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Program Authors Dr. Dorothy J. T. Terman Dr. Jay K. Hackett Science Curriculum Development Consultant Professor Emeritus of Earth Sciences Former K–12 Science and Mathematics Coordinator University of Northern Colorado Irvine Unified School District, CA Greeley, CO Irvine, CA Dr. Richard H. Moyer Dr. Gerald F. Wheeler Professor of Science Education and Executive Director Natural Sciences National Science Teachers Association University of Michigan–Dearborn Bank Street College of Education Dearborn, MI New York, NY Dr. JoAnne Vasquez Contributing Authors Elementary Science Education Consultant NSTA Past President Dr. Sally Ride Member, National Science Board Sally Ride Science and NASA Education Board San Diego, CA Mulugheta Teferi, M.A. Lucille Villegas Barrera, M.Ed. Principal, Gateway Middle School Elementary Science Supervisor Center of Math, Science, and Technology Houston Independent School District St. Louis Public Schools Houston, TX St. Louis, MO American Museum Dinah Zike, M.Ed. of Natural History Dinah Might Adventures LP New York, NY San Antonio, TX Contributing Writer Kathryn LeRoy, M.S. Ellen C. Grace, M.S. Executive Director Division of Mathematics and Science Education Consultant Miami-Dade County Public Schools, FL Albuquerque, NM Miami, FL Students with print disabilities may be eligible to obtain an accessible, audio version of the pupil edition of this textbook. Please call Recording for the Blind & Dyslexic at 1-800-221-4792 for complete information. A Copyright © 2008 by The McGraw-Hill Companies, Inc. All rights reserved. Except as permitted under the United States Copyright Act, no part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without prior permission of the publisher. Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-02-287196-3 MHID: 0-02-287196-9 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 10 (027/043) 11 10 09 08 07 ii
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Content Consultants Editorial Advisory Board Paul R. Haberstroh, Ph.D. Cathy Constance Mary Ellen Murray Mohave Community College Science Coordinator Science Curriculum Coordinator Lake Havasu City, AZ Youngstown City Schools Parma City Schools Timothy Long Youngstown, OH Parma, OH School of Earth and Atmospheric Kevin Cornell Kevin Stinson Sciences Teacher Science Manager, K-12 Georgia Institute of Technology Menlo Park Elementary Cincinnati City Schools Atlanta, GA Huber Heights City Schools Cincinnati, OH Rick MacPherson, Ph.D. Huber Heights, OH Elizabeth Voit Program Director Carolyn Day K-5 Science Curriculum Coordinator The Coral Reef Alliance Director of School Improvement Cleveland Municipal Schools San Francisco, CA Past Science and Math Supervisor Cleveland, OH Hector Córdova Mireles, Ph.D. Dayton Public Schools Tracie Walsh Dayton, OH Physics Department Teacher California State Chris Doolittle Oakview Elementary Polytechnic University Science Resources Kettering City Schools Pomona, CA Westerville City Schools Kettering, OH Charlotte A. Otto, Ph.D. Westerville, OH Deb Wickerham Department of Natural Sciences Jim Hooper Findlay City Schools University of Michigan-Dearborn Science Curriculum Leader Findlay, OH Dearborn, MI Vandalia-Butler City Scools Jeff Winslow Paul Zitzewitz, Ph.D. Vandalia, OH Science Supervisor Department of Natural Sciences James Lay Talawanda Schools University of Michigan-Dearborn Teacher Oxford, OH Dearborn, MI Dayton Public Schools Missi Zender, Ph.D. Dayton, OH Science Resource Specialist Chris Moore-Goad Summit County ESC Math and Science Specialist Cuyahoga Falls, OH Kettering City Schools Kettering, OH The American Museum of Natural History in New York City is one of the world’s preeminent scientific, educational, and cultural institutions, with a global mission to explore and interpret human cultures and the natural world through scientific research, education, and exhibitions. Each year the Museum welcomes around four million visitors, including 500,000 schoolchildren in organized field trips. It provides professional development activities for thousands of teachers; hundreds of public programs that serve audiences ranging from preschoolers to seniors; and an array of learning and teaching resources for use in homes, schools, and community-based settings. Visit www.amnh.org for online resources. is a trademark of The McGraw-Hill Companies, Inc. iii
