Scope and Sequence

Units Lessons

Lesson 1: What kinds of skills do scientists use?

Science, Engineering,

Unit 1: The Nature of Science

and Technology

TH
E BIG Lesson 2: How do scientists find answers?
What is science?
Lesson 3: How do scientists collect and share data?

Lesson 1: How do people design new things?

Unit 2: Technology and Tools
E BIG
TH

How do people solve problems? Lesson 2: How do we use tools and machines?

Lesson 1: What are some parts of animals?

Unit 3: Plants and Animals
TH
E BIG

How do plants and animals live Lesson 2: What are the parts of plants?
Life Science

in their habitats?
Lesson 3: Where do plants and animals live?

Lesson 1: What are the stages of human

Unit 4: Body and Growth development?
E BIG
TH

How do we grow and change? Lesson 2: How do some parts of our bodies change
as we grow?

Unit 5: Earth’s Materials Lesson 1: What are some kinds of land and water?
E BIG
TH

What is Earth made of? Lesson 2: How can people help protect Earth?

Lesson 1: What is the sun?

Earth Science

Unit 6: The Solar System

TH
E BIG

What are the sun, moon, and Lesson 2: What are the moon and stars?
planets like?
Lesson 3: What is the solar system?

Lesson 1: How can you describe the weather?

Unit 7: Weather
TH
E BIG

How does weather change Lesson 2: How can you measure weather?
over time?
Lesson 3: How can you stay safe in severe weather?

Lesson 1: What are solids, liquids, and gases?

Unit 8: Matter
Lesson 2: What are some ways matter can change?
Physical Science

E BIG
TH

What is matter?
Lesson 3: How can water change?

Lesson 1: What is sound?

Unit 9: Energy, Motion, and Force
TH
E BIG

How do energy and forces make Lesson 2: What are motion and force?
objects move?
Lesson 3: What are magnets?

x Scope and Sequence

I will learn... Key Words

• how to use science skills. • senses, experiment, results, observe, predict

• why scientists repeat investigations. • investigate, conclusion, height, measurement, hypothesis

• how to record and show data. • data, granite, basalt, pumice

• how people design new things. • goal, material, soft, hard, light, heavy

• how tools and simple machines work and how body • simple machine, lever, wedge, pulley, inclined plane
parts can function as tools.

• what animals need and how they use their • beak, camouflage, claws, spikes, horns, poison
body parts to meet their needs.

• the different parts of seed plants. • nutrients, roots, soil, stem, seeds, cone

• that plants and animals live in habitats that • habitat, stalk, hump
meet their needs.

• the different stages of human development. • development, physical, mental, infancy, coordination,
childhood, adolescence, adulthood, maturity

• how some of my body parts change as I get older. • oxygen, skeleton, joint, contracting, relaxing

• about land and water and Earth. • landform, ocean, lake, pond, stream, glacier

• about ways to protect Earth. • pollution, reduce, reuse, recycle, refuge

• what the sun is and why we need it. • sun, light, heat, sunrise, noon, sunset

• what stars are and what the moon is like. • star, constellation, crater, phase

• what objects make up the solar system. • orbit, solar system

• how to describe different kinds of weather. • temperature, precipitation, hail, sleet, drought

• how to measure different kinds of weather. • wind, anemometer, rain gauge, wind vane, thermometer

• how to stay safe in severe weather. • severe weather, thunderstorm, thunder, lightning

• that matter can be a solid, a liquid, or a gas. • state of matter, solid, liquid, gas

• that matter can be changed in many ways. • physical change, clay, dough, mixture, evaporate

• that water can be a solid, a liquid, or a gas. • matter, volume

• what causes sound and what pitch and volume are. • vibrate, pitch, volume

• that forces change the way objects move. • motion, zigzag, push, pull, force

• that magnets can push or pull some metal objects. • attract, repel, pole

Scope and Sequence xi

 Unit The Nature of Science
1 What is science? I will learn

ō how to use science skills.

1 Look and label the five senses. Then name ō why scientists repeat

the five sense organs. investigations.

ō how to record and
show data.
smell hearing touch sight taste

2 Look at the picture and circle T (true) or F (false).

1. The trees produce a lot of apples. T/F

2. Many of the apples are ripe. T/F
3. The trees are not healthy. T/F
4. It is winter. T/F

3 With the class, say which senses you can use to decide if each
statement in activity 2 is true or false.

T hi nk !

