Rocks and Minerals
105
 LESSON Name Date
Outline

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

What is soil?
1. Earth’s is made of a mix of
sand, clay, rocks, and minerals.
2. Parts of and animals that have
died are in soil, too.
3. Clay soil, topsoil, and
are found in different places and have
different colors.
4. Each kind of soil feels different and has a

different .
5. Some soils feel like or pebbles.
6. Other soils feel and are light
in color.
7. Some soils hold more
than others.
8. The soils that hold more water have a
© Macmillan/McGraw-Hill

color.

Chapter 6 • Earth’s Resources Use with Lesson 2

106 Reading and Writing Soil
 Name Date LESSON
Outline

How is soil formed?

9. It can take a very long time for rocks and

to break down into soil.

10. When plants and animals die, their parts

and rot away.

11. The that were once inside

living things make the soil healthy for plants.

12. Plants grow best in .

13. Topsoil is the of soil with

decaying plant and animal parts.

14. A mix of soil and parts of rotting plants and

animals is called a pile.

Critical Thinking
15. Why is soil important?
© Macmillan/McGraw-Hill

Chapter 6 • Earth’s Resources Use with Lesson 2

Reading and Writing Soil
107
LESSON Name Date
Vocabulary

Soil
Match each word in the box to the correct picture and
use the word in a sentence.

compost decompose topsoil

1.

2.

3.
© Macmillan/McGraw-Hill

Chapter 6 • Earth’s Resources Use with Lesson 2

108 Reading and Writing Soil
 Name Date LESSON
Cloze Activity

Soil
Fill in the blanks. Use the words from the box.

decompose natural resources rocks

layer nutrients texture

Soil can be found almost everywhere on land.

Soil is one of Earth’s most important .

Soil is formed when and minerals

break down into smaller pieces over many years.

Parts of dead plants and animals

and become part of the soil, too. The

inside these once-living things help make the
soil healthy.

Plants grow best in the top of

soil, called topsoil. This is where the soil is richest
with nutrients. Some soils are light, and others are dark.

Each soil feels different and has a different .

© Macmillan/McGraw-Hill

Some soils hold a lot of water, while others are sandy

and do not hold much water. However, all soils are
important to Earth.

Chapter 6 • Earth’s Resources Use with Lesson 2

Reading and Writing Soil
109
 LESSON Name Date
Outline

Using Earth’s Resources

Use your book to help you fill in the blanks.

How do we use natural resources?

1. People use air, wind, water, rocks, and soil as

every day.

2. Earth can quickly resources

such as water and wind.

3. Other resources, such as , can

not be made quickly by Earth.

Why should we care for Earth’s resources?

4. It is important to care for Earth’s ,
water, and air.

5. Pollution can harm living and

things such as plants, animals, and people.

6. Pollution makes Earth’s air, ,

and land dirty.
© Macmillan/McGraw-Hill

7. To stop land pollution, people can clean up the

they leave behind.

Chapter 6 • Earth’s Resources Use with Lesson 3

110 Reading and Writing Using Earth’s Resources
 Name Date LESSON
Outline

How can we save Earth’s resources?

8. People can help to Earth’s
resources.

9. Remember the Rs: reduce,

reuse, and recycle.

10. When people , they cut back

on how much they use a resource.

11. When people something, they

use it again, often in a new way.

12. When people glass, paper,

and cans, they make new things out of them
and reduce litter.

Critical Thinking
13. How do you use natural resources every day?
© Macmillan/McGraw-Hill

Chapter 6 • Earth’s Resources Use with Lesson 3

Reading and Writing Using Earth’s Resources
111
LESSON Name Date
Vocabulary

Using Earth’s Resources

Each picture below shows a way to conserve Earth’s
natural resources. Write reduce, reuse, or recycle
under the correct picture.
1. 2.

3. 4.

What are other ways you can help conserve Earth’s

© Macmillan/McGraw-Hill

resources where you live?

Chapter 6 • Earth’s Resources Use with Lesson 3

112 Reading and Writing Using Earth’s Resources
 Name Date LESSON
Cloze Activity

Using Earth’s Resources

Fill in the blanks. Use the words from the box.

conserve pollution wind

litter recycle
natural resources reduce

Earth needs your help. Every day, you use

such as air, water, and land. Earth can quickly replace

resources like water and .

Resources such as minerals take longer to replace.

It is important to Earth’s resources.

Something that makes air, water, or land dirty

is called . Help keep land and

water clean by picking up . You

can protect resources if you and

© Macmillan/McGraw-Hill

reuse things. You can paper,

glass, and plastic so they can be made into
something else. Remembering the 3 Rs is the first
step to helping save Earth’s resources.

Chapter 6 • Earth’s Resources Use with Lesson 3

Reading and Writing Using Earth’s Resources
113
 Reading Name Date
in Science

A World of Wool
Read the Reading in Science pages in your book. As
you read, pay attention to the most important ideas.
List them in the chart below. Then summarize the
article. Remember, when you summarize, you retell
the most important ideas in the selection.

Idea #1 Summary

Idea #2

Idea #3
© Macmillan/McGraw-Hill

Chapter 6 • Earth’s Resources Use with Lesson 3

114 Reading and Writing Using Earth’s Resources
 Name Date Reading
in Science

Write About It
Summarize. Write a paragraph that retells
what you learned about llama wool. Use the
following words in your writing: cold, warm,
sweaters, llamas, camels, fur, spin, yarn,
clothes, Andes Mountains.
© Macmillan/McGraw-Hill

Chapter 6 • Earth’s Resources Use with Lesson 3

Reading and Writing Using Earth’s Resources
115
CHAPTER Name Date
Vocabulary

Earth’s Resources
Write a short story about what is happening in the
picture. Use at least three words from the box.

conserve natural resources reduce

litter pollution reuse
minerals recycle

Title:

Story:
© Macmillan/McGraw-Hill

Chapter 6 • Earth’s Resources

116 Reading and Writing
 Name Date CHAPTER
Vocabulary

If the sentence is true, write TRUE. If the sentence is

not true, write FALSE.

1. Rocks are made of minerals.

2. Litter is garbage that people

leave behind.

3. Plastic is a natural resource.

4. When dead plants or animals

decompose, their parts rot
away.

5. Soil is made only of rocks.

6. A compost is a mix of paper,

plastic, and glass.
© Macmillan/McGraw-Hill

Chapter 6 • Earth’s Resources

Reading and Writing
117
 UNIT Name Date
Literature

Sunflakes
By Frank Asch

Read the Unit Literature pages in your book.

Write About It

Response to Literature
1. What season is the poet writing about? Use the
poem to tell how you know.

2. What are some things that you do in July? How

do your activities compare to the poet’s?

3. What do you think a

sunflake looks like?
Draw a picture.
© Macmillan/McGraw-Hill

Unit D • Weather and Sky

118 Reading and Writing
 Name Date CHAPTER
Concept Map

Observing Weather
Fill in the important ideas as you read the chapter.

Weather Words Weather Tools

How Can
We Describe
Weather?

Weather Changes
© Macmillan/McGraw-Hill

Chapter 7 • Observing Weather

Reading and Writing
119
 LESSON Name Date
Outline

Weather
Use your book to help you fill in the blanks.

What is weather?
1. People think about the
every day.

2. The outside helps people

choose what kind of clothes to wear.

3. Temperature is a measure of how

or cold something is.

4. People use a to measure

temperature.

5. There are ways to describe

temperature: in degrees Fahrenheit or degrees
Celsius.

6. The that falls from the clouds

can also be measured.
© Macmillan/McGraw-Hill

7. Rain, snow, sleet, and are

kinds of precipitation.

Chapter 7 • Observing Weather Use with Lesson 1

120 Reading and Writing Weather
 Name Date LESSON
Outline

What is wind?
8. The differences between hot and cold air

cause air to move, making .

9. You can use a to measure the

direction of wind.

10. This tool also shows how the

wind is blowing.

11. People can use an to measure

the speed of the wind.

Critical Thinking
12. What is wind? What can wind tell you about
weather?
© Macmillan/McGraw-Hill

Chapter 7 • Observing Weather Use with Lesson 1

Reading and Writing Weather
121
LESSON Name Date
Vocabulary

Weather
Draw a line to match the weather tool with what
it measures.
1.

a. temperature

2.

b. wind speed

3.
c. precipitation
© Macmillan/McGraw-Hill

Chapter 7 • Observing Weather Use with Lesson 1

122 Reading and Writing Weather
 Name Date LESSON
Cloze Activity

Weather
Fill in the blanks. Use the words from the box.

anemometer rain gauge weather

Fahrenheit temperature wind
precipitation thermometer wind sock

Look out the window. What is the

like? Is it sunny? Is it rainy? People use special

tools to find out about the weather. A

is used to find out how hot or cold it is outside.

This tool measures the of the

air. Temperature is measured in degrees

or in degrees Celsius.

Moving air is called . The

speed with which the wind blows is measured by

using an .A
© Macmillan/McGraw-Hill

shows what direction the wind is blowing. Rain,

snow, sleet, and hail are kinds of .

A is used to measure precipitation.

These tools help people learn about the weather.
Chapter 7 • Observing Weather Use with Lesson 1
Reading and Writing Weather
123
 Writing Name Date
in Science

A Snowy Day
Write About It
Write a story about what you might do on a
snowy day.