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Ohio: A Closer Look. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Cuyahoga Valley National Park Peregrine Falcons on the Rhodes Tower CHAPTER 1 Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Lesson 1 What Living Things Need . . . . . . . . . . . . . . . . . 26 • Inquiry Skill Builder . . . . . . . . . . . . . . . . . . . . 32 Lesson 2 Plants Make New Plants . . . . . . . . . . . . . . . . . . 34 • Writing in Science • Math in Science . . . . . . 42 Lesson 3 How Plants Are Alike and Different . . . . . . . . 44 Reading in Science . . . . . . . . . . . . . . . . . . . . . . 50 I Read to Review: Peach Tree . . . . . . . . . . . . . . . . . . . . . . . 52 Chapter 1 Review and Standards Practice . . . . . . . . . . . . . . 56 CHAPTER 2 Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Lesson 1 Animal Groups. . . . . . . . . . . . . . . . . . . . . . . . . . 60 • Inquiry Skill Builder . . . . . . . . . . . . . . . . . . . . 66 Lesson 2 Animals Grow and Change. . . . . . . . . . . . . . . . 68 Reading in Science . . . . . . . . . . . . . . . . . . . . . . 74 Lesson 3 Staying Alive . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 • Writing in Science • Math in Science . . . . . . 82 I Read to Review: So Many Animals! . . . . . . . . . . . . . . . . . 84 Chapter 2 Review and Standards Practice . . . . . . . . . . . . . 88 vi
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CHAPTER 3 Looking at Habitats . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Lesson 1 Places to Live. . . . . . . . . . . . . . . . . . . . . . . . . . . 92 • Inquiry Skill Builder . . . . . . . . . . . . . . . . . . . . 98 Lesson 2 Food Chains and Food Webs . . . . . . . . . . . . . 100 • Writing in Science • Math in Science . . . . . 106 Lesson 3 Habitats Change . . . . . . . . . . . . . . . . . . . . . . . 108 Be a Scientist . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1 8 I Read to Review: Changing Habitats. . . . . . . . . . . . . . . . 120 Chapter 3 Review and Standards Practice . . . . . . . . . . . . 124 Unit Literature The Seed . . . . . . . . . . . . . . . . . . . . . . . . 126 vii
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Ohio: A Closer Look. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130 Cincinnati Observatory The John H. Glenn Research Center at Lewis Field CHAPTER 4 Earth in Space. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134 Lesson 1 Day and Night . . . . . . . . . . . . . . . . . . . . . . . . . 136 • Inquiry Skill Builder . . . . . . . . . . . . . . . . . . . 142 Lesson 2 Why Seasons Happen . . . . . . . . . . . . . . . . . . . 144 • Writing in Science • Math in Science . . . . . 150 Lesson 3 The Moon and Stars . . . . . . . . . . . . . . . . . . . . 152 • Be a Scientist . . . . . . . . . . . . . . . . . . . . . . . . 160 I Read to Review: Our Moving Earth . . . . . . . . . . . . . . . . 162 Chapter 4 Review and Standards Practice . . . . . . . . . . . . 166 viii
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CHAPTER 5 Observing Weather. . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Lesson 1 Weather. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 170 • Writing in Science • Math in Science . . . . . 176 Lesson 2 The Water Cycle . . . . . . . . . . . . . . . . . . . . . . . 178 • Inquiry Skill Builder . . . . . . . . . . . . . . . . . . . 184 Lesson 3 Changes in Weather . . . . . . . . . . . . . . . . . . . . 186 Reading in Science . . . . . . . . . . . . . . . . . . . . . 192 I Read to Review: Earth’s Water Cycle . . . . . . . . . . . . . . . 194 Chapter Review and Standards Practice. . . . . . . . . . . . . . 198 Unit Literature Sun Flakes . . . . . . . . . . . . . . . . . . . . . . . 200 ix
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Ohio: A Closer Look. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Marblehead Lighthouse Dayton Philharmonic Orchestra CHAPTER 6 Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208 Lesson 1 Sound. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210 • Writing in Science • Math in Science . . . . . 218 Lesson 2 Light. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 • Be a Scientist . . . . . . . . . . . . . . . . . . . . . . . . 226 I Read to Review: Energy Poem . . . . . . . . . . . . . . . . . . . . 228 Chapter Review and Standards Practice. . . . . . . . . . . . . . 232 Unit Literature Popcorn Hop . . . . . . . . . . . . . . . . . . . . . 234 Careers in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236 x