What makes this

boy a scientist?

4 Unit 1
 Key Words
Lesson 1 . What kinds of skills
do scientists use? ōsenses ōobserve
ōexperiment ōpredict
1 Read and complete the statements. ōresults
Different Ways to Learn
Scientists learn about the world around them. They use their senses.
Scientists do experiments to learn. They carry out experiments again
and again to make sure they get the same results.
Scientists learn from each other, too. They ask each other, “How do you
know?” and share what they learn. They give answers. They tell how they know.

experiments each other senses

Scientists carry out Scientists use their Scientists learn from

.

2 Read and match the questions with their answers.

1. Why do scientists repeat To help answer each

their experiments? other’s questions.

2. Why do scientists To make sure the

use their senses? results are the same.

3. Why do scientists To learn about the

share what they learn? world around them.

Let’s Explore! Lab Unit 1 5

 3 Read, look, and mark (✓) the ripe apples. Then answer the questions.

Observe
Scientists observe to find out about the world. You ✓
observe when you use your senses to find out about
something. We have five senses: smell, hearing,
touch, sight, and taste. We use a different part of our
body for each sense. We use our nose for smell, our
ears for hearing, our hands or fingers for touch, our
eyes for sight, and our tongue for taste.
How do you know when an apple is ripe? You
might look at the color. Some people tap it to hear
how it sounds. You might feel it and smell it, too. You
will know if it is ripe when you taste it!

1. Give a reason for your choice.

2. What sense or senses did you use to make your decision?

4 How do you know this apple tree is healthy? Read, look, and say
with a partner.
Predict
Scientists use what they observe to predict. You
predict when you tell what you think will happen.
How might scientists predict how many apples
will grow? They can think about how many
apples grew the year before.

6 Unit 1 I Will Know...

5 Read and underline four ways to classify apples.

Classify
Scientists classify, or put things in groups. Scientists
might classify kinds of apples by taste, shape, and
color. There are many different kinds of apples. How do
you know what kinds of apples are the smallest? You
might group apples by size.

6 Are red apples as sweet as green apples?

How do you know? Read and say with a partner.

Compare and Contrast

Scientists compare and contrast
what they observe, too. They tell
what is the same. They tell what
is different.

7 With a partner, select two different types of apples. Draw and label
them. Then compare them using your senses and circle the answer.

Granny Smith

vs.
vs.

Red Delicious
Apple A: Apple B:

1. Apple A / B is sweeter. 3. Apple A / B is harder.

2. Apple A / B is heavier. 4. Apple A / B has a stronger smell.

Lesson 1 Check Got it? 60-Second Video Unit 1 7

 Key Words
Lesson 2 . How do scientists find ōinvestigate
answers? ōconclusion
ōheight
1 Read. Then order the steps for carrying ōmeasurement
out investigations. ōhypothesis
Repeat Investigations
Scientists learn about the world around them. First, they ask questions.
Then they investigate. You investigate when you look for answers.
Scientists repeat investigations before they draw conclusions. A conclusion
is what you decide after you think about all you know. You should be able to
draw similar conclusions when you repeat an investigation.
For example, one scientist measures the height of the tallest tree in a
forest. Others repeat the measurement. They get similar answers. They draw
a conclusion.

investigate ask questions draw conclusions

3 repeat investigations

2 What do you think the scientist in this picture is studying? Why? Look
and talk about the question with the class.

Scientists draw conclusions

from what they learn when
they investigate.

8 Unit 1 Let’s Explore! Lab

3 Read, look, and follow the instructions.
1. Circle the question.
2. Underline the hypothesis.
3. Label the pots water and no water.

Scientific Methods
Scientific methods are ways of finding answers. Scientists use scientific
methods when they do experiments. Scientific methods can have these
steps. Sometimes scientists do the steps in a different order. Scientists do not
always do all of the steps.

Ask a question. Do seeds need

Ask a question that water to grow?
you want answered.

Make a hypothesis. The seeds that are

A hypothesis is a watered will grow
possible answer to because seeds
2
your question. 1 need water.

Plan a fair test.