Getting Ideas
Picture a snowy day in your mind. Now put yourself
in the picture. Write what you are doing.

First

Next

Last

Planning and Organizing

Put the sentences in time order.

We bundled up in warm clothing.

© Macmillan/McGraw-Hill

We climbed to the top of the hill and

slid down.

We walked to the big hill in the park.

Chapter 7 • Observing Weather Use with Lesson 1

124 Reading and Writing Weather
 Name Date Writing
in Science

Drafting
Write the first sentence of your story. Tell how you
started your snowy day.

Now write your story on a separate piece of paper.

Put the events in time order. Include details.
Revising and Proofreading
Use the words in the box to fill in the blanks.

cold long warm

huge soft

It was a cloudy and day. Andy and

I wore clothes outside. We noticed

, narrow icicles hanging from the

trees. They were beautiful! Maple Hill was covered
in , deep snow that made it hard

to climb. At the top, we made a ball

of snow. Then we rolled it down the hill.
© Macmillan/McGraw-Hill

Now revise and proofread your writing. Ask yourself:

▶ Did I use details to tell what I might do on a snowy day?
▶ Did I correct all mistakes?

Chapter 7 • Observing Weather Use with Lesson 1

Reading and Writing Weather
125
 LESSON Name Date
Outline

The Water Cycle

Use your book to help you fill in the blanks.

How does water disappear?

1. Water when it gets very warm.

2. When water evaporates, it changes from a

to water vapor.

3. Water vapor is in the form of a .

4. When water , it changes from a

gas to a liquid.

5. When the air , the water vapor

turns back into tiny droplets of water.

6. These droplets can form in

the sky.

© Macmillan/McGraw-Hill

Chapter 7 • Observing Weather Use with Lesson 2

126 Reading and Writing The Water Cycle
 Name Date LESSON
Outline

What is the water cycle?

7. The shows how Earth’s water

evaporates to form bodies of water, and then
condenses.

8. When water is warmed by the ,

it evaporates.

9. form when the water vapor in

the air condenses.

10. Rain and then fall, and the

water flows back to the oceans, rivers, and
streams.

Critical Thinking
11. If there were no oceans, streams, rivers, or
lakes, do you think it would still rain? Why or
why not?
© Macmillan/McGraw-Hill

Chapter 7 • Observing Weather Use with Lesson 2

Reading and Writing The Water Cycle
127
LESSON Name Date
Vocabulary

The Water Cycle

Describe what happens in each step of the water
cycle.

1 3

© Macmillan/McGraw-Hill

Chapter 7 • Observing Weather Use with Lesson 2

128 Reading and Writing The Water Cycle
 Name Date LESSON
Cloze Activity

The Water Cycle

Fill in the blanks. Use the words from the box.

clouds flows water cycle

condenses rain water vapor
evaporates Sun

How does water change? The

shows how water moves from Earth to the sky,

and back down again. The

warms the water in oceans, rivers, and streams.

The water , or turns into a gas

and rises. This gas is called .

When the air gets cooler, the water

, or turns back into a liquid. Tiny

droplets of water form in the sky.

Precipitation like and snow

© Macmillan/McGraw-Hill

can fall from the clouds. The water

down the land and into the oceans, rivers, and streams.
Then the cycle begins again.

Chapter 7 • Observing Weather Use with Lesson 2

Reading and Writing The Water Cycle
129
 LESSON Name Date
Outline

Changes in Weather
Use your book to help you fill in the blanks.

What are different kinds of clouds?

1. Clouds can tell about changes in the .

2. Small, puffy clouds that can appear in long

rows are called clouds.

3. Cumulus clouds are commonly seen in the

.

4. Thin clouds that are very high in the sky are

called clouds.

5. Cirrus clouds are made of .

6. Thick or thin clouds that are very low in the sky

are called clouds.

© Macmillan/McGraw-Hill

Chapter 7 • Observing Weather Use with Lesson 3

130 Reading and Writing Changes in Weather
 Name Date LESSON
Outline

How can we stay safe from weather?

7. Weather changes when different kinds of

come together.

8. Storm clouds can grow thick, and

can form inside of them.

9. Very strong storms can cause .

10. Thunderstorms with spinning columns of air are

called .

Critical Thinking
11. How would you stay safe during a strong
thunderstorm?
© Macmillan/McGraw-Hill

Chapter 7 • Observing Weather Use with Lesson 3

Reading and Writing Changes in Weather
131
LESSON Name Date
Vocabulary

Changes in Weather
Use the words in the box to tell which clouds are
shown in the pictures.

cirrus hurricane tornado

cumulus stratus

1. 4.

2. 5.

© Macmillan/McGraw-Hill

3.

Chapter 7 • Observing Weather Use with Lesson 3

132 Reading and Writing Changes in Weather
 Name Date LESSON
Cloze Activity

Changes in Weather
Fill in the blanks. Use the words from the box.

cirrus disasters rows tornado

cumulus hurricane stratus weather

There are many different kinds of clouds. Clouds

tell about changes in the .

Small, white, puffy clouds are called

clouds. They appear in long

and mean fair weather. Thin clouds that are very

high in the sky are called clouds.

These clouds are made of ice. Thick or thin clouds

that cover the entire sky are called

clouds. These clouds mean that rain or snow
is coming.

Weather can change when different types of air

come together. Very strong storms can cause
© Macmillan/McGraw-Hill

like floods. A is

a storm with very strong winds. A

is a column of spinning air. People can stay safe
from many storms by staying indoors.
Chapter 7 • Observing Weather Use with Lesson 3
Reading and Writing Changes in Weather
133
 Reading Name Date
in Science

Predicting Storms
Read the Reading in Science pages in your book. As
you read, pay attention to the most important ideas.
List them in the chart below. Then summarize the
article. Remember, when you summarize, you retell
the most important ideas in the selection.

Idea #1 Summary

Idea #2

© Macmillan/McGraw-Hill

Chapter 7 • Observing Weather Use with Lesson 3

134 Reading and Writing Changes in Weather
 Name Date Reading
in Science

Write About It
Summarize. How does Doppler radar work?

Write a paragraph that retells what you learned about

why scientists try to predict the weather.
© Macmillan/McGraw-Hill

Chapter 7 • Observing Weather Use with Lesson 3

Reading and Writing Changes in Weather
135
CHAPTER Name Date
Vocabulary

Observing Weather
Fill in the blanks. Use the words in the box.

condenses precipitation water cycle

evaporates temperature water vapor

1. The shows how water changes

on Earth.

2. When water , it changes from

a liquid to a gas.

3. When water , it changes from

a gas to a liquid.

4. To find out hot or cold something is, we can

measure its .

5. Rain, snow, sleet, and hail are all different

kinds of .

6. When water is a gas, it is called .

© Macmillan/McGraw-Hill

Chapter 7 • Observing Weather

136 Reading and Writing
 Name Date CHAPTER
Vocabulary

Solve each riddle.

1. I am thin and high in the sky. I am made of ice.

What kind of cloud am I?

2. I am small, white, and puffy. I appear when the

weather is fair. What kind of cloud am I?

3. I am low in the sky. I appear when rain or snow

is on the way. What kind of cloud am I?

4. I am a tool that can measure the speed of the

wind. What am I?

5. I am a spinning column of air. I can cause a lot

of damage. What am I?
© Macmillan/McGraw-Hill

Chapter 7 • Observing Weather

Reading and Writing
137
CHAPTER Name Date
Concept Map

Earth and Space

Fill in the important ideas as you read the chapter.
Use the words in the box.

axis orbit planet solar system

Moon phase rotation

All About
Earth And
Space
© Macmillan/McGraw-Hill

Chapter 8 • Earth and Space

138 Reading and Writing
 Name Date LESSON
Outline

Day and Night

Use your book to help you fill in the blanks.

What causes day and night?

1. Earth’s is what causes day
and night.

2. It is when our side of Earth

faces the Sun.

3. When our side of Earth faces the Sun, it is

on the other side.

4. Earth always in the same

direction.

5. It takes 24 hours for Earth to make one full turn

on its .

6. The axis is an imaginary line that goes through

the of Earth.
© Macmillan/McGraw-Hill

Chapter 8 • Earth and Space Use with Lesson 1

Reading and Writing Day and Night
139
 LESSON Name Date
Outline

Why do the Sun and Moon seem to move?

7. The seems to move across the
sky during the day.

8. Shadows on the ground change as Earth .

9. At night, the seems to move,

too.

10. This is because is rotating.

Critical Thinking
11. What happens on the other side of Earth when
it is night where you live? How do you know?

© Macmillan/McGraw-Hill

Chapter 8 • Earth and Space Use with Lesson 1

140 Reading and Writing Day and Night
 Name Date LESSON
Vocabulary

Day and Night

Fill in the blanks. Use the words from the box.

axis day night rotation

1. Night and are caused by

Earth’s rotation.

2. Earth’s never changes

direction.

3. Every 24 hours, Earth rotates once on its .

4. When it is day where you live, it is

on the other side of the world.
© Macmillan/McGraw-Hill

Chapter 8 • Earth and Space Use with Lesson 1

Reading and Writing Day and Night
141
LESSON Name Date
Cloze Activity

Day and Night

Fill in the blanks. Use the words from the box.

axis Earth rotation Sun

day night shadows

You cannot feel it, but you are spinning right

now. In fact, is always spinning.

