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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: 978-0-02-287197-0 MHID: 0-02-287197-7 Printed in the United States of America. 1 2 3 4 5 6 7 8 9 (058/043) 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 Debbie Wickerham Department of Natural Sciences Jim Hooper Teacher University of Michigan-Dearborn Science Curriculum Leader Findlay City Schools Dearborn, MI Vandalia-Butler City Schools Findlay, OH Paul Zitzewitz, Ph.D. Vandalia, OH Jeff Winslow Department of Natural Sciences James Lay Science Supervisor University of Michigan-Dearborn Teacher Talawanda Schools Dearborn, MI Dayton Public Schools Oxford, OH Dayton, OH Missi Zender, Ph.D. Chris Moore-Goad Science Resource Specialist Math and Science Specialist Summit County ESC Kettering City Schools Cuyahoga Falls, OH 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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The Scientific Method . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 What Do Scientists Do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Form a Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 How Do Scientists Test a Hypothesis? . . . . . . . . . . . . . . . . . . 6 Test Your Hypothesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Analyze the Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 How Do Scientists Analyze Data? . . . . . . . . . . . . . . . . . . . . . . 9 How Do Scientists Draw Conclusions? . . . . . . . . . . . . . . . . . 10 Draw Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 1 Focus on Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 The Design Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 iv
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Ohio: A Closer Look. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 8 • Bats in Wayne National Forest • Orton Geological Museum CHAPTER 1 A Look at Living Things . . . . . . . . . . . . . . . . . . . . . 22 Lesson 1 Living Things and Their Needs . . . . . . . . . . . . . 24 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . 32 Lesson 2 Animals and Their Parts . . . . . . . . . . . . . . . . . . . 34 Inquiry Skill Builder . . . . . . . . . . . . . . . . . . . . . . . 42 Lesson 3 Classifying Animals . . . . . . . . . . . . . . . . . . . . . . . 44 • Writing in Science • Math in Science . . . . . . . 54 Lesson 4 Animal Life Cycles . . . . . . . . . . . . . . . . . . . . . . . . 56 • Writing in Science • Math in Science . . . . . . . 64 Chapter 1 Review and Benchmark Practice . . . . . . . . . . . . 66 vi
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CHAPTER 2 Survival in Ecosystems . . . . . . . . . . . . . . . . . . . . . .70 Lesson 1 Food Chains and Food Webs . . . . . . . . . . . . . . . 72 Inquiry Skill Builder . . . . . . . . . . . . . . . . . . . . . . . 82 Lesson 2 Types of Ecosystems . . . . . . . . . . . . . . . . . . . . . . 84 Reading in Science . . . . . . . . . . . . . . . . . . . . . . . 96 Lesson 3 Adaptations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Inquiry Investigation . . . . . . . . . . . . . . . . . . . . . . 110 Chapter 2 Review and Benchmark Practice . . . . . . . . . . . . 112 CHAPTER 3 Changes in Ecosystems. . . . . . . . . . . . . . . . . . . . . 116 Lesson 1 Living Things Change Their Environments . . 1 1 8 Inquiry Skill Builder . . . . . . . . . . . . . . . . . . . . . . 126 Lesson 2 Changes Affect Living Things . . . . . . . . . . . . . 128 • Writing in Science • Math in Science . . . . . . 1 38 Lesson 3 Living Things of the Past . . . . . . . . . . . . . . . . . .140 Reading in Science . . . . . . . . . . . . . . . . . . . . . . 148 Chapter 3 Review and Benchmark Practice . . . . . . . . . . . 150 Unit Literature Monarch Butterfly . . . . . . . . . . . . . . . . . . . .154 Careers in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .156 vii
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Ohio: A Closer Look. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .158 • Malabar Farm • Clifton Gorge CHAPTER 4 Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Lesson 1 Earth’s Features . . . . . . . . . . . . . . . . . . . . . . . . . 164 Inquiry Skill Builder . . . . . . . . . . . . . . . . . . . . . . .174 Lesson 2 Weathering and Erosion . . . . . . . . . . . . . . . . . . .176 • Writing in Science • Math in Science . . . . . . 184 Chapter 4 Review and Benchmark Practice . . . . . . . . . . . .186 viii