Change only one thing.
Keep everything else the
same. Record your steps. 1 2
Someone else should get
the same answer if they
follow your steps.

I Will Know... Unit 1 9

 4 Read and match the headings with the corresponding information.

Do your test. Collect and Tell your conclusion.

record your data.

Think about the results of Test your Keep records of

your test. Decide if your hypothesis. what you observe.
hypothesis is supported Repeat your test. Use words,
or not supported. Tell See if your results numbers, or
what you decide. are the same. drawings to help.

5 Look and draw what you think happened to the seedlings.

no water water

Think!
If someone else follows the steps of this
investigation and gets a different result,
what might you conclude?

10 Unit 1 Lesson 2 Check Got it? 60-Second Video

 Key Words
Lesson 3 . How do scientists collect
and share data? ōdata ōbasalt
ōgranite ōpumice
1 Look and circle the words that describe the rocks.

smooth
rough sharp

rounded jagged
large

small tall

2 Read and circle T (true) or F (false).

Collect Data
Scientists collect data to learn new things. Data is what you observe with
your senses. Scientists record what they observe and measure. Scientists
make conclusions from data and from what they already know.
1. Scientists collect data using their senses. T/F
2. Scientists use data to make conclusions. T/F
3. Scientists only make conclusions from data. T/F

3 Look at the picture and circle one thing

you can conclude about the rocks.
1. The rocks are very light.
2. The rocks are smooth because of the
ocean water.
3. Many animals live under the rocks.

Let’s Explore! Lab Unit 1 11

 4 Read and measure the width of the rocks. Write the data in centimeters.

Record Data
Scientists record what they
observe and measure. They look
at the data carefully. Scientists
can learn new things when they
record data.
You can measure how wide
each rock is with a ruler. One
way to record data is in graphs
and charts.

Observe and
Compare
Find three leaves in
your neighborhood.
Look at them carefully.
Compare the shapes
and colors. Measure
them in inches and
centimeters.

12 Unit 1 I Will Know...

5 Read and fill in the table for each rock. Use your data from page 12.

Tables, Charts, and Graphs

Scientists use tables, charts, and graphs to record data. These help
scientists to organize data.
Tables show data in rows and columns, while charts and graphs show
data graphically. There are many different types of charts and graphs, but
they all help scientists make comparisons and find patterns more easily.
Sometimes they learn what is the same. Sometimes they learn what is
different.

Comparing Rocks

Rock Width

Granite
Basalt

Pumice

6 Fill in the bar graph for each rock. Then answer the question.

Comparing Rocks
10
9
Width of rock (cm)

8
7
6
5
4
3
2
1

granite basalt pumice

Which rock is the widest?

Lesson 3 Check Got it? 60-Second Video Unit 1 13

 Materials Let’s Investigate!
What skills do scientists use?
1. Write salt water on one plastic cup and
2 plastic cups plain water on the other, using a marker.
with water
2. Stir 1 spoonful of salt into the salt cup.
spoon
3. Put 1 ice cube in each cup. Start the timer.
4. Check the timer when the first ice cube
2 ice cubes
melts. Record your data in the table.
5. Check the timer when the second ice cube
timer melts. Record your data.
salt

Ice Cube Data

Time to Melt (minutes)

Plain water
Salt water

salt water plain water

14 Unit 1 Let’s Investigate! Lab

Unit 1
What is science?
Review
Lesson 1

What kinds of skills do scientists use?

1 Circle the correct answer.
You when you use your senses to find out something.
a) record b) repeat c) observe

Lesson 2

How do scientists find answers?

2 Circle why scientists repeat investigations.
1. To use their senses.
2. To find different answers.
3. To find similar results.

Lesson 3

How do scientists collect and share data?

3 Look at the bar graph and answer the question.
Comparing Flowers
6
Width of flower (cm)

5
4
3
2
1

lily daisy tulip

1. Which flower is the widest?

2. Which flower is the least wide?

Got it? Quiz Got it? Self Assessment Unit 1 15

 Unit Technology and Tools
2 How do people
solve problems?
I will learn

how people design new

ō
things.
1 Look and label the objects.
ō how tools and simple
machines work and how
screw wagon earmuffs body parts can function
scarf shovel pulley as tools.