It spins all and all night. It even

spins when you are asleep! This turning is called

Earth’s . It is why we have day

and .

Every 24 hours, Earth rotates one time on its

. As it rotates, light from the

lights a different part of the

planet. This is why are longer

© Macmillan/McGraw-Hill

during the day. When it is day on one side of the

world, it is night on the other side.

Chapter 8 • Earth and Space Use with Lesson 1

142 Reading and Writing Day and Night
 Name Date LESSON
Outline

Why Seasons Happen

Use your book to help you fill in the blanks.

What are the seasons like?

1. In the fall, the is cool.

2. Some leaves colors and fall off

their trees.

3. The air is much colder during the .

4. In some places, the cold rain turns to .

5. Some animals, like birds, to

warmer places.

6. People wear warmer .

7. In the spring, days help new

plants grow.
© Macmillan/McGraw-Hill

8. Summer is the warmest of all!

Chapter 8 • Earth and Space Use with Lesson 2

Reading and Writing Why Seasons Happen
143
 LESSON Name Date
Outline

What causes the seasons?

9. Earth takes about 365 days to
the Sun.

10. Earth’s orbit is its around the

Sun.

11. When our part of Earth is tilted

the Sun, we have spring and summer.

12. When our part of Earth is tilted

from the Sun, we have fall and winter.

Critical Thinking
13. Why does the weather change during the year?

© Macmillan/McGraw-Hill

Chapter 8 • Earth and Space Use with Lesson 2

144 Reading and Writing Why Seasons Happen
 Name Date LESSON
Vocabulary

Why Seasons Happen

Circle the word that best tells about each picture.

1. 2.

axis orbit fall winter

3. 4.
© Macmillan/McGraw-Hill

spring winter fall summer

Chapter 8 • Earth and Space Use with Lesson 2

Reading and Writing Why Seasons Happen
145
LESSON Name Date
Cloze Activity

Why Seasons Happen

Fill in the blanks. Use the words from the box.

axis orbit seasons

fall path spring

You have learned that day and night are

caused by Earth’s rotation. Earth rotates on its

. Do you ever wonder why

change?

As Earth rotates, it is also moving in a

around the Sun. It takes about

365 days for Earth to complete its .

The seasons change because of Earth’s tilt. The
part of Earth that is closer to the Sun has warm

and summer weather. The part of

Earth that is far from the Sun has cooler
© Macmillan/McGraw-Hill

and winter weather. Different parts

of Earth have different seasons at the same time.

Chapter 8 • Earth and Space Use with Lesson 2

146 Reading and Writing Why Seasons Happen
 Name Date Writing
in Science

Fun with the Seasons

Write About It
Think about the seasons and the different
activities you do throughout the year.

On a separate piece of paper, write a story about the

activities you do in winter and in summer. Include
details about how the seasons are different.

Getting Ideas
Fill in the chart with ideas about summer and winter.

Winter Summer Both

Planning and Organizing

Lisa wrote two sentences about winter and summer.
© Macmillan/McGraw-Hill

Write Alike if the sentence shows how they are alike.

Write Different if it shows how they are different.

1. Winter and summer are seasons.

2. Winter can be very cold, and
summer can be very hot.

Chapter 8 • Earth and Space Use with Lesson 2

Reading and Writing Why Seasons Happen
147
 Writing Name Date
in Science

Drafting
Write a sentence to begin your paragraph. Tell how
you feel about winter and summer.

Now write your story on a separate piece of paper.

Tell what you do in winter and summer. Tell how the
seasons are different.

Revising and Proofreading

Lisa wrote some sentences. She made six mistakes.
Find the errors. Then correct them.

I really like winter? I like to go ice skating on

the pond. I also like to go sleding. My favorite
season is summer. It gets hot so I go to the
beech every day with my friends. We look for
shels. At night, we look at the stars and we
try too find the Big Dipper. There are many
activities to do in both seasons.
© Macmillan/McGraw-Hill

Now revise and proofread your writing. Ask yourself:

▶ Did I tell about what I like to do in winter?
▶ Did I tell about what I like to do in summer?
▶ Did I correct all mistakes?

Chapter 8 • Earth and Space Use with Lesson 2

148 Reading and Writing Why Seasons Happen
 Name Date LESSON
Outline

The Moon and Stars

Use your book to help you fill in the blanks.

Why can we see the Moon from Earth?

1. The Moon does not shine like the .

2. We see the of the Sun

reflected off of the Moon.

3. The Moon is many away from

Earth.

4. The Moon is made of and

covered with dust.

5. The helps the Moon look bright

when the Sun shines on it.

Why does the Moon seem to change shape?

6. It takes the Moon about one to
move around Earth.

7. The Moon’s seems to change

© Macmillan/McGraw-Hill

every few days.

Chapter 8 • Earth and Space Use with Lesson 3

Reading and Writing The Moon and Stars
149
 LESSON Name Date
Outline

8. The different shapes we see during the month

are called of the Moon.

What are stars?

9. Stars are space objects made of hot .

10. Stars can have different and

sizes.

11. Some stars make in the sky.

12. The Sun is a that gives light

and heat to Earth.

Critical Thinking
13. Why can we see both the Moon and stars in the
night sky?

© Macmillan/McGraw-Hill

Chapter 8 • Earth and Space Use with Lesson 3

150 Reading and Writing The Moon and Stars
 Name Date LESSON
Vocabulary

The Moon and Stars

Complete each word.

1. The o n does not give off its

own light.

2. The different shapes of the Moon are called

h e .

3. It takes the Moon one month to go around

a h once.

4. Stars look like tiny points of g

because they are so far away.

5. The Sun is the closest t a

to Earth.
© Macmillan/McGraw-Hill

Chapter 8 • Earth and Space Use with Lesson 3

Reading and Writing The Moon and Stars
151
LESSON Name Date
Cloze Activity

The Moon and Stars

Fill in the blanks. Use the words from the box.

gases Moon’s phases Sun

light patterns stars

The Moon does not shine the way the Sun

does. We see the Moon because

from the Sun shines on the Moon. Even though it

looks different sometimes, the

shape does not really change. The shapes of the

Moon we see each month are called .

A star is an object in space made of hot

. The is the
closest star to the Earth. That is why it looks so

large. From Earth, other look like

tiny points of light. Some stars make
© Macmillan/McGraw-Hill

in the sky. Can you name any

star patterns?

Chapter 8 • Earth and Space Use with Lesson 3

152 Reading and Writing The Moon and Stars
 Name Date LESSON
Outline

The Solar System

Use your book to help you fill in the blanks.

What goes around the Sun?

1. Earth is a .

2. Planets are huge that move

around the Sun.

3. Eight planets, their moons, and the

make up our solar system.

4. Like , each planet in our solor

system orbits the Sun.

5. The planets that are to the Sun

take less time to move around it.

What are the planets like?

6. The closest planet to the Sun is .

© Macmillan/McGraw-Hill

Chapter 8 • Earth and Space Use with Lesson 4

Reading and Writing The Solar System
153
 LESSON Name Date
Outline

7. Our planet has that we can

drink and air that we can breathe.

8. Mars has a , rocky surface and

two moons.

9. The largest planet is called .

Critical Thinking
10. Why do you think our group of planets is called
a solar system?

© Macmillan/McGraw-Hill

Chapter 8 • Earth and Space Use with Lesson 4

154 Reading and Writing The Solar System
 Name Date LESSON
Vocabulary

The Solar System

Use the clues to solve the puzzle. Use the words from
the box.

1. Earth a. made of planets,

Moons, and stars

2. Mars b. where we live

3. Mercury c. the hottest planet

4. planet d. a huge object

that moves around
the Sun

5. Saturn e. the planet closest to

the Sun

6. solar f. a planet with

system
thick rings

7. Venus g. the planet with a

© Macmillan/McGraw-Hill

red, rocky surface

Chapter 8 • Earth and Space Use with Lesson 4

Reading and Writing The Solar System
155
LESSON Name Date
Cloze Activity

The Solar System

Fill in the blanks. Use the words from the box.

Jupiter planet solar system Venus

Mars rings Sun

There are eight planets in our solor system.

Earth is one of them. The is in

the center of the . All of the

planets go around the . Each

planet is different.

Mercury and are closer to the

Sun than Earth. The planet has

a red, rocky surface. Neptune is a blue planet.

Saturn and Uranus both have

around them. is the largest

© Macmillan/McGraw-Hill

planet. Mercury is the closest planet to the Sun.

Chapter 8 • Earth and Space Use with Lesson 4

156 Reading and Writing The Solar System
 Name Date Reading
in Science

Starry, Starry Night

Read the Reading in Science pages in your book. As
you read, pay attention to important ideas. How did
ancient sailors find the North Star? What did they do
first? What did they do last? Write your ideas in the
chart below.

First

Next

Last
© Macmillan/McGraw-Hill

Chapter 8 • Earth and Space Use with Lesson 4

Reading and Writing The Solar System
157
 Reading Name Date
in Science

Write About It
Sequence. Long ago, sailors used star
charts to find their way on the ocean. How do
astronomers use star charts now?

1. What do you think is the main idea of this

selection? Why?

