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Contents
LIFE SCIENCE
Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
© Macmillan/McGraw-Hill
Chapter 1 Classifying Living Things
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
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20
Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Chapter 2 Cells
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .34
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .38
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .47
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Reading and Writing
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Contents
Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Chapter 4 Ecosystems
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .79
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .89
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
iv
Reading and Writing
© Macmillan/McGraw-Hill
Chapter 3 Genetics
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .58
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .62
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .66
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .70
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Contents
EARTH SCIENCE
Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
© Macmillan/McGraw-Hill
Chapter 5 Changes over Time
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .104
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .117
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Chapter 6 Conserving Our Resources
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Reading and Writing
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Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Chapter 8 Astronomy
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
vi
Reading and Writing
© Macmillan/McGraw-Hill
Chapter 7 Weather and Climate
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Contents
PHYSICAL SCIENCE
Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
© Macmillan/McGraw-Hill
Chapter 9 Classifying Matter
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .204
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 211
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 217
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .223
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .224
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
Chapter 10 Chemistry
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 227
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .228
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .232
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .235
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .238
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .239
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .242
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .245
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248
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Contents
Unit Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 250
Chapter 12 Exploring Energy
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .275
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .277
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .278
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .279
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 281
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .282
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .283
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .285
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .287
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 288
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 289
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 291
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .293
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 294
Lesson 5 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .297
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 298
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 299
viii
Reading and Writing
© Macmillan/McGraw-Hill
Chapter 11 Exploring Forces
Chapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 251
Lesson 1 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .252
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .255
Lesson 2 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 258
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .259
Lesson 3 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 260
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .262
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263
Reading in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264
Lesson 4 Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266
Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Lesson Cloze Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Writing in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 270
Chapter Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272
Name
Date
UNIT
Literature
Frozen Frogs
Read the Literature feature in your textbook.
Write About It
Response to Literature This article describes a frog during
winter. What is the frog doing? What has happened to its body?
Choose an animal to write about. Write an essay describing the
process that this animal goes through to survive severe weather
conditions, such as cold winters or hot summers.
Students’ essays should be written in a logical order with an introductory
sentence about the animal they have chosen, details about the process
the animal goes through to survive severe weather conditions, and a
© Macmillan/McGraw-Hill
closing sentence.
Unit A • Diversity of Life
Reading and Writing
1
CHAPTER
Name
Concept Map
Date
Classifying Living Things
Complete the concept map on the characteristics that
describe all living things, including both plants and animals,
using terms and phrases from your textbook.
The Diversity of Life
Classifications of plants
are broken down by
kingdom,
Structures of plants
include
roots
,
division
stems, and
leaves
,
class, order,
.
family
,
Examples of plant
adaptations
include thorns,
tropisms
,
and two methods of
reproduction
.
genus, and species.
Plants
Living things are
Living things also
made of cells
reproduce
,
they respond to their
Living Things
environment
,
and they obtain and
use
energy
,
grow, and
develop
.
.
Animals can be
vertebrates or
Classifications of
animals are broken
down by kingdom,
invertebrates
.
Animals have either
endoskeletons or
exoskeletons
2
phylum
Examples of animal
adaptions include
camouflage,
,
class, order, family,
genus, and
.
Chapter 1 • Classifying Living Things
Reading and Writing
species
mimicry
and insulation.
.
,
© Macmillan/McGraw-Hill
Animals
Name
LESSON
Date
Outline
Classifying Plants and Animals
Use your textbook to help you fill in the blanks.
What are living things?
cells
1. Living things are made of one or more
which are the building blocks of life.
energy
2. All organisms obtain and use
to live.
,
in order
reproduce
3. All living things must be able to
or make more of their own kind.
,
4. All organisms have life cycles in which they
grow
develop
and
.
5. If a plant turns its leaves toward the Sun, the plant is
responding to its
environment
.
How are organisms classified?
6. The system we use to name and classify organisms was
developed by a Swedish botanist named
Carolus Linnaeus
.
7. From largest to smallest group, each living thing is organized
into a kingdom, phylum or division,
© Macmillan/McGraw-Hill
order, family, genus, and
class
species
,
.
8. Linnaeus divided organisms into just two kingdoms, but most
six
scientists today agree that there are
kingdoms of living things.
9. A species is always properly identified by both its
genus
Chapter 1 • Classifying Living Things
Reading and Writing
and its species name.
Use with Lesson 1
Classifying Plants and Animals
3
LESSON
Outline
Name
Date
What are some other kingdoms?
food
10. If an organism can make its own
has many cells, it belongs in the plant kingdom.
and
11. Because so many species of plants have been identified,
scientists organize plants into groups called
divisions
.
12. A plant that has veins or tubes in its roots, stems, and
vascular
leaves is a
plant, and a plant without
veins or tubes in its roots, stems, and leaves is called a
nonvascular
plant.
13. Yeast, mushrooms, and molds are examples of
fungi
.
14. Fungi are important to the environment because they break
down
dead
organisms.
protist
15. Some organisms in the
kingdom
make their own food, but others obtain their food from the
surrounding environment.
What are bacteria and viruses?
16. Eubacteria can live almost anywhere, but archaebacteria live
only in
extreme
conditions.
Critical Thinking
18. How are ways of classifying plants different from ways of
classifying animals?
The animal kingdom is divided into phyla, but the plant kingdom is
divided into divisions.
4
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 1
Classifying Plants and Animals
© Macmillan/McGraw-Hill
host
17. Once inside a(n)
cell, a virus instructs
the cell to reproduce copies of the virus.
Name
Date
LESSON
Vocabulary
Classifying Living Things
Match the correct letter with the description.
a. kingdom
d. phylum
g. species
b. nonvascular
e. plant
h. vascular
c. organism
f. scientific name
a
the largest and most general grouping of living things
2.
c
a living thing
3.
b
plants that do not have veins or tubes in their roots,
stems, and leaves
4.
g
a group of similar organisms that reproduce more of
their own kind
5.
f
a way of describing an organism, using both its genus
and species together
6.
h
plants that have veins or tubes in their roots, stems,
and leaves
7.
d
the second-largest grouping of organisms, made up
of several classes of living things
8.
e
a multicelled organism that can make its own food
© Macmillan/McGraw-Hill
1.
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 1
Classifying Plants and Animals
5
LESSON
Name
Cloze Activity
Date
Classifying Plants and Animals
Fill in the blanks.
archaebacteria
kingdoms
species
divisions
nonvascular
vascular
Our world is populated with diverse life. Living things,
or
organisms
kingdoms
, can be categorized into six
, the largest and most general units of
classification. From there each organism is further sorted
into a phylum (or division), a class, an order, a family, a
genus, and finally a(n)
species
, the smallest
unit of classification. Two of the six kingdoms are called
eubacteria and
archaebacteria
.
The more than 260,000 species in the plant kingdom are
grouped into
divisions
. Plants with veins or tubes
in their roots, stems, and leaves are
vascular
leaves are
nonvascular
plants. By classifying living
things, we can better understand how organisms are similar
to and different from one another.
6
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 1
Classifying Plants and Animals
© Macmillan/McGraw-Hill
plants. Plants without veins or tubes in their roots, stems, and
Name
LESSON
Date
Outline
Plants
Use your textbook to help you fill in the blanks.
What are roots and stems for?
xylem
1. Vascular plants use a
and minerals from the soil upward.
2. The
the plant.
phloem
to move water
moves food back down through
stem
3. The leaves of a plant are supported by a
.
roots
4. The
of a plant draw water and
nutrients from the soil and anchor the plant in the ground.
5. Plants release water into the atmosphere through their leaves
transpiration
in a process called
.
How do leaves function?
6. Some plants have single or simple leaves, and some have
clustered or
compound
leaves.
stomata
7. Plant leaves have tiny pores called
through which air enters and water exits the plant.
,
8. The cells that regulate how much air and water pass through
© Macmillan/McGraw-Hill
the stomata are called
guard
cells.
9. Many plants have leaves that capture sunlight to make their
own food in a process called
Chapter 1 • Classifying Living Things
Reading and Writing
photosynthesis
.
Use with Lesson 2
Plants
7
LESSON
Outline
Name
Date
How do plants reproduce?
10. In pollination, pollen grains must travel from the anther
stigma
of a flower to the ovary at the bottom of the
.
11. Birds and insects that transfer pollen from one flower to
another are called
pollinators
.
spores
12. Some plants grow from single cells, called
that can develop into new organisms.
,
What are some plant life cycles?
13. Two kinds of plants that have life cycles with two separate
ferns
parts are mosses and
.
14. In the life cycle of gymnosperms, seeds are produced in
cones
rather than in flowers.
How do plants store food?
15. Celery is a plant that stores food in its
16. Cabbage plants store food in their
stem
leaves
.
.
Critical Thinking
17. How do the roots, stems, and leaves of a plant help the plant
survive?
nutrients from the soil. Stems transport water, nutrients, and food
throughout the plant. They support the leaves. Leaves use energy
from the Sun to produce food for the plant.
8
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 2
Plants
© Macmillan/McGraw-Hill
Roots keep plants anchored in the ground. They absorb water and
Name
LESSON
Date
Vocabulary
Plants
© Macmillan/McGraw-Hill
Match the correct letter with the description.
a. egg
d. root
g. sperm
b. photosynthesis
e. seed
h. stem
c. pollination
f. sexual reproduction
1.
c
I occur when pollen is transferred from an anther to a
stigma. What am I?
2.
h
I am a structure that holds up a plant and supports its
leaves. What am I?
3.
g
I am a male sex cell that is found in pollen grains.
What am I?
4.
b
I am a process in plants that uses sunlight, water,
minerals, and carbon dioxide to make food. What
am I?
5.
d
I anchor a plant in the ground, store food, and absorb
water and nutrients from the soil. What am I?
6.
a
I am found in the ovary of a flower. When I am
fertilized, a seed grows. What am I?
7.
f
I make more individuals of the same species when
male and female sex cells are united. What am I?
8.
e
I contain a tiny plant and some stored food to help it
grow. If I am lucky and find the right conditions, I will
grow into a new plant. What am I?
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 2
Plants
9
LESSON
Cloze Activity
Name
Date
Plants
Fill in the blanks.
asexual
glucose
roots
spores
carbon dioxide
minerals
seeds
xylem
egg
photosynthesis
sexual
Like other organisms plants need to eat and to reproduce in
order to survive. Plants use a process called
photosynthesis
roots
to make their own food. Leaves and
have
different roles in making food. Roots absorb water and
minerals
from the soil. Inside the stem these
xylem
materials travel up small tubes called
until
they reach the leaves. In the leaves water, minerals, and
carbon dioxide
combine to make
glucose
, the
plant’s food.
grow from
associated with
spores
asexual
seeds
, and others
. Plants that have spores are
reproduction. Seed-
bearing plants, however, multiply through
sexual
reproduction. Sexual reproduction requires a(n)
egg
cell and a sperm cell to produce a new
plant. Mosses and ferns use both types of reproduction.
10
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 2
Plants
© Macmillan/McGraw-Hill
Some plants grow from
Name
Reading
in Science
Date
Meet Richard Pearson
Read the Reading in Science feature in your textbook.
Look for information about the way plants adapt to
changes in climate.
Classify
Use the graphic organizer to classify or group related
items together.
How Plants Survive in
Extremely Wet or Dry Places
1. In dry areas cactuses store
How Plants Move to New Locations
Wind can disperse seeds.
water in their stems.
2. In wet areas drip tips prevent
Water can carry seeds.
fungi and bacteria from
growing on leaves.
© Macmillan/McGraw-Hill
3. Plants have leaves of different
Seeds can stick to animal fur,
shapes and sizes that regulate
feathers, and claws. Animals
the amount of surface area
can also eat seeds and excrete
from which water can
them in new places.
evaporate.
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 2
Plants
11
Reading
in Science
Name
Date
Write About It
Classify
1. What types of plants survive well in a desert environment?
2. What main categories of seed dispersal are addressed
here?
Planning and Organizing
1. What is a desert environment like?
It is very dry, with little or no rainfall.
2. How are dandelion seeds dispersed?
The wind carries them.
3. How are coconuts dispersed?
They fall from a tree, roll into the ocean, and are carried to other
locations by ocean currents.
4. How do animals disperse seeds?
Seeds stick to an animal’s fur or feathers. Birds eat seeds and fly to
new places, where they excrete the seeds.
© Macmillan/McGraw-Hill
Drafting
Describe the type of plant that survives well in a
desert environment.
Cactuses store water in their stems to survive the dry desert environment.
List the main categories of seed dispersal that are
explained here.
Seeds are dispersed by wind, water, and animals.
12
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 2
Plants
Name
LESSON
Date
Outline
Animals
Use your textbook to help you fill in the blanks.
What are vertebrates?
backbones
1. Vertebrates are animals that have segmented
largest
2. Vertebrates include the
land and in the sea.
.
animals on
3. Animals with nerve cords running down their backs are
classified as
chordates
protection
4. An endoskeleton is used for
and
movement
.
bone
5. Endoskeletons are made of
and
.
cartilage
.
6. The seven classes of vertebrates are jawless fish, bony
amphibians
fish, soft-boned fish,
birds
, mammals,
, and reptiles.
7. Mammals, one class of vertebrates, have fur or hair, breathe
© Macmillan/McGraw-Hill
through lungs, and feed their young with
mother’s milk
.
gills
8. Amphibians breathe through
when
they are young and through lungs when they are fully grown.
What are invertebrates?
9. Invertebrates are animals without
backbones
.
10. Of all the animals in the world, more than 95 percent are
invertebrates
Chapter 1 • Classifying Living Things
Reading and Writing
.
Use with Lesson 3
Animals
13
LESSON
Outline
Name
Date
11. Clams, snails, oysters, and scallops belong to a group of
mollusks
invertebrates called
.
echinoderms
12. Starfish and sea urchins are examples of
,
which live in the ocean, have spiny skins, and move very slowly.
arthropods
13. The largest group of invertebrates, the
includes insects, spiders, and shellfish.
,
What are arthropods?
14. Arthropods have a tough exoskeleton, which must be
shed
as the animal grows.
15. Arthropods can also be identified by their
legs and
segmented
jointed
bodies.
16. The three largest groups of arthropods are crustaceans,
insects
, and
arachnids
17. The first animals to live on land were probably
18. Insects have
arachnids have
three
four
.
arachnids
.
pairs of legs, but
pairs.
Critical Thinking
Vertebrates have backbones; invertebrates do not. Vertebrates
include the largest animals in the world, such as whales and
elephants. Invertebrates make up more than 95 percent of the
world’s animals. Invertebrates include squids and spiders.
14
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 3
Animals
© Macmillan/McGraw-Hill
19. Explain the difference between a vertebrate and an invertebrate,
and include two examples of each group of animals.
Name
LESSON
Date
Vocabulary
Animals
cartilage
endoskeleton
invertebrate
chordate
exoskeleton
tetrapod
vertebrate
N
O
T
E
L
E
K
S
O
X
E
E
C
D
C
H
O
R
D
A
T
E
T
N
P
O
L
A
C
B
D
T
G
E
A
D
Q
D
J
H
W
F
J
A
D
K
R
O
E
A
M
Q
I
P
L
T
Q
I
B
S
P
G
R
C
D
I
E
E
B
C
E
K
T
N
S
X
T
A
Y
T
V
R
T
E
E
T
A
R
B
E
T
R
E
V
R
L
I
U
A
E
Z
H
F
A
S
H
E
E
V
C
L
Z
J
F
T
P
B
M
V
T
W
F
H
C
G
M
B
O
Z
Y
N
O
G
O
K
A
X
U
G
D
L
K
I
N
Write the correct answers on the lines provided, and circle
the answers in the grid.
Clues
© Macmillan/McGraw-Hill
exoskeleton
1. outer skeleton
chordate
2. animal with a nerve cord running down its back
cartilage
3. soft, bonelike material
endoskeleton
vertebrate
tetrapod
invertebrate
4. inner skeleton
5. animal with a segmented backbone
6. animal with four feet
7. animal without a backbone
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 3
Animals
15
LESSON
Name
Cloze Activity
Date
Animals
Fill in the blanks.
amphibians
bony fish
invertebrates
animals
environments
jointed
birds
internal organs
segmented
vertebrates
One of the many ways that scientists classify animals is
by determining whether the animal has a backbone. Animals
vertebrates
with segmented backbones are called
and animals without backbones are called
,
invertebrates
.
The seven classes of vertebrates are jawless fish,
bony fish
birds
mammals,
amphibians
, soft-boned fish,
, and reptiles. Vertebrates
animals
include the largest
,
on land or in the sea.
Invertebrates are found in a wide range of
. Arthropods, the largest group of
invertebrates, can be identified by their
legs and
segmented
jointed
bodies. All arthropods also have
exoskeletons, which protect their
internal organs
and are
shed as the animal grows. Invertebrates make up more than
95 percent of all of the animals in the world.
16
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 3
Animals
© Macmillan/McGraw-Hill
environments
Name
LESSON
Date
Outline
Animal Systems
Use your textbook to help you fill in the blanks.
What are digestion and excretion?
energy
1. Living things use
from food.
wastes
2. The process of excretion involves removing
from the body.
3. Human digestion occurs in the mouth, stomach,
and
small intestine
.
4. In humans, organs that help eliminate wastes from the body
are the
kidneys
, lungs, liver, and skin.
What is respiration?
5. In most organisms the food molecule that results from
digestion is
glucose
.
6. Respiration, which releases the energy in food molecules,
usually involves
oxygen
.
breathing
7. The purpose of
is to provide the
oxygen needed to unlock the energy in food.
© Macmillan/McGraw-Hill
8. For some soft-bodied invertebrates, respiration is an
exchange of gases by a process called
9. Larger organisms need special
respiration.
Chapter 1 • Classifying Living Things
Reading and Writing
diffusion
organs
.
for
Use with Lesson 4
Animal Systems
17
LESSON
Name
Outline
Date
10. The three classes of vertebrates that use only lungs for
birds
respiration are reptiles,
, and mammals.
What is circulation?
oxygen
11. Circulation is the system that brings
and glucose to each cell and takes wastes away from the cells.
12. Invertebrates can have an open circulatory system or
closed
a(n)
circulatory system.
13. In an open circulatory system, blood is released by the
heart
directly into tissues in the body.
14. In a closed circulatory system,
blood vessels
contained within
throughout the body.
blood
is
, which are spread
What are support and movement?
food
15. Animals must move in order to obtain
and escape from
enemies
.
16. Whether the skeleton is inside or outside an animal’s body,
it is important because it provides
and support.
protection
17. How are digestion, respiration, and circulation related?
Digestion breaks down ingested food into glucose. Respiration
provides oxygen that helps release the energy from the glucose.
Circulation brings the oxygen and glucose to the cells.
18
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 4
Animal Systems
© Macmillan/McGraw-Hill
Critical Thinking
Name
LESSON
Date
Vocabulary
Animal Systems
Fill in the blanks.
circulation
diffusion
excretion
respiration
cold-blooded
digestion
glucose
warm-blooded
warm-blooded
1. Humans are considered
, because
their body temperature does not change with the
surrounding air or water.
diffusion
2. In the process of
, molecules from areas
of higher concentration move to areas of lower concentration.
digestion
3. After an organism ingests food,
takes
place, turning the food into simpler substances that cells
can use.
4. The delivery system that brings oxygen and glucose
to cells and carries waste materials away from cells is
called
circulation
.
5. Snakes cannot keep their body at a constant temperature
because they are
cold-blooded
animals.
© Macmillan/McGraw-Hill
6. Because waste materials may be poisonous to cells
excretion
and tissues,
maintaining health.
is very important in
7. When oxygen is present, energy from food molecules is
released during cellular
respiration
in animals.
8. In most organisms digestion creates a simple sugar called
glucose
Chapter 1 • Classifying Living Things
Reading and Writing
that is used for energy.
Use with Lesson 4
Animal Systems
19
LESSON
Name
Cloze Activity
Date
Animal Systems
Fill in the blanks.
cells
double-loop
glucose
circulation
earthworm
liver
digestion
excretion
waste
To stay healthy, animals use energy from food. After
animals obtain food,
digestion
food into simpler substances such as
Respiration takes place inside the
changes the stored
glucose
cells
.
and
releases energy from broken-down food molecules.
The delivery system that moves these materials around
is called
circulation
removes
waste
digestive system of the
. Excretion is the process that
from the body. The simple
earthworm
consists of one
long tube. The complex human digestive system uses
liver
and pancreas. All animals use some systems of digestion,
excretion
, respiration, and circulation to obtain and
use energy. These systems work together to fuel all of the
processes of life.
20
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 4
Animal Systems
© Macmillan/McGraw-Hill
substances made in organs such as the
Name
LESSON
Date
Outline
Plant and Animal Adaptations
Use your textbook to help you fill in the blanks.
What are adaptations?
1. Something that helps an organism survive and reproduce is
called a(n)
adaptation
.
2. Something that causes plants and animals to respond to their
environments is called a(n)
stimulus
.
3. An organism’s response to move toward or away from a
tropism
stimulus is called a(n)
.
auxins
4. Chemicals called
stimulate parts of
a plant to grow quickly or slowly in response to stimuli such
as sunlight.
How are animals adapted to their surroundings?
5. Two adaptations that allow animals to eat without being
mimicry
eaten are camouflage and
.
6. Camouflage helps chameleons avoid being detected
by
predators
.
© Macmillan/McGraw-Hill
resemble
7. Hoverflies are a good example of mimicry; they
bees or wasps, so other animals are tricked into staying away.
food
8. A camel’s humps allow it to survive when
is scarce.
9. Insulation is an adaptation to
helps animals stay warm.
Chapter 1 • Classifying Living Things
Reading and Writing
climate
that
Use with Lesson 5
Plant and Animal Adaptations
21
LESSON
Outline
Name
Date
What are some adaptive behaviors of animals?
10. Animal behaviors that are not learned but done automatically
are called
instincts
.
11. A cricket chirping by rubbing its wings together is an
example of an instinctive
courtship
behavior.
12. Examples of defense mechanisms, or adaptations for physical
skunk
protection, include a(n)
foul-smelling liquid.
spraying a
13. When autumn comes some animals respond to the cooler
temperatures by collecting and storing food for winter, some
hibernate
, and others migrate.
How do animals migrate?
14. Some of the reasons that animals migrate include changes
in climate,
habitat
, and availability of food.
15. Some of the things that help migratory birds find their way
Sun
are wind direction, the position of the
and stars, and Earth’s
magnetic field
.
Critical Thinking
Adaptations are physical and behavioral changes that enable plants
and animals to survive in their environment. An adaptation helps
a living thing find food, avoid danger, find a mate, or survive in
extreme temperatures.
22
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 5
Plant and Animal Adaptations
© Macmillan/McGraw-Hill
16. How do adaptations help plants and animals survive?
Name
LESSON
Date
Vocabulary
Plant and Animal Adaptations
Use the clues to fill in the crossword puzzle.
adaptation
camouflage
instinct
migrate
auxins
chameleon
insulation
tropism
1
m
2
6
i
r
g
3
a
5
n
s
a
s
h
u
a
l
m
t
p
o
r
i
s
m
t
7
c
a
m
o
u
f
l
a
g
c
e
c
t
t
l
t
i
i
e
o
o
o
n
n
u
x
i
n
s
Across
1. move from one place to another
© Macmillan/McGraw-Hill
i
d
n
a
4
e
n
i
8
t
Down
6. response of an organism
toward or away from a stimulus
2. an inherited behavior, one
that is not learned but is done
automatically
7. disguise used to make
something look like its
surroundings
3. something that enables an
organism to survive and
reproduce
8. chemicals that can stimulate
parts of a plant to grow quickly
or slowly
4. material that does not conduct
heat well
Chapter 1 • Classifying Living Things
Reading and Writing
5. reptile that can change its color
to blend in with its environment
Use with Lesson 5
Plant and Animal Adaptations
23
LESSON
Cloze Activity
Name
Date
Plant and Animal Adaptations
Fill in the blanks.
behavioral
hydrotropism
reproduce
camouflage
mate
sunlight
climate
predators
Adaptations help plants and animals survive and
reproduce. Some adaptations are physical, and others are
behavioral
survive include
. Adaptations that have helped plants
hydrotropism
help plants find water and
and phototropism, which
sunlight
chameleon is noted for its ability to
. The
camouflage
itself
or blend in with its surroundings.
Animals have adaptations that protect them from
predators
and from changes in
Because it is important for animals to
climate
reproduce
.
in
instinctive courtship behaviors that help them find a
mate
. Plants and animals need to adapt to
their environments, because a dramatic climate change might
mean that a species will not survive.
24
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 5
Plant and Animal Adaptations
© Macmillan/McGraw-Hill
order for their species to survive, many animals have
Name
Writing
in Science
Date
Life in the Deep
Read the Writing in Science feature in your textbook.
Write About It
Expository Writing Write a report telling how sunlight
helps support your life. Engage your reader right away, and
clearly state your purpose for writing. Introduce the main
idea, and develop it with facts. Use supporting details and
precise verbs, nouns, and adjectives to describe and explain
your subject. Do print and online research. Summarize your
findings at the end of the report.
Getting Ideas
Sometimes you choose your own topic to write about.
Other times your teacher specifies the topic. Underline
the topic in the assignment above. Now think about what
you know about this topic, and gather information.
Write what you already know in the first column of the
chart below. In the second column, write questions you
have about the topic. This is the information you want to
find out for your report. Then do some research to find
answers to your questions. In the third column, write what
you found out from your print and online research.
Topic: How Sunlight Supports Your Life
What I Already Know
What I Want to Know
What I Learned
© Macmillan/McGraw-Hill
Students should
clearly identify what
they already know,
what they want to
know, and what they
learned about how
sunlight supports life.
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 5
Plant and Animal Adaptations
25
Writing
in Science
Name
Date
Drafting
A good report begins with a thesis statement that focuses
the topic and tells readers what to expect. It gives important
information about a topic. Circle the thesis statement that is
a better way for Armando to begin his report.
I do not like to think about what the world would be like
without sunlight.
Without sunlight the world as we know it would cease to exist.
Now write your first draft. Use a separate piece of paper.
Begin with a strong thesis statement, introduce your main
idea, explain your subject, and end with a summary of
your findings. Students should begin with a strong thesis statement,
clearly state their main idea and develop it with facts, and end with a
concise summary.
Revising and Proofreading
Replace the underlined word in Armando’s
sentence with a precise adjective. Rewrite the
sentence on the lines below it.
The Sun heats Earth, causing seawater to dry and
form clouds.
The Sun heats Earth, causing seawater to evaporate and form clouds.
Now revise and proofread your report. Ask these questions:
▶ Have I written a thesis statement?
▶ Does my introductory paragraph engage readers?
▶ Have I used precise verbs, nouns, and adjectives?
▶ Have I used transition words to connect ideas?
▶ Have I ended with a conclusion that summarizes my ideas?
▶ Have I corrected all grammar, spelling, punctuation, and
capitalization errors?
26
Chapter 1 • Classifying Living Things
Reading and Writing
Use with Lesson 5
Plant and Animal Adaptations
© Macmillan/McGraw-Hill
▶ Have I supported my ideas with facts and details?
Name
CHAPTER
Date
Vocabulary
Classifying Living Things
Circle the letter of the best answer.
1. People, plants, and animals
are all
A chordates.
A mimicry.
B warm-blooded.
B photosynthesis.
C tetrapods.
C reproduction.
D organisms.
D diffusion.
2. A group of similar organisms
that reproduce more of their
own kind is called
5. A bird or an insect transfers
pollen from one flower to
another during
A a phylum.
A respiration.
B a kingdom.
B migration.
C a species.
C pollination.
D an order.
D circulation.
3. Plants with veins or tubes in
their roots, stems, and leaves
are classified as
© Macmillan/McGraw-Hill
4. A plant uses sunlight to make
food during a process called
6. The parts of plants that absorb
water and nutrients from the
soil are the
A vascular.
A roots.
B seeds.
B stems.
C pollinators.
C leaves.
D arthropods.
D flowers.
Chapter 1 • Classifying Living Things
Reading and Writing
27
Vocabulary
Name
7. An animal with a segmented
backbone is
A an endoskeleton.
B a vertebrate.
C an exoskeleton.
D an invertebrate.
8. Sponges, flatworms, and
mollusks are examples of
A invertebrates.
B exoskeletons.
C arthropods.
D chordates.
9. Food is broken down into
molecules that cells can use,
such as glucose, during
A diffusion.
B digestion.
C adaptation.
D excretion.
10. Oxygen is used to release
energy from food molecules
during
28
Date
11. The system that moves
oxygen, glucose, and wastes
throughout the body is called
A digestion.
B respiration.
C circulation.
D reproduction.
12. When a plant grows toward a
light source, it is demonstrating
a type of
A camouflage.
B mimicry.
C migration.
D tropism.
13. A spider spinning a web hours
after it is born is an example of
A instinct.
B mimicry.
C insulation.
D diffusion.
14. An organism blends into its
surroundings through
A digestion.
A mimicry.
B respiration.
B camouflage.
C insulation.
C migration.
D excretion.
D phototropism.
Chapter 1 • Classifying Living Things
Reading and Writing
© Macmillan/McGraw-Hill
CHAPTER
Name
CHAPTER
Date
Concept Map
Cells
Complete the concept map on cells, using words and
phrases from your textbook.
In single-celled organisms, the cell contains everything the organism needs to
survive and
reproduce
.
Multicellular organisms have different types of cells; each type performs a
special
function
.
Every animal cell and plant cell has a(n)
and a(n)
nucleus
membrane
that gives it shape
that contains information about the cell’s function.
All living things are made of one or more
cells
cycle of growth, division, and replacement called the
that are part of a
cell cycle
.
© Macmillan/McGraw-Hill
mitosis
Cells can reproduce by a kind of cell division called
, in which
a cell copies its chromosomes before it divides into two identical cells.
Most plants and animals, including humans, reproduce by combining the
chromosomes from a male sex cell and a female sex cell.
meiosis
Sex cells are produced by
, in which the nucleus of the cell
divides twice, producing four cells with half as many chromosomes as the
original cell.
Chapter 2 • Cells
Reading and Writing
29
LESSON
Outline
Name
Date
Cell Theory
Use your textbook to help you fill in the blanks.
How were cells discovered?
1. An English scientist named Robert Hooke was the first person
microscope
to see and describe cells, using a(n)
he made.
2. A Dutch merchant named Anton van Leeuwenhoek was the
first person to observe unicellular organisms .
3. Scottish scientist Robert Brown was the first person to
discover the
nucleus
of a plant cell.
4. Two German scientists, Matthias Schleiden and Theodor
Schwann, built upon the work of Hooke, Leeuwenhoek, and
cell theory
Brown and developed
.
living things
5. According to cell theory, all
of one or more cells.
are made
existing cells
6. Cell theory also states that all cells come from
.
7. Some living things that are made of just one cell include
bacteria
, paramecia, and euglenas.
8. The single cell of a unicellular organism contains all that it
needs to survive and
reproduce
.
9. In organisms that are made of many cells, each cell performs
a special job, or
30
Chapter 2 • Cells
Reading and Writing
function
.
Use with Lesson 1
Cell Theory
© Macmillan/McGraw-Hill
How are cells organized?
Name
LESSON
Date
Outline
10. Animals are mostly made up of epithelial, muscle,
connective
, and nerve tissue.
skin
11. Your
is your body’s largest organ.
12. The circulatory system in animals and the root system in
organ systems
plants are two examples of
perform life functions.
that
What substances are found in all organisms?
13. Everything in the world is made up of tiny particles
atoms
called
.
14. Two or more elements can combine chemically to form
compound
a(n)
.
15. Carbohydrates provide energy to cells, but lipids
store
and release more energy because of
the way they are structured.
16. The types of compounds needed for cell growth and repair
are
proteins
.
Critical Thinking
© Macmillan/McGraw-Hill
17. Describe how cells are organized into larger and larger
groups to help living things survive.
A group of similar cells form a tissue. Two or more types of tissue
combine to make an organ, which has a specific job. Organs combine
in organ systems to perform a process, such as circulation. Together,
a group of organ systems carries out all of the processes that an
organism needs to survive.
Chapter 2 • Cells
Reading and Writing
Use with Lesson 1
Cell Theory
31
LESSON
Name
Vocabulary
Date
Cell Theory
Match the correct letter with the description.
a. cell
e. organism
b. compound
f. organ system
c. element
g. tissue
1.
g
I am a group of similar cells that work together to
perform the same function. What am I?
2.
c
I am a pure substance that cannot be broken
down into a simpler substance, and I am made of
only one type of atom. What am I?
3.
f
I am a group of organs that work together to
perform a particular life process. What am I?
4.
a
I am the basic unit of life and the smallest part of
a living thing that is capable of life. What am I?
5.
b
I am a new substance formed by the chemical
combination of two or more elements. What am I?
6.
e
I am a living thing that performs its life functions
on its own. What am I?
7.
d
I am a group of two or more types of tissue that
work together to carry out one specific function.
What am I?
32
Chapter 2 • Cells
Reading and Writing
Use with Lesson 1
Cell Theory
© Macmillan/McGraw-Hill
d. organ
Name
LESSON
Date
Cloze Activity
Cell Theory
Fill in the blanks.
atoms
element
organ
tissue
compounds
hydrogen
organ system
All living things are made up of one or more cells. Groups
of similar cells that work together to perform a function make
up a(n)
tissue
. A group of two or more types of
tissue that work together to perform a function make up a(n)
organ
. A group of organs that work together to
carry out a life process make up a(n)
Tiny particles called
atoms
organ system
.
make up
everything in the world. A group of only one type of atom
that cannot be broken down into a simpler substance is a(n)
element
. Elements can combine chemically with
other elements to form
© Macmillan/McGraw-Hill
hydrogen
compounds
. Carbon,
, oxygen, nitrogen, and phosphorus are
part of the main compounds used by cells to carry out life
functions. These compounds are carbohydrates, lipids,
proteins, and nucleic acids.
Chapter 2 • Cells
Reading and Writing
Use with Lesson 1
Cell Theory
33
LESSON
Name
Outline
Date
Plant and Animal Cells
Use your textbook to help you fill in the blanks.
How do plant and animal cells compare?
cell membranes
1. Plant cells and animal cells both have
that give cells their shape.
2. The part of the cell that is sometimes called the control
center is the
nucleus
.
3. Between a cell’s nucleus and its membrane is a gel-like
cytoplasm
substance called
.
4. A cell that needs a constant supply of energy contains
many
mitochondria
.
5. The structures and chemicals found in plant cells but not in
cell walls
animal cells are
chlorophyll.
, chloroplasts, and
What is passive transport?
6. The food and oxygen that cells in our body need are
blood
away waste products such as
7. Diffusion and
passive transport.
, which also carries
carbon dioxide
osmosis
.
are two types of
8. In diffusion, molecules of sugar, oxygen, and carbon dioxide
pass through the
cell membrane
9. Osmosis is the movement of
a cell membrane.
34
Chapter 2 • Cells
Reading and Writing
.
water
through
Use with Lesson 2
Plant and Animal Cells
© Macmillan/McGraw-Hill
delivered by the
Name
LESSON
Date
Outline
What are photosynthesis and respiration?
10. In order for plants to make food, they need three main
water
ingredients:
and energy from the Sun.
,
carbon dioxide
glucose
11. The products of photosynthesis are
oxygen
and
,
.
12. Plants and animals access the energy in molecules of glucose
through
cellular respiration
.
13. Cells use oxygen to break down glucose in order to obtain
usable energy in a process called
respiration.
aerobic
14. Cellular respiration that does not use oxygen to release
energy is called
anaerobic
respiration.
15. Cellular respiration takes place in the
of plant and animal cells.
mitochondria
What is active transport?
16. Active transport is a process that uses energy to move
materials through a(n)
cell membrane
.
© Macmillan/McGraw-Hill
Critical Thinking
17. What structures do plant and animal cells have in common?
Plant and animal cells both have cell membranes, nuclei, cytoplasm,
mitochondria, and vacuoles.
Chapter 2 • Cells
Reading and Writing
Use with Lesson 2
Plant and Animal Cells
35
LESSON
Name
Vocabulary
Date
Plant and Animal Cells
Fill in the blanks.
active transport
cytoplasm
photosynthesis
cellular respiration
osmosis
vacuoles
chlorophyll
passive transport
1. The gel-like substance between the nucleus and the cell
membrane is called
cytoplasm
.
2. When cells have to use energy to move materials through the
cell membrane, they use a process called
active transport
.
3. The process in which plants use energy from the Sun to
produce food in the form of glucose is called
photosynthesis
.
4. The movement of substances through cell membranes
without the use of the cell’s energy is called
passive transport
.
5. Plants and animals access the energy in molecules of glucose
through
cellular respiration
.
6. The green pigment inside chloroplasts that absorbs light and
chlorophyll
.
7. The movement of water particles through a cell membrane
is
osmosis
.
8. Saclike structures that store water and food inside cells are
called
36
vacuoles
Chapter 2 • Cells
Reading and Writing
.