2 How do you use each object? Say with a partner.

3 Draw a technology that you use.

T hi nk !

How do computers
help you?

16 Unit 
Lesson 1 . How do people design new things?
1 Read and circle T (true) or F (false). Key Words

A Problem and a Goal ō goal

ō material
Engineers think about a problem that they need
ō soft
to solve. Then they set a goal to find a solution to
ō hard
the problem. A goal is something you want to do.
ō light
Chester Greenwood lived a long time ago in
ō heavy
Maine. Chester had a problem. His ears got very
cold in the winter. He set a goal. He wanted to
find a way to keep his ears warm.

Maine can get very cold

in the winter.

1. Engineers find a solution before they set a goal. T/F

2. Engineers set goals to solve problems. T/F
3. Chester wanted to invent something to keep his hands warm. T/F

2 With a partner, think of a problem you want to solve. Write your goal.

Let’s Explore! Lab Unit  17

 3 Number the pictures (1–3) to show the order of Chester’s plan.

Plan and Draw

Engineers plan and draw before they make
new things. Sometimes they plan and draw
more than once.
Chester Greenwood planned to use a heavy
wool scarf to stay warm. He tied it around his
head. It kept his ears warm. However, the wool
scarf was very itchy.
Chester wanted to find a better solution
to his problem. Chester planned again. He
planned to make earflaps to cover his ears.

Cover loops. Sew covers around Make wire loops.

wire loops.

4 Read and draw something that can solve the problem.

I don’t have enough time in the day

to do everything. I need a pair of
shoes that can help me move
around more quickly!

18 Unit  I Will Know...

5 Read and mark (✓) the materials that keep
your ears warm.

Choose Materials Different Designs

Engineers choose materials to make new Find out about two
things. A material is what something is made of. kinds of shoes.
Materials can be very different. Some materials How do you use the
are soft. Other materials are hard. Some shoes? Tell how the
materials are light. Other materials are heavy. designs are different.

cotton corduroy

fleece rubber

6 Read and circle the best material for each item.

1. What is the best material for making a raincoat?
cotton rubber corduroy
2. What is the best material for making a pair of shorts for summer?
rubber cotton fleece
3. What is the best material for making a hat for skiing in the winter?
cotton fleece rubber

Unit  19
 7 Read and underline why Chester changed his design.

Make and Test

Engineers make and test the solution to their problem. They
want to find out how well their design works. Sometimes they
change their design. They do this to make their design better.
Chester made oval loops out of wire. Then he covered the
loops with soft materials. Chester’s earflaps kept his ears
warm. However, Chester wanted to find a better way to keep
the earflaps in place. He changed his design. He made his
design better by adding a flat steel spring to fit over his head.
This kept the earflaps in place over his ears.
8 Read and write headband or earflap to label the parts of
the picture.

Record and Share

Engineers record what
they have done. They write
about their designs. They
draw and label their designs,
too. Recording helps them
remember what they have done.
Sometimes engineers share
what they have done
with others.

This girl is wearing earmuffs.

20 Unit  Lesson 1 Check Got it? 60-Second Video

Lesson 2 . How do we use tools and machines?
1 Look at the picture of the treehouse and circle
Key Words
the tools you think helped to build it.
ō simple machine
ō lever
ō wedge
ō pulley
ō inclined plane
saw

treehouse
screw shovel pulley

2 Read and draw an object that screws hold together.

Tools and Machines

Suppose you want to move an object. You
might use a tool to help you. A machine is a
tool that can make work easier. Sometimes
tools and machines can do things that your
body cannot do on its own.
A simple machine is a tool with few or no
moving parts. A screw is a simple machine.
A screw holds things together.

Let’s Explore! Lab Unit  21

 3 Read, look, and label the pictures.

pulley inclined plane

Simple Machines
There are many different kinds of tools and
machines. Levers and wedges are simple
machines. Pulleys and inclined planes are
simple machines, too.
Pulleys move an object up, down, or
sideways. An inclined plane is flat.
It is higher at one end than at the other.
An inclined plane makes it easier to
move things.

4 Look and match the task to the correct machine.

a) move a heavy box

b) move a wheelchair

c) move a shopping cart

d) move a pile of books inclined plane

trolley

22 Unit  I Will Know...

5 Read, underline the body parts in the text, and label the pictures.
Tool Body Part

1. A lever is a tool. A lever can

move things. A shovel is a
lever. It can move dirt. You can
use your arms as levers. You
can use your arms to pick
shovel
things up.