© Macmillan/McGraw-Hill

Chapter 8 • Earth and Space Use with Lesson 4

158 Reading and Writing The Solar System
 Name Date CHAPTER
Vocabulary

Earth and Space

Solve each riddle. Use the words in the box.

orbit planets rotation

1. These great big rocks

from 1 to 8, number
3 is home for us. The
hottest one is called
Venus!

2. Round and round,

Earth and the Moon
go, on a trip that
makes the seasons
switch!

3. It makes daytime
here, and nighttime
© Macmillan/McGraw-Hill

there, every 24 hours,

every day, every year.

Chapter 8 • Earth and Space

Reading and Writing
159
CHAPTER Name Date
Vocabulary

Label each picture. Use the words in the box.

solar system Moon phases Sun

1.

2.

© Macmillan/McGraw-Hill

3.

Chapter 8 • Earth and Space

160 Reading and Writing
 Name Date UNIT
Literature

Popcorn Hop
by Stephanie Calmenson

Read the Unit Literature pages in your book.

Write About It

Response to Literature
1. What makes the popcorn hop?

2. How do you think popcorn got its name?

3. How do living things use heat?

© Macmillan/McGraw-Hill

Unit E • Matter
Reading and Writing
161
CHAPTER Name Date
Concept Map

Looking at Matter
Fill in the important ideas as you read the chapter. Write
three facts about the properties of each kind of matter.

Matter is .

What Are the Properties of Matter?

Solid Liquid Gas

1. 1. 1.

2. 2. 2.

3. 3. 3.
© Macmillan/McGraw-Hill

Chapter 9 • Looking at Matter

162 Reading and Writing
 Name Date LESSON
Outline

Describing Matter
Use your book to help you fill in the blanks.

What is matter?
1. Matter is anything that takes up
and has mass.

2. Some matter can be

by people.

3. An object’s mass is the amount of

it has.

4. Objects can be made of

amounts of matter.

5. A is used to measure and

compare mass.

How can you describe matter?

6. Matter can be described by talking about its

.
© Macmillan/McGraw-Hill

7. A is how matter looks, feels,

smells, tastes, or sounds.

Chapter 9 • Looking at Matter Use with Lesson 1

Reading and Writing Describing Matter
163
 LESSON Name Date
Outline

8. Different of matter have

different properties.
9. Matter can be or nonliving.
10. There are main kinds of
matter: solids, liquids, and gases.

Critical Thinking
11. What are some ways that matter can be
described? What do these ways tell you
about matter?

© Macmillan/McGraw-Hill

Chapter 9 • Looking at Matter Use with Lesson 1

164 Reading and Writing Describing Matter
 Name Date LESSON
Vocabulary

Describing Matter
What is the secret answer? Fill in the missing words
and then fill in the answer by using the circled letters.

1. Matter can be or thin.

2. Anything that takes up space and has mass is

called .

3. Matter can be a , liquid,

or gas.

4. Matter can be natural or made by .

5. The amount of matter in an object is called .

6. A describes how
matter looks, feels, smells, tastes, or sounds.

Q: What did the doctor say to the scientist?

A: W a s th m t e r?
© Macmillan/McGraw-Hill

Chapter 9 • Looking at Matter Use with Lesson 1

Reading and Writing Describing Matter
165
LESSON Name Date
Cloze Activity

Describing Matter
Fill in the blanks. Use the words from the box.

balance feel gas matter smaller

describe flexible mass property

Matter is everywhere. Matter can be a solid, a

liquid, or a . Anything that takes up

space and has is matter. The

amount of in an object is called mass.

A can be used to measure and

compare the mass of objects. Sometimes, a

object has more mass than a larger object.

It is possible to matter by

talking about its properties. A is a

way matter looks, feels, smells, tastes, or sounds.
Matter can be soft or it can be hard. Matter can be
© Macmillan/McGraw-Hill

or stiff. It can also

rough, smooth, or wet. Some matter is even invisible!

Chapter 9 • Looking at Matter Use with Lesson 1

166 Reading and Writing Describing Matter
 Name Date LESSON
Outline

Solids
Use your book to help you fill in the blanks.

What is a solid?
1. A is one of three kinds of
matter.

2. Solids have a of their own.

3. Like all matter, different solids have

properties.

4. Solids can be made from like

wood, plastic, and metal.

5. They can feel smooth, rough, soft, or hard

when you them.

How can we measure solids?

6. Many can be used to measure

solids.
© Macmillan/McGraw-Hill

7. A can be used to measure the

width, length, or height of an object.

Chapter 9 • Looking at Matter Use with Lesson 2

Reading and Writing Solids
167
 LESSON Name Date
Outline

8. Rulers can be used to measure the lengths of

objects in or inches.

9. A is used to tell how much

mass something has.

10. To tell the difference between two objects, their

measurements can be .

Critical Thinking
11. What will happen to a balance if you put a
brick on one side and a feather on the other?
Why?

© Macmillan/McGraw-Hill

Chapter 9 • Looking at Matter Use with Lesson 2

168 Reading and Writing Solids
 Name Date LESSON
Vocabulary

Solids
Circle the best answer.

1. Which solid is longer?

2. Which solid has less mass?

3. Which is softer?

4. Which is smoother?
© Macmillan/McGraw-Hill

Chapter 9 • Looking at Matter Use with Lesson 2

Reading and Writing Solids
169
LESSON Name Date
Cloze Activity

Solids
Fill in the blanks. Use the words from the box.

balance inches materials properties sink

centimeters mass measure rough

A solid is a kind of matter that has its own

shape. Like all matter, different solids can be

made of different . Solids get

their from the materials they are

made from. Solids can feel ,

smooth, hard, or soft. Some solids float in water.

Others in water.

You can use tools to solids. A

ruler measures the length, width, and height of a
solid. A ruler is used to measure lengths in units

called or in units called .

© Macmillan/McGraw-Hill

The amount of matter in a solid is called .

A tells how much mass a solid

has. Both methods of measurement can be used
to form a more complete picture of objects.

Chapter 9 • Looking at Matter Use with Lesson 2

170 Reading and Writing Solids
 Name Date Reading
in Science

Natural or Made by People?

Read the Reading in Science pages in your book.
As you read, pay attention to important ideas.
Summarize them in the chart below. Remember, when
you summarize, you retell the most important ideas in
the selection.

Summary
How are natural solids and humanmade solids
the same and different?

Idea #1 Idea #2 Idea #3

© Macmillan/McGraw-Hill

Chapter 9 • Looking at Matter Use with Lesson 2

Reading and Writing Solids
171
 Reading Name Date
in Science

Write About It
Summarize. How is a plastic chair made? Use
the chart you made to write your answer.

1. What are some plastic things in your

classroom?

© Macmillan/McGraw-Hill

Chapter 9 • Looking at Matter Use with Lesson 2

172 Reading and Writing Solids
 Name Date LESSON
Outline

Liquids and Gases

Use your book to help you fill in the blanks.

What is a liquid?
1. The opposite of matter is
solid matter.

2. Unlike most solids, a liquid can take the shape

of the it is in.

3. You can measure the of a

liquid by using a measuring cup.

4. Volume is a measure of the amount of

something takes up.

What is a gas?
5. A is like a liquid in many ways.

6. A gas has no of its own.

7. A bubble is liquid with inside it.

© Macmillan/McGraw-Hill

Chapter 9 • Looking at Matter Use with Lesson 3

Reading and Writing Liquids and Gases
173
 LESSON Name Date
Outline

8. You can the volume or the

mass of a gas.

9. The around us is made of

many gases.

10. You can feel these gases moving on a

day.

11. We need a gas called to

survive.

Critical Thinking
12. What solids, liquids, and gases do you use
every day?

© Macmillan/McGraw-Hill

Chapter 9 • Looking at Matter Use with Lesson 3

174 Reading and Writing Liquids and Gases
 Name Date LESSON
Vocabulary

Liquids and Gases

Classify the words in the box based on their state
of matter.

air glass juice oxygen water

apple ice milk pencil water vapor

Solids Liquids Gases

© Macmillan/McGraw-Hill

Chapter 2 • Looking at Matter Use with Lesson 3

Reading and Writing Liquids and Gases
175
LESSON Name Date
Cloze Activity

Liquids and Gases

Fill in the blanks. Use the words from the box.

air containers liquid plants three

breathe gas oxygen solid

We use matter every day. Our clothes, shoes,

breakfast, and even the we

breathe are kinds of matter. There are

kinds of matter. A is a kind of

matter that has its own shape. A

is a kind of matter that does not have a shape of

its own. A is another kind of

matter that does not have its own shape.

Gases and liquids take the shapes of the

they are in.

The air we is made of many

© Macmillan/McGraw-Hill

gases. One of these gases in the air is called

. Animals and
need oxygen to live. We cannot see gases but
they are all around us.

Chapter 9 • Looking at Matter Use with Lesson 3

176 Reading and Writing Liquids and Gases
 Name Date Writing
in Science

Fun with Water

Write About It
This girl is having fun in the water!
Think of times that you have had
fun in water. Draw and write about
what you did.

Getting Ideas
Look at the starfish. Write Water
in the center. In the arms, write
things you do to have fun in
the water.

Planning and Organizing

Put these sentences in time order.
© Macmillan/McGraw-Hill

I jumped into the water.