Use with Lesson 2
Plant and Animal Cells
© Macmillan/McGraw-Hill
gives many plants their green color is called
Name
LESSON
Date
Cloze Activity
Plant and Animal Cells
Fill in the blanks.
cell membrane
chlorophyll
nucleus
cell walls
cytoplasm
photosynthesis
cellular respiration
mitochondria
vacuoles
Plant and animal cells have many of the same parts. Every
cell has a(n)
cell membrane
Most cells have a(n)
that helps it keep its shape.
nucleus
that contains the
organism’s genetic information. Between these two cell parts,
both plant and animal cells contain a gel-like substance called
cytoplasm
. Both plants and animals use a process
called cellular respiration to convert food to energy. The
rod-shaped structures that help carry out this process are
mitochondria
. Both plant and animal cells contain saclike
vacuoles
storage structures called
.
Because plants make their own food in a process called
© Macmillan/McGraw-Hill
photosynthesis
, their cells have some structures that
animal cells do not have. The pigment that makes some
plants green is called
chlorophyll
plant cells are surrounded by
. The membranes in
cell walls
. Animal
cells do not have these structures.
Chapter 2 • Cells
Reading and Writing
Use with Lesson 2
Plant and Animal Cells
37
LESSON
Outline
Name
Date
Cell Division
Use your textbook to help you fill in the blanks.
What is the cell cycle?
grow
1. In the cell cycle, all cells
for some
period; then some cells die, but others divide, producing new
replace
cells that
2. As a cell grows, its
the cells that have died.
surface area
does not grow at
volume
the same rate as its
.
3. When cell growth and division run out of control,
cancer
may occur.
What is mitosis?
4. The number of chromosomes in a typical human cell
46
is
.
5. Before cells divide, they make a second set of
6. When mitosis is complete, two
have been produced.
chromosomes
identical
.
cells
7. The stages of mitosis are interphase, prophase, metaphase,
, and telophase.
cell plate
8. Because plant cells have cell walls, a(n)
forms between two new plant cells that result from mitosis.
What is meiosis?
9. Most animals and plants combine
chromosomes
from two parents during a process called
reproduction.
38
Chapter 2 • Cells
Reading and Writing
sexual
Use with Lesson 3
Cell Division
© Macmillan/McGraw-Hill
anaphase
Name
LESSON
Date
Outline
four
10. When meiosis is complete, there are
half
cells, each containing
as many
chromosomes as are found in the original cell.
sperm
11. When the
and egg join together, the
zygote
resulting
of chromosomes.
contains the correct number
How do organisms reproduce?
12. In asexual reproduction, one parent produces a(n)
offspring
that is
identical
to itself.
13. When most fish reproduce, fertilization takes place
outside
the female’s body.
What is a life span?
14. An animal’s life cycle includes birth,
reproductive age, old age, and
youth
death
,
.
15. The longest an animal can live under the best of conditions
is its
life span
.
Critical Thinking
16. How are mitosis and meiosis similar? How are they different?
© Macmillan/McGraw-Hill
Both processes begin in the nucleus and result in more cells than they
started with. The most important difference between these processes
is that mitosis produces cells with the same number of chromosomes
as the parent cells, but meiosis produces cells with half as many
chromosomes as the parent cell.
Chapter 2 • Cells
Reading and Writing
Use with Lesson 3
Cell Division
39
LESSON
Vocabulary
Name
Date
Cell Division
Use the clues to fill in the crossword puzzle.
cell cycle
fertilization
mitosis
sperm
egg
meiosis
reproduction
zygote
3
4
m
e
f
i
2
m
r
e
r
t
i
l
i
z
t
a
i
p
t
r
o
o
s
i
s
i
5
u
c
n
s
d
6
o
e
l
l
c
z
y
s
c
l
7
e
t
g
g
i
o
g
o
t
n
8
s
p
e
Across
r
m
Down
3. the process that occurs when a
sperm cell joins an egg cell
1. the process of producing
new organisms
4. the special kind of cell division
that produces sex cells
2. cell division that produces two
cells identical to the original cell
6. the cell’s process of growth,
division, and replacement
5. the type of cell formed when a
sperm and an egg join together
8. the male sex cell
7. the female sex cell
40
Chapter 2 • Cells
Reading and Writing
Use with Lesson 3
Cell Division
© Macmillan/McGraw-Hill
1
Name
LESSON
Date
Cloze Activity
Cell Division
Fill in the blanks.
cell
expectancy
parent
zygote
cell cycle
fertilization
sexually
cycle
meiosis
span
All living things have cycles of growth, reproduction, and
death. Cells grow, divide, and replace other cells in a process
called the
cell cycle
mitosis or
meiosis
. Cells can reproduce through
.
cell
All living things begin as a single
.
sexually
Organisms can reproduce either
asexually. In asexual reproduction one
or
parent
cell
makes an identical copy of itself. In sexual reproduction a
sperm cell combines with an egg cell through a process
called
fertilization
to form a(n)
zygote
.
© Macmillan/McGraw-Hill
The stages of an animal’s development make up the animal’s
life
cycle
. The longest an animal can live is its
life
span
, and the average time that an
individual animal will live is its life
expectancy
.
All of life happens in cycles.
Chapter 2 • Cells
Reading and Writing
Use with Lesson 3
Cell Division
41
Writing
in Science
Name
Date
Growing Hybrid Plants
Read the Writing in Science feature in your textbook.
Write About It
Explanatory Writing Choose a hybrid plant—a vegetable
or a flower. Write an explanation of how hybrids of this plant
are made.
Getting Ideas
Choose a hybrid plant. Think about how this plant was made.
Use the sequence chart below to record the steps of the
process.
Step 1
Students should clearly identify the hybrid plant chosen. The steps
involved in making this hybrid plant should be listed in a logical order.
Step 2
© Macmillan/McGraw-Hill
Step 3
Step 4
42
Chapter 2 • Cells
Reading and Writing
Use with Lesson 3
Cell Division
Name
Writing
in Science
Date
Drafting
Good explanatory writing gives clear details that are easy
to follow and uses time-order words or spatial words to
make the process clear. Armando chose to write about
hybrid roses. Help him put his steps in order. Write 1 by
the step that comes first, 2 by the step that comes second,
and so on. The last step should be numbered 4.
1.
3
Then, collect the pollen sacs and spread them on
a sheet to ripen.
2.
1
Remove the petals from the buds of two different
varieties of roses.
3.
4
Finally, brush the pollen from one variety of rose
onto the other.
4.
2
Next, remove the stamens that surround the pistil.
Now write your first draft. Use a separate piece of paper.
Begin with a sentence that clearly states the process you
will be explaining. Be sure to list the steps of the process
in time order. Use transition words such as first, next, then,
and finally to help readers understand the steps.
Students should begin with a strong opening sentence that clearly states
the hybrid chosen and explains how the hybrid was made.
Revising and Proofreading
Now revise and proofread your essay. Ask these questions:
© Macmillan/McGraw-Hill
▶ Have I written an introduction that clearly explains
how hybrids of a plant are made?
▶ Have I listed the steps in a logical order?
▶ Have I used transition words to connect ideas?
▶ Have I corrected all grammar, spelling, punctuation,
and capitalization errors?
Chapter 2 • Cells
Reading and Writing
Use with Lesson 3
Cell Division
43
LESSON
Outline
Name
Date
Microorganisms
Use your textbook to help you fill in the blanks.
What are microorganisms?
1. An organism that is not visible to the unaided eye is called
a(n)
microorganism
or a(n)
2. If an organism has just one cell, it is
and if it has more than one cell, it is
microbe
.
unicellular
,
multicellular
.
fungi
3. Mold and yeast are two types of microscopic
.
4. Euglenas, diatoms, and amoebas are all microscopic
protists
.
5. Flagella, cilia, and pseudopods are structures that help
different protists
move
and obtain food.
6. There are two kingdoms of bacteria:
and
archaebacteria
eubacteria
.
yogurt
7. Acidophilus bacteria in
for good health.
are important
How do microorganisms reproduce?
by
dividing
.
9. Conjugation is a type of sexual reproduction in which
microorganisms attach to each other, exchange
genetic information
, split apart, and divide by binary
fission.
44
Chapter 2 • Cells
Reading and Writing
Use with Lesson 4
Microorganisms
© Macmillan/McGraw-Hill
8. In binary fission microorganisms reproduce asexually
LESSON
Name
Date
10. Some fungi reproduce by
budding
Outline
, and other
spores
fungi reproduce by producing
.
11. During spore formation in some fungi, male and female
cells fuse together, share genetic information, and produce
spores
and then
, which are protected inside a coating
distributed
.
12. E. coli, bacteria that live in your intestines, reproduce
by
binary fission
.
What is bread mold?
13. Mold spores grow very
quickly
in an
moist
environment that is warm and
.
14. If you look closely at bread mold, you will see tiny filaments
hyphae
called
mold to the bread.
that grow down to anchor the
enzymes
15. Bread mold releases
proteins that help it digest food.
, or special
Critical Thinking
16. Name three types of microorganisms and four different ways
that microorganisms can reproduce.
© Macmillan/McGraw-Hill
Possible answer: Three types of microorganisms are bacteria,
protists, and fungi. They reproduce by binary fission, conjugation,
spore formation, and budding.
Chapter 2 • Cells
Reading and Writing
Use with Lesson 4
Microorganisms
45
LESSON
Name
Vocabulary
Date
Microorganisms
Match the correct letter with the description.
d. protist
b. budding
e. microorganism
c. conjugation
f. spore
g. unicellular
1.
f
I am produced when male and female cells fuse
together, and then I carry genetic information
within a protective coating. What am I?
2.
a
I am a type of asexual reproduction in which a
microorganism divides into two equal parts.
What am I?
3.
e
I am an organism that is not visible to the unaided
eye. What am I?
4.
c
I am a form of sexual reproduction in which
organisms fuse, exchange genetic information,
separate, and then divide. What am I?
5.
g
I am another way to describe a single-celled
organism. What am I?
6.
b
I am a form of asexual reproduction in which the
offspring first forms as a small growth on the
parent cell. What am I?
7.
d
I am not a fungus or a bacteria, but I am a
microorganism. What am I?
46
Chapter 2 • Cells
Reading and Writing
Use with Lesson 4
Microorganisms
© Macmillan/McGraw-Hill
a. binary fission
Date
LESSON
binary fission
filaments
microscope
conjugation
food
protists
eubacteria
kingdoms
pseudopods
Name
Cloze Activity
Microorganisms
Fill in the blanks.
Microorganisms are tiny living things. In order to see
microscope
them, you need a(n)
different
kingdoms
eubacteria
. They represent four
of living things: protists, fungi,
, and archaebacteria. Three of the most
commonly found microorganisms are microscopic fungi,
protists
, and bacteria. Plantlike protists such as
euglenas can produce their own
food
. Other
pseudopods
kinds of protists have flagella, cilia, or
to
help them move around and obtain food.
The three types of asexual reproduction used by
© Macmillan/McGraw-Hill
microorganisms are
binary fission
, budding, and spore
formation. Microorganisms also use a form of sexual
reproduction called
conjugation
Bread mold is made up of tiny
.
filaments
called
hyphae. Sexual reproduction in bread mold happens when
two hyphae fuse and form a new hypha.
Chapter 2 • Cells
Reading and Writing
Use with Lesson 4
Microorganisms
47
Reading
in Science
Name
Date
Meet Maria Pia Di Bonaventura
Read the Reading in Science feature in your textbook. As
you read, look for the topic sentence in each paragraph.
Then look for supporting details about each topic sentence.
Main Idea
Use the graphic organizer to record the topic sentence and
supporting details for each paragraph of the article.
Supporting Details
What do museums do when
their artwork and other cultural
artifacts are being slowly eaten
away by organisms they can’t
even see?
Maria Pia is not a detective,
but she knows how to unlock
mysteries like these, where the
main suspects are microorganisms
such as fungi and bacteria.
Paintings made of wood,
ink, oils, and canvas can be
perfect environments for some
microorganisms to grow in.
They give themselves away by
their green, blue, and yellow tints
and the black markings they
leave behind.
To study the microorganisms
that are making their home in the
art, Maria Pia first takes a sample
of them.
The different species respond to
different treatments.
Fungi don’t just live on
paintings. They live in all kinds of
environments on our planet.
There are more than 100,000
species of fungi and more are
being discovered all the time.
48
Chapter 2 • Cells
Reading and Writing
Use with Lesson 4
Microorganisms
© Macmillan/McGraw-Hill
Topic Sentence
Name
Date
Reading
in Science
Write About It
Main Idea and Details
1. Why do museums ask for help from scientists like
Maria Pia Di Bonaventura?
2. How does Maria Pia’s work help protect works of art and
other artifacts?
Planning and Organizing
Write the problem that museums sometimes have with
their artifacts and works of art.
Students should clearly identify the problem that museums sometimes
have with paintings and other artifacts. Sample answer: Museums
sometimes have trouble with microscopic organisms living and feeding on
their artifacts and works of art.
Write a one-sentence summary of Maria Pia’s job.
Students should write a properly constructed sentence clearly stating
the basics of Maria Pia’s job. Sample answer: Maria Pia studies the
microscopic fungi that live and feed on the museum’s artifacts.
© Macmillan/McGraw-Hill
Drafting
Now explain how Maria Pia’s area of expertise can help
museums protect their works of art.
Maria Pia takes samples of the microorganisms that live on the artifacts
and then figures out the best way to protect them from being destroyed
by the fungi.
Chapter 2 • Cells
Reading and Writing
Use with Lesson 4
Microorganisms
49
CHAPTER
Vocabulary
Name
Date
Cells
Circle the letter of the best answer.
A elements.
B cells.
C compounds.
D microbes.
2. A living thing that can perform
its life functions independently
is called
A a zygote.
B an organ.
C an organism.
D a microbe.
3. When a group of similar cells
works together to perform a
specific function, they form
A an organ.
B a tissue.
C an organ system.
D an organism.
50
Chapter 2 • Cells
Reading and Writing
4. Oxygen, carbon, nitrogen, and
hydrogen are all examples of
A nucleic acids.
B lipids.
C carbohydrates.
D elements.
5. A new substance formed when
two or more elements combine
chemically is called
A a compound.
B a protein.
C an atom.
D an organ system.
6. Water passes through cell
membranes by
A mitosis.
B meiosis.
C osmosis.
D binary fission.
© Macmillan/McGraw-Hill
1. The smallest units of living
things that can carry out life
processes are
Name
7. The process that occurs when
plants use energy from the Sun
to make food is
Vocabulary
10. The process through which a
cell makes an exact copy of
itself is called
A diffusion.
A mitosis.
B active transport.
B meiosis.
C fertilization.
C the cell cycle.
D photosynthesis.
D a vacuole.
8. The process that describes the
spreading out of molecules
from areas of higher
concentration to areas of lower
concentration is
11. The process that produces new
sex cells is called
A mitosis.
B meiosis.
A reproduction.
C the sperm.
B transpiration.
D the zygote.
C respiration.
D diffusion.
9. The process that occurs when
molecules, such as glucose,
release energy that cells can
use is called
A fermentation.
© Macmillan/McGraw-Hill
CHAPTER
Date
12. When a male sex cell and a
female sex cell join together,
they form a new cell called
A a sperm.
C a zygote.
B an egg.
D a bud.
13. Microscopic fungi, protists, and
bacteria are different types of
B cellular respiration.
A flagella.
C transpiration.
B molds.
D equilibrium.
C yeasts.
D microorganisms.
Chapter 2 • Cells
Reading and Writing
51
UNIT
Literature
Name
Date
Trouble on the Table
by David Bjerklie
Write About It
Response to Literature This article discusses genetically
modified foods. What are some of the issues related to the
use of these foods? What do you think about them? Write an
essay explaining your point of view about GM foods. Provide
details to support your argument.
Students’ essays should be written in a logical order with an introductory
sentence giving their opinion of genetically modified foods, details from
© Macmillan/McGraw-Hill
the article that support their arguments, and a closing sentence.
52
Unit B • Patterns of Life
Reading and Writing
Name
CHAPTER
Date
Concept Map
Genetics
Complete the concept map on genetics, using words and
phrases from your textbook.
Inherited Traits
parents
We receive one gene for each trait from each of our
Traits can be either dominant or
recessive
The history of a family trait is called a(n)
The double-helix shape
of a DNA molecule is
made up of pairs
of chemicals called
.
An X chromosome
and a Y chromosome
are present in a(n)
male
.
DNA
A pair of X chromosomes
is present in a(n)
female
.
pedigree
Gender
.
How They Work
in People
bases
.
The sequence of base
pairs in our DNA
determines our genetic
.
characteristics .
Genes
© Macmillan/McGraw-Hill
Accidentally
Intentionally
Genetic disorders
occur when a gene
mutates
.
Hemophilia is a
genetic disorder of the
blood
Chapter 3 • Genetics
Reading and Writing
Scientists use genetic
engineering
How They Can
Change
to
intentionally change a
genetic sequence in DNA
to ensure that a specific
trait is produced.
.
53
LESSON
Name
Outline
Date
How Traits Are Controlled
Use your textbook to help you fill in the blanks.
What is heredity?
1. The passing of an inherited trait, such as dimples,
heredity
from parents to their offspring is known as
experience
2. An acquired trait comes from
environment
from the
.
or
.
What did Mendel do?
3. Gregor Mendel is considered by many to be the founder
of
genetics
.
pea plants
4. Mendel experimented with
to
study how traits were passed from parents to offspring.
offspring
5. Purebred organisms always produce
with the same traits.
6. Hybrid organisms may not always look the same,
because each
different form of a
parent
trait
has provided a
.
dominant trait
for height.
8. Mendel called the short form of the trait the
which may be hidden for a generation.
54
Chapter 3 • Genetics
Reading and Writing
recessive trait
,
Use with Lesson 1
How Traits Are Controlled
© Macmillan/McGraw-Hill
7. When the hybrid pea plants produced more tall plants
than short plants, Mendel decided that tall was the
Name
LESSON
Date
Outline
Why is Mendel’s work important?
9. What Mendel called a factor is today called a(n)
gene
, which is a part of a(n)
chromosome
that contains many factors.
10. Punnett squares can be used to determine the
probability
, or likelihood, that an offspring
will inherit a particular trait in a genetic cross.
two
11. In a genetic cross, there are
four
genes, one from each parent, and
different ways in which the genes can combine.
What is selective breeding?
12. Drought resistance in plants and strength in animals are
desirable
examples of
traits.
13. In selective breeding, people choose organisms with
desirable traits and
produce
offspring
mate
them to
with the same traits.
Critical Thinking
© Macmillan/McGraw-Hill
14. Would selective breeding work for an acquired trait?
Why or why not?
No; acquired traits are not inherited from parents, so they cannot be
controlled in the same way that inherited traits can, and they come
instead from experience and the environment.
Chapter 3 • Genetics
Reading and Writing
Use with Lesson 1
How Traits Are Controlled
55
LESSON
Name
Vocabulary
Date
How Traits Are Controlled
Fill in the blanks.
acquired trait
genetics
inherited trait
dominant trait
heredity
recessive trait
gene
hybrids
genetics
1. The study of heredity is called
.
2. Organisms that have inherited two different forms of the
hybrids
same trait, one from each parent, are called
.
3. The form of a trait that can be hidden is called a(n)
recessive trait
.
4. A characteristic that is passed from parent to offspring
is a(n)
inherited trait
.
5. A trait that is influenced by experience or the
environment is called a(n)
acquired trait
.
6. A portion of a chromosome that controls a particular
.
7. The passing of inherited traits from parents to offspring
is called
heredity
.
8. When one form of a trait masks the other form of the
trait, the trait that appears is called the
56
Chapter 3 • Genetics
Reading and Writing
dominant trait
.
Use with Lesson 1
How Traits Are Controlled
© Macmillan/McGraw-Hill
gene
inherited trait is called a(n)
Name
LESSON
Date
Cloze Activity
How Traits Are Controlled
Fill in the blanks.
desirable
genes
pea plants
dominant
inherited
Punnett
factors
Mendel
recessive
selective
breeding
Genetics is the study of the traits parents pass on to
their offspring. Some traits are dominant, and others are
recessive
the absence of
Gregor
pea plants
. Recessive traits will appear only in
dominant
Mendel
genes.
experimented with
to understand heredity. He learned
that in reproduction each parent gives a set of
factors
to its offspring. Today, these factors are called
genes
Genes control which
inherited
from parents to their offspring.
.
traits are passed
Punnett
squares
© Macmillan/McGraw-Hill
are used to predict the outcome of a genetic cross.
Some traits, such as strength, height, or resistance to
weather extremes, are considered
desirable
traits. These traits can be produced intentionally in offspring
through a process called selective breeding . This is how
many breeds of animals get their distinctive features.
Chapter 3 • Genetics
Reading and Writing
Use with Lesson 1
How Traits Are Controlled
57
LESSON
Outline
Name
Date
Human Genetics
Use your textbook to help you fill in the blanks.
What are genes?
1. The basic units of heredity are called
genes
.
nucleus
2. Human genes are located inside each cell’s
chromosomes
on threadlike structures called
.
3. Organisms that reproduce sexually receive one gene
parent
from each
for a particular trait.
4. The chromosomes that determine the sex of an
X chromosome
organism are called the
the
Y chromosome
.
5. The sex of an organism depends on the
parent.
sperm
6. The male
and
male
cell can contribute
egg
either type of chromosome, but the female
cell always contributes an X chromosome.
7. A genotype describes the genes for a particular trait
inherited
from
© Macmillan/McGraw-Hill
that an organism has
its parents.
8. The way that an organism shows a particular trait is
called its
58
phenotype
Chapter 3 • Genetics
Reading and Writing
.
Use with Lesson 2
Human Genetics
Name
LESSON
Date
Outline
What is a pedigree?
trait
9. A pedigree is a record of a
genetic disorder
or
that runs in a particular family.
10. In a pedigree, symbols are used to identify family
inheritance
members and their patterns of
.
11. A pedigree shows which family members possess a trait
as part of their
genotypes
and how that
phenotypes
trait is expressed in their
.
12. Circles and squares on a pedigree represent the
gender
of each family member, and
lines show relationships between them.
What disorders are inherited?
13. Conditions caused by mutations or changes in a gene
or set of genes are known as
genetic disorders
.
14. Some examples of genetic disorders include hemophilia,
sickle-cell anemia, and
Down syndrome
.
© Macmillan/McGraw-Hill
Critical Thinking
15. Given that long eyelashes are dominant and short
eyelashes are recessive, what might your genotype for
this trait be?
Possible answer: I have long eyelashes. My genotype probably
shows one dominant and one recessive gene. My mother has short
eyelashes, so she has two recessive genes. The dominant gene
would come from my father.
Chapter 3 • Genetics
Reading and Writing
Use with Lesson 2
Human Genetics
59
LESSON
Name
Vocabulary
Date
Human Genetics
a. carrier
d. genotype
g. X chromosome
b. chromosome
e. pedigree
h. Y chromosome
c. genetic disorder
f. phenotype
1.
g
the sex chromosome always found in female
egg cells
2.
b
a threadlike structure in the cell nucleus that
contains directions for cell activities
3.
e
a chart that traces the history of a trait within a
particular family
4.
h
the sex chromosome that is passed on to
offspring by the male parent
5.
a
someone who has inherited the gene for a
particular trait but does not express that trait
6.
f
the way in which an organism expresses its traits
7.
c
a condition caused by mutations in a gene or set
of genes
8.
d
the genes that are inherited by an organism for a
particular trait
60
Chapter 3 • Genetics
Reading and Writing
Use with Lesson 2
Human Genetics
© Macmillan/McGraw-Hill
Match the correct letter with the description.
Name
LESSON
Date
Cloze Activity
Human Genetics
Fill in the blanks.
carriers
pedigree
chromosomes
phenotype
genetic disorders
recessive
genotype
Information about a person is carried in that person’s
genes. Genes are carried by
chromosomes
in the
nucleus of each human cell. The genes passed on by each
parent are the offspring’s
offspring’s
phenotype
genotype
. The
is how the traits are shown
in that offspring. A child whose phenotype does not
express the same trait as his or her parents has inherited
a(n)
recessive
gene from each parent.
A family can track which family members have a
© Macmillan/McGraw-Hill
recessive trait in a(n)
pedigree
. These charts
can also be used to track a history of genetic disorders
in a particular family. Because hemophilia is a recessive
trait, people who do not have this disorder can still be
carriers
of it. Knowing family histories can
help doctors diagnose and treat disorders quickly.
Chapter 3 • Genetics
Reading and Writing
Use with Lesson 2
Human Genetics
61
Writing
in Science
Name
Date
The Dangers of Antibiotics
Read the Writing in Science feature in your textbook.
Write About It
Persuasive Writing Do some online research. Find more
information about the dangers of overusing antibiotics.
Then write a one-minute public-health announcement to be
broadcast over your local radio station. Give reasons that
people should limit their use of antibiotics. Save your most
important reason for last.
Getting Ideas
Good persuasive writing includes reasons that support an
opinion. Use the chart below to develop your ideas for your
public-health announcement. Write an opinion statement in
the top box. Write reasons that support this opinion in the
bottom boxes. You may add boxes if you have more than
three reasons.
Opinion
Students should state a clear opinion in the top box. Each lower
box should contain a reason, based on research, that supports the
Reason 1
62
Chapter 3 • Genetics
Reading and Writing
Reason 2
Reason 3
Use with Lesson 2
Human Genetics
© Macmillan/McGraw-Hill
opinion.
Name
Writing
in Science
Date
Drafting
To get started, Anwar jotted down some sentences about
antibiotics. Read his sentences. Write Yes if the sentence
contains a reason that supports his opinion that people
should limit their use of antibiotics. Write No if it does not.
1.
No
Antibiotics are powerful drugs that can save lives.
2.
Yes
Over time bacteria can become resistant to
an antibiotic.
3.
No
Antibiotics are one of the great advances
in medicine.
Now write your first draft. Use a separate piece of paper.
Begin with a sentence that grabs the attention of your
listeners, and include reasons that support your opinion.
To make sure your message sticks with your listeners, save
your most powerful reason for last. Students’ drafts should grab their
listeners’ attention, include detailed reasons from their research that
support their opinion.
Revising and Proofreading
Here is the way Anwar began his announcement. He made
six errors in spelling, punctuation, and capitalization.
Proofread the passage and correct the errors.
medicine
Is your medacine cabinet filled to the brim with antibiotics. ?
Americans
Like many other americans, you may be doing yourself more
developing
© Macmillan/McGraw-Hill
harm than good. In addition ,you may be developeing
superbugs!
Now revise and proofread your announcement. Ask these questions:
▶ Have I clearly stated my opinion?
▶ Have I provided convincing reasons for this opinion?
▶ Have I saved my most compelling reason for last?
▶ Have I corrected all grammar, spelling, punctuation,
and capitalization errors?
Chapter 3 • Genetics
Reading and Writing
Use with Lesson 2
Human Genetics
63
LESSON
Outline
Name
Date
Modern Genetics
Use your textbook to help you fill in the blanks.
What is DNA?
1. DNA is an acronym for the term deoxyribonucleic acid .
double helix
2. DNA’s shape is a(n)
looks like a twisted ladder.
, which
guanine
3. The four base chemicals in DNA are cytosine,
thymine, and adenine.
,
4. Cytosine bonds only with its specific match, guanine, and
thymine bonds only with its specific match,
adenine
.
5. An organism’s genetic characteristics are determined
base pairs
by the order of the
in its DNA.
6. The specific way in which your 3 billion base pairs are
ordered forms your unique
genome
.
What is genetic engineering?
7. Genetic engineering is a way of intentionally
changing
a genetic sequence in DNA to
produce a particular trait.
geneticists
64
Chapter 3 • Genetics
Reading and Writing
© Macmillan/McGraw-Hill
8. People who study the way heredity works are called
.
Use with Lesson 3
Modern Genetics
Name
LESSON
Date
Outline
9. The process in which genes are removed from one
organism and added to the DNA of another organism
is called
gene splicing
.
10. An organism that receives all of its DNA from one
parent is a(n)
clone
.
lamb
11. The first cloned animal was a(n)
named Dolly.
What are genetically engineered crops?
12. Scientists have made genetic changes to crops to
improve their
productivity
and
nutrient content
.
13. Bt corn is an example of a genetically engineered
crop that was injected with a gene from a(n)
bacterium
that is poisonous to insects.
Critical Thinking
14. Describe the structure of DNA. Be sure to use the
words double helix, bases, and base pairs.
The DNA molecule looks like a twisted ladder, or double helix. The
molecule contains four different bases: guanine, thymine, cytosine,
and adenine. In the base pairs, cytosine bonds only to guanine, and
© Macmillan/McGraw-Hill
thymine bonds only to adenine. The order of the base pairs is the
same in every cell of an organism’s body.
Chapter 3 • Genetics
Reading and Writing
Use with Lesson 3
Modern Genetics
65
LESSON
Vocabulary
Name
Date
Modern Genetics
a. Bt corn
d. gene splicing
g. genome
b. clone
e. genetic engineering
h. plasmid
c. DNA
f. geneticist
1.
f
I am a scientist who studies how heredity works.
Who am I?
2.
b
I am an organism that received all of my DNA
from one parent, and I am genetically identical to
my parent. What am I?
3.
c
I am a long, complex molecule that contains the
genetic code of an organism. What am I?
4.
a
I am a genetically engineered crop that has been
injected with a gene that makes me poisonous to
harmful insects. What am I?
5.
h
I am a small, circular structure found in bacteria
that plays an important role in gene splicing.
What am I?
6.
e
I am a way of intentionally changing a genetic
sequence in DNA so that a particular trait is
produced. What am I?
7.
g
I am the name for all the base pairs of the DNA of
an organism. What am I?
8.
d
I am a process in which genes are taken from
one organism and added to the DNA of another
organism. What am I?
66
Chapter 3 • Genetics
Reading and Writing
Use with Lesson 3
Modern Genetics
© Macmillan/McGraw-Hill
Match the correct letter with the description.
Name
LESSON
Date
Cloze Activity
Modern Genetics
Fill in the blanks.
bases
double helix
geneticists
Bt corn
gene splicing
insects
DNA
genetic engineering
plasmid
The study of genes has led to advances in medicine
and agriculture. Scientists who study heredity are
geneticists
. The genetic material in genes and
DNA
chromosomes is called
shaped like a twisted ladder, or
, which is
double helix
.
Each step in this ladder is made up of a pair of chemicals
bases
called
.
To produce drugs and medicines, scientists combine
parts of genes with a
called
gene splicing
plasmid
in a process
. Scientists can also
© Macmillan/McGraw-Hill
intentionally change the sequence of DNA to produce
a particular trait through a process called genetic engineering .
An example of this process in agriculture is
which is altered to be poisonous to
Bt corn
,
insects
and pests. Without genetics, these advances in science
would not be possible.
Chapter 3 • Genetics
Reading and Writing
Use with Lesson 3
Modern Genetics
67
LESSON
Name
Outline
Date
Genetic Change over Time
Use your textbook to help you fill in the blanks.
What are variations?
1. Darwin studied different types of finches while visiting
the
Galapagos Islands
.
2. The birds were similar in every aspect except for their
beaks
, which were suited to different
environments.
3. Darwin thought that the finches might all have come
ancestor
from one
.
more
4. Variations that favor survival are
likely to be passed on to the next generation, and
variations that do not favor survival are
likely to be passed on.
less
5. Variations can help a species live long enough to
reproduce
successfully
.
What is natural selection?
6. In nature organisms compete for natural resources such
water
, sunlight, and space.
7. “Survival of the fittest” is another way to describe the
process of
natural selection
.
8. Plants and animals have more offspring than their
environments can support to ensure that enough will
survive
68
Chapter 3 • Genetics
Reading and Writing
to carry the species into the future.
Use with Lesson 4
Genetic Change over Time
© Macmillan/McGraw-Hill
as food,
Name
LESSON
Date
Outline
9. Animals whose fur or skin color blends in with their
escape
surroundings are much more likely to
predators than are more noticeable animals.
10. In some species vivid coloring can warn predators that
an organism is
poisonous.
dangerous
, tastes bad, or is
What is bacterial resistance?
11. Bacteria can cause diseases and infections such as ear
infections,
meningitis.
strep throat
, pneumonia, and
penicillin
12. The first antibiotic to be discovered was
13. Doctors prescribe antibiotics to treat
bacterial infections
.
.
14. It is important to finish taking all of a prescribed
antibiotic in order to prevent
bacteria from reproducing.
15. Over time antibiotics have become
in fighting bacterial infections.
resistant
less effective
© Macmillan/McGraw-Hill
Critical Thinking
16. If the climate were suddenly to become colder, what
variations do you think would most help animals to
survive?
Thick fur and layers of fat would protect animals from the cold, and
this would allow them to survive and reproduce.
Chapter 3 • Genetics
Reading and Writing
Use with Lesson 4
Genetic Change over Time
69
LESSON
Name
Vocabulary
Date
Genetic Change over Time
Use the clues to fill in the crossword puzzle.
antibiotic
Darwin
natural selection
camouflage
mutation
resistant
variation
1
2
3
m
c
a
m
o
u
f
l
u
n
a
t
a
g
e
o
n
i
c
r
u
5
r
a
l
s
e
l
e
c
t
i
a
e
t
s
i
i
i
o
s
o
n
t
a
6
a
n
t
7
D
a
n
t
Down
1. a difference among members
of the same species that
enables some individuals to
better survive and reproduce
i
a
b
r
i
w
o
i
t
n
Across
3. the ability to blend in with
surroundings
4. the process that occurs when
the organisms that are best
suited to their environment
survive and reproduce
successfully
2. a change in an organism’s DNA
6. a medicine that kills diseasecausing bacteria without
harming the host
5. a type of bacteria that
antibiotics do not work against
7. the first person to recognize
genetic variations
70
Chapter 3 • Genetics
Reading and Writing
Use with Lesson 4
Genetic Change over Time
© Macmillan/McGraw-Hill
4
v
Name
LESSON
Date
Cloze Activity
Genetic Change over Time
Fill in the blanks.
ancestor
environments
resistant
antibiotics
Galapagos
resources
changed
reproduce
variation
The first person to recognize and document
variations was Charles Darwin. While visiting the
Galapagos
Islands, Darwin noticed that the beaks
of different finches were suited to different types of food.
He believed that the different types of finches all came
from one
ancestor
. Over time the birds that
lived on the different islands
to their particular
changed
environments
to adapt
.
In order to survive, organisms must find enough
resources
© Macmillan/McGraw-Hill
will
reproduce
to support life. Those that survive
successfully, and their species will
continue. Sometimes a difference, mutation, or
variation
can help a species to survive. In bacteria overexposure to
antibiotics
resistant
, such as penicillin, can lead to
forms of the bacteria. This can make
people more vulnerable to bacterial infections.
Chapter 3 • Genetics
Reading and Writing
Use with Lesson 4
Genetic Change over Time
71
Reading
in Science
Name
Date
Meet Joel Cracraft
Read the Reading in Science feature in your textbook.
Look for facts and opinions.
Fact and Opinion
Use the fact and opinion chart below to list two opinions
and two related facts discussed in the article.
Opinions
1. In its forests live some of
Facts
Joel Cracraft, a scientist at
the most spectacular and
the American Museum of
colorful birds in the world.
Natural History, researches
these birds.
2. Geography plays an
There are more than 90 kinds
of birds of paradise on
new species evolve.
New Guinea.
© Macmillan/McGraw-Hill
important role in the way
72
Chapter 3 • Genetics
Reading and Writing
Use with Lesson 4
Genetic Change over Time
Name
Reading
in Science
Date
Write About It
Fact and Opinion
1. What opinion does the writer express in this statement:
“In its forests live some of the most spectacular and
colorful birds in the world”?
2. “There are more than 90 kinds of birds of paradise on
New Guinea.” Is this statement a fact or an opinion?
Planning and Organizing
1. What are the two adjectives the writer uses to describe
the birds in the second sentence of the article?
The writer calls them spectacular and colorful.
2. What does the writer tell us about the birds in the
second sentence of the second paragraph of the
article?
The writer says there are more than 90 kinds of birds of paradise on
New Guinea.
Drafting
Now evaluate the two sentences you looked at in the
questions above. Based only on the information in the
sentence referenced in question 1, how does the author
seem to feel about the birds?
Possible answer: The author enjoys looking at the birds. He thinks they
© Macmillan/McGraw-Hill
are pretty.
Based only on the information in the sentence referenced
in question 2, how does the writer feel about the birds?
Possible answer: It is unclear how the author feels. The information is
simply a fact and does not include any emotion or a personal point of
view.
Chapter 3 • Genetics
Reading and Writing
Use with Lesson 4
Genetic Change over Time
73
CHAPTER
Vocabulary
Name
Date
Genetics
Circle the letter of the best answer.
A genes.
B genetics.
C genotypes.
D genomes.
2. Characteristics that are passed
from parent to offspring are
called
A purebreds.
B hybrids.
C adaptations.
D heredities.