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CHAPTER 5 Using Earth’s Resources. . . . . . . . . . . . . . . . . . . .190 Lesson 1 Minerals and Rocks . . . . . . . . . . . . . . . . . . . . . . 192 • Writing in Science • Math in Science . . . . . . 202 Lesson 2 Soil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Inquiry Skill Builder . . . . . . . . . . . . . . . . . . . . . . 2 1 2 Lesson 3 Fossils and Fuels . . . . . . . . . . . . . . . . . . . . . . . . 214 Reading in Science . . . . . . . . . . . . . . . . . . . . . . 222 Chapter 5 Review and Benchmark Practice . . . . . . . . . . 224 Unit Literature One Cool Adventure. . . . . . . . . . . . . . . . . 228 Careers in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 ix
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Ohio: A Closer Look. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 232 • National Museum of the United States Air Force • Sailing at Grand Lake St. Marys State Park CHAPTER 6 Forces and Motion . . . . . . . . . . . . . . . . . . . . . . . . .236 Lesson 1 Position and Motion. . . . . . . . . . . . . . . . . . . . . . 238 Reading in Science . . . . . . . . . . . . . . . . . . . . . . 246 Lesson 2 Forces . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248 Inquiry Investigation . . . . . . . . . . . . . . . . . . . . . 256 Lesson 3 Work and Energy . . . . . . . . . . . . . . . . . . . . . . . . 258 Inquiry Skill Builder . . . . . . . . . . . . . . . . . . . . . . 266 Chapter 6 Review and Benchmark Practice . . . . . . . . . . . 268 Unit Literature Jump Rope. . . . . . . . . . . . . . . . . . . . . . . . . 272 Careers in Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274 x
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Life Sciences CHAPTER 1 CHAPTER 3 Explore Activities Explore Activities How do living and nonliving How can worms change things differ?. . . . . . . . . . . . . . . . . . . . . . 25 their environment? . . . . . . . . . . . . . . . .1 1 9 How do an animal’s structures How can a flood affect plants? . . . . . .1 29 help it meet its needs? . . . . . . . . . . . . . 35 How do fossils tell us about How can you classify animals? . . . . . . 45 the past? . . . . . . . . . . . . . . . . . . . . . . . . .141 How does a caterpillar grow Inquiry Skills and Investigations and change? . . . . . . . . . . . . . . . . . . . . . . 57 Use Numbers . . . . . . . . . . . . . . . . . . . . .1 26 Inquiry Skills and Investigations Quick Labs Classify. . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Model Pollution . . . . . . . . . . . . . . . . . . .1 23 Quick Labs A Changing Ecosystem . . . . . . . . . . . .1 35 Observe Cells . . . . . . . . . . . . . . . . . . . . . 30 A Fossil Mystery. . . . . . . . . . . . . . . . . . .145 Observe Animal Structures . . . . . . . . . 39 Model a Backbone. . . . . . . . . . . . . . . . . 47 A Bird’s Life Cycle . . . . . . . . . . . . . . . . . 6 1 CHAPTER 2 Explore Activities What kind of food do owls need? . . . 73 Can ocean animals live and grow in fresh water? . . . . . . . . . . . . . . . . . . . . 85 Does fat help animals survive in cold environments? . . . . . . . . . . . . . . . . 99 Inquiry Skills and Investigations Communicate . . . . . . . . . . . . . . . . . . . . . 82 How does camouflage help some animals stay safe? . . . . . . . . . . . . . . . . .1 10 snake Quick Labs Observe Decomposers . . . . . . . . . . . . . 80 Water Temperatures . . . . . . . . . . . . . . . 93 Storing Water . . . . . . . . . . . . . . . . . . . . .103 hawk xii Sun