I put on my bathing suit and packed some toys.

My mother and I walked to the beach.

Chapter 9 • Looking at Matter Use with Lesson 3

Reading and Writing Liquids and Gases
177
 Writing Name Date
in Science

Drafting
Write a sentence to begin your story. Use I to write
about yourself.

Now write your story on a separate piece of paper.

Tell about fun that you have had in the water. Tell
how the water made you feel.

Revising and Proofreading

Julia wrote some sentences. She made five mistakes.
Find the mistakes. Then correct them.

Lucy and i walked to the ocean for a swim. His

dad went with us. We jumped in the weaves. The
water felt cool. We through a beach ball back
and forth. We floated on an alligator raft. We got
tired after about a hour and sat on our towels.

Now revise and proofread your writing. Ask yourself:

© Macmillan/McGraw-Hill

▶ Did I write about what I did in the water?

▶ Did I tell how I felt?
▶ Did I correct all mistakes?

Chapter 9 • Looking at Matter Use with Lesson 3

178 Reading and Writing Liquids and Gases
 Name Date CHAPTER
Vocabulary

Looking at Matter
Fill in the blanks. Use the words in the box.

balance matter solid

mass property volume

1. Anything that takes up space and has mass

is .

2. The amount of matter in an object is called

.

3. A can be used to measure and

compare mass.

4. The amount of space something takes up is

called .

5. A has a shape of its own.

6. A is how matter looks, feels,

© Macmillan/McGraw-Hill

smells, sounds, or tastes.

Chapter 9 • Looking at Matter

Reading and Writing
179
CHAPTER Name Date
Vocabulary

Write whether each fact describes a solid, a liquid, or

a gas.

1. This kind of matter has a shape of its own.

2. It can not be seen, but it is everywhere.

3. Water is an example of this kind of matter.

4. Oxygen is an example of this kind of matter.

5. This can be made of plastic, metal, or wood.

6. This kind of matter can be measured by using

a measuring cup.
© Macmillan/McGraw-Hill

Chapter 9 • Looking at Matter

180 Reading and Writing
 Name Date CHAPTER
Concept Map

Changes in Matter
Using what you have learned from the chapter, fill
in the blanks to tell how matter can change.

Physical Change Chemical Change

Change and Matter

Changes of State Mixtures

© Macmillan/McGraw-Hill

Chapter 10 • Changes in Matter

Reading and Writing
181
 LESSON Name Date
Outline

Matter Changes
Use your book to help you fill in the blanks.

What are physical changes?

1. Physical changes cause a
in matter.

2. A physical change takes place when the size or

shape of changes.

3. The of matter stays the same if

its shape is changed.

4. When a piece of paper is folded or torn, a

change is taking place.

5. A change in can be a physical

change, too.

6. When something gets or dries,

it may look and feel different, but it is only a
physical change.
© Macmillan/McGraw-Hill

Chapter 10 • Changes in Matter Use with Lesson 1

182 Reading and Writing Matter Changes
 Name Date LESSON
Outline

What are chemical changes?

7. During a change, one kind of
matter changes into a different kind of matter.

8. When goes through a

chemical change, it may not be possible to
change it back.

9. When wood is in a fireplace, a

chemical change is taking place.

10. Observing and feeling

and cold are clues that a

chemical change may be occuring.

Critical Thinking
11. Think about a piece of bread. How can you
make a physical change to the bread? How can
you make a chemical change?
© Macmillan/McGraw-Hill

Chapter 10 • Changes in Matter Use with Lesson 1

Reading and Writing Matter Changes
183
LESSON Name Date
Vocabulary

Matter Changes
Identify each description as a physical change or
a chemical change.
1. An iron screw rusts in the rain.

2. A piece of paper is folded.

3. A rock breaks down into soil.

4. Water freezes and turns into ice.

5. A peach turns brown.

6. A ball gets wet. © Macmillan/McGraw-Hill

7. A slice of cheese melts.

8. An egg is fried.

Chapter 10 • Changes in Matter Use with Lesson 1

184 Reading and Writing Matter Changes
 Name Date LESSON
Cloze Activity

Matter Changes
Fill in the blanks. Use the words from the box.

burns mass rusts

chemical change matter temperature
fold physical change

Matter changes every day. A

takes place when the size or shape of matter changes

but not the type of matter. When you

paper, you are making a physical change. When only the

shape of an object changes, its stays

the same. When the of water changes,

it can freeze or boil. These are physical changes, too.

You can also make a to

matter. A chemical change happens when

changes into a different kind of matter. When matter
© Macmillan/McGraw-Hill

, it can not change back to its

original form. When iron , it changes

color and feels different. These are chemical
changes at work.

Chapter 10 • Changes in Matter Use with Lesson 1

Reading and Writing Matter Changes
185
 LESSON Name Date
Outline

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

How can heating change matter?

1. Heat can change in different
ways.

2. When a solid gets enough ,

it melts.
3. When something melts, it changes from a

to a liquid.
4. When heat is added to ice, it turns into

water.

5. Different solids can at different

temperatures.

6. Some liquids when they get

enough heat.

7. When a liquid boils, it , or

changes into a gas.
© Macmillan/McGraw-Hill

8. This gas is called .

Chapter 10 • Changes in Matter Use with Lesson 2

186 Reading and Writing Changes of State
 Name Date LESSON
Outline

How can cooling change matter?

9. When you matter, you take
heat away from it.
10. A gas can when it is cooled.

11. When a condenses, it changes

into a liquid.

12. When lose enough heat,

they freeze.
13. When matter , it changes from
a liquid to a solid.

Critical Thinking
14. Explain how you can make an ice cube change
from a solid to gas.
© Macmillan/McGraw-Hill

Chapter 10 • Changes in Matter Use with Lesson 2

Reading and Writing Changes of State
187
LESSON Name Date
Vocabulary

Changes of State
Solve the riddles and fill in the puzzle.
Down
1. I keep my shape when I’m cool.
If it gets too warm, I melt.
2. You can add me or take me away to
change matter.
4. This happens when liquids get very cold.
6. When I start out very hot and then
become cool, I turn into liquid.
Across
3. This is what gas does when 6 Down
happens.
5. This is how solids turn into liquids.
7. This is how matter goes into the air
when it boils.
1. 2.

3. 4.
© Macmillan/McGraw-Hill

5.

6.

7.

Chapter 10 • Changes in Matter Use with Lesson 2

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

Changes of State
Fill in the blanks. Use the words from the box.

condense heat solid

evaporate liquid temperatures
freeze melt water vapor

There are three main states, or forms, of matter.

The three main states are , liquid,

and gas. Some solids when they

get enough heat. When something melts, it

changes from a solid to a . That is

what happens when an ice cube melts. Different solids

melt at different . When water boils, it

will , or turn into a gas. This gas is

called .

When is taken away from matter,

© Macmillan/McGraw-Hill

it can change. Gases when they

are cooled. When you water, it

turns into a solid. Different liquids freeze at different
temperatures.

Chapter 10 • Changes in Matter Use with Lesson 2

Reading and Writing Changes of State
189
 Reading Name Date
in Science

Colorful Creations
Read the Reading in Science pages in your book.
Write inferences based on the statements in the
“What I Know” column. Write your inferences on the
chart.

What I Know What I Infer

Most crayons are made

of wax. Colored wax is
melted into a liquid.

The crayon mold is cooled

with cold water.

A machine packs the

crayons into boxes.
© Macmillan/McGraw-Hill

Chapter 10 • Changes in Matter Use with Lesson 2

190 Reading and Writing Changes of State
 Name Date Reading
in Science

Write About It
Predict. What do you think would happen if the
mixture of wax was poured into a mold shaped like
a square? Explain your answer.

What two states of matter are used to make crayons?

How do you think different colored crayons are

made?
© Macmillan/McGraw-Hill

Chapter 10 • Changes in Matter Use with Lesson 2

Reading and Writing Changes of State
191
 LESSON Name Date
Outline

Mixtures
Use your book to help you fill in the blanks.

What are mixtures?

1. When two or more things are put together, the

result is called a .
2. Mixtures can have different of
solids, liquids, and gases.
3. Some mixtures can be picked .

Which mixtures stay mixed?

4. A mixture that is difficult to take apart is called a

.
5. When salt is added to water, the salt

and mixes with the water.

6. Sand and water make a
solution. © Macmillan/McGraw-Hill

Chapter 10 • Changes in Matter Use with Lesson 3

192 Reading and Writing Mixtures
 Name Date LESSON
Outline

How can you take mixtures apart?

7. Some mixtures are to take
apart. Other mixtures are more difficult.
8. A can be used to separate
sand from water.
9. A can be used to separate iron
from sand.
10. To take out salt from salt water, a process

called is used.

Critical Thinking
11. Suppose you had a mixture of water and
pebbles. How could you take apart the mixture?
© Macmillan/McGraw-Hill

Chapter 10 • Changes in Matter Use with Lesson 3

Reading and Writing Mixtures
193
LESSON Name Date
Vocabulary

Mixtures
Write whether you would need to use a magnet, a
filter, evaporation, or your hands in order to take
apart each mixture listed below. Some mixtures can
be taken apart in more than one way.