6. Human cells contain 23 pairs of
A breeding characteristics.
A chromosomes.
B Punnet squares.
B genomes.
C acquired traits.
C genes.
D inherited traits.
D traits.
3. The hidden form of a trait is
called
A a recessive trait.
B a dominant trait.
C an acquired trait.
D an inherited trait.
4. A portion of a chromosome
that controls an inherited
trait is
A an X chromosome.
B a Y chromosome.
C a gene.
D a factor.
74
5. When a tall pea plant is crossed
with a short pea plant, the
resulting offspring are called
Chapter 3 • Genetics
Reading and Writing
7. The genes that an organism
inherits for a particular trait
make up its
A genome.
B pedigree.
C phenotype.
D genotype.
© Macmillan/McGraw-Hill
1. The study of heredity is called
Name
8. The cell structures found
in males but not in females
are called
A genes.
B X chromosomes.
C Y chromosomes.
D traits.
9. An organism that has inherited
a gene for a particular trait
but does not show that trait is
called a
A variation.
B genotype.
C mutation.
D carrier.
10. Hemophilia and sickle-cell
anemia are examples of
A selective breeding.
B genetic disorders.
C Down syndrome.
© Macmillan/McGraw-Hill
D early diagnosis.
11. The long, complex molecule
that contains the genetic code
of an organism is called
A a bacterium.
B insulin.
C DNA.
CHAPTER
Date
Vocabulary
12. A living organism that is
genetically identical to its
parent because it has received
all of its DNA from that parent is
A a clone.
B a geneticist.
C cytosine.
D adenine.
13. All of an organism’s DNA
makes up its
A phenotype.
B thymine.
C genome.
D guanine.
14. A change in an organism’s
DNA is called
A an acquired trait.
B an inherited trait.
C an adaptation.
D a mutation.
15. The process sometimes
referred to as “survival of the
fittest” is commonly called
A natural selection.
B genetic variation.
C selective breeding.
D genetic engineering.
D a plasmid.
Chapter 3 • Genetics
Reading and Writing
75
CHAPTER
Concept Map
Name
Date
Ecosystems
Complete the concept map on ecosystems, using words and
phrases from your textbook.
Cause
Effect
Energy is transferred from the
grass
A rabbit eats grass.
rabbit
A certain type of
food becomes a(n)
limiting factor
to the
.
The population of the
organism that eats that food
.
Bacteria
in the
soil “fix” nitrogen from the air.
decreases
.
Nitrogen from the air is
changed into a form that
plants
can use.
The land is more likely to
flood
, and
water will not be filtered
naturally.
© Macmillan/McGraw-Hill
People fill in wetlands.
76
Chapter 4 • Ecosystems
Reading and Writing
Name
LESSON
Date
Outline
Earth’s Ecosystems
Use your textbook to help you fill in the blanks.
What makes up an ecosystem?
1. A group of living things and nonliving things that work
system
together as a whole is a(n)
.
2. All of the living and nonliving things in an area make
ecosystem
up a(n)
.
3. All of the otters that live in an area make up a(n)
population
of otters.
4. All of the populations in an area form a(n)
community
.
biotic factors
5. Plants and animals are examples of
in an ecosystem, and water, minerals, and soil are examples
of
abiotic factors
.
What are cycles in an ecosystem?
6. Events that happen in the same order again and again
form a(n)
cycle
.
7. As part of the oxygen–carbon dioxide cycle, green plants
© Macmillan/McGraw-Hill
use
carbon dioxide
and give off
oxygen
.
bacteria
8. As part of the nitrogen cycle,
in the soil change nitrogen into a form that can be
used by plants.
Chapter 4 • Ecosystems
Reading and Writing
Use with Lesson 1
Earth’s Ecosystems
77
LESSON
Outline
Name
Date
What kinds of interactions exist in an ecosystem?
9. A relationship between two kinds of organisms that
symbiosis
lasts over time is called
.
10. A symbiotic relationship in which one organism
benefits at the expense of the other organism
is
parasitism
.
commensalism
11. In a relationship known as
,
one organism benefits from another organism without
harming it.
mutualism
12. In
both of the organisms
involved benefit from their relationship.
How do organisms compete and survive in an ecosystem?
compete
13. Organisms
for limited resources.
against one another
14. The role that a species plays in its community is its
niche
.
15. Competition among species is reduced when different
species obtain their
ways.
resources
in unique
16. What part does a fox play in an ecosystem?
A fox is a part of a fox population and has its own niche. It is a biotic
factor. It breathes in oxygen and releases carbon dioxide, so it is
part of the oxygen–carbon dioxide cycle. If food is scarce, the fox
competes with other animal-eaters.
78
Chapter 4 • Ecosystems
Reading and Writing
Use with Lesson 1
Earth’s Ecosystems
© Macmillan/McGraw-Hill
Critical Thinking
Name
LESSON
Date
Vocabulary
Earth’s Ecosystems
© Macmillan/McGraw-Hill
Match the correct letter with the description.
a. abiotic factor
d. competition
g. population
b. biotic factor
e. ecosystem
h. symbiosis
c. community
f. niche
1.
e
I am all of the living and nonliving things in a
certain area. What am I?
2.
d
I am what organisms must go through to obtain
a resource that is available in a limited supply.
What am I?
3.
h
I am the relationship between two kinds of
organisms that lasts over time. What am I?
4.
a
I am any nonliving part of an ecosystem.
What am I?
5.
f
I am the role that a species has in a community.
What am I?
6.
b
I am any living thing in an ecosystem. What am I?
7.
c
I am all of the populations in a certain area.
What am I?
8.
g
I am all of the organisms of the same kind that live
in a particular area. What am I?
Chapter 4 • Ecosystems
Reading and Writing
Use with Lesson 1
Earth’s Ecosystems
79
LESSON
Cloze Activity
Name
Date
Earth’s Ecosystems
Fill in the blanks.
abiotic factors
ecosystem
parasitism
biotic factors
mutualism
populations
commensalism
niche
symbiosis
A system is made up of parts that interact closely and
affect one another. Life on Earth is based on the interactions
biotic
between living, or
or
abiotic
a(n)
ecosystem
up of all of the
, factors and nonliving,
factors. Together these two factors form
. A community in an ecosystem is made
populations
in that area. Each organism
niche
in a population has a certain role, or
.
Some living organisms have relationships with other
organisms over time, and this is known as
symbiosis
.
In some of these relationships, one organism benefits
parasitism
itself but hurts the other; this is called
.
the relationship is called
relationship called
commensalism
mutualism
© Macmillan/McGraw-Hill
When one organism benefits without hurting the other,
. In a
, both organisms
benefit. In other situations, organisms compete against
one another to obtain resources from their ecosystem.
80
Chapter 4 • Ecosystems
Reading and Writing
Use with Lesson 1
Earth’s Ecosystems
Name
LESSON
Date
Outline
Food Chains, Webs, and Pyramids
Use your textbook to help you fill in the blanks.
What are food chains?
1. The energy used by almost all living things originally
Sun
comes from the
.
food
2. A model of the path that energy in
takes as it moves from one organism to the next in an
food chain
ecosystem is called a(n)
.
3. Organisms that make their own food through
photosynthesis
producers
are called
.
4. Living things that do not make their own food and must
consumers
therefore eat other organisms are called
5. Organisms are
primary consumers
.
if they eat
producers, and they are secondary consumers if they
eat primary consumers.
6. An organism that eats a secondary consumer is
a(n)
tertiary consumer
.
© Macmillan/McGraw-Hill
7. An organism that breaks down the remains of other
organisms is a(n)
decomposer
.
What are food webs?
8. A model that shows how food chains overlap in an
ecosystem is called a(n)
food web
9. An animal that eats only producers is a(n)
Chapter 4 • Ecosystems
Reading and Writing
.
herbivore
Use with Lesson 2
Food Chains, Webs, and Pyramids
.
81
LESSON
Outline
Name
Date
10. Animals that eat other animals are
carnivores
.
omnivores
11. Humans are
, because they eat
both producers and other consumers.
12. An animal that eats dead animals that it did not hunt
scavenger
and kill is called a(n)
.
What is an energy pyramid?
13. A model that shows how energy flows through a food
chain is called a(n)
energy pyramid
.
10
14. About
percent of the energy
from one level of an energy pyramid is available to
consumers at the next level.
Critical Thinking
15. Explain the places occupied by grass, a rabbit, and a
wolf in an energy pyramid.
Grass is a producer, so it is on the bottom level. A rabbit eats
producers, so it is a primary consumer on the second level. A wolf
© Macmillan/McGraw-Hill
eats other animals, so it is a tertiary consumer on the top level.
82
Chapter 4 • Ecosystems
Reading and Writing
Use with Lesson 2
Food Chains, Webs, and Pyramids
Name
LESSON
Date
Vocabulary
Food Chains, Webs, and Pyramids
Use the clues to unscramble each word. Then unscramble
the circled letters to answer the last question.
decomposer
food chain
predator
energy pyramid
food web
producer
scavenger
1. YERPYDMEGNRIA a model that shows how energy flows
through a food chain
I
D
R A M
E R
G Y
P Y
E N
2. PATRODER
P
R
E
D
3. COOPREMEDS
D
E
C
O
a living thing that hunts and kills other
living things for food
A T O R
an organism that breaks down the remains
of dead organisms into simpler substances
M P O S E R
4. FCOHOADIN
F
O
O
D
5. GVSERNAEC
S
C
A
V
an animal that feeds on the remains of
dead animals that it did not hunt or kill
E N G
E
R
D
an organism that uses the Sun’s energy to
make its own food through photosynthesis
U C E
R
© Macmillan/McGraw-Hill
6. REDRUPCO
P
R
O
a model of the path that the energy in food
takes as it moves through an ecosystem
C H A
I
N
7. BOWDEFO
F
O
O
a model that shows how food chains
overlap in an ecosystem
W E
B
D
8. What do you call an animal that eats animals that eat plants?
C O N D A R
Y
a(n) S E
C
O
N
Chapter 4 • Ecosystems
Reading and Writing
S
U
M
E
R
Use with Lesson 2
Food Chains, Webs, and Pyramids
83
LESSON
Name
Cloze Activity
Date
Food Chains, Webs, and Pyramids
Fill in the blanks.
consumers
food web
scavenger
decomposers
primary consumers
secondary consumers
food chain
producers
tertiary consumers
The Sun is the main source of energy for most living
things. Living things that make their own food from the
producers
Sun’s energy are called
eat other living organisms are called
. Animals that
consumers
.
The energy flow from one organism to another is shown
in a(n)
a(n)
food chain
food web
. Food chains overlap in
.
Animals that eat producers are primary consumers .
Primary consumers are food for secondary consumers
.
Secondary consumers are eaten by tertiary consumers .
a(n)
down by
scavenger
. Dead animals are also broken
decomposers
. These relationships can be
seen both on land and in the water.
84
Chapter 4 • Ecosystems
Reading and Writing
Use with Lesson 2
Food Chains, Webs, and Pyramids
© Macmillan/McGraw-Hill
An organism that eats dead animals that it did not hunt is
Name
LESSON
Date
Outline
Comparing Ecosystems
Use your textbook to help you fill in the blanks.
What are biomes?
1. The average weather pattern for a particular region
over time is its
climate
.
2. The two main factors that determine climate are
temperature
precipitation
and
.
3. A region that contains certain types of living things
biome
and has a particular climate is called a(n)
.
4. A region’s climate is partly based on the amount of
sunlight
that the region receives.
What are tundras, taigas, and deserts?
5. The biomes found in far northern regions are
tundras
temperatures and little
cold
, which have
precipitation
.
taigas
6. Cool forests south of the tundras are
.
7. Biomes that receive less than 25 centimeters
© Macmillan/McGraw-Hill
(10 inches) of rain per year are
deserts
.
What are grasslands and forests?
grasslands
8. In
is grass.
, the main form of plant life
9. Forests that contain trees that lose their leaves during
autumn and winter are
Chapter 4 • Ecosystems
Reading and Writing
deciduous
forests.
Use with Lesson 3
Comparing Ecosystems
85
LESSON
Outline
Name
Date
10. Forests near the equator that support an enormous
variety of plant and animal species are called
tropical rain
forests.
What are freshwater ecosystems?
11. Freshwater ecosystems are found in and near bodies
of water that contain little
salt
.
moving
12. Streams and rivers have
water,
which makes them different from ponds and lakes.
13. Marshes and bogs are examples of
14. Where rivers flow into the ocean,
form.
wetlands
.
estuaries
What lives in the ocean?
15. Tiny organisms near the ocean’s surface are
animals that swim in the ocean are
plankton
nekton
and organisms on or near the ocean floor are
,
,
benthos
.
Critical Thinking
16. What adaptations would an animal require to survive
in a tundra?
It would have to withstand very cold winters, need little water, and
86
Chapter 4 • Ecosystems
Reading and Writing
© Macmillan/McGraw-Hill
eat a limited diet.
Use with Lesson 3
Comparing Ecosystems
Name
LESSON
Date
Vocabulary
Comparing Ecosystems
© Macmillan/McGraw-Hill
Fill in the blanks.
a. biome
d. desert
g. taiga
b. climate
e. estuary
h. tropical rain forest
c. deciduous forest
f. grassland
i. tundra
1.
e
a water ecosystem located where a river runs into
an ocean
2.
i
a biome in northern regions with very cold winters
and short summers
3.
d
a biome that receives less than 25 centimeters
(10 inches) of precipitation per year
4.
f
a biome in which various species of grasses are
the main form of plant life
5.
g
a cool forest of cone-bearing evergreen trees
6.
c
a biome in which many trees lose their leaves
when winter approaches
7.
b
the average weather pattern of a region over time
8.
a
a region that has a particular climate and contains
certain types of plants and animals
9.
h
a biome located relatively close to the equator
that has a hot, humid climate and abundant
rainfall
Chapter 4 • Ecosystems
Reading and Writing
Use with Lesson 3
Comparing Ecosystems
87
LESSON
Name
Cloze Activity
Date
Comparing Ecosystems
Fill in the blanks.
benthos
deserts
nekton
tundra
biomes
equator
plankton
wetland
deciduous
estuaries
taigas
Land on Earth can be classified into several major climate
areas. Land regions, which contain different living things, are
called
biomes
deciduous
. Biomes called
forests contain trees that lose leaves in the winter; other
biomes called
taigas
contain forests of
deserts
evergreen trees. Biomes with very little water are
The biome in the far north is the
biome nearest the
equator
tundra
.
. The
is a tropical rain forest.
Water ecosystems contain different forms of life, such
plankton
nekton
near the surface,
swimming through the water, and
benthos
near
the ocean floor. An ecosystem such as a bog, in which water
is near the surface of the soil, is a(n)
Water ecosystems called
wetland
estuaries
.
form where
rivers enter the ocean. These water ecosystems have more
salt than a river but less salt than the ocean.
88
Chapter 4 • Ecosystems
Reading and Writing
Use with Lesson 3
Comparing Ecosystems
© Macmillan/McGraw-Hill
as
Name
Writing
in Science
Date
A Trip to a “New” Rain Forest
Read the Writing in Science feature in your textbook.
Write About It
Personal Narrative Write a personal narrative about a trip
you made to a distinct environment, or ecosystem. It can be
a desert, a tropical rain forest, or an ice-covered land. It can
be the beach or the marshlands outside of town. Use the firstperson point of view (I) to tell what you observed and what
you did there.
Getting Ideas
Brainstorm a list of places about which to write. Then
choose one. Fill in the sequence chart below. Write the
things you did there in time order.
First
Students’ answers will vary. Sample answer:
I took a boat out to Pennekamp Park.
Next
I saw mangrove shorelines and grass flats.
© Macmillan/McGraw-Hill
Then
I put on my snorkeling gear and jumped into the water.
Last
I saw light from a blue sponge.
Chapter 4 • Ecosystems
Reading and Writing
Use with Lesson 3
Comparing Ecosystems
89
Writing
in Science
Name
Date
Drafting
Write a sentence to begin your personal narrative.
Tell where you went and why this place is special.
Remember to use the pronoun I.
Students’ sentences will vary. Sample sentence: My trip to Pennekamp
Park was an unforgettable experience because of all the remarkable
things I saw.
Now write your personal narrative. Use a separate piece of
paper. Begin with the sentence you wrote above. Tell what
you did and observed in time order. Do not forget to use
details and describe your own feelings. Tell what this event
meant to you. Students should write in the first-person point of view with
details. Their stories should be written in chronological order and should
include a clear beginning, middle, and end.
Revising and Proofreading
Here are some sentences that Geraldo wrote. He forgot
to use the first-person pronoun I to write about his
experiences. Rewrite each sentence in the first person.
1. He was very careful not to touch the living coral.
Possible answer: I was very careful not to touch the living coral.
2. He enjoyed floating in the warm, shallow water of the
inner reefs.
I enjoyed floating in the warm, shallow water of the inner reefs.
Now revise and proofread your story.
▶ Have I told a story from my personal experience in the
first-person point of view?
▶ Have I told what I did and observed there in time order?
▶ Have I corrected all grammar, spelling, capitalization,
and punctuation errors?
90
Chapter 4 • Ecosystems
Reading and Writing
Use with Lesson 3
Comparing Ecosystems
© Macmillan/McGraw-Hill
Ask these questions:
Name
LESSON
Date
Outline
Changes in Ecosystems
Use your textbook to help you fill in the blanks.
What changes affect the environment?
limiting factor
1. A predator is an example of a(n)
growth
because it controls the size or
of a population.
biotic
2. Some limiting factors are living, or
abiotic
and some are nonliving, or
,
.
What happens after changes in the environment?
adapt
3. Organisms that remain in a region must
to changes in the environment.
4. If a species’ numbers have declined to a level at
which the species needs protection from becoming
threatened
endangered, it is considered
.
5. When a species’ numbers have been so reduced that the
endangered
species may become extinct, it is considered
.
6. When a species no longer exists in the wild or in
extinct
captivity, that species is considered
.
© Macmillan/McGraw-Hill
7. The loss of any species affects the wide variety of life
on Earth, which is called
biodiversity
.
What is succession?
8. The gradual replacement of one community by
another is called
Chapter 4 • Ecosystems
Reading and Writing
succession
.
Use with Lesson 4
Changes in Ecosystems
91
LESSON
Outline
Name
Date
9. A community that is established in what was a lifeless
area is called a(n)
pioneer
community.
10. A stable community in which succession has slowed
down is called a(n)
climax
community.
11. Secondary succession can occur after a(n)
natural disaster
such as a forest fire.
What is evidence of change over time?
12. Similar features in different organisms are called
comparative
structures, and features
that are similar but meet different needs are called
homologous
structures.
13. Scientists can determine the degree to which different
species are related by comparing their
DNA
.
How do environments change over time?
14. Changes to ecosystems can be caused by
or by
people
nature
.
Critical Thinking
Possible answer: The forest will undergo secondary succession,
because the environment will have changed, although no new land
was formed. Food will become a limiting factor and populations of
surviving animals will decrease until resources have been replenished.
New species may move into the area.
92
Chapter 4 • Ecosystems
Reading and Writing
Use with Lesson 4
Changes in Ecosystems
© Macmillan/McGraw-Hill
15. How do forest fires affect a deciduous-forest ecosystem?
Name
LESSON
Date
Vocabulary
Changes in Ecosystems
Fill in the blanks.
biodiversity
extinct
succession
climax community
limiting factor
threatened
endangered
pioneer community
1. A species that has decreased until it is almost
threatened
endangered is considered
.
extinct
2. A species that no longer exists is considered
.
3. The term used to describe the wide variety of life on
Earth is
biodiversity
.
4. A species that may become extinct if its population
endangered
decreases further is considered
.
5. A condition that controls the size or growth of a
population is called a(n)
limiting factor
.
6. When a community has stabilized and succession
climax community
© Macmillan/McGraw-Hill
has slowed down or stopped, it is a(n)
.
7. The gradual replacement of one community by another
is called
succession
.
8. The first species to establish themselves in a lifeless
area form a(n)
Chapter 4 • Ecosystems
Reading and Writing
pioneer community
.
Use with Lesson 4
Changes in Ecosystems
93
LESSON
Cloze Activity
Name
Date
Changes in Ecosystems
Fill in the blanks.
climax community
extinct
limiting factors
DNA
fossils
pioneer community
endangered
homologous
succession
Ecosystems are constantly changing. The first community
to populate an ecosystem is a(n) pioneer community .
This community is gradually replaced by others in a
succession
process called
. A(n) climax community
occupies an ecosystem in which succession has slowed down.
To survive, organisms must adapt to changes in
limiting factors
, such as food and water, that control
the size and growth of populations. If environmental
changes cause a population to decrease, the population
can become threatened or
endangered
a population no longer exists, it is
. When
extinct
.
examining
fossils
homologous
© Macmillan/McGraw-Hill
Changes in ecosystems over time can be studied by
, comparative and
structures, and the
DNA
of closely related species. These comparisons show
scientists how different species are related to one another.
94
Chapter 4 • Ecosystems
Reading and Writing
Use with Lesson 4
Changes in Ecosystems
Name
Reading
in Science
Date
Meet Eleanor Sterling
Read the Reading in Science feature in your textbook.
Cause and Effect
The article mentioned several things that could cause
damage to the reef. List them in the left column of the
chart below. Then list a possible effect of each of these
dangers in the right column of the chart.
Cause
Organisms that live there are
in danger.
© Macmillan/McGraw-Hill
Reefs are damaged.
Effect
Chapter 4 • Ecosystems
Reading and Writing
Use with Lesson 4
Changes in Ecosystems
95
Reading
in Science
Name
Date
Write About It
Cause and Effect
1. What factors cause damage to coral reefs?
2. How does damage to coral reefs affect the organisms
that live in them?
Planning and Organizing
Write a sentence that summarizes the factors threatening
coral reefs.
Students should clearly identify the factors threatening coral reefs as
described in the article.
Write a one-sentence summary of what Eleanor Sterling
is doing in the Palmyra Atoll.
Students should write a properly constructed sentence clearly stating
that Eleanor Sterling is studying sea turtles and coral reefs in the
Palmyra Atoll.
Drafting
Now explain how Eleanor Sterling’s work can be used to
protect marine ecosystems all over the world.
Students’ essays should be written in a logical order with an introductory
can affect other marine ecosystems, and a closing sentence.
96
Chapter 4 • Ecosystems
Reading and Writing
Use with Lesson 4
Changes in Ecosystems
© Macmillan/McGraw-Hill
sentence, details about how Eleanor Sterling’s work in the Palmyra Atoll
Name
CHAPTER
Date
Vocabulary
Ecosystems
Circle the letter of the best answer.
1. All of the abiotic and biotic
factors in a given area form
A a community.
A a community.
B an ecosystem.
B a food chain.
C a population.
C a limiting factor.
D a species.
D a population.
2. The path that energy takes as
it moves from one organism to
another in an ecosystem is
5. Bacteria in the soil change an
element in the air into a form
that plants can use during the
A a cycle.
A carbon dioxide cycle.
B an energy pyramid.
B nitrogen cycle.
C a food chain.
C oxygen cycle.
D a food web.
D water cycle.
3. All biomes have specific
A climates and pioneer
communities.
B climates and types
of organisms.
© Macmillan/McGraw-Hill
4. The size and growth of a
population is controlled by
C ecosystems and
successions.
6. A model of the way that food
chains overlap in an ecosystem
is called
A an energy pyramid.
B a food chain.
C a food web.
D an abiotic factor.
D limiting factors and types
of organisms.
Chapter 4 • Ecosystems
Reading and Writing
97
Vocabulary
Name
7. The biome with the coldest
climate is the
11. The ecosystem that covers
most of Earth’s surface is
A grassland.
A grassland.
B deciduous forest.
B rain forest.
C taiga.
C taiga.
D tundra.
D ocean.
8. When the population of a
given species decreases until
the species no longer exists,
the species becomes
A endangered.
B extinct.
C limited.
D threatened.
9. When two organisms have a
relationship from which both
benefit, the relationship is called
A commensalism.
B competition.
C mutualism.
D parasitism.
10. The model that shows how
much energy is passed from
one organism to another is the
12. The first step in succession
produces a
A climax community.
B deciduous forest.
C pioneer community.
D secondary community.
13. The type of ecosystem that
forms where a river flows into
the ocean is called
A an estuary.
B an ocean.
C a rain forest.
D a wetland.
14. Energy for most things on
Earth originally comes from
A the Sun.
B a producer.
A energy pyramid.
C the ocean.
B food chain.
D a community.
C food web.
D symbiotic relationship.
98
Date
Chapter 4 • Ecosystems
Reading and Writing
© Macmillan/McGraw-Hill
CHAPTER
Name
Date
UNIT
Literature
Understanding Earthquakes
Read the Literature feature in your textbook.
Write About It
Response to Literature This article describes the study
of earthquakes over the centuries. It explains how human
knowledge about earthquakes has changed. Research a major
earthquake that occurred in the past. Then write an essay
describing the earthquake and its effects on people’s lives.
Students’ essays should be written in a logical order with an introductory
sentence about the earthquake event they are describing, details about
© Macmillan/McGraw-Hill
the earthquake’s effects on people’s lives, and a closing sentence.
Unit C • Earth and Its Resources
Reading and Writing
99
CHAPTER
Concept Map
Name
Date
Changes over Time
Complete the concept map on the five forces that shape
Earth, using terms and phrases from your textbook.
What is Earth
made of?
Earth’s features
include water,
landforms
, and
atmosphere. Earth’s
layers include the crust,
How are changes to
Earth’s surface over
time identified?
The
mantle
and
core
relative age
and absolute age
of fossils and rocks
tell Earth’s geologic
history.
,
.
What is the nature of
Earth’s crust?
Earth’s crust is made
of plates. Plate
tectonics, including
seafloor spreading
and movement at plate
boundaries, molds
Earth’s surface.
What else affects
Earth’s surface?
Weathering,
erosion
, and
deposition
,
all caused by moving
water and air, change
the features of Earth’s
surface.
100
Chapter 5 • Changes over Time
Reading and Writing
How does Earth’s
interior affect its
surface?
Movement at Earth’s
plate boundaries
results in faults,
mountains
,
earthquakes, and
volcanoes
.
© Macmillan/McGraw-Hill
Forces that
Shape Earth
Name
LESSON
Date
Outline
Features of Earth
Use your textbook to help you fill in the blanks.
Where is water on Earth?
1. The part of Earth that contains water is the
hydrosphere
.
2. Earth’s water can be found as a solid in ice, as a(n)
liquid
in oceans, and as water vapor in
the atmosphere.
3. Two basic forms of Earth’s water are fresh water and
salt
water.
4. Large sheets of moving ice composed of fresh water are
called
glaciers
.
What are Earth’s landforms?
5. Hills, mountains, rivers, lakes, and deserts are features
called
landforms
.
6. Major landforms found in the low regions of the United States
© Macmillan/McGraw-Hill
include
plains
and basins.
7. All rivers west of the Continental Divide , a ridge that
runs from Mexico to Canada, flow toward the Pacific Ocean.
8. A map that can be used to show regions of different
elevations is called a(n)
Chapter 5 • Changes over Time
Reading and Writing
relief
map.
Use with Lesson 1
Features of Earth
101
LESSON
Outline
Name
Date
How do we map Earth?
9. Horizontal lines located above and below the equator on a
latitude
globe are called lines of
.
10. Vertical lines that meet at the poles on a globe are called
lines of
longitude
.
11. A topographic map uses contour lines to show
or the height above or below sea level.
elevation
,
What is a model of Earth?
12. Continents and the ocean floor are part of Earth’s solid, rocky
surface called the
crust
13. The layer beneath the crust is called the
.
mantle
.
14. Earth’s crust and the stiff, upper portion of the mantle make
up the
lithosphere
.
15. The center part of Earth is made up of two parts: the molten
outer core and the
solid
inner core.
Critical Thinking
16. How can you use a map to learn about Earth’s features?
as plains, basins, deserts, and mountains. It also indicates bodies of
water and ice such as glaciers, lakes, rivers, and oceans. Longitude
and latitude lines are used to identify location. Contour lines on
topographic maps show elevation.
102
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 1
Features of Earth
© Macmillan/McGraw-Hill
A map is a picture of Earth’s surface. It indicates landforms such
Name
LESSON
Date
Vocabulary
Features of Earth
© Macmillan/McGraw-Hill
Match the correct letter with the description.
a. atmosphere
d. elevation
g. lithosphere
b. core
e. hydrosphere
h. longitude
c. crust
f. latitude
i. mantle
1.
b
the central part of Earth that consists of an inner
and outer portion
2.
h
a measurement of location east or west of the
prime meridian
3.
d
height above or below sea level
4.
g
the crust and the rigid part of the mantle
5.
e
the part of Earth that contains water
6.
f
a measurement of location north or south of
the equator
7.
c
Earth’s solid, rocky surface
8.
i
the layer beneath Earth’s crust
9.
a
the layer above Earth’s crust that contains
nitrogen, oxygen, carbon dioxide, and argon
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 1
Features of Earth
103
LESSON
Name
Cloze Activity
Date
Features of Earth
Fill in the blanks.
atmosphere
elevation
latitude
core
hydrosphere
location
crust
landforms
mantle
relief map
Earth’s surface includes many bodies of water and a wide
variety of landforms. The part of Earth that contains water is
hydrosphere
called the
. A portion of Earth’s water is
found in the form of water vapor or water droplets in Earth’s
atmosphere
.
Hills and mountains are examples of a feature of Earth
landforms
. One way to show Earth’s
landforms is to use a(n)
of
latitude
location
show
relief map
. Globes use lines
and longitude to show
. Topographic maps use contour lines to
elevation
of hills and mountains. Continents
and the ocean floor make up the outermost layer, called
the
crust
. The layer beneath the crust is called
the
mantle
. The center part of Earth is called the
core
. It has a molten outer portion and a solid
inner portion.
104
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 1
Features of Earth
© Macmillan/McGraw-Hill
called
Name
LESSON
Date
Outline
Earth’s Moving Continents
Use your textbook to help you fill in the blanks.
Are the continents moving?
1. On the basis of gathered evidence, Alfred Wegener
concluded that all the continents had once been part of a
single
supercontinent
.
2. Wegener’s concept that the continents drifted apart to their
continental drift
present positions became known as
.
plate tectonics
3. A scientific model called
explains that
the surface of Earth is made up of plates that move.
4. Plates move over the hot, fluid rock, or
in Earth’s mantle.
magma
,
How do oceans change size?
5. As some crustal plates move apart, magma flows
outward and hardens to form raised structures called
parallel ridges
on the ocean floor.
6. The process in which new rock forces the plates on the ocean
floor to move farther and farther apart is called
© Macmillan/McGraw-Hill
mid-ocean ridges
7. Rock found at
rock that makes up the continents.
seafloor spreading
.
is younger than the
volcanic rock
8. The ocean floor is largely made up of
formed by magma from Earth’s mantle that cools and hardens.
9. Further evidence for seafloor spreading is provided by the
magnetism
Chapter 5 • Changes over Time
Reading and Writing
of seafloor rock.
Use with Lesson 2
Earth’s Moving Continents
105
LESSON
Outline
Name
Date
What happens at plate boundaries?
10. Places where plates move away from each other are
called divergent boundaries .
11. Mountains form where plates collide, at
boundaries.
convergent
subduction
12. In a process called
, an oceanic plate
slides under a continental plate, pushing part of the oceanic
plate into the mantle, where it melts.
transform
13. Earthquakes occur at
where plates slide past each other.
boundaries,
Where are the plates?
14. The divergent boundary at which the South American
Plate is moving away from the African Plate is called
the
Mid-Atlantic Ridge
.
15. An example of a transform boundary that is visible on land is
the
San Andreas Fault
, the site of many earthquakes.
Critical Thinking
16. Why do different landforms result at convergent boundaries
and divergent boundaries?
up through the space between the plates, cools, hardens, and forms
new rock. At convergent boundaries the plates push into each other.
When oceanic plates collide, one may slide under the other to form a
deep ocean trench. On land, plates may collide and form mountains.
106
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 2
Earth’s Moving Continents
© Macmillan/McGraw-Hill
At divergent boundaries, tectonic plates move apart, magma flows
Name
LESSON
Date
Vocabulary
Earth’s Moving Continents
Match the correct letter with the description
a. continental drift
f. plate tectonics
b. convergent boundary
g. seafloor spreading
c. divergent boundary
h. subduction
d. magma
i. transform boundary
© Macmillan/McGraw-Hill
e. Pangaea
1.
a
the concept that Pangaea split apart and that
the continents drifted to their current positions
over time
2.
g
the formation of new ocean floor caused by
movement of oceanic plates away from each
other as magma from the mantle continuously
flows between the plates
3.
f
the scientific model of Earth that explains how
the continents and ocean floor can move
4.
b
a place where plates collide
5.
c
a place where plates move apart
6.
i
a place where plates slide past each other
7.
h
a process in which an oceanic plate slides under a
continental plate
8.
d
the hot, fluid rock beneath Earth’s surface
9.
e
a single supercontinent that all the continents
were once part of
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 2
Earth’s Moving Continents
107
LESSON
Cloze Activity
Name
Date
Earth’s Moving Continents
Fill in the blanks.
continental drift
magma
subduction
convergent boundaries
Pangaea
transform boundaries
divergent boundaries
plate tectonics
The continents of Earth are like pieces of a jigsaw puzzle.
German scientist Alfred Wegener believed that Earth’s
continents once formed a single supercontinent called
Pangaea
. His idea that this supercontinent broke
apart and the pieces drifted to their present positions
became known as
continental drift
. Once enough
evidence was found to support that concept, scientists
developed a model called
plate tectonics
. According
to plate tectonics, Earth’s continents rest on plates that
move over
magma
in Earth’s mantle. Plates
move away from each other at divergent boundaries
.
When an oceanic plate slides under a continental plate,
subduction
occurs and volcanoes form. Some
plates slide past each other at transform boundaries
.
This activity usually results in earthquakes.
108
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 2
Earth’s Moving Continents
© Macmillan/McGraw-Hill
Plates collide with each other at convergent boundaries
.
Name
LESSON
Date
Outline
Forces That Build the Land
Use your textbook to help you fill in the blanks.
What forces change Earth’s crust?
1. The force that causes rocks to break as plates rub past each
shearing
other is called
.
2. A break, or crack, in the rocks of the lithosphere along which
movements take place is called a(n)
fault
.
3. Three types of faults include a strike-slip fault, a(n)
normal
fault, and a reverse fault.
What are earthquakes?
4. When ground near tectonic plates shifts and changes
position,
earthquakes
occur.
focus
5. An earthquake’s
is the point below
Earth’s surface where an earthquake begins.
6. Earthquakes and volcanic eruptions create a vibration called
a(n)
seismic wave
that travels through Earth.
What can we learn from seismographs?
© Macmillan/McGraw-Hill
7. Earthquakes cause two main types of seismic waves:
surface waves
and body waves.
primary
8. Fast-moving body waves are called
waves, or P waves, and slow-moving body waves are called
secondary
Chapter 5 • Changes over Time
Reading and Writing
waves, or S waves.
Use with Lesson 3
Forces That Build the Land
109
LESSON
Name
Outline
Date
How destructive is an earthquake?
9. The measure of the energy released during an earthquake is
magnitude
called
.
10. The scale used to measure an earthquake’s magnitude is the
Richter
earthquake’s
scale; the Mercalli scale measures an
intensity
.
How do volcanoes form?
11. Volcanoes form along the boundaries of shifting plates where
one crustal plate moves
under
another.
12. When magma reaches Earth’s surface through an opening
called a vent, it becomes
lava
.
What are other volcanic landforms?
13. The Aleutian Islands and the Philippine Islands are examples
island arc
of a string of island volcanoes called a(n)
.
14. Volcanoes that form where plates move apart and form gaps
along the plates’ edges are called
volcanoes.
rift
15. What do earthquakes, volcanic eruptions, and tsunamis have
in common?
All three are natural events that can cause great destruction. All three
are caused by movements of tectonic plates. When stored energy
from forces that create faults is released, earthquakes occur. Eruptions
occur when magma flows break through the crust. An earthquake or
volcanic eruption beneath the ocean floor causes a tsunami to form.