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Life Sciences CHAPTER 1 CHAPTER 3 Explore Activities Explore Activities What do leaves need? . . . . . . . . . .27 Where do animals live? . . . . . . . . 93 What are the parts of a seed?. . . .35 What do animals eat? . . . . . . . . . .101 How do roots grow? . . . . . . . . . . .45 What happens when habitats change? . . . . . . . . . . . . . 109 Quick Labs Plants and Water . . . . . . . . . . . . . .30 Quick Labs Plant and Animal Habitats . . . . . 97 Seed Protection . . . . . . . . . . . . . . .38 Food Chain Fun . . . . . . . . . . . . . . 103 Plants and Light . . . . . . . . . . . . . . .48 Habitat Comic Strip . . . . . . . . . . . .114 CHAPTER 2 Explore Activities How can we put animals into groups? . . . . . . . . . . . . . . . . . . 61 How are babies and adults alike and different? . . . . . . . . . . . .69 How does the color of an animal keep it safe? . . . . . . . . . . . . . . . . . .77 Quick Labs Make an Animal Model . . . . . . . . .65 Act Out an Animal Life Cycle . . . . 71 Animal Eyes . . . . . . . . . . . . . . . . . . 81 xii
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Be a Scientist investigations and Focus on Skills skill builders are found in the Activities Flipchart. Earth and Space Sciences CHAPTER 4 CHAPTER 5 Explore Activities Explore Activities Why can’t we see the How does the weather Sun at night? . . . . . . . . . . . . . . . . 137 change each day? . . . . . . . . . . . . . 171 What clothes do people Where did the water go? . . . . . . 179 wear in each season?. . . . . . . . . . 145 How can clouds help How do we see the predict the weather? . . . . . . . . . . 187 Moon at night? . . . . . . . . . . . . . . 153 Quick Labs Quick Labs Make a Wind Sock . . . . . . . . . . . . 174 Moon Flip Book . . . . . . . . . . . . . . 140 Model the Water Cycle . . . . . . . . 182 Seasons . . . . . . . . . . . . . . . . . . . . . 147 Make a Thunder Model . . . . . . . . 190 Stars . . . . . . . . . . . . . . . . . . . . . . . 158 FM_Caption_wArrow xiii
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Physical Sciences CHAPTER 6 Explore Activities How is sound made? . . . . . . . . . . 2 1 1 What does light pass through? . . . .221 Quick Labs Tuning Fork Ripples . . . . . . . . . . . 213 Prism Rainbow . . . . . . . . . . . . . . . 224 xiv
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Some tree frogs lay their eggs on leaves floating on water. SI-A. Ask a testable question. SI-B. Design and conduct a simple investigation to explore a question. SI-C. Gather and communicate information from careful observations and simple investigation through a variety of methods.
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Do you see the frog? How does it stay on the lily pad? 2 SI-5. Use evidence to develop explanations of scientific investigations. ENGAGE (What do you think? How do you know?)
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How can a frog float You need on a lily pad? What to Do Predict. Where should you paper plate place the frog on the lily pad so that the frog stays dry? Make a Model. Color a paper plate green with crayon. This green crayon will be the lily pad. Be Careful. Poke a small hole near the edge of the lily pad. scissors Tie a six-inch piece of string through the hole. Place the lily pad in a pan of string water with the string below it. Record Data. Draw and write down where you placed the frog. pan of water Step toy frog SI-7. Use appropriate tools and simple equipment/instruments to safely gather scientific data (e.g., magnifiers, non-breakable thermometers, timers, rulers, 3 balances and calculators and other appropriate tools). EXPLORE
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What do scientists do? Scientists use many skills when they work. You wondered about the frog on a lily pad. Just as you did, a scientist might make a model. A model shows how something in real life looks. Scientists use other skills that you can use, too. Scientists observe, or look carefully. A scientist who observes a pond can find many amazing things. Scientists observe the height, color, and shape of plants near the pond. water iris cattails pond grass 4 EXPLAIN
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Scientists compare things by telling how they are alike or different. Look at the two pond animals on this page. How might a scientist compare them? Look closely. Both animals have wings. They both live near ponds. But they are different in many other ways. Scientists find ways to classify things, or put them in groups. Insects and birds are different animal groups. 5 EXPLAIN
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