2. Tongs are made of two levers.

Tongs can grasp objects. You
can use your hands as two
levers. You can use your hands
to grasp a ball. tongs

3. A wedge is a tool. A wedge

can push things apart. A knife
is a wedge. You can use your
teeth as a wedge. You can use
your teeth to cut and chew
food. knife

T hi nk !

What other body

parts can you use
as tools?

Unit  23
 6 Read and underline two ways animals
use their body parts as tools.

Animal Body Parts as Tools Tools in Nature

Think about different animals. Animals use Draw an animal
body parts as tools. Gophers use their claws body part. Tell how
to dig into the ground. Woodpeckers use it is like a tool. Tell
their beaks to drill into trees. Animals use their how it is different
body parts to do work. from a tool.

7 Read, look, and fill in the blanks.

levers wedge

1. The beaver has long front 2. The blue jay uses its beak to
teeth. It uses its teeth as a hold on to food. Its beak is
____________ to cut into like two _____________.
wood.

24 Unit 
8 Read, look, and circle the part of the animal that is used as a tool.
Then match the animals to the corresponding tools.

1. The sea turtle uses its flippers 2. Badger claws are like wedges.
as shovels, or as levers. The claws help the badger dig
into the ground.

9 Draw an animal that uses its body parts as tools. Tell how.

Lesson 2 Check Got it? 60-Second Video Unit  25

 Materials Let’s Investigate!
How can a machine ring a bell?
bell marble 1. Design a way to ring a bell from one
meter away. Use two simple machines.
2. Draw your plan in your notebook. Then
use the space below to draw your final
plan.
3. Record what materials you will use.
common objects
4. Test your design. My design (did / did
not) ring the bell.
5. Evaluate your design. How could you
meterstick redesign your machine to ring the bell
better?

My Final Plan

26 Unit  Let’s Investigate! Lab

Unit 2 How do people
Review solve problems?

Lesson 1

How do people design new things?

1 Read and circle the correct answer.
Chester Greenwood wanted to find a way to keep
his ears warm. He set a _____.
a) problem b) record c) goal

2 Circle the earmuffs that you

want to wear in the snow.

Lesson 2

How do we use tools and machines?

3 Look and number the pictures.

4 What tools does a bird’s beak act like?

a) wedges b) pulleys c) levers

Got it? Quiz Got it? Self Assessment Unit  27

 Unit Plants and Animals
3 How do plants and
animals live in their
I will learn

ō ZKDWDQLPDOVQHHGDQG
habitats? KRZWKH\XVHWKHLUERG\
SDUWVWRPHHWWKHLUQHHGV
1 Look and label the habitats. Then number ō WKHGLIIHUHQWSDUWVRIVHHG
the animals and plants to match. SODQWV
ō WKDWSODQWVDQGDQLPDOV
OLYHLQKDELWDWVWKDWPHHW
RFHDQ ZHWODQG IRUHVW GHVHUW
WKHLUQHHGV

1 2 3 4

alligator deer cactus coral

2 With a partner, think of three words

that describe each habitat.
3 What do all animals and plants need?
Talk as a class.

Think!
How is a giraffe like a zebra?

28 8QLW
Lesson 1 . What are some Key Words
parts of animals? ōEHDN ōVSLNHV
ōFDPRXIODJH ōKRUQV
1 Read and underline four things animals ōFODZV ōSRLVRQ
need. Look at the picture. What need does
the chipmunk meet? Say.

Animal Needs
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2 Read and label the animals.