1. salt water 6. pennies and nickels

2. water and sand 7. blue paper and white

paper

3. iron nails and sand

8. water and seashells

4. raisins and cornflakes

5. iron screws and

plastic beads
© Macmillan/McGraw-Hill

Chapter 10 • Changes in Matter Use with Lesson 3

194 Reading and Writing Mixtures
 Name Date LESSON
Cloze Activity

Mixtures
Fill in the blanks. Use the words from the box.

dissolves filter magnet separate

evaporation liquids mixture solution

Have you ever made a collage? When you glue

pieces of paper together, you make a .

A mixture can be any combination of solids, ,

and/or gases. Some mixtures can be

by their parts.

When salt and water are mixed together, a

is made. The salt can not be seen

because it in the water. The mixture

can be taken apart by using . The

water will evaporate and the salt will be left behind.
© Macmillan/McGraw-Hill

To separate water and sand, a

can be used. To separate iron and sand, a

can be used. You can separate some mixtures by
using your hands.

Chapter 10 • Changes in Matter Use with Lesson 3

Reading and Writing Mixtures
195
 Writing Name Date
in Science

Writing a Recipe
Write About It
You can write a recipe.
Explain how you would use
some of this fruit to make a
fruit salad. Explain why it is
a mixture.

Getting Ideas
Look at the illustration. What kinds of fruit do you
see? Think about how you would make a fruit salad.

What kinds of fruit would you want to put in a fruit

salad? List them below.

Planning and Organizing

Put the steps in the correct order.

Mix the fruit together.

Wash the fruit and put it on the
© Macmillan/McGraw-Hill

cutting board.
Get a bowl and a cutting board.
Cut up each fruit. Put the fruit in
the bowl.

Chapter 10 • Changes in Matter Use with Lesson 3

196 Reading and Writing Mixtures
 Name Date Writing
in Science

Drafting
Write a sentence to begin your recipe. Tell what the
recipe is for.

Now write the recipe on a separate piece of paper. Put

the steps in order. At the end, tell why it is a mixture.

Revising and Proofreading

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

Finally First Next Second Then

, I put a big bowl on the counter.

, I got a spoon. ,

I put cut-up apples and bananas in the bowl. ,

I added grapes, blueberries, and strawberries.

, I mixed everything together.

© Macmillan/McGraw-Hill

Now revise and proofread your writing. Ask yourself:

▶ Did I write the steps in order?

▶ Did I explain why it is a mixture?
▶ Did I correct all mistakes?
Chapter 10 • Changes in Matter Use with Lesson 3
Reading and Writing Mixtures
197
CHAPTER Name Date
Vocabulary

Changes in Matter
Fill in the blanks. Use the words in the box.

chemical change evaporation melts

condenses freezes solution

1. When matter , it changes from

a solid to a liquid.
2. A process called can be used
to separate salt from water.
3. A is a mixture that is difficult to
separate.
4. When matter , it changes from
a gas to a liquid.
5. When water , it changes from
a liquid to a solid.

6. When a slice of bread is toasted, a

occurs. © Macmillan/McGraw-Hill

Chapter 10 • Changes in Matter

198 Reading and Writing
 Name Date CHAPTER
Vocabulary

Draw a line from each picture to the sentence that

describes it.

1. a. Salt dissolves in water to

make a solution.

2. b. When a physical change

takes place, matter
changes shape.

3. c. Evaporation is when
matter changes from a
liquid to a gas.

4. d. After a chemical change

takes place, matter may
look and smell different
than before.
5. e. When matter melts,
it changes from a solid
to a liquid.
© Macmillan/McGraw-Hill

Chapter 10 • Changes in Matter

Reading and Writing
199
 UNIT Name Date
Literature

Echolocation
Read the Unit Literature pages in your book.

Write About It

Response to Literature
1. Why do you think that bats use echolocation?
Use the article to tell how you know.

2. What other animals do you think use

echolocation?

3. Have you ever used sound to find something?

Write about it.
© Macmillan/McGraw-Hill

Unit F • Motion and Energy

200 Reading and Writing
 Name Date CHAPTER
Concept Map

How Things Move

Fill in the important ideas as you read the chapter.

How do things move?

What makes
Where things move Ways things move
things move
© Macmillan/McGraw-Hill

Chapter 11 • How Things Move

Reading and Writing
201
 LESSON Name Date
Outline

Position and Motion

Use your book to help you fill in the blanks.

What are position and motion?

1. You can use words to describe
an object’s location.

2. Position is the where

something is.

3. Above, , left, and right are all

position words.

4. When an object , it changes

position.

5. When an object is moving, it is in .

6. You can the position and

motion of objects.

© Macmillan/McGraw-Hill

Chapter 11 • How Things Move Use with Lesson 1

202 Reading and Writing Position and Motion
 Name Date LESSON
Outline

What is speed?
7. Speed is a of how quickly an
object changes its position.

8. Some objects and things

move quickly.

9. Speed shows the it takes to

move a certain distance.

10. Distance is a measure of how

something moves.

Critical Thinking
11. Scientists use tools to measure objects. What
kind of tool could you use to measure the
distance an object has moved? How?
© Macmillan/McGraw-Hill

Chapter 11 • How Things Move Use with Lesson 1

Reading and Writing Position and Motion
203
LESSON Name Date
Vocabulary

Position and Motion

Describe the position of the bowl below in as many
ways as you can.

© Macmillan/McGraw-Hill

Chapter 11 • How Things Move Use with Lesson 1

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

Position and Motion

Fill in the blanks. Use the words from the box.

compare motion space

left object stopwatch
measure position

How do you know where something is? We use

words like above, below, , and

right to describe where things are. When you

describe an object’s , you tell

where it is. To tell the position of an object, you

can it to another object.

Objects do not always stay in the same place.

When an moves, its position

changes. This is called . Speed

is a of how quickly an object

© Macmillan/McGraw-Hill

moves from one position to another. The

between the two positions is called distance. You

can use a to measure speed.

You can use a tape measure to measure distance.

Chapter 11 • How Things Move Use with Lesson 1

Reading and Writing Position and Motion
205
 LESSON Name Date
Outline

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

What makes things move?

1. It takes a or a pull to make
something move.

2. A push or pull is a .

3. To push something, you move it

you.

4. To pull something, you move it

you.

What are some forces?

5. When you throw a ball in the air,
pulls it back to Earth.

6. Gravity is a force that things

to Earth.

7. One of gravity is weight.

© Macmillan/McGraw-Hill

8. is how much force it takes to

pull something to Earth.
9. When this happens, a force called

slows down the objects.

Chapter 11 • How Things Move Use with Lesson 2

206 Reading and Writing Forces
 Name Date LESSON
Outline

How can forces change motion?

10. Forces can make things up,
slow down, or change direction.

11. Sometimes, objects together

when they move.

Critical Thinking
12. Do you think gravity is important? Why or
why not?
© Macmillan/McGraw-Hill

Chapter 11 • How Things Move Use with Lesson 2

Reading and Writing Forces
207
LESSON Name Date
Vocabulary

Forces
Answer each riddle. Then find each word in the word
search.
1. I am a force that slows down moving things.

What am I?
2. I am a force that pulls things to Earth.

What am I?
3. To put an object in motion, you must use me.

What am I?

4. I am the amount of force that pulls an object to

Earth. What am I?
5. To move an object closer to you, you must use

me. What am I?

f r i c t i o n d w
o l m s h i e h g e
r g r a v i t y c i
© Macmillan/McGraw-Hill

c a t v m p s t u g
e m n x y r l m e h
p u l l n z c b o t

Chapter 11 • How Things Move Use with Lesson 2

208 Reading and Writing Forces
 Name Date LESSON
Cloze Activity

Forces
Fill in the blanks. Use the words from the box.

amount down pull

away force push
direction gravity

How do you move things? Think about the last

time you threw a ball. You used a

to move the ball. A force is a or

pull that makes objects move. When you

an object, you move it closer to you. When you

push an object, it moves from you.

You can use forces to speed up or slow

an object. Friction is a force that slows some things

down. Forces can even change the

of an object’s motion. The force that pulls objects to
© Macmillan/McGraw-Hill

Earth is called . The

of force that gravity pulls down on an object is
called weight. People use forces every day.

Chapter 11 • How Things Move Use with Lesson 2

Reading and Writing Forces
209
 Reading Name Date
in Science

Meet Hector Arce

Read the Reading in Science pages in your book.
As you read, keep track of what happens and why.
Record the causes and effects you read about in the
chart below. Remember, a cause is why something
happens. An effect is the thing that happens.
Sometimes, one cause can have many effects.

Cause Effect

Gravity

It pulls together huge clouds

of gas and dust to form stars.
© Macmillan/McGraw-Hill

Gravity

Chapter 11 • How Things Move Use with Lesson 2

210 Reading and Writing Forces
 Name Date Reading
in Science

Use the words in the box to retell what you learned

about the effects of gravity.

dust gas hot

force gravity stars

The that pulls objects toward

Earth is called . It keeps all living

things and objects on Earth as the planet spins.
Gravity also pulls on other planets and on moons.

It can even cause to form.

Gravity pulls together clouds of

and to make stars. Inside these

stars, gravity makes them so

that they glow in the night sky.