110
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 3
Forces That Build the Land
© Macmillan/McGraw-Hill
Critical Thinking
Name
LESSON
Date
Vocabulary
Forces That Build the Land
© Macmillan/McGraw-Hill
Match the correct letter with the description.
a. aftershocks
c. fault
e. magnitude
g. seismograph
b. epicenter
d. focus
f. seismic wave
h. vent
1.
a
smaller earthquakes that follow a major
earthquake
2.
b
the location on Earth’s surface above the focus of
an earthquake
3.
g
an instrument that detects, measures, and records
the energy of earthquake vibrations at a given
location
4.
h
an opening on Earth’s surface through which
magma erupts
5.
c
a break or crack in the rocks of the lithosphere
along which movement takes place
6.
f
a vibration that travels through Earth and is
produced by earthquakes and volcanic eruptions
7.
e
the measure of the energy released during an
earthquake
8.
d
the point below the surface of Earth where an
earthquake begins
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 3
Forces That Build the Land
111
LESSON
Cloze Activity
Name
Date
Forces That Build the Land
Fill in the blanks.
earthquake
intensity
Richter
focus
mantle
rock
seismic waves
The forces that move continents can also change the shape
of the land. Forces at plate boundaries stretch, push, and bend
rock
large sections of
. This energy builds up
over time, and when the rock breaks or slips, the energy is
released, and a(n)
earthquake
cause vibrations, called
occurs. Earthquakes
seismic waves
, that travel
through Earth from a point below the surface called the
focus
, where the earthquake began. An
earthquake’s magnitude is measured according to the
Richter
the
scale, while the Mercalli scale measures
intensity
, or what people feel and observe
When one crustal plate moves under another, a piece of
the lower plate is pushed into the
mantle
, where
it melts and turns to magma. The movement of plates within
Earth’s crust is constantly shaping the land.
112
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 3
Forces That Build the Land
© Macmillan/McGraw-Hill
when an earthquake occurs.
Name
Date
Reading
in Science
Quake Predictors
Read the Reading in Science feature in your textbook.
Look for clues in the article that help you draw conclusions
about earthquakes.
Draw Conclusions
Use the graphic organizer to draw conclusions.
Text Clues
Conclusions
Students should list text clues
from their reading and list the
conclusions they draw based on
© Macmillan/McGraw-Hill
the text clues.
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 3
Forces That Build the Land
113
Reading
in Science
Name
Date
Write About It
Draw Conclusions
1. Before the invention of the seismometer, how do you think
people measured earthquakes?
2. Why are satellites a useful source of information about
movement on Earth’s surface?
Planning and Organizing
Explain one way to measure earthquakes that people could
have used before the seismometer was invented.
Students should clearly explain another method that people could have
used to estimate the intensity of an earthquake and the damage it caused.
Drafting
Now draw a conclusion about how satellites provide
information about movements on Earth’s surface.
Students should clearly explain how the combination of satellites and
receivers gives valuable information and should explain how this helps
114
Chapter 5 • Changes over Time
Reading and Writing
© Macmillan/McGraw-Hill
researchers.
Use with Lesson 3
Forces That Build the Land
Name
LESSON
Date
Outline
Forces That Shape Earth
Use your textbook to help you fill in the blanks.
What is weathering?
1. A force that breaks down rocks into smaller pieces by natural
processes is called
weathering
.
2. Freezing water, moving water, plants, and animals cause the
breaking down of rock called mechanical weathering .
3. Oxygen and acids cause the breaking down of rock by changes
in its chemical composition called chemical weathering .
Which forces carry and drop?
4. The picking up and removing of rock pieces and other
particles is called
erosion
.
5. The dropping off of particles in another location is
called
deposition
.
6. Erosion and deposition are primarily caused by
wind
and water.
© Macmillan/McGraw-Hill
How does moving water change the land?
7. Rivers that flow from a high elevation carve
and cut through layers of rock to shape the land.
channels
8. When a glacier melts, the rocks it carried fall to the ground in
a jumble called
till
.
9. When a glacier melts, the rocks and sediment it held pile in front
of or alongside the glacier, forming a(n)
Chapter 5 • Changes over Time
Reading and Writing
moraine
.
Use with Lesson 4
Forces That Shape Earth
115
LESSON
Outline
Name
Date
How is soil formed?
soil
10. Weathering results in
, a mixture of
weathered rock, air, water, living things, and humus that can
support the growth of rooted plants.
humus
11. Decayed plant and animal remains make up
which can be found in topsoil.
permeable
12. Water passes through
because pores in the soil are connected.
,
soil easily,
Why is soil important?
13. Rain, runoff, and decaying plants and animals naturally
minerals
resupply the soil with
.
14. Improper care of soil, developing land for building, and
dumping wastes into soil do not allow the soil’s minerals to
be
replenished
.
Critical Thinking
15. What role does gravity play in weathering, erosion, and
deposition?
Gravity pulls water downhill. In flowing water, hard grains of sand
gradually carve through the underlying rock layers. As snow falls
onto a glacier, its weight packs the snow and turns it to ice. Then
slope. This contributes to mass wasting, which is a form of erosion.
Gravity’s role in deposition is to make the sediment fall to the ground
or to the bottom of a body of water where it can be picked up and
carried away again.
116
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 4
Forces That Shape Earth
© Macmillan/McGraw-Hill
gravity pulls on the glacier so it slowly grinds its way down the
Name
LESSON
Date
Vocabulary
Forces That Shape Earth
© Macmillan/McGraw-Hill
Match the correct letter with the description.
a. deposition
d. mass wasting
g. soil
b. erosion
e. moraine
h. till
c. humus
f. sediment
i. weathering
1.
f
I am loose pieces of minerals, rock, and organic
material carried and deposited by rivers.
What am I?
2.
d
I am a process that happens when gravity pulls
materials slowly downhill. What am I?
3.
a
I drop off particles carried by erosion from
another location. What am I?
4.
i
I am the breaking down of rocks into smaller
pieces by natural processes. What am I?
5.
e
I form along the sides of and in front of glaciers
and am left behind when they melt. What am I?
6.
b
I pick up and remove rock pieces and other
particles. What am I?
7.
h
Glaciers carry me, and I fall to the ground in a
jumble when they melt. What am I?
8.
c
I am a material made of decayed plant and animal
remains. What am I?
9.
g
I am made up of weathered rock, air, water, living
things, and humus. What am I?
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 4
Forces That Shape Earth
117
LESSON
Name
Cloze Activity
Date
Forces That Shape Earth
Fill in the blanks.
chemical
erosion
mechanical
till
deposition
humus
sediment
wind
Weathering, erosion, and deposition shape Earth’s
surface. Weathering that breaks down rock through physical
changes is called
mechanical
weathering, and
weathering that breaks down rock through chemical changes
chemical
is called
weathering. When pieces of
weathered or broken rock are picked up and carried away,
erosion
occurs. When eroded pieces are dropped
deposition
in another location,
wind
and
occurs. Moving water
are the primary causes of erosion and
deposition.
Moving water, such as a river, carries
sediment
,
glaciers melt, the sediment they deposit is called
till
. Weathered rock mixes with air, water,
living things, and
humus
to form soil. Soil is a
valuable resource that must be respected and conserved.
118
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 4
Forces That Shape Earth
© Macmillan/McGraw-Hill
or loose pieces of minerals, rock, and organic material. When
Name
Writing
in Science
Date
The Danger of Shifting Sand
Read the Writing in Science feature in your textbook.
Write About It
Narrative Writing Tell a personal story about the effects
of beach erosion and protecting beaches. Use descriptive
details, and retell events in a logical order. Use the firstperson point of view, and use dialogue, if appropriate. Using
print and online research, include information about why
beaches are important.
Getting Ideas
Write the words beach erosion in the center of the star web
below. Then think of as many ideas as you can about beach
erosion. Write these ideas in the outer circles. You can add
circles to the web if you like. Students should write a concise
idea relevant to beach erosion in each of the outer circles.
© Macmillan/McGraw-Hill
beach erosion
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 4
Forces That Shape Earth
119
Writing
in Science
Name
Date
Drafting
A personal story usually begins with an attention-grabbing
sentence that makes readers want to read on to find out
more. Circle the sentence below that is the better way for
Jasmine to begin her narrative.
I learned a lot about erosion by watching the public beach.
I thought beaches were forever, but like everything else, they
are not!
Now write your first draft. Use a separate
piece of paper. Remember to write in the
first-person point of view. Begin with your
attention-grabbing sentence, and use ideas
from your star web throughout your story.
Students should write in the
first-person point of view about
the effects of beach erosion and
protecting beaches. Their story
should be written in chronological
Revising and Proofreading
order and should include a
When you write a personal narrative, you
beginning, middle, and end.
must maintain a consistent point of view.
Make sure that the events are in chronological
order, from first to last.
Revise and proofread your narrative. Ask these questions:
▶ Have I described a personal experience?
▶ Have I told events in a logical order?
▶ Have I provided facts and details about erosion and
protection?
▶ Have I expressed my feelings clearly?
© Macmillan/McGraw-Hill
▶ Have I maintained a consistent first-person point
of view?
▶ Have I corrected all grammar mistakes?
▶ Have I corrected all spelling, punctuation, and
capitalization errors?
120
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 4
Forces That Shape Earth
Name
LESSON
Date
Outline
Changes in Geology over Time
Use your textbook to help you fill in the blanks.
What is relative age?
1. Two ideas that help scientists determine the age of rock
layers are original horizontality and
superposition
.
2. Scientists compare the age of one rock layer to the age of
another to find its
relative age
.
overturned
3. Layers of rock can be tilted, folded, or
by forces within Earth, making it difficult to determine their
relative ages.
What are fossils?
4. Fossils can form when organisms die and are buried by
sediment
, which replaces the hard parts of the
body and hardens to form rock.
5. Some fossils are formed when organisms are trapped
amber
in flowing tree sap, which hardens to form
.
6. Other fossils are formed when footprints or other
imprints
© Macmillan/McGraw-Hill
quickly dry and become covered with
sediment and preserved.
What is absolute age?
radioactivity
7. The discovery of
allowed scientists to
determine how old a rock layer or fossil really is.
8. Rocks contain radioactive elements that decay into other
elements at a constant rate called
Chapter 5 • Changes over Time
Reading and Writing
half-life
.
Use with Lesson 5
Changes in Geology over Time
121
LESSON
Outline
Name
Date
9. By comparing the amount of the original element to the
amount of decay product in a rock layer, scientists can
determine a rock’s age in years, or its
absolute age
.
Is Earth still changing?
10. The formation of a new landform by plate movement, such
Surtsey
as the island of
that Earth is constantly changing.
near Iceland, is proof
11. Changes in Earth’s surface bring about changes in Earth’s
organisms
; some become extinct when they are
unable to adapt to new surface conditions.
12. Today some living organisms are in danger of becoming
extinct as a result of changes to Earth caused by
human
activity.
Critical Thinking
13. How does radioactivity and fossil formation help tell Earth’s
geologic story?
Rock contains radioactive elements that decay at a constant rate
called half-life. Scientists compare the ratio of original element to
decay product to determine the absolute age of rock layers. Fossils
are found in rock layers, which helps scientists determine the fossils’
periods at specific locations and how those locations have changed
over time.
122
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 5
Changes in Geology over Time
© Macmillan/McGraw-Hill
relative ages. Fossils also indicate how life existed in earlier time
Name
LESSON
Date
Vocabulary
Changes in Geology over Time
© Macmillan/McGraw-Hill
Match the correct letter with the description.
a. absolute age
d. geologic column
g. relative age
b. era
e. half-life
h. superposition
c. fossil
f. period
1.
d
a list of Earth’s rock layers in order from oldest
to youngest
2.
f
a shorter time measurement that divides eras into
smaller parts
3.
g
inferred by using the ideas of original horizontality
and superposition
4.
c
the remains of a living thing preserved in Earth’s
crust
5.
b
a measurement of a long stretch of time in Earth’s
geologic history
6.
h
the idea that the bottom layer in a series of
rock layers is the oldest and the top layer is the
youngest
7.
e
described as the time it takes for half the mass of
an original element to change into a new product
8.
a
a rock layer’s age in years
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 5
Changes in Geology over Time
123
LESSON
Name
Cloze Activity
Date
Changes in Geology over Time
Fill in the blanks.
absolute age
original horizontality
superposition
extinct
rediscovered
volcanoes
fossils
relative age
Rock layers help tell Earth’s geologic story. Scientists use
two ideas to find a rock’s
relative age
, or its age
compared to that of other rocks. The first idea is called
original horizonality , a concept indicating that sedimentary
rock forms in horizontal layers. The second idea scientists use
to determine relative age is
superposition
, which states
that the oldest layer in a series of rock layers is at the bottom.
The remains, traces, or imprints of organisms are called
fossils
find the
. Scientists can use an element’s half-life to
absolute age
of a fossil or rock layer.
and new
volcanoes
. When animals cannot adapt to
Earth’s changes, they may become
extinct
.
Some species of animals that were once extinct are being
rediscovered
. There are also new species of plants and
animals being discovered all the time.
124
Chapter 5 • Changes over Time
Reading and Writing
Use with Lesson 5
Changes in Geology over Time
© Macmillan/McGraw-Hill
Earth’s continuous changes are evidenced by new islands
Name
CHAPTER
Date
Vocabulary
Changes over Time
Circle the letter of the best answer.
1. In Earth’s hydrosphere one
might find
A a mountain.
A seafloor spreading.
B a plateau.
B extinction.
C an ocean.
C plate tectonics.
D a desert.
D continental drift.
2. Wind and water drop the
particles they are carrying at
another location during
A deposition.
B erosion.
C mass wasting.
D continental drift.
3. The measure of energy
released during an earthquake
is called
A temperature.
B magnitude.
C velocity.
© Macmillan/McGraw-Hill
4. Alfred Wegener’s concept that
Pangaea split apart is called
D amplitude.
5. The half-life of elements in
rocks is used to find
A relative age.
B magnitude.
C absolute age.
D elevation.
6. A vibration that is produced by
earthquakes and volcanoes and
travels through Earth is called a
A seismic wave.
B geologic history.
C seismograph.
D half-life.
7. Earth’s solid, rocky surface is
called the
A core.
B crust.
C lithosphere.
D mantle.
Chapter 5 • Changes over Time
Reading and Writing
125
Vocabulary
Name
8. A trilobite is an example of a
A moraine.
B till.
C horizon.
D fossil.
9. Rock is broken down by
A weathering.
B deposition.
C superposition.
D sedimentation.
10. A scientific model of Earth in
which Earth’s surface is broken
into pieces is called
12. When Earth’s plates move,
the cracks that form in the
lithosphere are called
A valleys.
B canyons.
C mountains.
D faults.
13. New ocean floor forms from
A seafloor spreading.
B mass wasting.
C magnetism.
D erosion.
14. Mass wasting is an example of
A continental drift.
A sediment.
B plate tectonics.
B erosion.
C subduction.
C deposition.
D seafloor spreading.
D elevation.
11. Earth’s lithosphere includes
part of the
126
Date
15. Original horizontality and
superposition are used to find
A core.
A absolute age.
B magma.
B relative age.
C mantle.
C continental drift.
D atmosphere.
D soil horizon.
Chapter 5 • Changes over Time
Reading and Writing
© Macmillan/McGraw-Hill
CHAPTER
Name
Date
CHAPTER
Concept Map
Conserving Our Resources
Complete the concept map on conserving Earth’s resources,
using words and phrases from your textbook.
Earth’s Resources
Resources
Where They Come From
Ways to Conserve
Farmers need
topsoil
to
grow crops.
Minerals most
frequently mined
from the land include
fossil
Land
fuels.
Practice the 3 Rs to
conserve nonrenewable
resources:
Water that plants,
animals, and humans
need to survive is called
reduce
potable
reuse , and
water.
recycle
Energy that comes from
running water is called
To conserve renewable
resources, protect the
land, water, and air from
power.
© Macmillan/McGraw-Hill
.
Water
hydroelectric
wastes
Energy from the wind is
captured and converted
into electricity by
windmills
,
pollution
and
.
.
Ozone is an element
found in Earth’s
Air
atmosphere
that
protects us from the
Sun’s radiation.
Chapter 6 • Conserving Our Resources
Reading and Writing
127
LESSON
Name
Outline
Date
Minerals and Rocks
Use your textbook to help you fill in the blanks.
What are minerals?
solid
1. Minerals are the naturally occurring
materials found in Earth’s crust.
elements
2. Minerals, like all kinds of matter, are made up of
.
3. The properties of minerals include color,
and crystal structure.
texture
,
4. The way a mineral breaks apart is called
cleavage
.
What are some other properties of minerals?
5. On Mohs’ scale, a low number indicates a(n)
mineral, and a high number indicates a hard mineral.
soft
6. The best way to differentiate iron pyrite and gold is to
streak test
perform a(n)
.
7. The way that a mineral reflects light is referred to
as
luster
.
How do rocks differ?
8. Rock is a naturally formed solid material made up of one or
minerals
.
9. The three main types of rock are
sedimentary, and metamorphic.
igneous
,
10. Types of rock are identified by the minerals that they contain
and the
128
conditions
Chapter 6 • Conserving Our Resources
Reading and Writing
under which they were formed.
Use with Lesson 1
Minerals and Rocks
© Macmillan/McGraw-Hill
more
Name
LESSON
Date
Outline
11. Intrusive rock and extrusive rock are two kinds of
igneous
rock.
What are sedimentary and metamorphic rock?
12. Of the three types of rock,
most likely to contain fossils.
sedimentary
rock is the
13. Rock that is changed by heat, pressure, or a chemical
reaction becomes
metamorphic
rock.
What is the rock cycle?
14. It is hard to know which type of rock came first, because all
rock comes from
other rock
.
15. Weathering breaks down all three types of rock into
sediment
, which may then become
sedimentary rock.
16. Both sedimentary and igneous rock can become
metamorphic rock under high
pressure.
temperature
and
Critical Thinking
17. What can be learned about a type of rock by studying its
physical properties?
© Macmillan/McGraw-Hill
You can describe a type of rock by its physical properties, such
as size, color, shape, texture, and luster. You can also discuss its
hardness, its crystal structure, and the color it leaves when it is
rubbed against a rough surface. These properties can tell you what
the rock is made of and how it was formed.
Chapter 6 • Conserving Our Resources
Reading and Writing
Use with Lesson 1
Minerals and Rocks
129
LESSON
Name
Vocabulary
Date
Minerals and Rocks
Match the correct letter with the description.
a. crystal
d. minerals
f. rock
b. igneous rock
e. regional
metamorphism
g. rock cycle
h. sedimentary rock
1.
d
naturally occurring solid materials that make up
Earth’s crust
2.
g
the process that describes how rock can
continuously change from one kind of rock into
another over long periods of time
3.
b
the type of rock that includes intrusive rock and
extrusive rock
4.
e
the process in which the structure and texture of
rock in a large area is changed by high heat and
pressure
5.
h
the type of rock that is most likely to contain
fossils
6.
a
a solid that has a structure arranged in orderly,
fixed patterns
7.
f
a naturally formed solid material made up of one
or more minerals
8.
c
the type of rock formed under high temperature
and high pressure
130
Chapter 6 • Conserving Our Resources
Reading and Writing
Use with Lesson 1
Minerals and Rocks
© Macmillan/McGraw-Hill
c. metamorphic rock
Name
LESSON
Date
Cloze Activity
Minerals and Rocks
Fill in the blanks.
igneous
metamorphic
streak test
luster
properties
structure
magma
shells
Minerals, the solid materials of Earth’s crust, are made of
one or more elements. Minerals are differentiated by their
properties
physical
. The way that the minerals in
rock fit together gives the rock its
structure
. If you
identify the color of the mark left when a mineral is rubbed
against a rough surface, you are performing a(n)
streak test
. The way that a mineral reflects light is
luster
called
.
There are three types of rock:
igneous
rock,
sedimentary rock, and metamorphic rock. Igneous rock
magma
© Macmillan/McGraw-Hill
forms when
or lava cools and hardens.
Sedimentary rock forms when small pieces of rock, minerals,
and
together.
shells
are deposited, buried, and cemented
Metamorphic
rock forms when any type of
rock is changed by heat or pressure. Rock continually
changes into other kinds of rock through the rock cycle.
Chapter 6 • Conserving Our Resources
Reading and Writing
Use with Lesson 1
Minerals and Rocks
131
LESSON
Outline
Name
Date
Air and Water
Use your textbook to help you fill in the blanks.
How is air useful?
atmosphere
1. Air is part of the
that surrounds Earth.
, the layer of gases
nitrogen
2. Air consists mostly of
and oxygen.
3. When people and animals breathe, their cells take in
oxygen
from the air and release carbon
plants
dioxide, which
take in to make food.
4. Clouds help moderate extremes in Earth’s
temperature
by blocking sunlight during the day
and keeping heat from escaping into space at night.
Where do we find water?
5. The small amount of Earth’s usable fresh water is renewed
constantly by the
water cycle
.
6. The water cycle begins with water that evaporates from
oceans
and other bodies of water on land.
the ground as
precipitation
.
8. The region that contributes water to a river or a river system
is called a(n)
watershed
.
How is water useful?
9. Of all the water on Earth, less than 3% is
water.
132
Chapter 6 • Conserving Our Resources
Reading and Writing
fresh
Use with Lesson 2
Air and Water
© Macmillan/McGraw-Hill
7. When water droplets in clouds become too heavy, they fall to
Name
LESSON
Date
Outline
10. The process scientists use to turn salt water into fresh water
desalination
is called
.
11. When groundwater is blocked by tightly packed rocks, it
fills the spaces between the rocks and the soil above to
form a water-filled space, the top of which is called the
table
water
.
12. Underground areas of rock and soil that are filled with water
squeezed between tightly packed layers of rock are called
aquifers
.
13. Reservoirs are natural or man-made lakes that store fresh water,
which is supplied to cities and towns by
pipelines
.
What are droughts and floods?
14. In the “dust bowl” of the 1930s, the ground became so dry
topsoil
that the
blew away.
15. To help minimize soil erosion, farmers changed the
way they
plowed
trees
, and they planted
to block the wind.
16. Floods occur when a stream, river, or lake receives more
© Macmillan/McGraw-Hill
water than its
banks
can hold.
Critical Thinking
17. How do air and water support life on Earth?
People and animals need oxygen from air in order to live. Plants
need carbon dioxide from air in order to make food. All organisms
need water to live.
Chapter 6 • Conserving Our Resources
Reading and Writing
Use with Lesson 2
Air and Water
133
LESSON
Vocabulary
Name
Date
Air and Water
aquifer
ozone layer
reservoir
watershed
atmosphere
precipitation
water cycle
water table
1. DHRTWESEA
W A
T
E
a region that contributes water to a river
R
S
H
E D
2. PERSOTEAMH
A T M O
a layer of gases that surrounds Earth
S
P H
E R
E
3. SERERIROV
R E
S
E
a natural or man-made lake that stores fresh water
R V O
I
R
4. ABETTERLAW
W A
T
E
the top of a water-filled space in rock and soil
R
T A B L
E
5. ANYELOOZER
the special form of oxygen gas found in the
atmosphere
E
L A Y E R
O
Z
O
N
6. CLETWERCYA
W
A
T
E
the continuous movement of water between
Earth’s surface and the air
R
C Y C
L
E
I
an underground, water-filled area of rock and soil
between two packed layers of rock
F
E
R
7. FURIQEA
A
Q
U
8. TITIPIROCENAP
P
R
E
C
what occurs when water droplets in clouds
become too heavy and fall to the ground
I
P
I
T A
T
I
O N
9. How can scientists make salt water drinkable?
S
S called
through a P R O C E
D E
S A L
I
N A T
I
O
134
Chapter 6 • Conserving Our Resources
Reading and Writing
N
Use with Lesson 2
Air and Water
© Macmillan/McGraw-Hill
Use the clues to unscramble each word. Then unscramble
the circled letters to answer the last question.
Name
LESSON
Date
Cloze Activity
Air and Water
Fill in the blanks.
carbon dioxide
oxygen
reservoirs
fresh
pipelines
respiration
ocean
precipitation
ultraviolet
water cycle
Air is the part of the atmosphere that makes life on Earth
possible. Air contains
respiration
use for
oxygen
, which living things
, the breaking down of food to
produce energy. As a waste product of respiration, organisms
give off
carbon dioxide
, which plants take in to make
food. The atmosphere protects us from
ultraviolet
radiation and regulates air temperature.
In addition to breathable air, people also need
fresh
water to drink. Fresh water is constantly
cycled between Earth’s surface and the air by the
© Macmillan/McGraw-Hill
water cycle
. The water cycle’s phases include
evaporation, condensation, and
precipitation
water on Earth is found in the
ocean
large towns store fresh water in
reservoirs
the fresh water to homes through
pipelines
. Most
. Cities and
and supply
. Both of
these events can affect a city or town’s supply of fresh water.
Chapter 6 • Conserving Our Resources
Reading and Writing
Use with Lesson 2
Air and Water
135
Writing
in Science
Name
Date
Clean Up Our Watershed!
Read the Writing in Science feature in your textbook.
Write About It
Persuasive Writing Find out what actions people can take
to make watersheds less polluted. Write a persuasive essay
urging people to do two of these actions.
Getting Ideas
Choose two actions for saving the watershed. Write them in
the left-hand column of the chart below. In the right-hand
column, write reasons that would persuade people to take
these actions.
Actions
Reasons
Students’ answers will vary.
Students’ answers will vary.
Sample answer: Pick up after
Sample answer: Rain carries pet
your pet.
waste into storm drains.
Water from storm drains is not
treated.
Reduce your use of pesticides.
Pesticides are washed into
The pesticides then flow into
rivers and creeks.
136
Chapter 6 • Conserving Our Resources
Reading and Writing
Use with Lesson 2
Air and Water
© Macmillan/McGraw-Hill
gutters and storm drains.
Name
Writing
in Science
Date
Drafting
Write a sentence to begin your persuasive essay. Tell why
you think it is important to keep your watershed clean.
Students’ sentences will vary. Sample answer: If we want to stay healthy,
we need to keep our watershed clean.
Now write your first draft. Use a separate piece of paper.
Begin with the sentence you wrote above. Provide two
different actions you want people to take. Give convincing
reasons for taking each action. Students should state what actions they
want their readers to take, and should clearly explain two reasons for
taking each action.
Revising and Proofreading
Tina also wanted to urge people to reduce their use of
pesticides. Use the word in parentheses to combine the
pair of sentences Tina wrote. Write the new sentence on
the lines.
Using pesticides may be an easy solution for dealing
with pests in our gardens. It is not a safe solution for
our water supply. (but)
Using pesticides may be an easy solution for dealing with pests in our
gardens, but it is not a safe solution for our water supply.
Now revise and proofread your essay. Ask these questions:
▶ Have I clearly stated my opinion about the importance of
keeping the watershed clean?
© Macmillan/McGraw-Hill
▶ Have I provided examples of actions to take and reasons
to take those actions?
▶ Have I corrected all grammar, spelling, punctuation, and
capitalization errors?
Chapter 6 • Conserving Our Resources
Reading and Writing
Use with Lesson 2
Air and Water
137
LESSON
Name
Outline
Date
Other Land Resources
Use your textbook to help you fill in the blanks.
What are renewable resources?
water
1. Two examples of renewable resources are
solar
and
energy.
2. Some examples of nonrenewable resources are copper,
coal
, petroleum, and other minerals.
replaced
3. Renewable resources can be
but nonrenewable resources cannot.
quickly,
How do fuels form?
4. Coal, oil, and natural gas are classified as
fossil
fuels.
5. Because fossil fuels take millions of years to form, they are
considered
nonrenewable
resources.
6. As time passes, heat and pressure turn peat, or decayed plant
matter, into either lignite or
bituminous
electrical
7. Coal is used to generate
coal.
energy.
organisms
that once lived in the
ocean
.
9. The most common use for petroleum products is as fuel
for
transportation
.
10. Scientists believe that most oil and natural gas
have already been discovered.
138
Chapter 6 • Conserving Our Resources
Reading and Writing
deposits
Use with Lesson 3
Other Land Resources
© Macmillan/McGraw-Hill
8. Oil and natural gas come from the remains of tiny
Name
LESSON
Date
Outline
How do people affect the environment?
harmful
11. Pollution is a(n)
environment.
change in the natural
12. Strip mining and poor farming practices cause soil
erosion
and depletion of important nutrients.
smog
13. Air pollution from burning fuels has caused
to form over some cities.
How do people affect the land?
14. Most garbage ends up in landfills, but in some places it is
burned in
incinerators
.
15. Some household garbage breaks down, but some garbage is
not
biodegradable
.
16. Industrial waste that contains poisonous chemicals and
metals is called
toxic waste
.
Critical Thinking
17. What are some of the ways that people misuse land
resources and cause harm to the land?
People use too many nonrenewable resources, burn garbage or leave
© Macmillan/McGraw-Hill
it in unlined pits, develop strip mines that erode topsoil, farm in ways
that deplete soil, and use chemicals that poison the land, the water,
and plants and animals nearby.
Chapter 6 • Conserving Our Resources
Reading and Writing
Use with Lesson 3
Other Land Resources
139
LESSON
Vocabulary
Name
Date
Other Land Resources
a. acid rain
e. nonrenewable resource
b. biodegradable
f. renewable resource
c. coal
g. smog
d. landfill
h. toxic waste
1.
c
I formed when decaying swamp plants were
buried and subjected to heat and pressure over
millions of years. What am I?
2.
e
I am a natural resource that cannot be reused or
quickly replaced. What am I?
3.
g
I am a mixture of smoke and fog that usually
forms over cities. What am I?
4.
d
I am a place with a special lining where garbage is
collected, and I get covered with soil. What am I?
5.
a
I form when nitrogen and sulfur from burning
fossil fuels combine with moisture in the air.
What am I?
6.
f
I am a natural resource that can be reused or
replaced quickly. What am I?
7.
b
I am the word used to describe garbage that
breaks down quickly and naturally. What am I?
8.
h
I am a collection of poisonous materials that must
be handled very carefully. What am I?
140
Chapter 6 • Conserving Our Resources
Reading and Writing
Use with Lesson 3
Other Land Resources
© Macmillan/McGraw-Hill
Match the correct letter with the description.
Name
LESSON
Date
Cloze Activity
Other Land Resources
Fill in the blanks.
biodegradable
landfills
oil
renewable
farming
nonrenewable
pollution
soil
Many objects used around the world every day are made
from natural resources. Some natural resources are
renewable
, which means that they are easily
replaced or replenished. Other resources, such as copper and
other minerals, are
nonrenewable
soil
to grow food, but strip
farming
practices can make the
People need
mining and poor
resources.
soil unusable. Natural gas and
oil
are fossil
fuels. The burning of fossil fuels causes
pollution
.
People produce a lot of garbage that is
biodegradable
,
but garbage that does not break down quickly goes into
© Macmillan/McGraw-Hill
landfills
, where it decomposes slowly under soil.
Limiting waste and disposing of it properly are important to
preserving our environment.
Chapter 6 • Conserving Our Resources
Reading and Writing
Use with Lesson 3
Other Land Resources
141
Reading
in Science
Name
Date
Clean Steam
Read the Reading in Science feature in your textbook.
Summarize
Use the graphic organizer to summarize the information in
the article, listing three main points from the article at left
and writing a summary at right.
Students should list three main points from the article in the top boxes
and write a clear and concise summary using details from the article in the
large bottom box.
142
Chapter 6 • Conserving Our Resources
Reading and Writing
Use with Lesson 3
Other Land Resources
© Macmillan/McGraw-Hill
Summary
Name
Reading
in Science
Date
Write About It
Summarize
1. In general, how does the use of fossil fuels affect the
environment?
2. How is geothermal energy used to generate electricity?
Planning and Organizing
Write a brief sentence explaining the disadvantages of
using geothermal energy.
It is not readily available in most areas.
Write a brief sentence explaining the advantages of
using geothermal energy.
It does not produce air pollution or carbon dioxide emissions.
© Macmillan/McGraw-Hill
Drafting
Now write a brief summary about how geothermal energy is
used to generate electricity. Include only the most important
details in your summary.
Students’ summaries should explain how geothermal energy is used to
generate electricity. Summaries should include only essential information.
Sample answer: Hot steam from geysers and hot underground water are
used to turn turbines in power plants in order to generate electricity.
Chapter 6 • Conserving Our Resources
Reading and Writing
Use with Lesson 3
Other Land Resources
143
LESSON
Outline
Name
Date
Saving Resources
Use your textbook to help you fill in the blanks.
How can we save Earth’s land, water, and air?
humus
1. Farmers can preserve soil by adding
to replace the minerals that crops remove and
manure
to help crops grow.
2. To prevent soil from being washed away, farmers can
grass
plant
trees
between rows of crops or plant
in a row across the top of a hill.
3. Some towns and cities reduce waste by collecting paper,
glass, and plastic at
recycling
centers.
4. Polluted water can be made clean enough to drink if it goes
through a water
treatment
or purification plant.
5. Some countries have laws that protect the oceans by keeping
sewage
, chemicals, and other wastes out of
the water.
How can we reduce the burning of fossil fuels?
6. As our population increases, so does our use of
fossil fuels
.
alternative
© Macmillan/McGraw-Hill
7. Geothermal energy and wind are two examples of
energy sources.
8. To produce energy from wind, a windmill spins a wind
turbine
144
that generates electricity.
Chapter 6 • Conserving Our Resources
Reading and Writing
Use with Lesson 4
Saving Resources
Name
LESSON
Date
Outline
9. Plant and animal wastes, including corn or sugar cane, can
fuel
be turned into
biomass
by a process called
conversion.
10. Running water is used to produce energy in
plants.
hydroelectric
What are the 3 Rs?
11. The 3 Rs of conservation are reduce, reuse, and
recycle
.
12. We can reduce the amount of fuel that we consume by
insulating our homes, using less air conditioning in summer,
and using less
heat
in winter.
energy
13. Reusing materials saves the
would have been used to make new materials.
14. Recycling reduces the amount of
would otherwise be buried in landfills.
that
waste
that
15. It is especially important to recycle old electronic
components because of the
they contain.
hazardous
materials
Critical Thinking
© Macmillan/McGraw-Hill
16. What are some things that you and your family can do to
conserve resources?
Possible answers: I can keep the temperature in my house warmer
during summer and cooler during winter. My family can make sure
that our house is well insulated and that we drive a car with good fuel
economy. I can recycle glass, paper, and plastic, and I can reuse as
many things as possible.
Chapter 6 • Conserving Our Resources
Reading and Writing
Use with Lesson 4
Saving Resources
145
LESSON
Vocabulary
Name
Date
Saving Resources
Fill in the blanks.
biomass
hydroelectricity
reuse
disposable
recycled
solar cells
geothermal energy
reduce
geothermal energy
1. Heat inside Earth can provide
.
2. To change sunlight into electricity to power a home, people
solar cells
use devices called
.
3. After a magazine has been read, it could be
to save space in landfills.
recycled
,
4. Plant and animal wastes that can be processed to make fuel
biomass
are called
.
5. Metal spoons reduce the amount of waste because they
allow
reuse
.
6. You produce more waste when you use products that are
.
7. Many dams use water power to produce
hydroelectricity
.
8. If you keep your house colder in the winter and wear a
reduce
sweater, you will
conserve a nonrenewable resource.
146
Chapter 6 • Conserving Our Resources
Reading and Writing
air pollution and
Use with Lesson 4
Saving Resources
© Macmillan/McGraw-Hill
disposable
Name
LESSON
Date
Cloze Activity
Saving Resources
Fill in the blanks.
alternative
landfills
recycling
biorefinery
manure
reuse
soil
Earth’s resources must be protected and used efficiently.
soil
Farmers should protect the
they depend
on to grow food. This can be done by adding humus and
manure
to the soil to replace the minerals and
organic matter that are needed to help crops grow.
Most of our nonbiodegradable trash ends up in
landfills
away by
. We can limit how much trash we throw
recycling
materials such as paper, plastic,
and glass. Fossil fuel use can be limited by converting
alternative
energy sources, such as water, wind, and
sunlight into electrical energy by using turbines and solar
© Macmillan/McGraw-Hill
cells. Biodegradable wastes such as plant wastes can be
processed in a
biorefinery
conservation are reduce,
to make fuel. The 3 Rs of
reuse
, and recycle.
Practicing these conservation strategies can limit the
negative effect people have on the land.
Chapter 6 • Conserving Our Resources
Reading and Writing
Use with Lesson 4
Saving Resources
147
CHAPTER
Vocabulary
Name
Date
Conserving Our Resources
Circle the letter of the best answer.
A biomass.
B landfill.
C cleavage.
D mineral.
2. The type of rock that forms
when lava cools and hardens is
A igneous.
B intrusive.
C metamorphic.
D sedimentary.
5. The primary source of oxygen
for people and of nitrogen for
plants is the
A igneous.
A water table.
B metamorphic.
B atmosphere.
C sedimentary.
C rock cycle.
D quartz.
D lithosphere.
3. The process that best
describes how all rocks come
from other rocks is
148
4. The type of rock that is most
likely to contain fossils is
6. When water droplets in clouds
become too heavy, they fall to
Earth as
A biomass conversion.
A ozone.
B the rock cycle.
B runoff.
C geothermal energy.
C precipitation.
D the water cycle.
D groundwater.
Chapter 6 • Conserving Our Resources
Reading and Writing
© Macmillan/McGraw-Hill
1. A naturally occurring solid
material that is made of one or
more elements is a(n)
Name
7. Evaporation, condensation,
and precipitation are stages in
the
Vocabulary
11. A collection of poisonous
materials that must be carefully
disposed of is called
A water cycle.
A toxic waste.
B rock cycle.
B acid rain.
C watershed.
C incineration.
D landfill.
D fossil fuel.