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Earth and Space Sciences CHAPTER 4 Explore Activities Does land or water cover more of Earth’s surface? . . . . . . . . . . . . . . . . .1 65 How can rocks change in moving water? . . . . . . . . . . . . . . . . . . . .1 77 Inquiry Skills and Investigations Make a Model . . . . . . . . . . . . . . . . . . . . .1 74 Quick Labs Your State’s Features . . . . . . . . . . . . . .1 69 Materials Settle. . . . . . . . . . . . . . . . . . . .1 8 1 CHAPTER 5 Explore Activities How do a mineral’s color and mark compare? . . . . . . . . . . . . . . . . . . .1 93 What makes up soil? . . . . . . . . . . . . . . 205 How do some fossils form? . . . . . . . . 2 1 5 Inquiry Skills and Investigations Use Variables . . . . . . . . . . . . . . . . . . . . 2 1 2 Quick Labs Classify Rocks. . . . . . . . . . . . . . . . . . . . .1 97 Classify Soils . . . . . . . . . . . . . . . . . . . . . 20 9 Model Imprints . . . . . . . . . . . . . . . . . . . 2 1 7 xiii
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Physical Sciences CHAPTER 6 Explore Activities How can you describe an object’s position? . . . . . . . . . . . . . . 23 9 How can pushes affect the way objects move?. . . . . . . . . . . . 24 9 What is work?. . . . . . . . . . . . . . . . . . . . 25 9 Inquiry Skills and Investigations How does distance affect the pull of a magnet on metal objects? . . . . . . . . . 25 6 Infer . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 6 Quick Labs Measure Speed. . . . . . . . . . . . . . . . . . . 24 4 Observe Gravity . . . . . . . . . . . . . . . . . . 25 3 Using Energy . . . . . . . . . . . . . . . . . . . . 26 3 xiv
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The Scientific Method Madagascar is a tropical island off the coast of Africa. It is home to plants and animals found nowhere else on Earth! What would it be like to live on a tropical island? What kinds of things might you see there? SI-1. Select the appropriate tools and use relevant safety procedures to measure and 2 record length and weight in metric and English units. SWK-1. Describe different kinds ENGAGE of investigations that scientists use …
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What do you know about animals that live in Madagascar? ▶ How do you look for animals in their natural habitat? ▶ What kinds of animals would you see in a forest? ▶ What does an animal need to live in a forest? ▶ How do scientists find answers to these questions? Paule Razafimahatratra Chris Raxworthy Meet two scientists who are curious about the natural world and everything that lives in it. Chris Raxworthy and Paule Razafimahatratra study animals that live in Madagascar. They work at the American Museum of Natural History in New York City and at the University of Antananarivo in Madagascar. SWK-3. Explore through stories how men and women have contributed to the development of science. SWK-5. Discuss how both men and women find science 3 rewarding as a career and in their everyday lives. EXPLORE
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What do scientists do? Chris and Paule want to find out about the many amazing animals that live in Madagascar. Much of the island has never been explored by scientists. New plants and animals are discovered all the time. The scientific method is a process that scientists use to investigate the world around them. It helps them answer questions about the natural world. Right now, Chris and Paule are studying a lizard called a giant Madagascan chameleon. Chris has observed these chameleons in dry forests. He wants to know where else in Madagascar the chameleons live. ◀ All scientists use the scientific method. However, they might not use all the steps, or they might do the steps in a different order. 4 EXPLAIN
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Chris knows that variables such as temperature and rainfall affect where animals live. A variable is something Form a Hypothesis that can change. Ask lots of “why” questions. Chris uses this information to form a hypothesis. A hypothesis is a Look for connections between statement that can be tested to answer important variables. a question. Suggest possible explanations Here is Chris’s hypothesis. If a place for those connections. has temperatures between 10 and 40 ▶ Make sure the explanations degrees Celsius and between 50 and can be tested. 150 centimeters of rainfall every year, then giant Madagascan chameleons could live there. giant Madagascan chameleon ▲ 5 EXPLAIN
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