Write About It
Cause and Effect. What causes stars to form?
© Macmillan/McGraw-Hill

Chapter 11 • How Things Move Use with Lesson 2

Reading and Writing Forces
211
 LESSON Name Date
Outline

Using Simple Machines

Use your book to help you fill in the blanks.

What are levers and ramps?

1. A is a tool that can change the
strength of a force.

2. A is a simple machine with a

bar that moves on a stationary fulcrum.

3. This machine can change how much force is

needed for a so you can move

heavy things.

4. A seesaw and a are kinds

of levers.

5. A is another kind of simple

machine that can help you move things.

6. A ramp has a , slanted

surface.
© Macmillan/McGraw-Hill

Chapter 11 • How Things Move Use with Lesson 3

212 Reading and Writing Using Simple Machines
 Name Date LESSON
Outline

What are other simple machines?

7. People use simple machines like axles and

every day.

8. An is a bar that is connected to

the center of a wheel.
9. A simple machine made of a rope that moves

around a is called a pulley.

10. Pulleys make it easier to

things.

Critical Thinking
11. Where have you seen ramps? Why are these
and other simple machines useful?
© Macmillan/McGraw-Hill

Chapter 11 • How Things Move Use with Lesson 3

Reading and Writing Using Simple Machines
213
LESSON Name Date
Vocabulary

Using Simple Machines

Identify the simple machine in each picture.
1. 2.

3. 4.

5.

© Macmillan/McGraw-Hill

Chapter 11 • How Things Move Use with Lesson 3

214 Reading and Writing Using Simple Machines
 Name Date LESSON
Cloze Activity

Using Simple Machines

Fill in the blanks. Use the words from the box.

axle lever simple machine

force pulley
fulcrum ramp

Tools help people change the

used on an object. Sometimes, objects are too heavy

to lift or move on our own. A is a tool

that can change the size or direction of a force. A

is a bar that moves on a point that

stays still. This point is called a . People

use this tool to lift heavy things. A

is used to move things from one place to another.
We can push objects on its slanted surface.

Cars and bikes have wheels that help them

© Macmillan/McGraw-Hill

move. An is a bar connected to

the center of the wheel. A has a

rope that moves around a wheel. This tool helps
people change the direction of an object.

Chapter 11 • How Things Move Use with Lesson 3

Reading and Writing Using Simple Machines
215
 Writing Name Date
in Science

Slip and Slide

Write About It
Explain why penguins can slide on the ice.
Think about what you learned about forces.
Make sure to explain why ice is slippery.

Getting Ideas
Brainstorm a list of facts about penguins, and write
them in the chart below.

Penguin Fact Sheet

Planning and Organizing

Zina wrote four sentences. Write Yes if the sentence
is a penguin fact. Write No if it is not.
© Macmillan/McGraw-Hill

1. Penguins are birds that have webbed feet.

2. Penguins have black and white feathers.
3. Penguins can fly.
4. Penguins have short legs.
Chapter 11 • How Things Move Use with Lesson 3
216 Reading and Writing Using Simple Machines
 Name Date Writing
in Science

Drafting
Write your own topic sentence to begin your
paragraph. Tell your main idea about penguins.

Now write about penguins on a separate piece of paper.

Start with your main idea. Explain how they slide on the
ice. Tell which body parts help them move.

Revising and Proofreading

Zina wrote a paragraph. She made five mistakes.
Find the mistakes. Then correct them.

Penguins slide on their bellys. They use their

feet and flipers. Their feet push them forward.
There flippers balance them. When they glide,
the ice under them melts. This makes the ice
slipperie. They can glide a few miles an
our. Gliding takes less energy than walking.
© Macmillan/McGraw-Hill

Now revise and proofread your writing. Ask yourself:

▶ Did I follow all instructions?
▶ Did I correct all mistakes?

Chapter 11 • How Things Move Use with Lesson 3

Reading and Writing Using Simple Machines
217
 LESSON Name Date
Outline

Exploring Magnets
Use your book to help you fill in the blanks.

What do magnets do?

1. Magnets use to attract some
objects.

2. Magnets can pull objects without

them.

3. A can attract objects made of

iron, nickel, or steel.

4. Strong magnets can objects

that are far away.

5. Magnets can pull objects that contain

or steel.

6. Magnets can not pull objects made of

or plastic. © Macmillan/McGraw-Hill

Chapter 11 • How Things Move Use with Lesson 4

218 Reading and Writing Exploring Magnets
 Name Date LESSON
Outline

What are poles?

7. The are the two ends of a
magnet.

8. All magnets have a north pole and a

pole.

9. The pole and south pole are

opposites.
10. The north pole of one magnet and the south

pole of another magnet will

each other.

11. Two like magnetic poles will

one another.

Critical Thinking
12. How do people use magnets?
© Macmillan/McGraw-Hill

Chapter 11 • How Things Move Use with Lesson 4

Reading and Writing Exploring Magnets
219
LESSON Name Date
Vocabulary

Exploring Magnets
If a magnet will attract the object, write Will attract.
If a magnet will not attract the object, write Will not
attract.
1. 4.

paper clip pencil

2. 5.

screw aluminum foil

3. 6.
© Macmillan/McGraw-Hill

penny nail

Chapter 11 • How Things Move Use with Lesson 4

220 Reading and Writing Exploring Magnets
 Name Date LESSON
Cloze Activity

Exploring Magnets
Fill in the blanks. Use the words from the box.

attract magnet north

iron nickel south

It is possible to move objects without even

touching them. A can make

some things move. It uses force to

, or pull, some objects. It can

pull objects that contain , like

paper clips and screws. It can also pull objects

that contain . A magnet can not

attract things made out of wood or plastic.

Every magnet has two poles. If the

pole of one magnet is put next to

the south pole of another magnet, the two
© Macmillan/McGraw-Hill

magnets will attract. If the pole

of one magnet is put next to the south pole of
another, the two magnets will repel. Magnets
are powerful!

Chapter 11 • How Things Move Use with Lesson 4

Reading and Writing Exploring Magnets
221
CHAPTER Name Date
Vocabulary

How Things Move

Fill in the blanks. Use the words in the box.

friction lever position

gravity poles simple machine

1. A is a tool that can change the

size or direction of a force.

2. A force that slows down moving things is called

3. Every magnet has two .

4. A is a simple machine that

helps people lift heavy things.

5. You can tell the of an object by

comparing it to another object.

6. The force that pulls things toward the ground is

called .
© Macmillan/McGraw-Hill

Chapter 11 • How Things Move

222 Reading and Writing
 Name Date CHAPTER
Vocabulary

Complete the sentences. Then fill in the puzzle.

Down Across
1. When you 2. An is a
something, you move it bar that is connected to
away from you. the center of a wheel.

3. A is a 4. The point on a lever that

simple machine with a stays still is called the
straight surface that is .
slanted.
5. The amount of force that
pulls an object down
toward Earth is called its

3. 5.

1. 2.

4.
© Macmillan/McGraw-Hill

Chapter 11 • How Things Move

Reading and Writing
223
CHAPTER Name Date
Concept Map

Using Energy
Fill in the important ideas as you read the chapter.
Use the words in the box to fill in the first row. Use
your own ideas to fill in the second row.

heat light sound

Using Energy

How We Use It How We Use It How We Use It

© Macmillan/McGraw-Hill

Chapter 12 • Using Energy

224 Reading and Writing
 Name Date LESSON
Outline

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

What is heat?

1. Energy makes move or

change.

2. Heat is energy that can change the

of matter.

3. Heat can solids and turn

liquids into gases.

4. The gives Earth most of

its heat.

5. We can also get heat from

other things.

6. Something that gives off heat energy when it is

burned is .
© Macmillan/McGraw-Hill

7. Heat energy can also come from .

Chapter 12 • Using Energy Use with Lesson 1

Reading and Writing Heat
225
 LESSON Name Date
Outline

What is temperature?
8. We can tell how hot or cold something is by

measuring its .
9. Thermometers have a special
inside of them.

10. When the temperature is , the

liquid goes up.

11. When the temperature is cool, the liquid goes

Critical Thinking
12. What are three sources of heat energy?
How do we measure this energy?

© Macmillan/McGraw-Hill

Chapter 12 • Using Energy Use with Lesson 1

226 Reading and Writing Heat
 Name Date LESSON
Vocabulary

Heat
Read each sentence. Write TRUE if the sentence is
true. Write NOT TRUE if the sentence is false.

1. Heat energy can change

the states of matter of
some objects.

2. Heat can turn a gas into

a solid.

3. Most heat energy comes

from the Moon.

4. Gas, oil, wood, and coal

are all types of fuel.

5. Temperature is a measure
of how hot or cold
something is.

6. Thermometers measure
how fast someone is
© Macmillan/McGraw-Hill

running.

Chapter 12 • Using Energy Use with Lesson 1

Reading and Writing Heat
227
LESSON Name Date
Cloze Activity

Heat
Fill in the blanks. Use the words from the box.

coal fuel matter

friction heat energy temperature

There are many elements of energy. Energy

makes move or change. The

Sun gives to Earth. Heat energy

keeps us warm.

Not all heat energy comes from the Sun. Gas, oil,

wood, and give off heat energy.

Things that give off heat when burned are called

. You can make heat energy, too!

When you rub your hands together quickly, the

makes heat energy.

A measure of hot and cold is called .