8. Most cities and towns store
their fresh water supplies in
12. Acid rain and smog are
types of
A reservoirs.
A fuels.
B aquifers.
B minerals.
C watersheds.
C runoff.
D floods.
D pollution.
9. Specially designed places
where garbage is deposited in
lined pits are called
A landfills.
B ores.
C cycles.
D droughts.
10. Resources that can be replaced
over a short period of time are
© Macmillan/McGraw-Hill
CHAPTER
Date
A biodegradable.
B renewable.
C nonrenewable.
13. In order to heat a home with
sunlight, you would need
A solar panels.
B geothermal energy.
C alternative energy.
D biomass.
14. The use of running water to
produce electricity is called
A geothermal energy.
B biomass conversion.
C purification.
D hydroelectricity.
D extrusive.
Chapter 6 • Conserving Our Resources
Reading and Writing
149
UNIT
Literature
Name
Date
Monarch Butterflies at Risk
Write About It
Response to Literature In this article the author discusses
monarch butterflies. What conditions affect these butterflies?
What role does weather play? Think about a severe weather
condition you have experienced. Write a personal narrative
describing the severe weather and how it affected you and
other people.
Students’ personal narratives should be written in a logical order with an
introductory sentence that describes a severe weather condition they
experienced, details about how the weather conditions affected them and
© Macmillan/McGraw-Hill
other people, and a closing sentence.
150
Unit D • Weather and Space
Reading and Writing
Name
CHAPTER
Date
Concept Map
Weather and Climate
Complete the concept map on weather and climate, using
words and phrases from your textbook.
troposphere
Weather is defined as the state of the
weather
and time. Climate is defined as the average
latitude
Climate varies with
and
precipitation
Weather
• A pair ofis Xaffected by
the
angle of the is
Sun’s
chromosomes
rays
as they
hit Earth’s
present
in a(n)
surface at different times
day .
of the
Anat
X different
chromosome
•and
times of
and
a Y chromosome
the
year.
Temperature, elevation,
and air pressure cause
air to move; this
movement of air is called
© Macmillan/McGraw-Hill
of a region.
and it is affected by temperature
.
What affects
weather?
wind
at a given place
.
The water cycle is the
process by which ocean
water evaporates,
condenses, and then falls
as precipitation in
the form of rain, sleet,
snow, or hail.
Chapter 7 • Weather and Climate
Reading and Writing
How do we
predict weather?
What is severe
weather?
Areas of high
air pressure
usually indicate fair
weather; areas of low
pressure usually indicate
rain, clouds, and storms.
Weather can change
rapidly along the
boundaries between
regional air masses called
fronts
.
Technology scientists
use to predict weather
includes weather
maps, weather
balloons, satellites, and
radar
.
The most common
type of severe
weather event is a(n)
thunderstorm .
The most violent
thunderstorms can
cause spinning
funnels of air called
tornadoes
.
Large, swirling storms
that start as tropicalocean thunderstorms
merging around a lowpressure center are called
hurricanes
.
151
LESSON
Outline
Name
Date
The Atmosphere and Weather
Use your textbook to help you fill in the blanks.
Where is the weather?
1. The layer of the atmosphere in which most weather
takes place is the
troposphere
.
2. Above the troposphere are the stratosphere, the
mesosphere
, and the thermosphere.
3. The state of the troposphere at a given place and time
is called
weather
.
4. Weather variables include temperature, wind, moisture,
cloud cover, and
precipitation
.
What affects air temperature?
intense
5. The greater the angle of insolation is, the more
the Sun’s rays will be.
6. The angle of insolation depends on three factors:
latitude
, time of year, and time of day.
7. The three different temperature scales are Fahrenheit,
Kelvin
.
What is air pressure?
8. Air moves from areas where air pressure is
to areas where air pressure is
152
Chapter 7 • Weather and Climate
Reading and Writing
low
high
.
Use with Lesson 1
The Atmosphere and Weather
© Macmillan/McGraw-Hill
Celsius, and
Name
LESSON
Date
less dense
9. Warm air is
Outline
and has a(n)
lower
air pressure than cooler air, so
warm air rises above cooler air.
10. Wind speed is measured with a(n)
anemometer
,
weather vane
and wind direction is measured with a(n)
.
11. Variations in air pressure are measured with a very
sensitive instrument called a(n)
barometer
.
12. The common unit used to measure air pressure is
the
millibar
.
What are global winds?
13. The Coriolis effect causes winds in the Northern
Hemisphere to curve
clockwise
.
14. Winds that blow toward the equator and are curved
to the west by the Coriolis effect are called
trade winds
.
15. Winds that blow toward the poles and are curved to
westerlies
the east are called
seem to blow from the west.
because they
© Macmillan/McGraw-Hill
Critical Thinking
16. When would average air pressure in the United States
be lower: in summer or in winter? Explain your answer.
Average air pressure would be lower in summer than in winter. The
angle of insolation during the summer is more direct, so Earth and
the atmosphere are warmer in summer than in winter. Warm air is
less dense and has a lower air pressure than cool air.
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 1
The Atmosphere and Weather
153
LESSON
Name
Vocabulary
Date
The Atmosphere and Weather
a. air pressure
d. Coriolis effect
g. sea breeze
b. atmosphere
e. insolation
h. troposphere
c. convection cell
f. land breeze
1.
f
wind that blows from the land toward the sea
2.
c
a circular pattern of rising air, sinking air, and
winds, caused by unequal heating and cooling of a
region’s air
3.
h
the layer of the atmosphere closest to Earth’s
surface
4.
a
the force exerted on a given area by impacts of
gas particles in constant motion
5.
e
the amount of the Sun’s energy that reaches Earth
at a given time and place
6.
b
the layers of gases that surround Earth
7.
d
the shift in the direction of global winds caused
by Earth’s rotation
8.
g
wind that blows from the sea toward the land
154
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 1
The Atmosphere and Weather
© Macmillan/McGraw-Hill
Match the correct letter with the description.
Name
LESSON
Date
Cloze Activity
The Atmosphere and Weather
Fill in the blanks.
Coriolis effect
increases
left
right
equator
insolation
lower
temperature
higher
latitude
poles
Two key factors that determine the weather are
temperature and air pressure. Air temperature depends
mostly on the angle of
increases
insolation
; as the angle
, the air becomes warmer. Angle of
insolation varies with
latitude
, time of day,
and season.
temperature
Air pressure varies with
has a(n)
higher
. Cool air
air pressure than warm air.
© Macmillan/McGraw-Hill
Air moves from areas of higher pressure to areas of
lower
pressure. Higher air pressure at the
poles
than at the
equator
causes
global convection cells. Air in the Northern Hemisphere
moving southward is pushed to the
right
and in the Southern Hemisphere moving northward to the
left
because of the
Coriolis effect
.
This causes global wind patterns.
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 1
The Atmosphere and Weather
155
LESSON
Outline
Name
Date
Precipitation and Clouds
Use your textbook to help you fill in the blanks.
How does the water cycle affect weather?
1. Water
vapor
leaves the surface of lakes,
evaporation
streams, and oceans through a process called
.
2. When air cools, water molecules lose energy and
condense
, or change into liquid form.
more
3. The higher the temperature is, the
water vapor the air can hold.
4. A measure of the amount of water vapor in the air
compared to the total amount that the air could hold at
that temperature is called
relative humidity
.
What are the types of clouds?
cumulus
5. There are three basic cloud types:
stratus, and cirrus.
,
6. A cloud that produces precipitation has the suffix
-nimbus
or the prefix
nimbo-
added to its name.
station indicates the amount of
present.
cloud cover
What are the different types of precipitation?
raindrops
8. Sleet forms when
freeze before
falling to Earth’s surface and turn to pellets of ice.
156
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 2
Precipitation and Clouds
© Macmillan/McGraw-Hill
7. The amount of shading in a circle representing a weather
Name
LESSON
Date
Outline
What is a thunderstorm?
9. Thunderstorms begin when intense heat causes warm,
cumulonimbus
moist air to rise quickly and form
clouds.
10. A buildup of an electric charge inside a cumulonimbus
cloud can produce a huge spark called
lightning
.
11. On very hot days, powerful updrafts during
thunderstorms can cause funnels of violent, whirling
wind called
tornadoes
.
What are hurricanes?
12. Thunderstorms over tropical oceans can merge into one
large storm called a(n)
hurricane
.
13. At the center of these merging thunderstorms is a large
region of
low
pressure.
How can we predict severe storms?
14. To find and track developing storms, scientists use
weather satellites, radar, and
fitted with special equipment.
planes
© Macmillan/McGraw-Hill
Critical Thinking
15. At what time of year do most thunderstorms and
hurricanes occur in the United States? Explain
your answer.
Most thunderstorms and hurricanes occur during the warm seasons
of the year. For thunderstorms to occur, there must be strong
updrafts of warm, moist air, and these can form only when the
weather is hot.
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 2
Precipitation and Clouds
157
LESSON
Name
Vocabulary
Date
Precipitation and Clouds
Use the clues to fill in the crossword puzzle.
c
cumulus cloud
humidity
stratus cloud
condensation
evaporation
hurricane
tornado
i
r
r
u
s
c
l
o
u
2
d
e
u
v
m
a
3
u
5
h
l
u
u
r
s
t
r
u
m
i
d
i
t
y
p
o
4
t
a
u
s
c
l
t
o
r
u
d
a
c
i
l
c
o
a
a
o
u
n
d
n
d
e
o
r
6
c
o
n
d
Across
e
n
t
s
a
t
i
o
n
Down
1. a cloud that has a wispy,
featherlike shape
1. a billowy, puffy cloud that
seems to rise from a flat bottom
3. the actual amount of water
vapor in the air
2. the changing of a liquid into
a gas
5. a cloud that appears in
blanketlike layers
3. a large, swirling storm with low
pressure at the center
6. the changing of a gas into a
liquid as heat is removed
4. a violent, whirling wind that
moves across the ground in a
narrow path
158
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 2
Precipitation and Clouds
© Macmillan/McGraw-Hill
1
cirrus cloud
Name
LESSON
Date
Cloze Activity
Precipitation and Clouds
Fill in the blanks.
cirrus
hail
stratus
condenses
hurricanes
thunderstorms
Doppler
precipitation
tornadoes
Water from the surface of Earth’s oceans evaporates
into water vapor in the atmosphere. Then it
condenses
to form clouds. The three main types of clouds are
cirrus
,
stratus
, and cumulus
clouds. Eventually the water in clouds becomes too heavy
precipitation
for the cloud to hold and falls as
.
Different types of precipitation include rain, sleet,
hail
, and snow.
Cumulonimbus clouds can develop into
thunderstorms
with strong winds and heavy rain. The most violent
© Macmillan/McGraw-Hill
thunderstorms can spawn
tornadoes
with violent
whirling winds. Thunderstorms over tropical waters can
develop into
hurricanes
.
Technological advances include weather satellites and
Doppler
radar. These devices help scientists
predict the size and speed of approaching storms.
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 2
Precipitation and Clouds
159
LESSON
Name
Outline
Date
Predicting Weather
Use your textbook to help you fill in the blanks.
What are highs and lows?
high
1. Isobars spaced closely together indicate
wind speeds.
2. Air always flows outward from the center of a highpressure system, and in the Northern Hemisphere,
rotates in a
clockwise
direction around it.
3. In the Southern Hemisphere, the patterns of movement
around high- and low-pressure systems are the
reverse
of those in the Northern
Hemisphere.
fair
4. An area of high pressure usually indicates
weather.
rain
5. When the barometer drops suddenly,
is likely.
What are weather fronts?
6. Air masses that form over land tend to be
, and air masses that form over
humid
water tend to be
.
© Macmillan/McGraw-Hill
dry
7. Air masses that form in the tropics tend to be
hot
, and air masses that form near
cold
the poles tend to be
.
8. The boundary between two air masses is called a(n)
front
160
.
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 3
Predicting Weather
Name
LESSON
Date
Outline
9. When a cold front catches up to a warm front, cool air
moves
underneath
the warm front.
highs and lows
10. To interpret a weather map, first look for the
and then look at the movements of fronts.
11. In the Northern Hemisphere, fronts rotate
around an area of low pressure.
,
counterclockwise
How do we use technology to study weather?
12. Weather factors at ground level, such as temperature,
wind direction, wind speed, and humidity, are measured
at
weather stations
.
13. Weather conditions at high altitudes in Earth’s
atmosphere are measured from
weather balloons
.
14. Large weather patterns are shown with images
from
satellites
.
15. Areas of precipitation and indications of wind speed can be
determined by a special kind of radar called
Doppler radar
.
Critical Thinking
© Macmillan/McGraw-Hill
16. Explain how you could use data from ground weather
stations to plot highs, lows, and front lines on a
weather map.
To locate highs and lows, draw isobars to connect areas with
similar air pressure. Fronts emerge from atmospheric lows and
rotate counterclockwise in the Northern Hemisphere. Differences
in temperature, cloud cover, and wind direction at various weather
stations indicate areas where fronts are located.
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 3
Predicting Weather
161
LESSON
Name
Vocabulary
Date
Predicting Weather
a. air mass
d. front
g. warm front
b. cold front
e. isobars
h. weather map
c. Doppler radar
f. occluded front
1.
a
I am a large region of the atmosphere in which the
air has similar properties throughout. What am I?
2.
e
I am the lines on a weather map that connect
places with equal air pressure. What am I?
3.
g
I am the place where warm air moves in over a
cold air mass. What am I?
4.
h
I am a tool used to predict weather by showing
different fronts and areas of high and low
pressure. What am I?
5.
b
I am the place where cold air moves in under a
warm air mass. What am I?
6.
d
I am the boundary between two air masses.
What am I?
7.
f
I am the place where a cold front catches up
with a warm front, forming a wedge of warm air
between two masses of cold air. What am I?
8.
c
I am a special type of radar used to detect
precipitation and give an indication of wind speed.
What am I?
162
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 3
Predicting Weather
© Macmillan/McGraw-Hill
Choose a word from the word box below that answers
each question.
Name
LESSON
Date
Cloze Activity
Predicting Weather
Fill in the blanks.
clear
counterclockwise
thunderstorms
clockwise
forecasts
warm front
clouds
fronts
weather
cold front
precipitation
wind
To predict weather, scientists study how air moves.
Air pressure causes
wind
weather
. To make accurate
and influences
forecasts
,
scientists must locate low- and high-pressure systems.
clear
A high-pressure system usually produces
clouds
skies. A low-pressure system usually produces
precipitation
and
. In the Northern Hemisphere,
clockwise
winds flow
around a high and counterclockwise
around a low.
© Macmillan/McGraw-Hill
Weather maps track the movements of highs, lows,
and
fronts
. At a(n)
cold front
cold air pushes warm air upward; sometimes
,
thunderstorms
develop. A warm air mass moves over a cold air mass
at a(n)
warm front
. Expect light precipitation
both before and during the passing of a warm front.
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 3
Predicting Weather
163
Reading
in Science
Name
Date
Wildfire Alert
Read the Reading in Science feature in your textbook.
Look for the events in the article, and notice the
sequence in which they occur.
Main Idea
Use the graphic organizer to record the sequence of
events in the article.
First
Hot, dry Santa Ana winds blow out of the desert when it’s cold. They
move very quickly.
Next
The Santa Ana winds cause vegetation, particularly in grasslands, to
become dry.
Last
The dry vegetation makes good fuel for forest fires, allowing them to
the fire can unpredictably change direction, causing more damage.
164
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 3
Predicting Weather
© Macmillan/McGraw-Hill
spread easily. Also, if the Santa Ana wind blows during a forest fire,
Name
Date
Reading
in Science
Write About It
Sequence
• Look for steps that happen first and last.
• Think about how steps relate to one another.
Planning and Organizing
Write a sentence that explains how the Santa Ana
winds occur.
Students should write a well-constructed sentence clearly stating how the
Santa Ana winds occur.
Write a sentence that explains how the Santa Ana winds
affect vegetation.
Students should write a clear, properly constructed sentence explaining
how the Santa Ana winds affect vegetation.
© Macmillan/McGraw-Hill
Drafting
Now explain what happens when a wildfire starts.
Students should clearly explain what happens when a wildfire starts.
Next, tell what happens when the Santa Ana winds blow
during a wildfire.
Students should clearly explain how the Santa Ana winds can affect
a wildfire.
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 3
Predicting Weather
165
LESSON
Name
Outline
Date
Climate
Use your textbook to help you fill in the blanks.
What is climate?
climate
1. The average weather pattern of a region is its
latitude
2. Climate is closely related to
is the distance north or south of the equator.
hot and wet
have
, which
equator
3. Tropical zones, located near the
.
,
climates.
4. At latitudes near the poles, winters are long and
frigid
, and summers are short
and cool.
What affects climate?
5. The two main factors that determine climate are
temperature
and
precipitation
.
6. Areas with a continental climate often have warm
summers, mild winters, and
annual precipitation.
low
7. Areas near the ocean often have warm summers, mild
high
annual precipitation.
© Macmillan/McGraw-Hill
winters, and
prevailing wind
8. Areas in the path of a(n)
coming from the water usually receive a high amount
of precipitation.
166
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 4
Climate
Name
LESSON
Date
Outline
9. As winds push air up the windward side of a mountain,
the air cools , so clouds and
precipitation
form.
10. The Alps in Europe protect the Mediterranean coast
poles
from cold air that blows from the
.
11. Erupting volcanoes send dust, ash, and gases into
sunlight
the atmosphere, blocking
cooling the air and land.
and
Have climates changed over time?
12. Every 11 years the Sun has more
sunspots
than
rise
usual, causing Earth’s average temperature to
.
13. Continents have changed positions over time because
of
plate tectonics
.
tropical ferns
14. Fossil evidence indicates that
once grew in what are now cold areas of Canada.
Critical Thinking
15. The latitude 40°N cuts through the middle of the
United States. What factors influence the climate in the
United States along that latitude?
The westerlies blow from west to east at that latitude. Locations on
© Macmillan/McGraw-Hill
the West Coast are wet and mild. Locations on the windward (west)
sides of mountain ranges are wetter than areas on the leeward (east)
sides. Inland areas have hotter summers and cooler winters than
coastal areas. The Pacific Current cools areas near the West Coast,
and the Gulf Stream warms areas near the East Coast.
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 4
Climate
167
LESSON
Name
Vocabulary
Date
Climate
Fill in the blanks.
continental climate
maritime climate
sunspots
elevation
polar zones
tropical zones
ice ages
rain shadow
1. Areas near the equator with hot, wet climates are
tropical zones
.
2. Areas near the poles that have long, frigid winters and
polar zones
short, cool summers are
.
3. Regions located within a large landmass have a(n)
continental climate
.
4. Regions near an ocean or other large body of water
have a(n)
maritime climate
.
elevation
5. The height of an area in relation to sea level is
.
6. The leeward side of a mountain where air becomes dry
rain shadow
.
7. Cold periods of Earth’s history when the brightness
of the Sun may have changed are called
ice ages
.
8. Dark areas that appear temporarily on the Sun’s surface
are called
168
sunspots
Chapter 7 • Weather and Climate
Reading and Writing
.
Use with Lesson 4
Climate
© Macmillan/McGraw-Hill
is said to be in a(n)
Name
LESSON
Date
Cloze Activity
Climate
Fill in the blanks.
altitude
elevation
latitude
rain shadow
cooler
equator
precipitation
windward
The average weather pattern of a place is called its
precipitation
climate. To determine a region’s climate, average
and temperatures are measured over several years. Climates
vary from place to place, mostly because of
equator
Areas near the
latitude
.
are warmer and wetter
than areas near the poles. Regions near water have milder
winters and
cooler
summers than inland areas
at the same latitude.
Another factor that can affect the average temperature
and precipitation of a region is
elevation
.
Mountain top temperatures decrease as a mountain’s
© Macmillan/McGraw-Hill
altitude
increases. The
windward
side
of a mountain is wetter, and the leeward side is in a(n)
rain shadow
. Sunspots and plate tectonics suggest
that the climate of a given region changes over time.
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 4
Climate
169
Writing
in Science
Name
Date
Underground Homes
Write About It
Expository Writing Choose one of these topics to compare
and contrast.
1. Compare and contrast the price of an energy-saving air
conditioner or refrigerator to the savings in energy costs.
How long would it take the appliance to save as much as
it costs?
2. Compare and contrast two brands of refrigerators. Which
is more energy efficient? Use energy-guide labels to make
your comparison.
Getting Ideas
One way to organize a comparison-and-contrast essay is
through a point-by-point analysis. An attribute of the first
item is compared to the same attribute of the other item.
Repeat this process for each attribute. Use the Internet and
the energy-guide labels on appliances to gather information
for the chart below. In the top row, list the names of the two
items you are comparing. In the left-hand column, list the
attributes of each item that you are using to make your comparison.
Item
Item
Attribute
© Macmillan/McGraw-Hill
Attribute
Attribute
Students should list valid items and attributes that they will compare and
contrast. Findings pertaining to each item and attribute should be listed in
the corresponding boxes.
170
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 4
Climate
Name
Writing
in Science
Date
Drafting
A good comparison-and-contrast essay contains a thesis
statement that states the main idea. It should list the
items that you are comparing and contrasting and the
basis on which they are being compared and contrasted.
Circle the sentence that Lee should use to state his main
idea about his energy-saving device.
1. In a point-by-point analysis, the TriStar Deluxe refrigerator
proved to be more efficient than the Kitchen Pro.
2. I like the TriStar Deluxe refrigerator better than the
Kitchen Pro.
Now write your first draft. Use a separate piece of paper.
Using a point-by-point analysis, include an introduction
that states the items that will be compared and contrasted.
The body of your essay should include details from your
point-by-point analysis. Students should write a clearly constructed essay
that includes a conclusion that is based on the point-by-point comparison.
Revising and Proofreading
Some words and phrases signal comparison—for example,
as, likewise, similarly, and in comparison. Some words and
phrases signal contrast—for example, although, but, and
on the other hand.
Now revise and proofread your essay. Ask these questions:
▶ Have I written a thesis statement about the energysaving devices?
© Macmillan/McGraw-Hill
▶ Have I explained how the two items are similar and how
they are different?
▶ Have I balanced the information equally for each item?
▶ Have I used signal words effectively?
▶ Have I ended with a conclusion based on the evidence
presented?
▶ Have I corrected all grammar, spelling, punctuation,
and capitalization errors?
Chapter 7 • Weather and Climate
Reading and Writing
Use with Lesson 4
Climate
171
CHAPTER
Vocabulary
Name
Date
Weather and Climate
Circle the letter of the best answer.
A a weather vane.
A condensation.
B an anemometer.
B freezing.
C a barometer.
C evaporation.
D a thermometer.
D melting.
2. The most abundant gases in the
atmosphere are nitrogen and
6. Dew forms on grass when
water
A oxygen.
A condenses.
B carbon dioxide.
B evaporates.
C water vapor.
C melts.
D hydrogen.
D freezes.
3. The lowest layer of the
atmosphere is called the
7. Wispy clouds that form high in
the sky are called
A stratosphere.
A cumulus clouds.
B thermosphere.
B stratus clouds.
C ionosphere.
C fog.
D troposphere.
D cirrus clouds.
4. Humidity is a measure of
A the weight of the air.
B the amount of water vapor
in the air.
172
5. The process by which a liquid
changes into a gas is called
8. An air mass that forms over
tropical ocean water will be
A warm and dry.
B cold and dry.
C precipitation.
C warm and moist.
D how hot or cold the air is.
D cold and moist.
Chapter 7 • Weather and Climate
Reading and Writing
© Macmillan/McGraw-Hill
1. A tool used to measure air
pressure is called
Name
9. A cold air mass pushing under
a warm air mass is called
Vocabulary
13. In general, areas of low
pressure are associated with
A a warm front.
A fair weather.
B a cold front.
B cloudy skies.
C a stationary front.
C severe storms.
D an occluded front.
D rain and clouds.
10. Fronts in the United States
tend to move from
14. Earth receives the most direct
rays from the Sun at
A west to east.
A the North Pole.
B east to west.
B the South Pole.
C north to south.
C the equator.
D south to north.
D the prime meridian.
11. The most violent
thunderstorms can produce
A tornadoes.
B lightning.
C winter storms.
D hurricanes.
12. Global winds are caused by
© Macmillan/McGraw-Hill
CHAPTER
Date
A temperature differences
between high and low
latitudes.
B temperature differences
between high and low
altitudes.
C ocean currents.
15. The measure of the weight of
air pressing down on an area
is called
A air pressure.
B temperature.
C precipitation.
D humidity.
16. The type of front most likely to
bring light, steady rain or snow
to an area is
A a cold front.
B a warm front.
C a stationary front.
D an occluded front.
D mountain ranges.
Chapter 7 • Weather and Climate
Reading and Writing
173
CHAPTER
Concept Map
Name
Date
Astronomy
Complete the concept map on the universe and solar
system, using words and phrases from your textbook.
Our Moon
The appearance of the Moon seems
to change each week, producing
phases
of the Moon.
If the Moon comes between Earth
and the Sun or the Earth comes
between the Moon and the Sun,
a(n)
eclipse
Our Sun
The length of our year is the length
revolution
of one
around the Sun.
of Earth
Our Sun’ is an average-sized,
main-sequence
star, but it
will eventually become a red giant.
occurs.
What We See in Space
From Earth, we observe space with
, space probes, and astronauts collect data.
Our Galaxy
We can sometimes see our galaxy,
Milky Way
the
, in
the night sky. Our galaxy has a
barred spiral
. In space, artificial
shape.
Our Solar System
The inner planets are Mercury,
Venus
, Earth, and
Mars. The outer planets include
Saturn
Jupiter,
Uranus, and Neptune.
Background radiation supports the
big bang
theory.
The solar system also includes
orbiting comets, meteors, and
meteorites
174
Chapter 8 • Astronomy
Reading and Writing
.
,
© Macmillan/McGraw-Hill
satellites
telescopes
Name
LESSON
Date
Outline
The Earth-Sun System
Use your textbook to help you fill in the blanks.
What is astronomy?
1. The planets, the stars, and all of space make up
universe
the
.
2. The study of the universe is called
astronomy
.
3. A device that collects light from distant objects
and magnifies images of those objects is called
telescope
a(n)
.
4. Refracting telescopes and reflecting telescopes use
lenses
and visible light to magnify
images of faraway objects.
5. Invisible light comes in the form of X rays, radio waves,
radar, and
ultraviolet
and infrared light.
How can we prove that Earth rotates?
6. Earth makes one rotation on its
every 24 hours.
axis
7. The Sun seems to rise in the east and travel west on
© Macmillan/McGraw-Hill
its
apparent path
.
rotates
8. Earth
at a rate of 360 degrees
every 24 hours, or 15 degrees per hour.
9. Earth is divided into 24 vertical belts, each about
15 degrees wide in longitude, called standard time zones
Chapter 8 • Astronomy
Reading and Writing
.
Use with Lesson 1
The Earth-Sun System
175
LESSON
Outline
Name
Date
What makes a year?
revolution
10. One complete
365.24
the Sun takes
of Earth around
days.
11. In a hemisphere’s summer, that hemisphere is tilted
toward
the Sun and receives the Sun’s
rays more directly; in winter, that hemisphere is tilted
away from
the Sun and receives the Sun’s
rays at a lower angle.
12. In summer, when the Sun is higher overhead at
shorter
midday, objects cast
shadows;
in winter, when the Sun is lower in the sky at midday,
objects cast
longer
shadows.
How can we explore space?
13. Scientists launch artificial
space to study Earth.
satellites
into
14. Images and data about planets and other objects in
space are studied with the help of space
probes
.
15. The Hubble Space Telescope takes clear pictures of Earth
atmosphere
.
Critical Thinking
16. What three factors can explain changes in the shadows
objects cast, time differences, and changes of season
over the Earth?
Earth’s rotation on its axis, Earth’s revolution around the Sun, and the
tilt of Earth’s axis
176
Chapter 8 • Astronomy
Reading and Writing
Use with Lesson 1
The Earth-Sun System
© Macmillan/McGraw-Hill
because it orbits above most of Earth’s
Name
LESSON
Date
Vocabulary
The Earth-Sun System
© Macmillan/McGraw-Hill
Match the correct letter with the description.
a. astronomy
e. rotation
b. axis
f. standard time zone
c. International Date Line
g. telescope
d. revolution
h. universe
1.
g
I am a device that collects light and magnifies
images to make distant objects appear closer and
larger. What am I?
2.
d
I am one complete trip around the Sun.
What am I?
3.
f
I am a vertical belt, about 15 degrees wide in
longitude, in which all locations have the same
time. What am I?
4.
h
I consist of Earth, the planets, the stars, and all of
space. What am I?
5.
b
I am an imaginary line that runs from the North
Pole to the South Pole through the center of
Earth. What am I?
6.
c
I am a line at a longitude of 180 degrees.
What am I?
7.
a
I am the study of the universe. What am I?
8.
e
I am one complete spin of Earth on its axis.
What am I?
Chapter 8 • Astronomy
Reading and Writing
Use with Lesson 1
The Earth-Sun System
177
LESSON
Name
Cloze Activity
Date
The Earth-Sun System
Fill in the blanks.
axis
space shuttles
revolution
telescope
space probes
time zones
visible light
The study of the universe is called astronomy.
Astronomers use a(n)
telescope
to see distant
visible light
objects. Telescopes use lenses and
to magnify images of faraway objects. Scientists launch
artificial satellites and
space probes
into space to
obtain data and images. The Hubble Space Telescope
and the International Space Station are maintained by
astronauts who travel into space and back home again
aboard
space shuttles
.
axis
Earth rotates 360 degrees on its
Earth is divided into 24 standard
time zones
that
are about 15 degrees wide in longitude. It takes Earth
365.24 days to make one
revolution
, or one
complete trip around the Sun. The direction in which Earth
tilts on its axis during this time causes the seasons to change.
178
Chapter 8 • Astronomy
Reading and Writing
Use with Lesson 1
The Earth-Sun System
© Macmillan/McGraw-Hill
every 24 hours, or at a rate of 15 degrees every hour.
Name
LESSON
Date
Outline
The Earth-Sun-Moon System
Use your textbook to help you fill in the blanks.
What is the Moon like?
1. Much of our information about the Moon came from
Apollo missions
data gathered by the
.
2. Bowl-shaped depressions on the Moon’s surface are
craters
that were formed by impacts
from space objects.
mountains
3. Maria, highlands, valleys, and
are features on the Moon’s surface.
ice
4. Small amounts of
present on
valley
may be
floors on the Moon.
What causes the phases of the Moon?
5. The shape of the Moon that we see in the night sky is
the
phase of the Moon
.
6. Whichever side of the Moon faces the
is the lighted side.
Sun
© Macmillan/McGraw-Hill
7. When the Moon is directly between the Sun and Earth,
its phase is the
of its lighted side.
new Moon
so we see none
waxing
8. During the
phases, you see
more and more of the lighted side of the Moon; during
waning
the
less of its lighted side.
Chapter 8 • Astronomy
Reading and Writing
phases, you see less and
Use with Lesson 2
The Earth-Sun-Moon System
179
LESSON
Name
Outline
Date
What causes eclipses?
Earth
9. A lunar eclipse occurs when
the Moon
blocks sunlight from reaching
.
shadow
10. The Moon passes directly through Earth’s
at the time of the
full Moon
.
11. A total solar eclipse can occur when Earth passes through
new Moon
the Moon’s shadow during the
phase.
What causes the tides?
12. Waves come higher up on the shore at some times
tides
than at others because of the
.
13. Tides on Earth are the result of the pull of gravity
between Earth and
the Moon
.
14. When the Sun, Earth, and the Moon are all in a line,
a(n)
spring tide
occurs.
15. When the gravitational pulls of the Sun and the Moon
are perpendicular, a(n)
neap tide
occurs.
Critical Thinking
The gravitational pull between Earth and the Moon causes tides.
During solar eclipses, the Moon blocks the Sun’s light from reaching
Earth. The Moon reflects some sunlight onto Earth’s dark side at
times, depending on its phase.
180
Chapter 8 • Astronomy
Reading and Writing
Use with Lesson 2
The Earth-Sun-Moon System
© Macmillan/McGraw-Hill
16. How does the Moon affect Earth?
Name
LESSON
Date
Vocabulary
The Earth-Sun-Moon System
© Macmillan/McGraw-Hill
Match the correct letter with the description.
a. craters
d. maria
g. tide
b. gravity
e. phase of the Moon
h. waning
c. lunar eclipse
f. solar eclipse
i. waxing
1.
e
the shape of the Moon we see in the night sky
2.
b
the force of attraction among all objects
3.
i
the type of phase that occurs when the lighted
side of the Moon becomes more and more visible
4.
a
the bowl-shaped depressions on the Moon’s
surface formed by impacts from space objects
5.
c
an event that occurs when Earth blocks sunlight
from reaching the Moon
6.
g
the regular rise and fall of the water level
along a shore
7.
d
the large, dark, flat surface areas on the
Moon’s surface
8.
f
an event that occurs when Earth passes through
the Moon’s shadow
9.
h
the type of phase that occurs when we see less
and less of the Moon’s lighted side
Chapter 8 • Astronomy
Reading and Writing
Use with Lesson 2
The Earth-Sun-Moon System
181
LESSON
Cloze Activity
Name
Date
The Earth-Sun-Moon System
Fill in the blanks.
craters
lunar
shape
Earth
maria
solar
gravity
phases
telescopes
Technology allows scientists to study the Moon in new
ways. Apollo astronauts saw firsthand many features that
before had been viewed only through
craters
They inspected
telescopes
.
maria
and saw
,
highlands, mountain ranges, and valleys.
Earth
As the Moon revolves around
phases
passes through
shape
, it
and appears to change
. If the Moon passes directly through
Earth’s shadow, a(n)
lunar
eclipse occurs.
When Earth passes through the shadow of the Moon, a(n)
eclipse occurs.
Tides are the result of the pull of
gravity
between Earth and the Moon. The positions of Earth, the
Moon, and the Sun can cause tides to be especially strong
or weak.
182
Chapter 8 • Astronomy
Reading and Writing
Use with Lesson 2
The Earth-Sun-Moon System
© Macmillan/McGraw-Hill
solar
Name
LESSON
Date
Outline
The Solar System
Use your textbook to help you fill in the blanks.
What is the solar system?
planet
1. A large body that orbits a star is a(n)
,
moon
and a large object that orbits a planet is a(n)
.
2. A star and all the planets, moons, and other bodies
solar system
that orbit it make up a(n)
.
3. There will be more pull between a planet and the Sun
when the planet has greater
mass
.
4. When a planet is far away from the Sun, the pull of
gravity between them will be
smaller
.
5. The balance between gravity and inertia keeps planets
orbit
on a curved pathway, or
around the Sun.
,
What are the inner planets?
inner planets
6. The planets that are closest to the Sun, or the
are rocky and are similar in
moons
© Macmillan/McGraw-Hill
7. Inner planets have few
no
rings
size
,
.
and
.
8. Between the orbits of Mars and Jupiter are orbiting
rocky or metallic objects called
Chapter 8 • Astronomy
Reading and Writing
asteroids
.
Use with Lesson 3
The Solar System
183
LESSON
Outline
Name
Date
What are the outer planets?
9. The planets beyond the asteroid belt are known
collectively as the
outer planets
.
Neptune
10. Jupiter, Saturn, Uranus, and
also called the gas giants.
are
What are other objects in our solar system?
11. Sunlight evaporates the ice in a comet, and a(n)
in the shape of a(n)
away from the Sun.
tail
cloud
forms, pointing
meteoroids
12. Small, rocky objects called
orbit the Sun throughout the solar system.
13. Meteoroids that enter Earth’s atmosphere are called
meteors
called
meteorites
; if they strike Earth they are
.
Critical Thinking
14. A new planet has been discovered. Its orbit is twice
as long as Earth’s orbit. Where might this planet be
located? Explain your answer.
The new planet would be farther from the Sun than Earth is, because
an orbit twice the length would mean it is travelling a greater
184
Chapter 8 • Astronomy
Reading and Writing
© Macmillan/McGraw-Hill
distance to make one revolution.
Use with Lesson 3
The Solar System
Name
LESSON
Date
Vocabulary
The Solar System
© Macmillan/McGraw-Hill
Write the correct answers on the lines provided, and circle
the answers in the grid.
comet
meteor
meteoroid
planet
inertia
meteorite
moon
solar system
S
A
S
D
F
L
K
R
O
E
T
E
M
R
M
P
O
K
B
I
N
E
R
T
I
A
N
P
M
E
A
T
L
A
N
T
I
C
P
A
C
L
I
F
T
A
E
C
A
O
N
A
I
D
N
A
I
C
I
E
P
N
M
O
R
U
T
H
E
N
R
N
S
E
O
S
A
O
B
B
S
I
R
E
R
A
C
C
A
R
O
N
O
O
C
K
Y
T
Y
M
O
O
U
N
O
E
L
N
T
A
E
S
S
S
N
I
M
A
T
I
R
A
R
K
A
N
S
A
T
S
K
E
E
N
D
O
E
P
O
I
H
R
O
Y
E
K
T
C
T
U
I
N
E
T
I
R
O
E
T
E
M
N
S
Y
L
D
O
Y
Y
E
S
E
R
E
J
A
I
N
A
V
1.
planet
a large body that orbits a star
2.
moon
a large object that orbits a planet
3.
solar system
4.
inertia
the tendency of a moving object to stay
in motion
5.
comet
a ball of ice and rock that orbits the Sun
6.
meteoroid
7.
meteor
8.
meteorite
Chapter 8 • Astronomy
Reading and Writing
a star and all the planets, moons, and
other bodies travelling around it
small, rocky objects that orbit the Sun
a meteoroid that enters Earth’s atmosphere
a meteoroid that strikes Earth’s surface
Use with Lesson 3
The Solar System
185
LESSON
Name
Cloze Activity
Date
The Solar System
Fill in the blanks.
gas giants
meteor
orbits
stars
inner
meteorite
rings
Sun
metallic
meteoroids
rocky
A solar system consists of a star that is orbited by
planets, moons, and other objects. Planets are large bodies
stars
that orbit
, and moons orbit planets.
Sun
The star that planet Earth orbits is the
.
Mercury, Venus, Earth, and Mars are called the
inner
planets. Their
orbits
bring
them closest to the Sun. They are similar in size, are mostly
are all
gas giants
rings
and
, and have no rings. The outer planets
metallic
. The gas giants all have
and moons. Their cores are small
.
Other objects in our Solar System include asteroids,
meteoroids
, and comets. A meteoroid that is pulled
by gravity into Earth’s atmosphere is a(n)
If a meteor hits Earth’s surface, it is called a(n)
meteor
.
meteorite
.
A comet is a ball of ice and rock that orbits the Sun.
186
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The Solar System
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rocky
Name
Writing
in Science
Date
Pluto Is Not a Planet
Read the Writing in Science feature in your textbook.
Write About It
Persuasive Writing Recently a major museum dropped Pluto
from its display of the solar system. Write a letter to the
editor of your local newspaper arguing either for or against
this decision. Include facts that back up your opinion.
Getting Ideas
Fill in the chart below. In the top box, write your opinion
about the museum’s decision. In the bottom boxes, write
reasons that support your opinion.
Opinion
Students’ answers will vary. Sample answer: I believe that the museum
was right in dropping Pluto from its display.
Reason 1
Reason 2
Reason 3
Pluto is too small
Pluto’s surface
Pluto has an
to be a planet.
probably consists
eccentric orbit.
© Macmillan/McGraw-Hill
of gas, as a
comet’s does.
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The Solar System
187
Writing
in Science
Name
Date
Drafting
Follow these directions to create a formal letter:
1. Write or type your complete address.
2. Write or type the date.
3. Write or type the name, organization, and
address of the person to whom you are
writing.
4. Write or type the salutation, or greeting.
Put a colon at the end of it.
5. Write or type an introductory paragraph.
Explain why you are writing, and give your
opinion about the problem.
6. Explain the causes and effects of the
problem to support your opinion.
[1]
[2]
[3]
[4]
[5]
[6]
[7]
[8]
[9]
7. In your last paragraph, tell what you want to happen.
8. Use phrases such as “Sincerely yours” or “Yours truly”
to close the letter. Put a comma after these words.
9. Sign your name. If you are using a computer, type your
name a few lines below the closing, and then sign your
name above that after you have printed the letter.
Now write your first draft. Use a separate piece of paper.
Follow the format of a formal letter. Students’ formal letters should
clearly state their opinion, should provide facts from the article that
support this opinion, and should be written in the correct format.
Revising and Proofreading
Now revise and proofread your letter. Ask these questions:
© Macmillan/McGraw-Hill
▶ Have I clearly stated my opinion about the museum’s
decision in my first paragraph?
▶ Have I included convincing reasons and arguments
to support that opinion?
▶ Have I followed the format of a formal letter?
▶ Have I corrected all grammar, spelling, capitalization,
and punctuation errors?
188
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The Solar System
Name
LESSON
Date
Outline
Stars
Use your textbook to help you fill in the blanks.
What are stars?
1. Large, hot balls of gases that are held together by
gravity
and give off their own light are
stars
called
.
constellation
2. Orion is a(n)
that can be seen
in the winter night sky in the Northern Hemisphere.
3. When a star appears to shift positions as viewed
from two places on Earth, this is called
4. Scientists measure a star’s parallax and use
to calculate its distance from Earth.
parallax
.
geometry
5. Scientists measure distance in space in units called
light-years
.
What are some properties of stars?
magnitude
6. A star’s brightness, or
, is dependent
upon how much light it gives off and its distance from Earth.
© Macmillan/McGraw-Hill
7. Absolute magnitude measures how bright a star really
is, and apparent magnitude
star looks in the night sky.
measures how bright a
8. The temperature on the surface of a star determines
the star’s
color
9. The largest stars are
smallest are
Chapter 8 • Astronomy
Reading and Writing
.
red supergiants
white dwarfs
and the
.
Use with Lesson 4
Stars
189
LESSON
Name
Outline
Date
10. The H-R diagram shows that most stars, including our
Sun, are
main-sequence
stars.
How do stars develop?
11. A star begins as a nebula, then heats up and becomes
a protostar, then undergoes nuclear reactions, releases
energy, and becomes a(n)
main-sequence
star.
12. As a star expands, its surface cools and it turns red,
red giant
and then the star becomes a(n)
or a supergiant, depending on its mass.
13. A red giant releases energy and forms a layer of gases
called a(n)
planetary nebula
, heats up to become
a white dwarf, and then cools to become a(n)
black dwarf
.
14. When a supergiant collapses, it then explodes,
becoming a(n)
supernova
become a neutron star or a(n)
, which can
black hole
.
What kind of star is the Sun?
15. The Sun is a(n)
become a(n)
main-sequence
red giant
star that will
.
16. What will happen to the large amount of hydrogen in
the Sun over the next 5 billion years? Will the Sun be
hotter or cooler than it is now?
The amount of hydrogen in the Sun will decrease as it changes into
helium. The Sun will become cooler and redder as it becomes a red
giant.
190
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Stars
© Macmillan/McGraw-Hill
Critical Thinking
Name
LESSON
Date
Vocabulary
Stars
Use the clues to unscramble each word. Then unscramble
the circled letters to answer the last question.
black hole
light-year
nebula
star
constellation
magnitude
parallax
supernova
1. RAST
S
T
a large, hot ball of gases, held together by
gravity, that gives off its own light
A
R
2. LETCOSLOANINT a group of stars that appear to form a pattern
C O N S
T
E
L
L
A T
I
O N
3. LAPRAXAL
P
R
A
4. TRHAGEIYL
L
I
G H
the distance that light travels in one year
A R
T - Y E
5. LEUBAN
N E
B
a huge cloud of gas and dust in space
L A
U
6. VURANOSEP
S U
P E
an exploded star
R N O V A
7. KECLAOLHB
an object whose gravity is so strong that even
light cannot escape from it
K
H O
L
E
B
© Macmillan/McGraw-Hill
A
the apparent shift in an object’s position when
viewed from two locations
L
L A X
L
A
C
8. GADNIMUTE
M A G N
the brightness of a star
I
T U D E
9. How is a planetary nebula formed?
A C
T
by NUCLEAR R E
in RED G
Chapter 8 • Astronomy
Reading and Writing
I
A
N
T
I
O
N
S
S
Use with Lesson 4
Stars
191
LESSON
Cloze Activity
Name
Date
Stars
Fill in the blanks.
black hole
light-years
nebula
color
magnitude
neutron star
gravity
main-sequence
supernova
Groups of stars form patterns in the sky called
constellations. A star is a large, hot ball of gases that is held
together by
gravity
and gives off its own light.
light-years
Distances in space are measured in
The brightness of a star is its
magnitude
.
.
You can tell the surface temperature of a star by its
color
main-sequence
. The Sun, like most stars, is a(n)
star.
A star develops from a collection of dust and cloud
called a(n)
nebula
. A very large star, called a
supernova
and then a(n)
neutron star
.
When a very massive star collapses, it may end up as a(n)
black hole
. X rays in space provide evidence of
the existence of these collapsed stars.
192
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Stars
© Macmillan/McGraw-Hill
supergiant, may collapse and explode to become a(n)
Name
Date
Writing
in Science
Colors of Stars
Read the Writing in Science feature in your textbook.
Write About It
Fictional Writing Write a science-fiction story about
traveling to the Messier 82 galaxy. Describe some of the
problems involved in long-distance space travel. What plans
do the main characters make in order to allow people to travel
such great distances? Use an appropriate point of view, and
add dialogue to make your story come alive.
Getting Ideas
The main problem for your story is that M82 is about
12 million light years away from Earth. Write this main
problem in the top box of the chart below. Then think
about all the minor problems caused by this main problem.
In the center box of the chart, write steps the characters in
your story take to solve these problems. In the bottom box,
write how the characters finally solve the problem.
Problem
Students’ answers will vary. Sample answer: The astronauts have to
travel 12 million light years to reach M82.
© Macmillan/McGraw-Hill
Steps to Solution
suspend the aging process; find a new food source; have a computer
that controls the ship.
Solution
The computer finds a way to warp through space so that the trip takes
shorter time.
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Stars
193
Writing
in Science
Name
Date
Drafting
Write a sentence to begin your fictional narrative. Introduce
your main character. Try to grab your readers’ attention so
that they will want to read more.
Students’ sentences will vary. Sample sentence: The fate of Earth rested in
the hands of Captain Shue and his crew.
Now write your first draft. Use a separate piece of paper.
Begin with the sentence you wrote above. Tell what the
main problem is and how the characters solve the problem.
Tell the trials they face along the way. Use dialogue to
bring the story to life. Students’ stories should include a beginning, a
middle, and an end, a description of the main problem and the way in
which the characters solve the problem, dialogue, and descriptive details.
Revising and Proofreading
Here is part of the story that Jasmine wrote. She used
dialogue, but she forgot to include quotation marks.
Read over the sentences below. Add quotation marks
where necessary.
“ I know you are frightened,”said Captain Shue,“and you
are wondering if you will ever see your families again. You are
probably also wondering if you will survive. . . .”
“
No one has ever traveled this far,”interrupted Ensign Meggs.
“ We will succeed,”said Captain Shue.“Our scientists have
thought through all the problems.”
Now revise and proofread your story. Ask these questions:
© Macmillan/McGraw-Hill
▶ Have I centered my story on the problem of traveling
to a galaxy 12 million light years away?
▶ Have I shown how the characters solved the problem?
▶ Have I included a beginning, middle, and end?
▶ Have I corrected all grammar, spelling, capitalization,
and punctuation errors?
194
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Reading and Writing
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Stars
Name
LESSON
Date
Outline
Galaxies and Beyond
Use your textbook to help you fill in the blanks.
What are galaxies?
galaxy
1. Stars move around the center of their
in the same way that planets orbit a star.
2. Galaxies differ in size, age, and
structure
.
spiral
3. A whirlpool-shaped galaxy is a(n)
elliptical
galaxy, a football-shaped galaxy is a(n)
galaxy, and one with no regular shape is called a(n)
irregular
galaxy.
4. Our home galaxy, the Milky Way, is a(n)
galaxy.
spiral
What was the big bang?
5. Some of the light produced by the heated gases of stars
is
absorbed
by the star’s atmosphere.
6. The light absorbed by a star’s atmosphere drops out of
its light spectrum, forming dark
absorption lines
.
© Macmillan/McGraw-Hill
7. When a galaxy is moving toward Earth, the light
shining from that galaxy shifts toward the
blue
end of the spectrum.
8. When a galaxy is moving away from Earth, the
light shining from that galaxy shifts toward the
red
Chapter 8 • Astronomy
Reading and Writing
end of the spectrum.
Use with Lesson 5
Galaxies and Beyond
195
LESSON
Name
Outline
Date
9. The high temperature and pressure of the early
universe resulted in a tremendous explosion known
as the
big bang
.
10. Gravity has caused space matter to collect into
galaxies
clumps, forming stars and
.
11. Radiation that is left over from the beginning moments
of the universe and that comes from all directions in
background
space is called
radiation.
12. Billions of years after the big bang, dust and gas gathered
nebula
into a(n)
massive enough to rotate.
How did Earth form?
13. Over time the very young Earth became large enough
that its
gravity
could hold an atmosphere.
14. Earth’s early atmosphere of hydrogen and helium was
replaced over time by water vapor, sulfur,
and nitrogen, which were released by
appeared as a waste product of
volcanoes
,
.
oxygen
photosynthesis
.
Critical Thinking
16. How is the formation of Earth like the formation of
the universe?
Gravity caused matter to collect into clumps that formed the stars
and galaxies. Gravity also caused clumps of matter to collide and
combine to form protoplanets like the one that later became Earth.
196
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Galaxies and Beyond
© Macmillan/McGraw-Hill
15. When plants developed,
carbon dioxide
Name
Date
LESSON
Vocabulary
Galaxies and Beyond
© Macmillan/McGraw-Hill
Match the correct letter with the description.
a. absorption lines
e. galaxy
b. background radiation
f. Milky Way
c. big bang
g. spectrum
d. expansion redshift
h. spiral
1.
f
our home galaxy
2.
c
the beginning moment when the universe was
very hot and dense
3.
d
when a galaxy is moving away from Earth, and its
light shifts toward the red end of the spectrum
4.
a
dark lines that form when some of a star’s light is
absorbed by the star’s atmosphere
5.
g
a band of colors in white light
6.
b
radiation left over from the beginning moments
of the universe that comes from all directions in
space
7.
e
a group of star clusters held together by gravity
8.
h
a type of galaxy that is shaped like a whirlpool
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Galaxies and Beyond
197
LESSON
Cloze Activity
Name
Date
Galaxies and Beyond
Fill in the blanks.
big bang
expanding
spectrum
blue
red
spiral
stars
A group of star clusters held together by gravity is
called a galaxy. A galaxy with lots of dust and arms
wound tightly or loosely around a core is a(n)
spiral
galaxy.
White light can be separated into a band of colors
called a(n)
spectrum
toward the
blue
. Absorption lines are shifted
end of the spectrum when
galaxies are moving toward Earth. Absorption lines are
shifted toward the
red
end of the spectrum
when galaxies are moving away from Earth. Scientists have
found that most galaxies are moving away from Earth
expanding
.
The moment that the universe began to expand is
called the
big bang
clump together to form
. Gravity caused matter to
stars
and galaxies.
Some clumps also formed planets including Earth.
198
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Reading and Writing
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Galaxies and Beyond
© Macmillan/McGraw-Hill
because the universe is
Name
Reading
in Science
Date
Meet Mordecai-Mark Mac Low
Read the Reading in Science feature in your textbook.
Look for clues in the article to help you draw conclusions
about quasars.
Draw Conclusions
Use the graphic organizer to draw conclusions.
Text Clues
Sample answer: Galaxies
and the universe are in outer
space, so a quasar must be
something in outer space,
too.
© Macmillan/McGraw-Hill
Sample answer: MordecaiMark studies galaxies and
quasars to learn about the
history of the universe.
Conclusions
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Galaxies and Beyond
199
Reading
in Science
Name
Date
Write About It
Draw Conclusions
1. Why do quasars look like faint points of light when they are
viewed from Earth?
2. If scientists observe that a quasar is moving away from us,
what can they conclude about its galaxy?
Planning and Organizing
Explain what Mordecai-Mark studies.
He studies the history of the universe.
What did the scientists conclude about the brightness
of quasars?
Quasars shine brightly because matter falling into black holes in the
center of the quasar becomes so hot that it shines and can be seen across
the universe.
What did the scientists conclude about the movement
of quasars?
Quasars are at the center of galaxies. If galaxies are moving farther and
farther away from Earth, then quasars must also be moving farther and
Drafting
Now draw a conclusion about how information about
quasars helps Mordecai-Mark understand how the
universe is changing over time.
Answers will vary. Conclusion statements should be factually accurate,
based on the information provided in the article.
200
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Reading and Writing
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Galaxies and Beyond
© Macmillan/McGraw-Hill
farther away.
Name
CHAPTER
Date
Vocabulary
Astronomy
Circle the letter of the best answer.
1. During a new Moon, you face
A one half of the lighted side
of the Moon.
B all of the lighted side of
the Moon.
C the dark side of the Moon.
D the waning crescent phase
of the Moon.
2. A star is hottest when it is
A blue-white.
B orange.
C red.
D orange-yellow.
3. Planets are kept in orbit by
A nuclear fusion.
B gravity and inertia.
C redshift and blueshift.
© Macmillan/McGraw-Hill
D parallax.
4. The Milky Way is an example of
A a spiral galaxy.
B an irregular galaxy.
C an elliptical galaxy.
D a core galaxy.
5. Earth completes one full
rotation on its axis
A every 15 degrees.
B every 24 hours.
C every 365 days.
D every 6 months.
6. During nuclear reactions in
main-sequence stars,
A oxygen is released.
B helium atoms fuse to make
hydrogen.
C hydrogen atoms fuse to
make helium.
D carbon dioxide is released.
7. One complete trip around the
Sun is
A a revolution.
B a month.
C a time zone.
D a rotation.
8. The life of a star begins in
A a black hole.
B a nebula.
C a white dwarf.
D an Oort cloud.
Chapter 8 • Astronomy
Reading and Writing
201
Vocabulary
Name
9. All of the following are gas
giants except
A Jupiter.
B Neptune.
C Mercury.
D Saturn.
10. According to the H-R diagram,
the Sun in our solar system is a
A main-sequence star.
B red giant.
C supergiant.
D white dwarf.
11. The magnitude of a star is a
measure of its
A brightness.
B diameter.
C mass.
D temperature.
12. When Earth blocks sunlight
from reaching the Moon, the
result is a
A lunar eclipse.
B solar eclipse.
C spring tide.
D neap tide.
202
Chapter 8 • Astronomy
Reading and Writing
Date
13. Most rocky or metallic objects
that orbit the Sun are found
in the
A Oort cloud.
B star nebula.
C Kuiper belt.
D asteroid belt.
14. According to the big bang
theory, the universe is
A contracting.
B dying.
C expanding.
D shrinking.
15. The four stages, in order, of
the life of a massive star’s life
cycle are
A nebula, main-sequence star,
supergiant, white dwarf.
B protostar, red giant, mainsequence star, neutron star.
C nebula, main-sequence star,
supergiant, supernova.
D supergiant, pulsar, neutron
star, supernova.
© Macmillan/McGraw-Hill
CHAPTER
Name
Date
UNIT
Literature
Perfectly Preserved
Write About It
Response to Literature The author of this article describes
some recently discovered mummies. Where were the
mummies found? How were they preserved? Think about
how the archaeologists probably felt when they found the
mummies. Then write a story describing their discovery of
the mummies.
Students should write a story that describes how the archaeologists
probably felt when they discovered the mummies. The story should have
© Macmillan/McGraw-Hill
a beginning, a middle, and an end.
Unit E • Matter
Reading and Writing
203
CHAPTER
Name
Concept Map
Date
Classifying Matter
Complete the concept map on matter, using words and
phrases from your textbook.
All matter is made up of
Physical properties help
elements
tell substances
apart
, which
are pure substances that
cannot be broken down
into simpler substances.
.
Elements are arranged
by their properties and
atomic number on the
Examples include: density,
color,
hardness
,
magnetism
odor,
,
boiling point, texture, and
conductivity
Classifying
Matter
periodic
Elements combine with
other elements to form
.
compounds
.
Matter exists in one of three
states, depending on its
physical
combination
A mixture is a(n)
of two or more substances that
blend together without forming a(n)
temperature
new substance .
.
A substance changes from solid
to liquid at its melting point
from liquid to solid at its
Types of mixtures include
suspensions, emulsions,
colloids
table.
,
freezing point , and from liquid
, and solutions.
to gas at its
boiling point
.
Ways to separate mixtures include
filtration
magnetism, sifting,
buoyancy, and evaporation.
204
Chapter 9 • Classifying Matter
Reading and Writing
,
Use with Chapter 9
© Macmillan/McGraw-Hill
us
Name
LESSON
Date
Outline
Physical Properties
Use your textbook to help you fill in the blanks.
What is matter?
matter
1. This book is
and volume.
because it has mass
2. The amount of matter in an object is its
mass
.
3. Scientists use a balance to measure mass in units of
milligrams
, grams, and kilograms.
gravity
4. An object’s weight is caused by the pull of
on the object.
newtons
5. Weight is measured in units of
or pounds.
6. The volume of matter is the amount of
it takes up.
space
7. The volume of a rectangular solid can be found by
multiplying
its length by its width by its height.
8. The volume of an object with an irregular shape can be found
displacement
by using
.
© Macmillan/McGraw-Hill
9. Matter that does not change shape or volume when it is moved
from one container to another is in the
state.
solid
10. Matter that has no definite shape or volume is in the
gas
Chapter 9 • Classifying Matter
Reading and Writing
state.
Use with Lesson 1
Physical Properties
205
LESSON
Outline
Name
Date
What are density and buoyancy?
density
11. An object’s
mass by its volume.
is found by dividing its
12. Wood floats on water because the density of wood is
less than
the density of water.
13. When a tennis ball is pushed under water, the water’s
buoyant force
pushes the ball back to the surface.
14. Archimedes’ principle states that buoyant force is
equal to
the weight of the fluid that is displaced.
15. If an object sinks in water, the buoyant force of the fluid is
less than
the object’s weight.
What are physical properties?
physical property
16. Color is an example of a(n)
because
color can be observed without changing the identity of the
substance.
17. Heat and electricity flow easily through copper because
copper is a(n)
conductor
.
18. How do the physical properties of the parts of a pencil affect
how the pencil is used?
Because a pencil’s lead is soft, it makes marks on paper. A pencil’s
solid state of matter and its shape make it easy to hold. Wood is
softer than metal, so a pencil can be sharpened and reused.
206
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Reading and Writing
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Physical Properties
© Macmillan/McGraw-Hill
Critical Thinking
Name
Date
LESSON
Vocabulary
Physical Properties
© Macmillan/McGraw-Hill
Match the correct letter with the description.
a. density
d. mass
g. volume
b. gas
e. physical property
h. weight
c. liquid
f. solid
1.
d
I am the amount of matter that something has.
I am measured by using a balance. What am I?
2.
h
I am the pull of gravity on mass. I am measured
in newtons. What am I?
3.
g
I am the amount of space that something takes
up. What am I?
4.
f
I have a definite shape and volume. What am I?
5.
b
I can change my shape and volume to fill any
container. What am I?
6.
c
I change shape when I have a new container,
but I keep the same volume. What am I?
7.
a
I am found by dividing an object’s mass by its
volume. What am I?
8.
e
I am an object’s color, density, shape, or length.
You can observe me with your senses. What am I?
Chapter 9 • Classifying Matter
Reading and Writing
Use with Lesson 1
Physical Properties
207
LESSON
Name
Cloze Activity
Date
Physical Properties
Fill in the blanks.
conductivity
gas
volume
density
liquid
weight
displacement
mass
The properties of a substance that can be observed
without changing the identity of the object are called physical
properties. These properties include the states of matter,
liquid
which are solid,
gas
, and
.
conductivity
Another example of a physical property is
,
which is the ability of a material to transmit heat and
electricity.
The amount of matter in an object is its
mass
weight
object takes up is its
. The amount of space that an
volume
. If an object has an
irregular shape, its volume can be found by
The
density
displacement
.
of a solid object is found by dividing
its mass in grams by its volume in cubic centimeters. Whether
an object sinks or floats is determined by the buoyant force
acting on the object.
208
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Reading and Writing
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Physical Properties
© Macmillan/McGraw-Hill
object’s
. The pull of gravity on mass causes the
Name
LESSON
Date
Outline
Elements and Compounds
Use your textbook to help you fill in the blanks.
What is matter made of?
element
1. Hydrogen is a(n)
because it cannot
be broken down into simpler substances.
symbol
2. Every element has a(n)
two letters long and represents its name.
that is one or
3. Many elements combine with other elements to
compounds
form
.
What are atoms made of?
4. The smallest iron particle that still has the properties of iron
atom
is a(n)
.
5. Most of an atom is empty space, except for a tiny, dense core
nucleus
called the
.
protons
6. The nucleus is made up of
neutrons
charged
and
, and it is surrounded by negatively
electrons
.
© Macmillan/McGraw-Hill
What is the periodic table?
elements
7. The scientist Dmitri Mendeleev classified
in a chart called the periodic table.
8. The columns on the periodic table are called groups or
families, and the rows are called
group
9. Elements in the same
table have similar chemical properties.
Chapter 9 • Classifying Matter
Reading and Writing
periods
.
on the periodic
Use with Lesson 2
Elements and Compounds
209
LESSON
Name
Outline
Date
What are compounds?
10. Elements may combine with different elements to
form
compounds
.
11. The properties of a compound are different from the
properties of the
elements
chemical formula
12. A(n)
elements in a compound.
that form it.
shows the composition of
What are molecules?
13. The smallest particle of a compound that still has the
properties of that compound is a(n)
molecule
.
14. Some compounds are collections of atoms held together
by
opposite charges
.
Critical Thinking
15. What properties could be used to describe an atom of a
specific element?
An atom of a certain element can be described by the number of
protons, neutrons, and electrons it contains. It can be described
by its atomic number and atomic mass. Its location on the periodic
© Macmillan/McGraw-Hill
table and other properties can also be used to describe it.
210
Chapter 9 • Classifying Matter
Reading and Writing
Use with Lesson 2
Elements and Compounds
Name
LESSON
Date
Vocabulary
Elements and Compounds
Use the clues to fill in the crossword puzzle.
atom
electron
molecule
nucleus
atomic number
ion
neutron
proton
1
2
3
a
t
a
6
l
4
m
e
o
o
c
m
l
t
i
e
r
c
c
n
o
e
n
u
c
l
5
u
t
r
l
o
m
e
t
7
e
u
i
o
p
u
b
8
e
o
o
n
n
n
s
r
© Macmillan/McGraw-Hill
Across
Down
3. the smallest particle of an
element
1. a negatively charged particle
in an atom
6. a particle that has no charge
in an atom
2. the number of protons in
an atom
7. an atom with a different
number of protons than
electrons
4. the smallest particle of a
compound that has the
compound’s properties
8. the dense center of an atom
5. a positive particle in an atom
Chapter 9 • Classifying Matter
Reading and Writing
Use with Lesson 2
Elements and Compounds
211
LESSON
Name
Cloze Activity
Date
Elements and Compounds
Fill in the blanks.
atom
element
protons
charges
molecule
symbols
compounds
nucleus
electrons
periodic table
Matter is made of elements and compounds. Oxygen is
element
a(n)
because it cannot be broken down
into simpler substances. The names of elements are
symbols
represented by
atom
is an element is a(n)
nucleus
. The smallest particle that
. An atom has a(n)
protons
that contains
and
neutrons. Atoms also contain negatively charged particles
called
electrons
.
Elements are arranged by increasing atomic number in a
periodic table
molecules
combine to form
may combine to form
. Atoms of an element may
of that element. Elements
compounds
. Some compounds
are collections of atoms held together by their opposite
charges
. The number and types of atoms in a
compound are written in the compound’s chemical formula.
212
Chapter 9 • Classifying Matter
Reading and Writing
Use with Lesson 2
Elements and Compounds
© Macmillan/McGraw-Hill
chart called the
Name
Date
Writing
in Science
A World Without Plastic
Write About It
Fictional Narrative Write a science-fiction story about a
future time when a resource we use now, such as plastic, is
scarce. Describe the setting and the way the main character
in your story tries to solve the problem. You can use the
information from “A World Without Plastic” as well as
information you find online. Use an appropriate point of view,
and include dialogue to help your story come alive.
Getting Ideas
Narrative writing should contain a beginning, middle,
and end. The beginning sets the scene by introducing the
characters, the setting, and the problem. The middle of
the narrative is the main body of the story; it tells how
the characters try to deal with the problem. The ending
describes how the problem is solved. Think of ideas for the
three parts of your fictional narrative. Fill in the story map
below with your ideas.
Beginning
Answers will vary. Students should record original ideas in
chronological order.
© Macmillan/McGraw-Hill
Middle
End
Chapter 9 • Classifying Matter
Reading and Writing
Use with Lesson 2
Elements and Compounds
213
Writing
in Science
Name
Date
Drafting
Elena came up with two ideas for the problem of her story.
Think about the situation—a world where plastic is scarce.
Then circle the problem that is more appropriate for her
story.
1. Elena’s main character must overcome her fear of heights to
climb out on the ledge to save her cat.
2. Elena’s main character must track down the spy who stole the
government’s new formula for making plastic.
Now write your first draft. Use a separate piece of paper.
Build on the ideas you thought of for the story map, and
use dialogue to make your story come alive. Students’ stories should
have a clear beginning, middle, and end, a setting, dialogue, and details.
Revising and Proofreading
It is important to use details in narrative
writing. Details are used to describe the
setting and the events that occur.
Now revise and proofread your fictional narrative.
Ask these questions:
▶ Have I described a setting in a future time when a
resource is scarce?
▶ Does my story have an interesting beginning, middle,
and end?
▶ Have I included a plot that revolves around the scarce
resource and the problems this scarcity causes?
▶ Have I used dialogue to make my story come alive?
▶ Have I ended with a solution to the problem?
▶ Have I corrected all grammar, spelling, punctuation, and
capitalization errors?
214
Chapter 9 • Classifying Matter
Reading and Writing
Use with Lesson 2
Elements and Compounds
© Macmillan/McGraw-Hill
▶ Have I included characters who move the story along?
Name
LESSON
Date
Outline
Solids, Liquids, and Gases
Use your textbook to help you fill in the blanks.
How does heat affect the state of matter?
1. The measure of the average amount of kinetic energy of the
atoms and molecules in a material is
temperature
state
2. Temperature determines the
most matter.
.
of
3. When a liquid absorbs enough energy, it becomes
a(n)
gas
.
solid
4. A liquid becomes a(n)
enough energy.
when it loses
5. A substance changes directly from a solid to a gas
during
sublimation
.
6. The high-energy state of matter in which the electrons and
plasma
nucleus of each atom have separated is called
.
What is a melting point?
7. The temperature at which a solid changes to a liquid is
© Macmillan/McGraw-Hill
the
melting point
.
8. The process by which a gas changes to a liquid is
called
condensation
.
9. The melting point of a substance is the same temperature
as its
freezing point
Chapter 9 • Classifying Matter
Reading and Writing
.
Use with Lesson 3
Solids, Liquids, and Gases
215
LESSON
Outline
Name
Date
10. Water is different from other substances in that it
expands
when it freezes.
liquid
11. When a(n)
absorbs enough energy to
reach its boiling point, it rapidly changes to a gas.
12. Boiling and
evaporation
are types of vaporization.
What is pressure?
pressure
13. The force exerted by a gas on its container is
.
14. When a gas is cooled at constant pressure, its molecules
move more
slowly
decrease
and its volume will
.
What are other physical changes of matter?
15. Cutting a copper wire in half is an example of a
change because the copper is still copper.
physical
16. When salt is placed in water, the salt particles are separated
by water particles in a process called
17. Heating a liquid
speeds up
dissolving
.
the dissolving process.
Critical Thinking
When enough heat is added to a solid, the solid melts and changes
to a liquid. When enough heat is added to a liquid, the liquid boils
and changes to a gas. If a gas absorbs enough energy, it could
change to plasma.
216
Chapter 9 • Classifying Matter
Reading and Writing
Use with Lesson 3
Solids, Liquids, and Gases
© Macmillan/McGraw-Hill
18. How does increased heat affect the three states of matter?
Name
LESSON
Date
Vocabulary
Solids, Liquids, and Gases
© Macmillan/McGraw-Hill
Match the correct letter with the description.
a. boiling point
e. pressure
b. freezing point
f. sublimation
c. melting point
g. temperature
d. physical change
h. vaporization
1.
e
the force exerted when gas particles strike the
inner surface of their container
2.
h
the process by which a liquid is changed into
a gas
3.
c
the temperature at which ice changes to
liquid water
4.
a
point at which a liquid absorbs enough energy
to rapidly become a gas
5.
g
the measurement of how hot or cold an object is
6.
d
cutting a piece of paper into hundreds of smaller
pieces to make confetti
7.
b
you can skate on a pond when enough of the
water reaches its
8.
f
the process by which a solid changes directly to
a gas without becoming a liquid
Chapter 9 • Classifying Matter
Reading and Writing
Use with Lesson 3
Solids, Liquids, and Gases
217
LESSON
Name
Cloze Activity
Date
Solids, Liquids, and Gases
Fill in the blanks.
condensation
liquid
pressure
evaporation
melting point
sublimation
freezing point
physical change
temperature
Matter exists in different states, depending on how much
energy its particles have. An object’s
temperature
measures the average kinetic energy of its particles. The
three common states of matter are solid,
liquid
,
and gas.
Matter changing from one state to another is
a
physical change
melting point
during
. A solid becomes liquid at its
. A solid changes directly to a gas
sublimation
evaporation
. A liquid becomes a gas during
and boiling, both of which are types of
its
freezing point
condensation
. A gas changes to a liquid during
. The particles in a gas strike the sides of
its container, producing
pressure
. When the
temperature of a gas at constant pressure increases, the
volume increases.
218
Chapter 9 • Classifying Matter
Reading and Writing
Use with Lesson 3
Solids, Liquids, and Gases
© Macmillan/McGraw-Hill
vaporization. A liquid changes to a solid when it reaches
Name
Reading
in Science
Date
Meet Adriana Aquino
Read the Reading in Science feature in your textbook.
Main Idea and Details
Use the graphic organizer to list the main idea and the
details of the article.
Main Idea
Details
She studies fish from around the
world.
She studies fish from different
environments.
Adriana Aquino is a scientist who
studies fish.
She studies the forms of fish.
She studies the structures of fish.
© Macmillan/McGraw-Hill
She learns about fish adaptations.
Chapter 9 • Classifying Matter
Reading and Writing
Use with Lesson 3
Solids, Liquids, and Gases
219
Reading
in Science
Name
Date
Write About It
1. Explain why fish that live in Arctic and Antarctic oceans
do not freeze.
2. Explain what would happen if a fish could not adapt to
the cold water.
3. Research and explain other adaptations that allow fish in
cold environments to survive.
Planning and Organizing
Write a brief description of Adriana Aquino’s job.
What does she do while performing this job?
Possible answer: Adriana Aquino is a scientist who studies fish from
different environments around the world, examines the forms and
structures of fish, and learns about their adaptations.
Write a brief summary of the animal adaptation that
is discussed in this article.
Possible answer: Fish that live in the coldest places in the world have
adapted to their environments with proteins that prevent their blood from
Drafting
Now explain why fish in Arctic and Antarctic oceans
do not freeze. Then explain what would happen if these
adaptations were not present.
Students’ essays should be written in a logical order with an introductory
sentence, details about the adaptations of these cold-water fish, and a
closing sentence.
220
Chapter 9 • Classifying Matter
Reading and Writing
Use with Lesson 3
Solids, Liquids, and Gases
© Macmillan/McGraw-Hill
freezing.
Name
LESSON
Date
Outline
Water and Mixtures
Use your textbook to help you fill in the blanks.
What are mixtures?
mixture
1. All the parts of a(n)
keep their own
properties and do not form new substances.
2. In general, a mixture can be separated into its
using just physical changes to do the task.
original ingredients
,
3. A mixture that contains different substances whose parts are
easily seen is a(n)
heterogeneous
mixture.
What are some kinds of mixtures?
4. A mixture in which the parts separate upon standing is
a(n)
suspension
.
5. A homogeneous mixture made up of very small droplets
emulsion
suspended in another liquid is a(n)
.
6. A stable homogeneous mixture that contains very small
particles of one material scattered throughout another
colloid
material is a(n)
.
Are solutions homogeneous mixtures?
© Macmillan/McGraw-Hill
7. The appearance of a homogeneous mixture is the
same
throughout the mixture.
8. In a solution a(n)
a(n)
solvent
solute
is dissolved in
.
9. A solution made from one or more metals and other solids
is a(n)
alloy
Chapter 9 • Classifying Matter
Reading and Writing
.
Use with Lesson 4
Water and Mixtures
221
LESSON
Name
Outline
Date
dilute
10. A solution is
particles are dissolved in it.
if only a small number of
11. When no more solute will dissolve in a solvent, the solution
is
saturated
.
12. The amount of a solute that will dissolve in a particular
solubility
solvent is described as
.
13. You can make a solute dissolve more quickly by
stirring
heating
,
, or breaking
up the solute.
14. The solubility of a solute usually increases when a solvent
is
heated
.
How can mixtures be separated?
15. The parts of a mixture can be separated by
methods.
physical
16. The process that separates two liquids by vaporizing and
condensing is
distillation
.
Critical Thinking
Powdered lemonade thoroughly mixed with water forms a
homogeneous solution. The properties of the lemonade are the same
throughout the entire solution. The powdered lemonade is the solute
because it dissolves in the solvent. Water is the solvent that dissolves
the powdered lemonade.