© Macmillan/McGraw-Hill

A thermometer is a tool that people use to measure

temperature.

Chapter 12 • Using Energy Use with Lesson 1

228 Reading and Writing Heat
 Name Date LESSON
Outline

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

What makes sound?

1. Another kind of energy we use every day is

2. When objects , they give off

sound energy.

3. A vibrating object moves and

forth quickly.

4. When your vibrates, you hear

sound.

5. Your helps you figure out what

you are hearing.

How are sounds different?

6. Some sounds are and some
sounds are loud.
© Macmillan/McGraw-Hill

7. Soft sounds have less energy than

sounds.

Chapter 12 • Using Energy Use with Lesson 2

Reading and Writing Sound
229
 LESSON Name Date
Outline

8. Some sounds have a higher

than other sounds.

9. Pitch is how high or a sound is.

What do sounds move through?

10. Sound can through air.

11. Sound energy can even move through

and many liquids!

Critical Thinking
12. How do we hear sound? How are sounds different?

© Macmillan/McGraw-Hill

Chapter 12 • Using Energy Use with Lesson 2

230 Reading and Writing Sound
 Name Date LESSON
Vocabulary

Sound
Describe what each picture shows about sound.
1.

2.

3.
© Macmillan/McGraw-Hill

Chapter 12 • Using Energy Use with Lesson 2

Reading and Writing Sound
231
LESSON Name Date
Cloze Activity

Sound
Fill in the blanks. Use the words from the box.

eardrum liquids sound

energy pitch vibrate

Did you know that we can hear a kind of

energy? The kind of energy that we can hear is

. Sound energy is made when

objects . Sound can travel

through air. Sound can also travel through solids

and . The closer you are to a

sound, the louder it will be.

How do we hear these sounds? The part of our

body we use to hear sounds is the .

It sends messages to our brain about what sound
we heard. Not all sounds are the same. A whisper has
© Macmillan/McGraw-Hill

less than a shout. The

is how high or low a sound is. Imagine a guitar’s strings.
The tighter the strings are, the higher the pitch is. There
are many different sounds.

Chapter 12 • Using Energy Use with Lesson 2

232 Reading and Writing Sound
 Name Date Writing
in Science

Sound Off!
Write About It
Describe the pitch and volume of a sound you
hear every day. How do we use sounds? Why
are sounds important?

Getting Ideas
Choose a sound you hear every day. Write it in the
center ovals. In the outer ovals, write words that
describe that sound.

Planning and Organizing

Circle the descriptive words in these sentences.
© Macmillan/McGraw-Hill

1. The brown sparrow sang loudly.

2. The little sparrow sang a pretty song.

Chapter 12 • Using Energy Use with Lesson 2

Reading and Writing Sound
233
 Writing Name Date
in Science

Drafting
Write a sentence to begin your paragraph that tells
an important idea about a sound you hear every day.

Write about the sound on a separate piece of paper.

Remember to use descriptive words.

Revising and Proofreading

Pedro wrote a paragraph. He did not use any
describing words. Fill in the blank spaces with words
from the box.

loudly noisy quiet screeching

Yesterday, we went for a walk. We heard many

traffic sounds. Two drivers were honking their

horns . They wanted to make

sure a boy on a bike saw them. A car stopped at

a red light. It made a sound.

© Macmillan/McGraw-Hill

Then two fire engines went zooming past us.

The traffic sounds were so .

There was not one place in

the city.

Chapter 12 • Using Energy Use with Lesson 2

234 Reading and Writing Sound
 Name Date LESSON
Outline

Light
Use your book to help you fill in the blanks.

What is light?
1. Did you know that energy
helps you see things?

2. Some light comes from and

flashlights.

3. Most light on Earth comes from the .

4. Light off of objects and goes

into our eyes to help us see.

5. The dark area made when something is blocking light

is called a .

6. Some objects can block light and

make shadows.

How do we see color?

7. White light is really a mix of different
© Macmillan/McGraw-Hill

of light.

Chapter 12 • Using Energy Use with Lesson 3

Reading and Writing Light
235
 LESSON Name Date
Outline

8. When light , we can see the

colors of the rainbow.

9. A is a tool that helps to bend light.

10. A is a tool that blocks some colors

of light.

Critical Thinking
11. Why is light important? How many kinds of energy
does the Sun give to Earth?

© Macmillan/McGraw-Hill

Chapter 12 • Using Energy Use with Lesson 3

236 Reading and Writing Light
 Name Date LESSON
Vocabulary

Light
Fill in the blanks. Use the words from the box.

colors eyes prism reflects

energy light rainbow

1. Light is a mix of .

2. My are important tools that let

me see the world around me.

3. Heat, sound, and light are all kinds of .

4. To see things, we must have .

5. A can bend light.

6. When light off objects and

enters our eyes, we can see those objects.

7. If you shine light through a prism, you can see

a .
© Macmillan/McGraw-Hill

Chapter 12 • Using Energy Use with Lesson 3

Reading and Writing Light
237
LESSON Name Date
Cloze Activity

Light
Fill in the blanks. Use the words from the box.

colors prism shadow

light reflects solid

You would not be able to see anything if there

were no light. Some sources of

are the Sun, lightbulbs, and flashlights. We see
objects because the light from these sources

off of objects around us. A

is a dark area that light does not

reach. Light cannot pass through some

objects. Light can pass through

clear objects such as, glass.

Light is a mix of all . An object

that makes light bend is called a .

When light bends, it separates into the different
© Macmillan/McGraw-Hill

colors of the rainbow.

Chapter 12 • Using Energy Use with Lesson 3

238 Reading and Writing Light
 Name Date LESSON
Outline

Exploring Electricity
Use your book to help you fill in the blanks.

What is current electricity?

1. Electricity is a kind of that

gives off light and heat.

2. Electricity that moves in a path is called

3. We call this path a .

4. Current electricity can come from

or from outlets.

5. Power make electricity that

connects to wall outlets in homes.

What is static electricity?

6. The kind of energy that helps things stick

together is called .
© Macmillan/McGraw-Hill

Chapter 12 • Using Energy Use with Lesson 4

Reading and Writing Exploring Electricity
239
 LESSON Name Date
Outline

7. Pieces of matter push toward or pull from each

other when they have a .

8. A charge can build up on one object and then

to another object.

9. This is how works.

10. Charges build in storm and

then jump to the ground.

Critical Thinking
11. How are a flashlight and lightning similar?
How are they different?

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Chapter 12 • Using Energy Use with Lesson 4

240 Reading and Writing Exploring Electricity
 Name Date LESSON
Vocabulary

Exploring Electricity
Match each picture to the word that tells about it.

1. current electricity a.

2. circuit b.

3. static electricity c.

4. charge d.
© Macmillan/McGraw-Hill

Chapter 12 • Using Energy Use with Lesson 4

Reading and Writing Exploring Electricity
241
LESSON Name Date
Cloze Activity

Exploring Electricity
Fill in the blanks. Use the words from the box.

charge energy static electricity

circuit flow
current electricity outlets

How does a lightbulb light up? How do batteries

make a toy work? They need a kind of energy called

that moves in a path. The electricity

moves along a path called a . In

order for the electricity to , the

circuit needs to be closed. Current electricity can be

changed into heat, light, or sound .

It can come from batteries, in the

wall, or other sources.
There are other kinds of electricity, too. A kind of

energy made by tiny pieces of matter is .

© Macmillan/McGraw-Hill

When tiny pieces of matter attract or repel each

other, they have a . Lightning is an

example of static electricity. Electricity is everywhere!

Chapter 12 • Using Energy Use with Lesson 4

242 Reading and Writing Exploring Electricity
 Name Date Reading
in Science

It’s Electric
Read the Reading in Science pages in your book.
As you read, keep track of what happens and why.
Record the causes and effects you read about in the
chart below. Remember, a cause is why something
happens. An effect is the thing that happens.

Cause Effect

coal, oil, wind, water, or

nuclear reactions

The generator creates

electricity.

Electricity flows from the

power plant through power
lines to your home.
© Macmillan/McGraw-Hill

Chapter 12 • Using Energy Use with Lesson 4

Reading and Writing Exploring Electricity
243
 Reading Name Date
in Science

Energy is needed to make electricity. Where can

that energy come from?

Where does energy come from in your community?

Ask an adult to help you find out!

Write About It
Cause and Effect. How does electricity help
make your life easier?

© Macmillan/McGraw-Hill

Chapter 12 • Using Energy Use with Lesson 4

244 Reading and Writing Exploring Electricity
 Name Date CHAPTER
Vocabulary

Using Energy
Match the vocabulary word on the left with the letter
of the phrase that describes it.

1. current a. to move
electricity backward and
forward quickly

2. vibrate b. a path for electricity

3. circuit c. energy that can change

the state of matter

4. charge d. energy that can be

changed to heat, light,
or sound energy

5. heat e. a property of matter

© Macmillan/McGraw-Hill

that makes it attract or

repel other matter

Chapter 12 • Using Energy

Reading and Writing
245
CHAPTER Name Date
Vocabulary

Circle the word that best tells about each picture.

1.

charge circuit vibrate

2.

reflect prism shadow

3.
© Macmillan/McGraw-Hill

energy friction static electricity

Chapter 12 • Using Energy

246 Reading and Writing