222
Chapter 9 • Classifying Matter
Reading and Writing
Use with Lesson 4
Water and Mixtures
© Macmillan/McGraw-Hill
17. What type of mixture is made by thoroughly mixing
powdered lemonade with water? Use the terms solvent and
solute when explaining your answer.
Name
LESSON
Date
Vocabulary
Water and Mixtures
© Macmillan/McGraw-Hill
Match the correct letter with the description.
a. alloy
e. mixture
b. colloid
f. solubility
c. distillation
g. solution
d. emulsion
h. suspension
1.
e
two or more physically combined substances
2.
c
a method of separating two liquids with different
boiling points
3.
h
a mixture whose parts settle out upon standing
4.
f
the amount of a substance that can dissolve in
a solvent
5.
a
a solid solution made from one or more metals
and other solids
6.
d
a mixture with very small droplets that stay
suspended in a liquid
7.
g
a solute dissolved in a solvent
8.
b
a stable homogeneous mixture that blocks light
in which very small particles of one material are
scattered throughout another material
Chapter 9 • Classifying Matter
Reading and Writing
Use with Lesson 4
Water and Mixtures
223
LESSON
Name
Cloze Activity
Date
Water and Mixtures
Fill in the blanks.
alloy
solubility
stirred
emulsions
solute
suspension
physical properties
solution
A mixture is formed when two or more materials combine
but do not create a new substance. The parts of a mixture
can be separated by using their physical properties . A
heterogeneous mixture whose parts settle out is a(n)
suspension
. Homogeneous mixtures containing small
particles or droplets that block light but do not settle out are
emulsions
and colloids.
A homogeneous mixture called a(n)
solute
forms when a(n)
solution
dissolves in a solvent.
Solutes dissolve faster if the solvent is heated or
or if the solute is broken up. The greatest
amount of a solute that will dissolve in a solvent indicates the
solute’s
solubility
. A solid solution of one or more
metals and other solids is called a(n)
alloy
. It is
made by heating, melting, and mixing the parts together.
224
Chapter 9 • Classifying Matter
Reading and Writing
Use with Lesson 4
Water and Mixtures
© Macmillan/McGraw-Hill
stirred
Name
CHAPTER
Date
Vocabulary
Classifying Matter
Circle the letter of the best answer.
1. The physical property that
determines how easily heat
and electricity pass through a
material is
A conductivity.
B density.
C hardness.
D weight.
2. The negatively charged
particle of an atom is a(n)
A electron.
B neutron.
C nucleus.
D proton.
© Macmillan/McGraw-Hill
3. The temperature at which a
liquid changes to a solid is its
4. An example of a heterogeneous
mixture is a(n)
A colloid.
B emulsion.
C solution.
D suspension.
5. The physical properties used to
find an object’s density are
A length, width, and height.
B mass and volume.
C mass and weight.
D weight and conductivity.
6. The smallest part of a
compound that has all of the
properties of the compound
is a(n)
A boiling point.
A atom.
B condensation point.
B element.
C freezing point.
C mixture.
D sublimation point.
D molecule.
Chapter 9 • Classifying Matter
Reading and Writing
225
Vocabulary
Name
7. The state of matter that has
the most energy is
11. Distillation can separate two
liquids with different
A gas.
A atomic numbers.
B liquid.
B boiling points.
C plasma.
C freezing points.
D solid.
D melting points.
8. A solution is a mixture of
A a solute and a solvent.
B heterogeneous particles.
C small droplets suspended
in a solvent.
D small particles that separate
upon standing.
9. The periodic table organizes
elements by
12. The force of gravity determines
the measurement of
A density.
B mass.
C weight.
D volume.
13. When enough energy is
removed from nitrogen gas,
the nitrogen becomes a
A atomic mass.
A liquid.
B atomic number.
B mixture.
C density.
C plasma.
D state.
D solid.
10. The state of matter of a
material depends on its
226
Date
14. A solid changing directly into
a gas is
A density.
A condensation.
B temperature.
B sublimation.
C volume.
C boiling.
D weight.
D melting.
Chapter 9 • Classifying Matter
Reading and Writing
© Macmillan/McGraw-Hill
CHAPTER
Name
CHAPTER
Date
Concept Map
Chemistry
Complete the concept map on chemical changes, properties,
and compounds, using words and phrases from your
textbook.
Chemical Changes
Chemical Properties
Elements react with other
elements to form new
Elements are grouped on the
substances
periodic table according
. Exothermic
to similar properties. Salts are
release
neutralization
reactions
energy, and endothermic reactions
absorb
formed by a(n)
reaction, when an acid and a base
are mixed together.
energy.
Chemistry
Atoms and Energy
Carbon and Its Compounds
Atoms of an element that have
the same number of protons
but a different number of
Carbon atoms bond with
other elements to form
compounds
. The
chemical building blocks of
all living things are called
neutrons
© Macmillan/McGraw-Hill
are called
isotopes. Some isotopes are
unstable, because they have too
energy
much nuclear
These atoms get rid of their
excess energy by giving off
radiation
Chapter 10 • Chemistry
Reading and Writing
.
organic
.
The
food
fuels
compounds.
we eat, the
we burn for
soap
energy, and the
we wash with all contain organic
compounds.
227
LESSON
Outline
Name
Date
Chemical Changes
Use your textbook to help you fill in the blanks.
What are chemical changes?
1. When atoms attach to other atoms, the forces that hold
these atoms together are
chemical bonds
chemical change
2. During a(n)
new properties form.
.
, new substances with
3. Evidence that a chemical change has occurred includes
a change in
gases
color
or the formation of
.
4. Another term for chemical change is
chemical reaction
.
5. The substances present before chemical change happens are
reactants
change are
, and those present after chemical
products
6. A chemical equation uses
numbers
.
letters
and
to show that changes have occurred.
8. Because it shows the same numbers of each type of atom
on both sides, a chemical equation shows that a chemical
change obeys the law of conservation of mass .
228
Chapter 10 • Chemistry
Reading and Writing
Use with Lesson 1
Chemical Changes
© Macmillan/McGraw-Hill
balanced
7. A chemical equation is
because it
shows the same numbers and types of atoms on both sides.
Name
LESSON
Date
Outline
What are chemical reactions?
9. When elements or molecules combine to form a new
compound, a(n)
synthesis
reaction occurs.
10. When a more complex compound breaks down into simpler
substances, a(n)
decomposition
replacement
11. During
places.
reaction occurs.
reactions, elements change
12. Increasing the temperature or the concentration of reactants
increases
the rate, or speed, of a chemical
reaction.
What are exothermic and endothermic reactions?
13. The burning of a welder’s torch is an example of a(n)
exothermic
reaction, because the reaction gives
off lots of heat and light in a short amount of time.
14. Chemical reactions that occur during photosynthesis are
endothermic
reactions, because the energy supply
must be constant for the reaction to continue.
Critical Thinking
© Macmillan/McGraw-Hill
15. The formation of an iron oxide is shown by the following
balanced chemical equation.
4Fe + 3O2
2Fe2O3 + heat
What can you infer about this reaction from the equation?
Possible answers: Mass is conserved; the reaction is exothermic; it is a
synthesis reaction; the reactants are Fe and O2; the product is Fe2O3.
Chapter 10 • Chemistry
Reading and Writing
Use with Lesson 1
Chemical Changes
229
LESSON
Vocabulary
Name
Date
Chemical Changes
Match the correct letter with the description.
d. endothermic
b. chemical change
e. exothermic
c. chemical equation
f. product
g. reactant
1.
c
I use letters and numbers to represent the
amounts of reactants and products involved in a
chemical change. What am I?
2.
g
I am a substance present before a chemical
change. What am I?
3.
a
I am the force that holds together atoms that
attach to other atoms. What am I?
4.
e
I am the type of chemical reaction that releases
energy. What am I?
5.
b
I produce new substances with chemical
properties that are different from those of the
original elements. What am I?
6.
f
I am the substance produced in a chemical
change. What am I?
7.
d
I am the type of chemical reaction that absorbs
energy. What am I?
230
Chapter 10 • Chemistry
Reading and Writing
Use with Lesson 1
Chemical Changes
© Macmillan/McGraw-Hill
a. chemical bond
Date
LESSON
chemical bond
products
replacement
chemical equation
reactants
synthesis
decomposition
reactions
Name
Cloze Activity
Chemical Changes
Fill in the blanks.
During some changes, new substances form. These are
called chemical changes, or chemical
reactions
.
These changes occur when an atom attaches to another atom
and forms a(n)
chemical bond
starts with substances called
. A chemical change
reactants
, which
react with one another to form new substances called
products
. A(n) chemical equation uses numbers
and symbols to show these changes.
A chemical change that occurs when elements combine
to form a new compound is called a(n)
synthesis
© Macmillan/McGraw-Hill
reaction. When a more complex compound breaks down into
simpler substances, a(n)
decomposition
reaction occurs.
If elements switch places during a chemical change, a(n)
replacement
reaction takes place. The products of
these reactions have different chemical properties than the
original reactants.
Chapter 10 • Chemistry
Reading and Writing
Use with Lesson 1
Chemical Changes
231
LESSON
Outline
Name
Date
Chemical Properties
Use your textbook to help you fill in the blanks.
What are the different properties of elements?
1. In addition to physical properties, substances have
chemical properties
that describe how a substance reacts
with other substances.
periodic table
2. The location of an element on the
can
be used to determine the chemical properties of an element.
3. The soft and extremely reactive metals located in the far-left
column of the periodic table are the
alkali metals
.
slowly
4. The large group of elements that react
and are located in the middle of the periodic table are
transition metals
.
noble gases
5. The
are nonmetals that do not react
naturally with other elements.
What are acids and bases?
6. Litmus paper and red-cabbage juice are called
indicators
7. An acid tastes
8. A base tastes
pH
9. The
basic something is.
232
Chapter 10 • Chemistry
Reading and Writing
sour
and has a low pH.
bitter
and has a high pH.
scale measures how acidic or
Use with Lesson 2
Chemical Properties
© Macmillan/McGraw-Hill
because they change colors when
mixed with an acid or a base.
Name
LESSON
Date
Outline
10. The liquid in your stomach has a pH of about 2, so it is
acid
a(n)
.
11. Ammonia has a pH of about 11, which means that it is
base
a(n)
.
What are properties of salts?
12. When an acid and a base react with each other, they form
salt
a(n)
.
13. When an acid and a base are mixed, a process called
neutralization
produces water and a salt.
14. The chemical bonds that hold sodium and chlorine together
are
ionic bonds
.
15. An ionic bond forms when one atom takes a(n)
electron
from another atom.
Critical Thinking
16. A solution has a pH of 5. How will the solution taste?
What would it react with to form a salt?
The solution is acidic, so it would taste sour and would react with a
© Macmillan/McGraw-Hill
base to form a salt.
Chapter 10 • Chemistry
Reading and Writing
Use with Lesson 2
Chemical Properties
233
LESSON
Vocabulary
Name
Date
Chemical Properties
a. acid
e. electrolytes
i. neutralization
b. alkali
f. indicator
j. salt
c. base
g. ionic bond
d. chemical property
h. metals
1.
d
describes the way a substance reacts to
other substances
2.
b
metals in the far-left column of the periodic table
that are soft and extremely reactive
3.
h
elements on the left side of the periodic table that
are shiny and bend easily
4.
j
compound formed by a reaction between an acid
and a base
5.
i
reaction that occurs when an acid and a base
are mixed
6.
g
what holds two atoms together when one atom
takes an electron from another atom
7.
e
substances that allow an electric current to flow
when they are in solution
8.
a
substance with a low pH level
9.
c
substance with a high pH level
10.
f
substance that changes colors in the presence
of acids and bases
234
Chapter 10 • Chemistry
Reading and Writing
Use with Lesson 2
Chemical Properties
© Macmillan/McGraw-Hill
Match the correct letter with the description.
Name
LESSON
Date
Cloze Activity
Chemical Properties
Fill in the blanks.
acid
chemical
periodic table
alkali
indicator
pH scale
base
noble gases
react
salt
Physical properties of elements include color, density,
luster, and ability to conduct heat or electricity. An element’s
chemical
properties describe how it reacts with
periodic table
other elements. Elements are grouped on the
according to similar physical and chemical properties. The
elements that are most reactive are the
alkali
metals. The elements that do not react naturally with other
elements are the
noble gases
.
Chemical properties of elements are determined by how
react
they
with one another when they are
© Macmillan/McGraw-Hill
chemically combined. A substance that changes color in the
presence of an acid or a base is a(n)
pH scale
base
salt
Chapter 10 • Chemistry
Reading and Writing
. The
measures the strengths of acids and bases.
During a neutralization reaction, a(n)
a(n)
indicator
acid
and
combine to produce water and a(n)
. Most salts dissolve easily in water.
Use with Lesson 2
Chemical Properties
235
LESSON
Outline
Name
Date
Carbon and Its Compounds
Use your textbook to help you fill in the blanks.
What are some common carbon compounds?
diamonds
1. Carbon bonds with itself to form either
or the
graphite
in your pencils.
2. One carbon atom bonds with 2 oxygen atoms to form
carbon dioxide (CO2) , which is used by green plants during
photosynthesis.
3. A dangerous gas formed from one carbon atom and one
oxygen atom is
carbon monoxide
.
What organic compounds are in your body?
4. Many of the processes needed for life depend on
organic
compounds.
carbohydrates
5. Organic compounds called
body’s main source of energy.
6. Fats and oils are examples of
are your
lipids
, which
energy
can store and release more
organic compounds.
than other
are
proteins
.
8. Proteins contain the elements
hydrogen, oxygen, and
236
Chapter 10 • Chemistry
Reading and Writing
carbon
nitrogen
,
.
Use with Lesson 3
Carbon and Its Compounds
© Macmillan/McGraw-Hill
7. The most essential organic compounds in the human body
Name
LESSON
Date
9. Proteins help move
the blood.
oxygen
Outline
through
10. Organic compounds found in chromosomes, which store and
proteins
transfer information on building
called
nucleic acids
, are
.
How do people use organic compounds?
11. Milk jugs are made from
contains organic compounds.
12. Most plastics are
plastic
synthetic
, which
, or made by people.
13. Some plastics occur naturally, such as the plastics found in
the
horns
of some animals.
Critical Thinking
14. In terms of organic compounds, why do you have to be sure
you eat a balanced diet? Explain how you are what you eat.
Most of the human body is made of protein, so you need the proteins
in food to replace proteins that are used in the body. Carbohydrates
© Macmillan/McGraw-Hill
and lipids are needed for energy.
Chapter 10 • Chemistry
Reading and Writing
Use with Lesson 3
Carbon and Its Compounds
237
LESSON
Name
Vocabulary
Date
Carbon and Its Compounds
Match the correct letter with the description.
a. carbohydrates
e. proteins
b. lipids
f. plastic
c. nucleic acids
g. synthetic
d. organic compounds
d
the chemical building blocks of all known living
things
2.
f
a molded material that can retain its shape
3.
a
your body’s main source of energy
4.
e
the most essential organic compounds in the
human body
5.
c
substances that store and transfer information for
the building of proteins
6.
b
organic compounds that can store and release
more energy than other organic compounds
7.
g
made by people
© Macmillan/McGraw-Hill
1.
238
Chapter 10 • Chemistry
Reading and Writing
Use with Lesson 3
Carbon and Its Compounds
Name
LESSON
Date
Cloze Activity
Carbon and Its Compounds
Fill in the blanks.
carbohydrates
diamonds
plastics
carbon dioxide
lipids
proteins
carbon monoxide
organic compounds
synthetic
A carbon atom bonds easily with other atoms. Carbon
bonds with other carbon atoms to form
and graphite. It reacts with oxygen to form
diamonds
carbon dioxide
and carbon monoxide . Most other carbon compounds are
organic compounds . The type of organic compound that
provides most of the energy needed by the human body
is
carbohydrates
lipids
. Energy is also supplied by fat and other
. Organic compounds called amino acids
make up more complex compounds called
proteins
.
Some organic compounds are human-made, or
© Macmillan/McGraw-Hill
synthetic
are
plastics
. Many human-made organic compounds
, which are easily molded and keep
their shape. Plastics, soap, rubber, and fuels all contain organic
compounds.
Chapter 10 • Chemistry
Reading and Writing
Use with Lesson 3
Carbon and Its Compounds
239
Reading
in Science
Name
Date
Biofuels
Read the Reading in Science feature in your textbook. Look
for problems and think about ways to solve them.
Problem and Solution
Use the graphic organizer to help you identify some
problems with using ethanol as our primary fuel. Then
identify possible solutions discussed in the article.
Problem
It takes a great deal of energy to produce ethanol, and most cars are
not designed to run on ethanol.
Steps to Solution
Find fuels that require little energy to produce.
Find fuels that are renewable.
Develop technology that uses less energy, design a way to create
ethanol that requires less energy, and design cars that can use ethanol.
240
Chapter 10 • Chemistry
Reading and Writing
Use with Lesson 3
Carbon and Its Compounds
© Macmillan/McGraw-Hill
Solution
Name
Reading
in Science
Date
Write About It
Problem and Solution
1. What problems arise from using fossil fuels?
2. How can using biofuels help solve some of these problems?
Planning and Organizing
1. Identify problems that can arise from using fossil fuels.
Fossil fuels are harmful to the environment. They are not renewable.
2. List the steps for solving each problem through the use of
biofuels.
Find a fuel that is less harmful to the environment. Find a fuel that
can be replaced as it is used.
3. Describe a solution to each problem.
Use biofuels, such as wood pellets, that are renewable and that
pollute less than fossil fuels do.
Drafting
Now compare the benefits and problems of using fossil fuels
with the benefits and problems of using biofuels.
Students’ answers should reflect the information gathered in the graphic
© Macmillan/McGraw-Hill
organizer and the answers to the three questions in the Planning and
Organizing section above. Explanations should include positive and
negative statements about each type of fuel and should show some
evaluative comparisons.
Chapter 10 • Chemistry
Reading and Writing
Use with Lesson 3
Carbon and Its Compounds
241
LESSON
Outline
Name
Date
Atoms and Energy
Use your textbook to help you fill in the blanks.
What is radioactivity?
1. Atoms of one element all have the same number of protons
neutrons
but can differ in the number of
they contain.
2. Atoms of the same element that have different numbers of
isotopes
neutrons are called
.
unstable
3. Some isotopes are
, because the
nuclear energy
atoms have too much
.
rays
4. Unstable atoms give off invisible
or
energy
particles to get rid of excess
.
5. When an element gives off radiation, it changes, or
decays
, into a different chemical element.
6. The time it takes for half a sample of a radioactive element to
half-life
.
protons
7. The form of radiation made of two
alpha particle
and two neutrons is the
.
8. Fast, light electrons that are able to penetrate some materials
are a form of radiation called
9. One form of radiation, called
made of particles but of
242
Chapter 10 • Chemistry
Reading and Writing
beta particles
.
gamma rays
, is not
electromagnetic
waves.
Use with Lesson 4
Atoms and Energy
© Macmillan/McGraw-Hill
decay is its
Name
LESSON
Date
Outline
What are two types of nuclear energy?
fission
10. During nuclear
, a nucleus is split
into two or more nuclei with separate neutrons and releases
energy
.
11. During nuclear fission, a single neutron can start a continuing
chain reaction
process called a(n)
.
nuclear fusion
12. During
, nuclei of light atoms combine
to form one larger nucleus with greater mass.
13. During nuclear-fusion reactions, some of the mass of the
merging particles is converted into a large amount of
energy
.
How is radioactivity used?
14. Radiation can be used to
treat diseases.
15. In
nuclear reactors
water and to produce
detect
, or find, and
, nuclear fission is used to heat
electricity
.
Critical Thinking
16. Nuclear fission is used to produce electricity. Why isn’t
nuclear fusion used in the same way?
© Macmillan/McGraw-Hill
Possible answers: Containers would be destroyed by the high
temperatures; it would be difficult to contain the positively charged
particles; it costs too much to produce the high temperatures
needed.
Chapter 10 • Chemistry
Reading and Writing
Use with Lesson 4
Atoms and Energy
243
LESSON
Vocabulary
Name
Date
Atoms and Energy
Fill in the blanks.
beta particles
gamma rays
isotopes
nuclear fusion
chain reaction
half-life
nuclear fission
radioactive
1. Atoms with the same number of protons but different
isotopes
numbers of neutrons are called
.
2. The form of radiation that is made of electromagnetic waves
gamma rays
rather than particles is
.
3. The splitting of a nucleus into two or more pieces when
nuclear fission
struck with a slow-moving neutron is called
.
4. An element that gives off energy in the form of rays or
particles is
radioactive
.
5. The form of radiation that is made of fast, light electrons,
beta particles
which can penetrate some materials, is
.
6. The amount of time it takes for half of the isotopes in a
sample of an element to decay by emitting radiation is the
half-life
.
7. A reaction in which the products are what keep the reaction
chain reaction
going is called a(n)
.
8. A reaction in which nuclei of light atoms merge to form one
nucleus with a greater mass and energy is released is called
nuclear fusion
244
Chapter 10 • Chemistry
Reading and Writing
.
Use with Lesson 4
Atoms and Energy
© Macmillan/McGraw-Hill
element’s
Name
LESSON
Date
Cloze Activity
Atoms and Energy
Fill in the blanks.
alpha particles
electrons
nuclear fusion
beta particles
neutrons
radiation
electromagnetic wave
nuclear fission
unstable
Scientists have discovered ways to use atoms of some
elements to produce energy. Isotopes are atoms of the same
neutrons
element with different numbers of
.
unstable
Sometimes an isotope of an element is
because it has too much nuclear energy. These elements are
radiation
radioactive and give off
type of radiation is
alpha particles
which is a type of
. Other particles of
electrons
radiation form beams of
beta particles
. The heaviest
called
. Another type of radiation is a gamma ray,
electromagnetic wave
.
© Macmillan/McGraw-Hill
Nuclei can also change when they are hit by slow-moving
neutrons and undergo
nuclear fusion
nuclear fission
. During
, smaller nuclei merge together to form
one larger nucleus. The energy of fission is used to heat water
and to generate electricity.
Chapter 10 • Chemistry
Reading and Writing
Use with Lesson 4
Atoms and Energy
245
Writing
in Science
Name
Date
Welcome, Fuel-Cell Cars!
Read the Writing in Science feature in your textbook.
Write About It
Explanatory Writing Read about hybrid cars that are
powered by both electricity and gasoline. Describe how they
work by comparing them to cars powered by gasoline alone.
Students should have similarities listed in the overlapping area of
the diagram and information relevant only to each type of car in the
corresponding areas of the diagram.
246
Chapter 10 • Chemistry
Reading and Writing
Use with Lesson 4
Atoms and Energy
© Macmillan/McGraw-Hill
Getting Ideas
Use the chart below to compare hybrid cars to cars
powered by gasoline alone. Write Hybrid Cars above
one circle. Write Gasoline-Only Cars above the other
circle. Use the outer parts of the circles to tell how each
is different or special.
Name
Writing
in Science
Date
Drafting
A good compare-and-contrast essay contains a thesis
statement that states the main idea. It should list the
items that you are comparing and contrasting and the
basis on which they are being compared and contrasted.
Circle the sentence that Jenna should use to state her
main idea about hybrid cars and gasoline-only cars.
1. Both gas-guzzlers and hybrids use gasoline as a
power source.
2. Hybrid cars and gasoline-only cars both need gasoline
to run, but hybrid cars are better for the environment.
Now write your first draft. Use a separate piece of paper.
Begin with a thesis statement like the one Jenna should
use. Then compare and contrast both types of cars.
Include details and sensory words to help your readers
picture the cars that you are describing.
Revising and Proofreading
Some words and phrases signal comparison—for example,
as, likewise, similarly, and in comparison. Some words and
phrases signal contrast—for example, although, but, and
on the other hand.
Now revise and proofread your essay. Ask these questions:
▶ Have I provided facts and details to compare and
contrast the two types of cars?
© Macmillan/McGraw-Hill
▶ Have I included sensory details to create a vivid
impression?
▶ Have I corrected all grammar, spelling, punctuation,
and capitalization errors?
Chapter 10 • Chemistry
Reading and Writing
Use with Lesson 4
Atoms and Energy
247
CHAPTER
Vocabulary
Name
Date
Chemistry
Circle the letter of the best answer.
A neutralization.
A an acid.
B pH scale.
B a base.
C salt.
C a neutralized compound.
D solution.
D a salt.
2. An example of a radioactive
element is
6. A chain reaction can occur
during the process called
A bromine.
C oxygen.
A nuclear decay.
B neon.
D uranium.
B nuclear fission.
3. The organic compounds that
provide most of the energy
needed for the human body are
A carbohydrates.
B lipids.
C nuclear fusion.
D radioactivity.
7. The organic compounds
that are most essential in the
human body are
C proteins.
A carbohydrates.
D nucleic acids.
B lipids.
4. Another name for chemical
change is
A product.
B reactant.
C chemical equation.
D chemical reaction.
248
5. A drain cleaner releases
hydroxide ions, so drain
cleaner is
Chapter 10 • Chemistry
Reading and Writing
C proteins.
D nucleic acids.
© Macmillan/McGraw-Hill
1. One of the products of the
reaction between an acid and
a base is a
Name
8. The type of reaction that
always gives off heat is
A an endothermic reaction.
B an exothermic reaction.
C a chemical reaction.
D a synthesis reaction.
9. The metals that react most
easily are the
A noble gases.
B alkali metals.
C alkaline earth metals.
D transition metals.
10. All organic compounds contain
the element
A carbon.
B hydrogen.
C oxygen.
D nitrogen.
© Macmillan/McGraw-Hill
11. A chemical equation is
balanced when it shows
CHAPTER
Date
Vocabulary
12. The type of chemical reaction
that occurs when a complex
compound breaks down into
simpler substances is a
A decomposition reaction.
B neutralization reaction.
C replacement reaction.
D synthesis reaction.
13. The type of compound that
changes color depending on
whether it mixes with an acid
or a base is
A an acid.
B a base.
C an indicator.
D a salt.
14. After 1.31 minutes, half of a
sample of a certain radioactive
element has changed into
another substance. This
amount of time is the element’s
A decay.
A conservation of mass.
B half-life.
B letters.
C radioactivity.
C numbers.
D type of radiation.
D the type of reaction it is.
Chapter 10 • Chemistry
Reading and Writing
249
UNIT
Literature
Name
Date
Out of Sight
Write About It
Response to Literature This article compares the ways in
which different animals see. What role does light play in
sight? Think about how things look during the day and at
night. Write a brief essay about an indoor or outdoor scene,
comparing how it looks to you during the day and at night.
Students’ essays should compare their observations of an indoor or
outdoor scene during the day to their observations of the same scene
at night. The essay should begin with an introduction, clearly describe
similarities and differences observed with the changes in light, and end
© Macmillan/McGraw-Hill
with a closing sentence.
250
Unit F • Forces and Energy
Reading and Writing
Name
CHAPTER
Date
Concept Map
Exploring Forces
Complete the concept map on forces, work, and motion,
using words and phrases from your textbook.
Force
Definition: any push or
Energy
Definition: the ability to
do
pull
on an object
Work
Definition: a(n)
force
moving an object
through a(n)
work
distance
Simple Machine
Definition: a device
that makes it easier to
do work by changing
the force or the
distance
involved
Characteristics of Motion
1. speed: Possible answer: distance divided by time
2. velocity: Possible answer: speed and direction
© Macmillan/McGraw-Hill
3. acceleration:
Possible answer: change in velocity over time
Newton’s Laws of Motion
First Law: The only way to change the velocity of an object is to apply
a
net force
.
Second Law: Acceleration is affected by force and by
mass
.
Third Law: Every action force has an equal and opposite reaction force .
Chapter 11 • Exploring Forces
Reading and Writing
251
LESSON
Name
Outline
Date
Forces and Motion
Use your textbook to help you fill in the blanks.
What is motion?
direction
1. Using distance and
you identify the position of something.
can help
2. When you ride in a car and the trees and buildings
appear to you to move backward, you are observing
apparent
motion.
What are velocity and acceleration?
3. When you describe how fast something is moving, you
speed
are describing its
.
average
4. The
speed of a moving object
is the total distance traveled divided by the total
amount of time.
5. If you know both the speed of an object and the
direction in which it is moving, then you know the
velocity
object’s
.
6. Like velocity, acceleration also has both
size
and direction.
7. Forces can cause a moving object to
8. Weight is an example of a(n)
force.
252
Chapter 11 • Exploring Forces
Reading and Writing
accelerate
.
continuous
Use with Lesson 1
Forces and Motion
© Macmillan/McGraw-Hill
What is a force?
Name
LESSON
Date
Outline
What are some forces?
buoyancy
9. Examples of forces are
gravity, and magnetism.
,
spring
10. A device used to measure force is a
scale, and the unit of measurement of force is the
newton
.
sliding
11. The three types of friction are static friction,
friction, and rolling friction.
12. When molecules bump into a moving object and slow
drag
it down,
force occurs.
How do forces affect each other?
13. Balanced forces are
and
opposite
equal
in strength
in direction.
What is inertia?
14. According to Newton’s first law of motion, the only
way an object’s velocity can be changed is by applying
a(n)
net
force to it.
Critical Thinking
© Macmillan/McGraw-Hill
15. Describe two ways that forces and motion are at work
as you make the trip from your house to school.
Possible answer: Gravity constantly pulls down on me. In the car, I
can detect our motion by looking out the window at the stationary
objects that appear to move backward as we pass.
Chapter 11 • Exploring Forces
Reading and Writing
Use with Lesson 1
Forces and Motion
253
LESSON
Name
Vocabulary
Date
Forces and Motion
Use the clues to fill in the crossword puzzle.
acceleration
force
motion
speed
distance
friction
position
velocity
1
2
F
O
R
C
E
C
R
I
A
3
V
E
L
O
C
I
T
Y
4
C
L
T
E
I
R
O
A
N
T
I
I
O
7
P
O
5
6
D
S
I
T
S
I
I
O
S
M
P
O
E
T
A
N
C
E
D
N
N
2. any push or pull on an object
3. a description of a moving
object’s speed and direction
6. the length between two places
7. an object’s location compared
to other things
Down
1. a change in the velocity of
an object
2. a force that opposes the
motion of an object
4. the distance that an object
moves in a particular span
of time
5. a change in an object’s position
compared to a fixed object
254
Chapter 11 • Exploring Forces
Reading and Writing
Use with Lesson 1
Forces and Motion
© Macmillan/McGraw-Hill
Across
Name
LESSON
Date
Cloze Activity
Forces and Motion
Fill in the blanks.
accelerate
friction
time
direction
inertia
velocity
force
speed
An object is in motion when it changes its position in
relation to a fixed object. The position of an object can be
direction
determined using its distance and
in
relation to another object. How fast an object moves is
speed
described as its
. The speed and
direction of an object describe its
velocity
.
Acceleration is a change in an object’s velocity over
time
.
Any push or pull on an object is called
A force can cause a moving object to
force
accelerate
.
.
A force that opposes the motion of an object is called
© Macmillan/McGraw-Hill
friction
. An object’s tendency to keep moving
at the same speed and in the same direction is called
inertia
. This means that even though the car
you are riding in stops suddenly, your body keeps moving
forward until your seat belt stops you.
Chapter 11 • Exploring Forces
Reading and Writing
Use with Lesson 1
Forces and Motion
255
LESSON
Outline
Name
Date
Changes in Motion
Use your textbook to help you fill in the blanks.
How do forces change motion?
1. An object’s acceleration equals the net force on the
mass
object divided by its
.
2. According to Newton’s second law of motion,
acceleration depends on the object’s mass and the
amount of
net force
applied to it.
3. If the force increases, then the acceleration
increases
the acceleration
; if the mass increases, then
decreases
.
4. Newton’s first law of motion shows that a net force
is needed in order for an object to
accelerate
.
second
5. Newton’s
law of motion shows
how much acceleration a net force will cause.
6. Momentum measures the mass and
of an object.
speed
© Macmillan/McGraw-Hill
7. According to the principle of conservation of momentum
,
total momentum does not change when objects collide.
8. If two balls are moving at the same speed, the ball with
greater mass will be
256
Chapter 11 • Exploring Forces
Reading and Writing
harder
to stop.
Use with Lesson 2
Changes in Motion
Name
LESSON
Date
Outline
What is Newton’s third law of motion?
9. A diver jumping down on a diving board and a baseball
player swinging a bat to hit a ball are examples of
situations involving
action-reaction
forces.
10. Newton’s third law of motion states that for every
action force, there is an equal and
reaction force.
opposite
matter
11. An object’s mass is a measure of how much
it has, and an object’s weight is a measure of the force
of
gravity
pulling down on it.
12. Though your weight changes with the force of gravity,
your
mass
does not change.
What is weightlessness?
gravitation
13. According to the law of universal
the planets, the stars, and the Sun all exert the force
of gravity.
,
14. Skydivers feel weightless because they cannot feel
their weight without the upward force of the
ground
.
© Macmillan/McGraw-Hill
Critical Thinking
15. If you packed a car to go on vacation, with suitcases
in the trunk and in a carrier on top of the roof, how
would the extra mass affect the car’s acceleration and
momentum?
Possible answer: The car would accelerate more slowly with its
greater mass and would stop more slowly because of its greater
momentum.
Chapter 11 • Exploring Forces
Reading and Writing
Use with Lesson 2
Changes in Motion
257
LESSON
Name
Vocabulary
Date
Changes in Motion
Match the correct letter with the description.
a. conservation of momentum
e. third law of motion
b. mass
f. weight
c. momentum
g. weightlessness
d. second law of motion
g
I am the state of being when there is no net force
of gravity. What am I?
2.
a
I am the principle that states that total momentum
does not change when objects collide. What am I?
3.
d
According to me, acceleration depends on an
object’s mass and the amount of net force applied
to it. What am I?
4.
c
I am the combination of the mass and the speed
of an object. What am I?
5.
e
I state that for every action force, there is an equal
and opposite reaction force. What am I?
6.
f
I am caused by the force of gravity pulling down
on an object. What am I?
7.
b
I am the amount of matter in an object.
What am I?
258
Chapter 11 • Exploring Forces
Reading and Writing
© Macmillan/McGraw-Hill
1.
Use with Lesson 2
Changes in Motion
Name
LESSON
Date
Cloze Activity
Changes in Motion
Fill in the blanks.
direction
mass
speed
farther
matter
third
gravity
momentum
weightlessness
An object in motion has forces acting upon it. The
farther
harder a baseball is hit, the
travel. This is an example of Newton’s
the ball will
third
law of motion. How heavy an object is and how fast it is
momentum
traveling make up the object’s
massive object traveling at the same
. A more-
speed
as
a less-massive object will have greater momentum. When a
baseball thrown in one direction is then batted in the
opposite
direction
, its momentum does not
change unless the speed changes.
Mass is how much
matter
© Macmillan/McGraw-Hill
and weight is caused by the force of
an object has,
gravity
pulling down on that object. In space, objects may
experience
weightlessness
, but their
mass
will not change. Mass is not changed by gravity.
Chapter 11 • Exploring Forces
Reading and Writing
Use with Lesson 2
Changes in Motion
259
LESSON
Outline
Name
Date
Work and Energy
Use your textbook to help you fill in the blanks.
What is work?
1. According to its scientific definition, work is what is
force
necessary for a(n)
an object.
to move
2. Work is equal to the force of a push or pull multiplied
by the
distance
the object is moved.
3. When you multiply a force that is expressed in
newtons by a distance expressed in meters, the
joules
answer is expressed in newton-meters, or
.
4. When an object is lifted at a constant speed, the force
weight
is equal to the
of the object.
How does energy change form?
5. The ability to do work is
energy
.
6. A rock located high above the ground and a stretched
rubber band are two examples of objects with
energy
7. A moving object has
.
kinetic
8. All forms of energy have a(n)
a means of transfer, and a receiver.
energy.
source
© Macmillan/McGraw-Hill
potential
,
9. According to the law of conservation of energy,
energy cannot be
260
Chapter 11 • Exploring Forces
Reading and Writing
created
or destroyed.
Use with Lesson 3
Work and Energy
Name
LESSON
Date
Outline
10. When you ride a bicycle, your body’s potential energy
changes into
you pedal.
kinetic
energy as
How does energy change?
11. The molecules in the food we eat contain
chemical
energy.
12. Plants use light energy from the Sun to build molecules
of sugar, which store
potential
energy.
13. As a car moves, its engine changes the chemical
energy of fuel into
mechanical
energy.
What is power?
14. Power is the amount of
divided by time.
work
done
15. Work is expressed in joules per second, or
watts
.
Critical Thinking
16. Follow the chain of energy from a plant to a person
riding a skateboard. Explain what type of energy is
being used at each step.
Possible answer: The plant uses light energy from the Sun to make
© Macmillan/McGraw-Hill
food. A girl eats the food, absorbing the chemical energy from the
food. Her body converts that chemical energy into potential energy.
Then she converts that potential energy to kinetic energy as she
pushes against the ground to make the skateboard go forward.
Chapter 11 • Exploring Forces
Reading and Writing
Use with Lesson 3
Work and Energy
261
LESSON
Name
Vocabulary
Date
Work and Energy
Match the correct letter with the description.
a. energy
d. potential energy
g. watt
b. joule
e. power
h. work
c. kinetic energy
f. thermal energy
e
the amount of work done per unit of time
2.
b
the unit used to measure work, equal to one
newton-meter
3.
d
energy that is stored
4.
h
what is necessary for a force to move an object
5.
a
the ability to do work
6.
c
the energy of motion
7.
g
the standard unit of power, equal to one joule
per second
8.
f
the heat energy in an object
© Macmillan/McGraw-Hill
1.
262
Chapter 11 • Exploring Forces
Reading and Writing
Use with Lesson 3
Work and Energy
Name
LESSON
Date
Cloze Activity
Work and Energy
Fill in the blanks.
chemical
divide
kinetic
potential
time
distance
force
light
processed
work
Energy cannot be created or destroyed, but it is
constantly changing forms. As you lift an object in the air,
force
you are applying a(n)
to counteract
gravity. To calculate the work done, you multiply this force
by the
distance
the object moves. To calculate
work
the power used, take the amount of
and
divide
it by the
time
light
During photosynthesis plants absorb
chemical
energy and turn it into
such as wheat and corn are
.
energy. Plants
processed
to make
cereal. If you eat this cereal, your body changes the
© Macmillan/McGraw-Hill
chemical energy to
potential
energy. Once
you become active and begin to move around, your
body changes the potential energy to
kinetic
energy. This energy can then be converted to
mechanical energy when you push a shopping cart.
Chapter 11 • Exploring Forces
Reading and Writing
Use with Lesson 3
Work and Energy
263
Reading
in Science
Name
Date
Museum Mail Call
Read the Reading in Science feature in your textbook.
Look for clues you can combine with your own knowledge
to make accurate inferences.
Infer
Use the graphic organizer to make inferences about what
you read concerning energy conservation.
What You Know
Inferences
Students should clearly list complete clues, relate them to what they
already know about energy conservation, and state the inferences they
have made based on the clues.
264
Chapter 11 • Exploring Forces
Reading and Writing
Use with Lesson 3
Work and Energy
© Macmillan/McGraw-Hill
Clues
Name
Reading
in Science
Date
Write About It
Infer
▶ Review the facts and details.
▶ Think about how the facts relate to each other and
to other topics.
Planning and Organizing
1. What are some of the conservation ideas presented in
the article?
Possible answers: washing more laundry in fewer and colder loads,
replacing regular light bulbs with energy-efficient light bulbs, and
carpooling
2. Choose one of these practices and explain how it
conserves energy.
Possible answers: Fewer and colder loads of laundry use less energy
because there are not as many loads being heated with energy;
energy-efficient light bulbs produce comparable light output while
using less energy than regular light bulbs; carpooling means fewer
© Macmillan/McGraw-Hill
cars on the road and less gas being used.
Drafting
Now write a summary of what you can do to help save
energy around your house.
Students should summarize the practices outlined in the article, add
some practices of their own, and explain how these practices will lead
to energy conservation.
Chapter 11 • Exploring Forces
Reading and Writing
Use with Lesson 3
Work and Energy
265
LESSON
Outline
Name
Date
How Machines Work
Use your textbook to help you fill in the blanks.
What is a simple machine?
1. An example of a simple machine that has no moving
parts and can be used to insert nails into wooden
hammer
surfaces is a(n)
.
2. Simple machines make it easier to do work by
changing either the
force
to do the work or the
which the force is applied.
distance
needed
through
3. The force you apply to a simple machine is called
effort
the
force.
4. The force against which the machine acts is called the
resistance
force.
5. The force that the machine applies to an object
in response to the effort force is called the
output
force.
What are the kinds of levers?
7. The pivot point of a lever is called the
fulcrum
,
.
8. The part of the bar where the effort force is applied is
called the
266
effort
Chapter 11 • Exploring Forces
Reading and Writing
arm.
Use with Lesson 4
How Machines Work
© Macmillan/McGraw-Hill
levers
6. Although there are three classes of
all three types consist of a rigid bar and a pivot point.
Name
LESSON
Date
Outline
What other machines are like levers?
first-class
9. A wheel and axle is a type of
lever.
10. A grooved wheel that turns by the movement of a
rope in the groove is called a(n)
pulley
11. A pulley system can contain both fixed and
pulleys.
.
movable
What are inclined planes?
ramp
12. An inclined plane, or
easier to move heavy loads.
, makes it
13. A knife is an example of a type of inclined plane called
a(n)
wedge
.
What are compound machines?
14. A compound machine, such as a bicycle or a pair of
scissors, combines two or more
to make one device.
simple machines
efficiency
15. To calculate a machine’s
,
divide the amount of work output by the amount of
work put in.
© Macmillan/McGraw-Hill
Critical Thinking
16. Do simple machines reduce the amount of work we
do? Explain.
Possible answer: Simple machines change the amount of force we
need to do work, or they change the distance so that the work
becomes easier for us. However, the actual work done does not
change.
Chapter 11 • Exploring Forces
Reading and Writing
Use with Lesson 4
How Machines Work
267
LESSON
Vocabulary
Name
Date
How Machines Work
Fill in the blanks.
compound machine
mechanical advantage
efficiency
pulley
inclined plane
simple machine
wedge
1. A grooved wheel that turns by the action of a rope in
the groove is called a(n)
pulley
.
2. A device with few, if any, moving parts that makes it
simple machine
easier to do work is a(n)
.
3. A straight, slanted surface that can multiply an effort
force is called a(n)
inclined plane
.
4. The number of times a simple machine multiplies an
effort force is called its mechanical advantage .
5. The ratio of the work done by a machine to the work
that was put into it is called
efficiency
.
6. An inclined plane that changes the direction of an
wedge
.
© Macmillan/McGraw-Hill
applied effort force is a(n)
7. A device that is a combination of two or more simple
machines is called a(n)
268
Chapter 11 • Exploring Forces
Reading and Writing
compound machine
.
Use with Lesson 4
How Machines Work
Name
LESSON
Date
Cloze Activity
How Machines Work
Fill in the blanks.
force
pulley
simple machines
fulcrum
ramps
slanted
heavy loads
rigid bar
threads
wheel and axle
Simple machines can be grouped into two general
classes: inclined planes and levers. Inclined planes, or
ramps
, are straight,
slanted
surfaces that make it easier to move
heavy loads
to
high locations. Screws are inclined planes that wrap around
threads
a central bar; the inclined planes are also called
Levers are the other general class of
rigid bar
A lever consists of a(n)
fulcrum
© Macmillan/McGraw-Hill
simple machines .
and a(n)
, or pivot point. The two other simple
machines that are types of levers are the
and the
.
wheel and axle
Work is equal to
pulley
.
force
multiplied by
distance. Life and work would be much more difficult
without the use of simple machines.
Chapter 11 • Exploring Forces
Reading and Writing
Use with Lesson 4
How Machines Work
269
Writing
in Science
Name
Date
How Gears Work
Read the Writing in Science feature in your textbook.
Write About It
Explanatory Writing Choose an everyday gadget or device
that uses gears to make work easier. For example, you might
choose a ten-speed bicycle, a clock, or a mechanical can
opener. Write an explanation of how it works.
Getting Ideas
Brainstorm a list of gadgets or devices that use gears.
Choose one. In the chart below, record information about
how it works. In the left-hand column, describe the gears.
In the right-hand column, tell the effect.
Cause
Students’ answers will vary.
Effect
easier to pedal uphill.
Sample answer: front chain
wheel 22 teeth; rear gear
30.
faster to pedal on flat
rear 11.
surfaces.
© Macmillan/McGraw-Hill
front gear wheel 44 teeth;
270
Chapter 11 • Exploring Forces
Reading and Writing
Use with Lesson 4
How Machines Work
Name
Writing
in Science
Date
Drafting
Write a sentence to begin your explanation. Tell what
gadget or device you are writing about. State an
important idea about how gears make it work.
Students’ sentences will vary. Sample sentence: The gears on a ten-speed
bicycle help you use less force and therefore do less work when riding it.
Now write your explanation. Use a separate piece of paper.
Begin with the sentence you wrote above. Explain how the
gears make the gadget or device work. Use spatial words
or time-order words to make your explanation clearer.
Revising and Proofreading
Here is part of the explanation that Anita wrote. Add
a spatial word in each blank to make the explanation
clearer. Choose one from the box.
along
down
forward
up
forward
Your bike moves a certain distance
with each pedal stroke. You can change this distance by using
the derailleurs to change gears. If you want to pedal up a hill,
down
you shift
to a low gear. Because of the
low gear ratio, you move only a short distance with each pedal
stroke. You shift
© Macmillan/McGraw-Hill
you are riding
up
along
to a high gear when
a flat path.
Now revise and proofread your essay. Ask these questions:
▶ Have I explained how gears make work easier?
▶ Have I used spatial words or time-order words?
▶ Have I corrected all grammar, spelling, capitalization,
and punctuation errors?
Chapter 11 • Exploring Forces
Reading and Writing
Use with Lesson 4
How Machines Work
271
CHAPTER
Vocabulary
Name
Date
Exploring Forces
Circle the letter of the best answer.
A force.
B motion.
C speed.
D distance.
2. The distance that an object
moves, divided by the time it
takes to move, is the object’s
A continuous force.
B inertia.
C acceleration.
D speed.
5. Anything that pushes or pulls
an object is a
A mass.
B weight.
A position.
C thrust.
B apparent motion.
D force.
C acceleration.
D speed.
3. A description of a moving
object’s speed and direction
is its
6. A negative force that opposes
the motion of an object is
called
A friction.
B universal gravitation.
A velocity.
C inertia.
B average speed.
D effort force.
C lift.
D thrust.
272
4. A change in the velocity of an
object over time is called
Chapter 11 • Exploring Forces
Reading and Writing
© Macmillan/McGraw-Hill
1. A change in an object’s
position compared to the
position of another object
is called
Name
7. The quantity that is found
by multiplying the mass and
speed of an object is called
Vocabulary
11. The number of times a simple
machine multiplies an effort
force is called
A gravity.
A universal gravitation.
B acceleration.
B output force.
C momentum.
C mechanical advantage.
D rolling friction.
D conservation of motion.
8. The force multiplied by the
distance that an object moves
is measured as
12. Bottle openers, wheelbarrows,
paper cutters, and fishing rods
are all examples of
A power.
A pulleys.
B work.
B levers.
C energy.
C fulcrums.
D velocity.
D compound machines.
9. The energy of motion is called
13. A ramp is
A potential energy.
A an inclined plane.
B stored energy.
B a lever.
C thermal energy.
C a resistance arm.
D kinetic energy.
D an axle.
10. The amount of work done per
unit of time is called
© Macmillan/McGraw-Hill
CHAPTER
Date
A power.
B energy.
C effort.
D force.
14. The ratio between the work
done by a machine and the
work put into it is called
A power.
B energy.
C friction.
D efficiency.
Chapter 11 • Exploring Forces
Reading and Writing
273
CHAPTER
Concept Map
Name
Date
Exploring Energy
Complete the concept map on sound, light, heat, and
electricity and magnetism, using words and phrases
from your textbook.
Sound
▶ Sound is a wave consisting
of compressions and
rarefactions
Heat
▶ Heat is the flow of
energy
from
one substance to another.
.
▶ Properties of sound include
pitch (how high or low) and
volume
▶ Heat can travel by
conduction
,
convection, or radiation.
(how loud
or quiet).
Waves
▶ Waves are disturbances that transfer
one point to another.
energy
from
▶ Waves are measured by their wavelength, amplitude,
frequency
.
▶ Waves are classified by the type of
cause in a medium.
Light
▶ The electromagnetic
spectrum is made up of all
of the wavelengths
of energy that come from
the Sun.
▶ Objects can let light pass
through them, can absorb
light, can bend light, or can
reflect
274
light.
Chapter 12 • Exploring Energy
Reading and Writing
vibration
they
Electricity
▶ Electricity refers to
the movement and
transfer
of the
energy of charged atomic
particles.
▶ A current-carrying wire
also has a magnetic field
attract
and can
metal objects.
© Macmillan/McGraw-Hill
and
Name
LESSON
Date
Outline
Waves and Sound
Use your textbook to help you fill in the blanks.
What are waves?
energy
1. Waves are disturbances that transfer
from one point to another.
2. Waves that travel through a medium and cause matter
transverse
to move up and down are called
waves.
3. Waves that cause matter to move back and forth are
called
compression
waves.
crest
4. Every wave has a high point, called a
trough
and a low point, called a(n)
,
.
How can you measure waves?
5. The distance between wave crests or troughs is
called
wavelength
.
6. The number of wave crests that pass a point in one unit
of time is a wave’s
frequency
.
© Macmillan/McGraw-Hill
How does sound travel?
compressional
7. A sound wave is a(n)
produced by vibrations in matter.
wave
8. When sound waves travel from one type of medium to
another, the waves
direction.
Chapter 12 • Exploring Energy
Reading and Writing
refract
, or change
Use with Lesson 1
Waves and Sound
275
LESSON
Outline
Name
Date
What are properties of sound?
pitch
9. The highness or lowness, or the
,
of a sound depends on the frequency of the sound waves.
10. The pitch of a sound changes when the source or the
listener is in motion because of the
Doppler effect
.
11. The motion of two or more waves passing through
the same medium at the same time is called
interference
.
How do we hear music?
12. Guitars and violins are examples of
instruments.
stringed
13. We hear sounds because sound waves strike our
eardrums
and cause them to vibrate.
music
14. A pleasant combination of sounds is called
and an unpleasant combination of sounds is called
noise
,
.
Critical Thinking
15. How does sound travel from a piano to make music?
Possible answer: A piano makes its sound by striking metal strings
triggers a hammer to hit a certain string (or certain strings) and
bounce off, causing the strings to vibrate. These vibrations cause
sound waves, which travel to our ears and make our eardrums vibrate.
276
Chapter 12 • Exploring Energy
Reading and Writing
Use with Lesson 1
Waves and Sound
© Macmillan/McGraw-Hill
with hammers to make them vibrate. When a key is pressed, it
Name
Date
LESSON
Vocabulary
Waves and Sound
© Macmillan/McGraw-Hill
Match the correct letter with the description.
a. amplitude
d. frequency
g. reflection
b. compression
e. period
h. refraction
c. Doppler effect
f. rarefaction
i. wavelength
1.
h
when the direction of a wave changes because of a
change in medium
2.
d
a measure of how many wave crests or troughs pass a
given point in one unit of time
3.
c
when the pitch of a sound changes because the source
or the listener is in motion
4.
e
the amount of time it takes for a wave to complete one
full cycle
5.
i
the distance between wave crests or troughs
6.
f
an area in a sound wave where particles of matter are
spread apart
7.
b
an area in a sound wave where particles of matter are
pushed together
8.
a
the height of a wave from its trough or crest to its
midpoint, which is also a measure of the wave’s intensity
9.
g
how waves bounce off an object and change their
direction of travel
Chapter 12 • Exploring Energy
Reading and Writing
Use with Lesson 1
Waves and Sound
277
LESSON
Cloze Activity
Name
Date
Waves and Sound
Fill in the blanks.
compressions
intensity
pitch
spread apart
frequency
medium
rarefactions
wavelength
Sound is a type of wave called a compressional wave.
medium
Sound waves cause the particles making up a(n)
to squeeze together and then
spread apart
. The
places in a sound wave where the particles are close
compressions
together are called
. The places where
rarefactions
the particles are spread apart are called
Sound waves have a(n)
wavelength
.
, which is the
distance from one crest, or point of greatest compression,
to the next. Sound waves also have a(n)
frequency
,
which is the number of compressions that pass a point in
one second. The frequency of a sound wave determines its
. The amplitude of a sound wave is a
measure of the wave’s
intensity
. The loudness
of sound is measured in a unit called the decibel.
278
Chapter 12 • Exploring Energy
Reading and Writing
Use with Lesson 1
Waves and Sound
© Macmillan/McGraw-Hill
pitch
Name
LESSON
Date
Outline
Properties of Light
Use your textbook to help you fill in the blanks.
How does light travel?
1. Light travels in a straight line called a(n)
ray
.
2. Light waves can travel through empty space without
needing a solid, liquid, or gas
3. Rays of light pass through a(n)
object with almost no disturbance.
medium
.
transparent
translucent
4. Some rays of light pass through a(n)
object, and some light rays are blocked or bent in different
directions.
5. Rays of light are reflected or absorbed by a(n)
opaque
object.
How does light act with mirrors?
mirror
6. Light rays that bounce off a(n)
can form an image of an object.
7. If you raise your left hand in front of a mirror, in
your
reflection
© Macmillan/McGraw-Hill
right
it appears that your
hand is raised.
8. When light rays strike a dull or rough surface, they do
not form a(n)
image
.
9. Concave mirrors curve inward, convex mirrors curve
outward, and
Chapter 12 • Exploring Energy
Reading and Writing
plane
mirrors are flat.
Use with Lesson 2
Properties of Light
279
LESSON
Name
Outline
Date
10. The type of mirror that is used to gather light inside a
telescope is the
concave
mirror.
How does light act with lenses?
11. A convex lens is
thicker
in the middle
thinner
than at its edges; a concave lens is
in the middle than at its edges.
12. The point at which the light rays passing through a lens
meet is called the
focal point
.
13. An image that is formed by a concave lens is
and smaller than the actual object.
right-side up
How do we correct vision?
14. If your eye shape is even slightly off, your vision may
be
impaired
.
15. Nearsightedness causes light rays from distant objects
to be focused in front of the
retina
.
Critical Thinking
16. How do sunglasses work to protect your eyes?
Possible answer: Dark sunglasses are translucent, so they block or
polished surfaces—especially if they are mirrored—reflect some of
the light away from your eyes.
280
Chapter 12 • Exploring Energy
Reading and Writing
Use with Lesson 2
Properties of Light
© Macmillan/McGraw-Hill
bend some of the light before it passes through to your eyes; the
Name
LESSON
Date
Vocabulary
Properties of Light
Use the clues to fill in the crossword puzzle.
concave
lens
opaque
convex
mirror
translucent
Down
1. an object with a
polished surface
that forms reflected
images
2. a piece of transparent
material with at least
one curved surface
3. allowing some light to
pass through and some
light to be blocked or
bent in different directions
4. a lens or mirror whose
surface curves inward
Across
1
2
M
I
5
T
transparent
3
L
E
R
A
R
N
4
T
C
0
R
S
P
S
A
R
E
N
N
C
O
S
A
R
L
V
6
O
P
A
Q
U
E
T
E
C
7
C
O
N
V
E
X
N
T
© Macmillan/McGraw-Hill
5. allowing light to pass
through with almost
no disturbance
6. reflecting or absorbing
all light
7. a lens or mirror whose
surface curves outward
Chapter 12 • Exploring Energy
Reading and Writing
Use with Lesson 2
Properties of Light
281
LESSON
Name
Cloze Activity
Date
Properties of Light
Fill in the blanks.
concave
opaque
translucent
convex
reflect
transparent
mirror
retina
Light travels in waves that spread out as they move
away from their source. When an object lets light pass
right through it, the object is described as
transparent
.
When an object lets some light through but also blocks or
translucent
bends some of the light away, it is described as
.
Objects that do not allow any light to pass through them
are described as
opaque
.
An object with a polished surface that forms reflected
images is called a(n)
mirror
a dull or rough surface, it may still
. When light hits
reflect
,
a(n)
convex
lens, the light rays are refracted
together. When light passes through a(n)
concave
lens, the light rays are refracted apart. Light rays entering
the eye are supposed to focus on the
retina
.
Glasses and contact lenses can be used to help achieve this.
282
Chapter 12 • Exploring Energy
Reading and Writing
Use with Lesson 2
Properties of Light
© Macmillan/McGraw-Hill
but it will not form an image. When light passes through
Name
Date
Reading
in Science
Seeing in Infrared
Read the Reading in Science feature in your textbook.
Look for information you can compare and contrast.
Compare and Contrast
Use the graphic organizer to compare and contrast
topics in the article.
© Macmillan/McGraw-Hill
Students should choose two different topics from the article and
write each topic and its characteristics in the outer part of one of
the circles. Students should write shared characteristics or attributes
of the two topics in the center of the diagram, where the circles
overlap.
Chapter 12 • Exploring Energy
Reading and Writing
Use with Lesson 2
Properties of Light
283
Reading
in Science
Name
Date
Write About It
Compare and Contrast
1. How is infrared radiation different from visible radiation?
2. What do the bolometer, night-vision goggles, and the Spitzer
Space Telescope have in common?
Planning and Organizing
Write additional details for each of the following terms:
infrared radiation: For each term, students should give additional details
that they did not list in the graphic organizer.
visible radiation:
bolometer:
night-vision goggles:
Spitzer Space Telescope:
Students should state the differences between the two types of radiation.
Next, explain the similarities between the bolometer,
night-vision goggles, and the Spitzer Space Telescope.
Students should clearly state the similarities among these instruments,
giving specific examples.
284
Chapter 12 • Exploring Energy
Reading and Writing
Use with Lesson 2
Properties of Light
© Macmillan/McGraw-Hill
Drafting
Now explain the differences between infrared radiation
and visible radiation.
Name
LESSON
Date
Outline
Light Waves and Color
Use your textbook to help you fill in the blanks.
Why do we see colors?
1. Visible light from the Sun comes to Earth as
light, traveling through space in the form of waves.
white
2. When light waves are refracted as sunlight passes
through raindrops, their wavelengths are separated,
colors
and we see them as different
.
3. A triangular piece of glass or plastic called a(n)
prism
bends light and separates it into
the wavelengths that make up white light.
diffraction grating
4. Light passing through the slits on a(n)
is refracted, and the wavelengths that make up the light
can be seen.
5. Sunlight striking an object may be reflected, refracted,
or
absorbed
.
6. The light that is reflected by an object determines the
color
of that object.
How many kinds of light are there?
© Macmillan/McGraw-Hill
7. Energy from the Sun travels in many types of waves; the
electromagnetic spectrum contains the full range of these
wavelengths.
8. The spectrum is arranged from long waves, with the
lowest
with the
amount of energy, to short waves,
highest
Chapter 12 • Exploring Energy
Reading and Writing
amount of energy.
Use with Lesson 3
Light Waves and Color
285
LESSON
Outline
Name
Date
9. The wavelengths of visible light, which we see as colors
middle
that range from red to violet, fall near the
of the spectrum.
heat
10. Infrared waves are typically felt as
.
ultraviolet
11. Overexposure to
rays and other
high-energy waves can damage people’s skin and eyes.
12. X rays are used to make images of hard parts of the
body, such as teeth and
bones
.
How do colors mix?
13. Colors not produced through the mixing process are
primary
called
to produce
colors, which are blended
secondary
colors.
14. The traditional color model is the
color model.
RYB
15. The RGB color model is an example of
color mixing.
additive
CMY
16. In the
color model, the perceived
color depends on the ability of the substance’s
to absorb wavelengths of light.
Critical Thinking
17. A yellow ink reflects green and red light, and a magenta
ink reflects blue and red light. What color would a
person see if yellow ink is put on top of magenta ink?
A person would see the color red, because it is reflected from both
inks. Other colors are absorbed by the inks.
286
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Reading and Writing
Use with Lesson 3
Light Waves and Color
© Macmillan/McGraw-Hill
pigments
Name
LESSON
Date
Vocabulary
Light Waves and Color
Match the correct letter with the description.
a. CMY color model
f. RGB color model
b. electromagnetic spectrum
g. RYB color model
c. pigments
h. secondary colors
d. primary colors
i. visible light
© Macmillan/McGraw-Hill
e. prism
1.
e
a triangular piece of glass or plastic that bends light
2.
h
colors that can be made by blending primary colors
3.
b
the full range of wavelengths that travel from the Sun,
which includes radio waves, microwaves, infrared waves,
visible light, ultraviolet light, X rays, and gamma rays
4.
c
tiny solid particles that provide color by absorbing
wavelengths of light
5.
d
colors of light that are not produced through the
mixing process
6.
f
the color model in which primary colors of light combine
and produce all other colors
7.
i
waves of light that contain a mixture of wavelengths that
the human eye can detect
8.
a
the color model that uses subtractive color mixing
9.
g
the traditional color model that may be useful in art but
does not include all colors
Chapter 12 • Exploring Energy
Reading and Writing
Use with Lesson 3
Light Waves and Color
287
LESSON
Cloze Activity
Name
Date
Light Waves and Color
Fill in the blanks.
black
radio waves
visible light
infrared rays
reflected
white
prism
Sun
Visible light is one part of the electromagnetic
spectrum. White light that comes from the
Sun
is a mixture of all the colors of visible light. You can use a(n)
prism
to separate the colors, because each
color bends at different angles when it passes through glass
or plastic.
The longest waves in the electromagnetic spectrum
are
radio waves
infrared rays
visible light
. Next come microwaves and then
. The light that people can see,
, falls in the middle of the spectrum.
reflected
light appear
from it. Objects that reflect all visible
white
all visible light appear
, and objects that absorb
black
. Color models
show relationships between colors.
288
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Reading and Writing
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Light Waves and Color
© Macmillan/McGraw-Hill
The color of an object is the color of light that is
Name
Writing
in Science
Date
Color This Old House
Read the Writing in Science feature in your textbook.
Write About It
Descriptive Writing Carefully look at a painting or
photograph. Describe what you see. Tell which colors are
primary and which are secondary in art. Describe how they
work together to create a pleasing effect.
Getting Ideas
Look carefully at the painting or photograph you choose.
Write its name in the center of the web below. Write details
that appeal to the senses in the outer circles. Include details
about color. Students should write a specific observation about
their painting or photograph in each of the outer circles.
© Macmillan/McGraw-Hill
Name of painting
or photograph:
Chapter 12 • Exploring Energy
Reading and Writing
Use with Lesson 3
Light Waves and Color
289
Writing
in Science
Name
Date
Drafting
A good description helps a reader see, hear, taste, smell,
and touch the object you are describing. Think about what
senses you can appeal to when describing your painting or
photograph. Write one descriptive sentence here.
Students’ sentences will vary. Sample sentence: In the painting
Sunflowers, Vincent Van Gogh used intense shades of yellow to give the
impression of warm sunshine in an open field.
Now write your first draft. Use a separate piece of paper.
Include sensory details to describe your painting or
photograph. Tell how the colors work together.
Students’ descriptions should include details and should appeal to at
least one of the five senses. The descriptions should be written in a
logical order and include a conclusion.
Revising and Proofreading
Ray wanted to describe Vincent Van Gogh’s painting
Sunflowers. Here are some sentences he wrote. Tell which
sense each sentence mainly appeals to.
1. It is amazing how many different shades of yellow
are in the painting.
sight
2. Since yellow is a warm color, the whole room seems
to give off heat.
touch
3. As you stare at the sunflowers, you can almost
hearing
© Macmillan/McGraw-Hill
hear the buzzing of the bees they attract.
Now revise and proofread your writing.
Ask these questions:
▶ Have I vividly described my painting or photograph?
▶ Have I told how the colors work together?
▶ Have I corrected all grammar, spelling, capitalization,
and punctuation errors?
290
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Reading and Writing
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Light Waves and Color
Name
LESSON
Date
Outline
Heat
Use your textbook to help you fill in the blanks.
What is heat?
kinetic
1. Heat is a form of
energy
caused by the movement of the molecules that make
up all matter.
2. The amount of energy needed to raise the temperature
calorie
of 1 gram of water by 1°C is called a(n)
.
3. As heat flows into a substance, the kinetic energy of the
molecules
in the substance increases.
How does heat travel?
4. Heat energy can move in three ways: by conduction,
by convection, and by
radiation
.
5. Conduction is the movement of energy when two
touch
materials
one material to the other.
and energy flows from
absorb
6. Conductors are materials that
heat and distribute it evenly throughout an object.
© Macmillan/McGraw-Hill
7. Because most liquids and gases become less dense
when heated,
convection
occurs.
How do we use heat?
8. In a hot-water heating system, water is used to transfer
energy from a(n)
a room.
Chapter 12 • Exploring Energy
Reading and Writing
boiler
to the air in
Use with Lesson 4
Heat
291
LESSON
Name
Outline
Date
9. In a forced-air heating system, a room is heated by
air
alone.
10. Heating systems turn on and off automatically because
thermostat
they are controlled by a(n)
switch.
11. Gasoline is the fuel that is burned in the engine of a car,
heat
but it is
makes the engine move.
energy that actually
How is temperature measured?
12. Temperature, which is a measure of the average
kinetic energy of a substance’s molecules, is measured
with
thermometers
.
13. The rate at which a substance warms up upon absorbing
heat is a(n)
physical
property of matter.
14. The amount of energy needed to raise the temperature
of 1 gram of a substance by 1°C is the substance’s
specific heat
.
Critical Thinking
Possible answer: Cold makes things contract, or get smaller, so the
air inside the balloon would be compressed, and the balloon itself
would become smaller.
292
Chapter 12 • Exploring Energy
Reading and Writing
Use with Lesson 4
Heat
© Macmillan/McGraw-Hill
15. What do you think would happen if you were to put an
inflated balloon in the freezer?
Name
LESSON
Date
Vocabulary
Heat
© Macmillan/McGraw-Hill
Match the correct letter with the description.
a. conduction
e. radiation
b. convection
f. specific heat
c. heat
g. temperature
d. insulation
h. thermal expansion
1.
g
I am the measurement of the average kinetic energy of
the molecules of a substance. What am I?
2.
e
I am the transfer of energy by electromagnetic waves.
What am I?
3.
f
I tell how much energy is needed to raise the
temperature of 1 gram of a substance by 1°C. What am I?
4.
c
I am the flow of energy from one substance to another.
What am I?
5.
d
I am a material that absorbs some heat, but I do not
transfer it very well. What am I?
6.
a
7.
b
I am the transfer of energy by the flow of a liquid or a
gas. What am I?
8.
h
I am an increase in volume that is caused by an increase
in temperature. What am I?
I am the movement of energy through direct contact.
What am I?
Chapter 12 • Exploring Energy
Reading and Writing
Use with Lesson 4
Heat
293
LESSON
Cloze Activity
Name
Date
Heat
Fill in the blanks.
boiler
heat
kinetic
pistons
speed
expand
hot air
molecules
radiation
thermostat
Heat is a form of kinetic energy. It is caused by the
molecules
movement of the
that make up all
matter. Temperature is the measure of the average
kinetic
energy of the molecules in a
speed
substance. When the average
of
molecules rises, the temperature also increases.
Heat can be transferred from one object to another
radiation
by conduction, convection, or
.
Buildings heated by a hot-water system use hot water to
transfer energy from a(n)
boiler
to the air in
hot air
a room. Forced-air systems use
to
controlled by
thermostat
Cars also operate by
switches.
heat
energy.
When gasoline is burned, heat causes gases to
expand
and push on
pistons
that
turn a crankshaft. This propels the vehicle forward.
294
Chapter 12 • Exploring Energy
Reading and Writing
Use with Lesson 4
Heat
© Macmillan/McGraw-Hill
heat the air in a room. These systems are typically
Name
LESSON
Date
Outline
Electricity and Magnetism
Use your textbook to help you fill in the blanks.
What is electricity?
1. Atoms are made up of
neutrons, and electrons.
protons
,
positively
2. When an atom loses an electron, it becomes
charged, and the atom that gains an electron becomes
negatively
charged.
3. The buildup of a positive or negative electric charge on
a material’s surface is called
static electricity
.
How can electricity jump?
4. A rapid movement of electrons that corrects an
discharge
imbalance of charges is called a(n)
induce
5. A charged object can
separation of charges in another object.
.
a
6. Conductors allow an electric charge to flow easily, and
insulators
do not.
© Macmillan/McGraw-Hill
How can electricity flow?
energy source
7. A simple circuit consists of an electrical
a device such as a lamp, and connecting wires.
,
charges
8. A switch is used to control the flow of
in a circuit.
9. Direct current flows in one direction; alternating current is
transmitted when current changes direction, moving back and
forth at regular
Chapter 12 • Exploring Energy
Reading and Writing
intervals
.
Use with Lesson 5
Electricity and Magnetism
295
LESSON
Outline
Name
Date
What are some kinds of circuits?
series
10. Electricity can follow only one path through a
circuit, but it can follow
through a parallel circuit.
multiple
paths
What are magnets?
11. Iron,
magnets.
nickel
, and cobalt form strong
magnetic field
12. A current-carrying wire has a(n)
and can pick up certain metal objects, just as a common
magnet can.
How do we use generators?
13. A generator converts
electricity.
mechanical energy
into
14. A transformer that increases voltage so that current
electricity can be sent over long distances more
efficiently is used in a(n)transmission substation .
What are some tips on using electricity?
15. You can save fuel and save money by
energy.
conserving
16. How can you use a magnet to find which direction
is north?
Suspend a magnet from a string. The north pole of the magnet
should point toward Earth’s North Magnetic Pole.
296
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Reading and Writing
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Electricity and Magnetism
© Macmillan/McGraw-Hill
Critical Thinking
Name
LESSON
Date
Vocabulary
Electricity and Magnetism
Fill in the blanks.
current electricity
magnetic field
electricity
parallel circuit
electromagnet
series circuit
static electricity
1. The buildup of a positive or negative electric charge on
a material’s surface is called
static electricity
.
2. The invisible area where the forces of magnetic attraction
magnetic field
or repulsion can be detected is called a(n)
.
3. The flow of electrons through a circuit is called
current electricity
.
4. A circuit in which there is only one path along which
current electricity can flow is called a(n)
series circuit
.
5. A circuit in which there are multiple paths along
which current electricity can flow is called a(n)
parallel circuit
.
© Macmillan/McGraw-Hill
6. The movement and transfer of the energy of charged
electricity
atomic particles is described as
.
7. A device that is magnetized by current electricity is
called a(n)
electromagnet
Chapter 12 • Exploring Energy
Reading and Writing
.
Use with Lesson 5
Electricity and Magnetism
297
LESSON
Cloze Activity
Name
Date
Electricity and Magnetism
Fill in the blanks.
circuit
insulation
running water
circuit breakers
open
closed
power plant
Many things happen when you turn on a light in your
circuit
house. The light switch is part of a(n)
.
When the switch is turned on, the circuit is
closed
, and electricity flows through wires
to the light bulb. When the switch is turned off, the circuit
is
open
, and electricity does not flow.
The electricity in a home comes from an electric
power plant
nuclear power, or
, where generators use fossil fuels,
running water
to produce
electricity.
covered with plastic that serves as
insulation
.
To prevent a circuit from being overloaded by too much
current, fuses or
circuit breakers
are used to stop the
flow of electricity. It is important to use electricity safely
and to conserve energy.
298
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Electricity and Magnetism
© Macmillan/McGraw-Hill
Because electricity is extremely dangerous, wires are
Name
CHAPTER
Date
Vocabulary
Exploring Energy
Circle the letter of the best answer.
1. The height of a wave is called
A wavelength.
B amplitude.
C rarefaction.
D compression.
2. An example of a compression
wave is
A a transverse wave.
B a gamma ray.
C a reflection.
D a sound wave.
5. An item that forms images by
reflection is called
A a prism.
B a lens.
C a bulb.
D a mirror.
6. The type of lens that curves
inward and is thinner in the
middle is described as
A concave.
B convex.
C opaque.
3. Sounds that have a high pitch
also have a high
A frequency.
B volume.
C rhythm.
© Macmillan/McGraw-Hill
D crest.
4. Matter that allows light to
pass through with almost no
disturbance is described as
D reverse.
7. The full range of wavelengths
of radiation is called
A visible light.
B the electromagnetic
spectrum.
C the Doppler effect.
D ultraviolet light.
A opaque.
B translucent.
C transparent.
D concave.
Chapter 12 • Exploring Energy
Reading and Writing
299
CHAPTER
Vocabulary
Name
8. The colors that are produced
through mixing are described
as
A pixels.
B primary colors.
C secondary colors.
D pigments.
9. A measure of the average
kinetic energy of the particles
in a substance is
A temperature.
B specific heat.
C thermal energy.
D electric energy.
10. The unit most commonly used
to measure heat is the
A decibel.
B hertz.
C volt.
Date
12. A buildup of electric charge on
a material’s surface is called
A current electricity.
B static electricity.
C voltage.
D insulation.
13. When a charged object is
placed near a neutral object,
the result is
A an induced charge.
B a magnetic field.
C a parallel circuit.
D an electromagnet.
14. A device that is magnetized by
current electricity is called
A a generator.
B an electromagnet.
C a series circuit.
D a parallel circuit.
11. The transfer of energy by
currents of a liquid or gas is
called
A convection.
B conduction.
C radiation.
D expansion.
300
Chapter 12 • Exploring Energy
Reading and Writing
© Macmillan/McGraw-Hill
D calorie.