Animal Body Parts

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URELQSXWVLWVEHDNLQWRWKHVRLOWRFDWFKHDUWKZRUPV SDUWVWRJHWIRRG

Let’s Explore! Lab 8QLW 29

 3 Read and make a list of ways animals protect themselves.

Staying Safe
Ways to stay safe
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ZD\V6RPHDQLPDOVKDYHFDPRXIODJH 
CamouflageLVDFRORURUVKDSHWKDWPDNHV 
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SRLVRQLQWKHLUVNLQ$QLPDOVWKDWZDQWWRHDWWKHPVWD\DZD\
4 Look at the pictures of the porcupine fish and circle the statements
T (true) or F (false).

a porcupine fish normally a porcupine fish protecting itself

$SRUFXSLQHILVKEHFRPHVPXFKVPDOOHUZKHQLWSURWHFWVLWVHOI T/F
,WVVKDUSVSLNHVVWLFNRXWZKHQLWLVSURWHFWLQJLWVHOI T/F
,WVFRORUVWD\VWKHVDPHZKHQLWLVSURWHFWLQJLWVHOI T/F
$SRUFXSLQHILVKXVHVFDPRXIODJHWRSURWHFWLWVHOI T/F

30 8QLW I Will Know...

5 Look and label the animals. Then number each description to match.

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1 2 3

4 5 6

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6 Write camouflage, hard body part, or poison below each description.

Lesson 1 Check Got it? 60-Second Video 8QLW 31

Lesson 2 . What are the parts of plants?
1 Read, look, and label the needs that are Key Words
shown. Then draw and label one more
ōQXWULHQWV ōVWHP
thing that plants need to grow.
ōURRWV ōVHHGV
Plant Needs ōVRLO ōFRQH
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HYHU\WKLQJWKH\QHHG

2 Look at the picture and write what will happen to the plants and seeds?

32 Unit 3 Explore My Planet!

 3 Read and number the parts of the plant.

Plant Parts
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7KHSDUWVLQFOXGHURRWVDVWHPOHDYHVIORZHUVDQGVHHGV

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4. 6RPHSODQWVKDYHIORZHUV
)ORZHUVPDNHseeds6HHGV
FDQJURZLQWRQHZSODQWV

4 Draw a plant with flowers in your notebook and label all of the parts.

T hi nk !

What happens if you put

a plant in a dark closet
for a week?

I Will Know... 8QLW 33

 5 Read, look, and complete the sentences.

Seed Plants
0RVWSODQWVDUHVHHGSODQWV6HHGSODQWVPDNHVHHGVDQGJURZIURPVHHGV
6RPHVHHGSODQWVKDYHIORZHUV0DQ\SODQWVZLWKIORZHUVJURZIUXLWV
6HHGVPD\JURZLQVLGHWKHIUXLWV7KHIUXLWVFRYHUDQGSURWHFWWKHVHHGV)UXLWV
DQGVHHGVDUHGLIIHUHQWVKDSHVDQGVL]HV1RWDOOVHHGSODQWVKDYHIORZHUV
6RPHVHHGSODQWVKDYHcones6HHGVJURZLQVLGHWKHFRQHV7KHFRQHV
SURWHFWWKHVHHGV7KHVHHGVFDQIDOOWRWKHJURXQGZKHQWKHFRQHVRSHQ

ZDWHUORWXV  SHDFKWUHH  SLQHWUHH  IORZHUVDQGIUXLW  FRQHV

$ KDV $ KDV $ KDV

  

6 Read and look up each flower, fruit, or cone. Draw a picture of each
one in your notebook.

1.3HDFKWUHHVJURZ 2.7KHIUXLWRI 3.3LQHWUHHV

IORZHUV7KHERWWRP WKHZDWHU KDYHFRQHV
SDUWRIHDFKIORZHU ORWXVIRUPVWKH WKDWSURWHFWWKH
JURZVLQWRDIUXLW FHQWHURIWKH VHHGVJURZLQJ
FDOOHGDSHDFK IORZHU LQVLGH

34 8QLW Lesson 2 Check Got it? 60-Second Video

Lesson 3 . Where do plants Key Words
and animals live? ōKDELWDW
ōVWDON
1 Read and underline what a habitat is.
ōKXPS
Habitats
/LYLQJWKLQJVDUHIRXQGDOORYHU(DUWK3ODQWVDQGDQLPDOVOLYHWRJHWKHULQ
KDELWDWV$habitatLVWKHSODFHZKHUHDSODQWRUDQLPDOOLYHV3ODQWVDQG
DQLPDOVOLYHLQGLIIHUHQWNLQGVRIKDELWDWV$KDELWDWFDQEHKRWRUFROG$
KDELWDWFDQEHZHWRUGU\WRR3ODQWVDQGDQLPDOVFDQRQO\OLYHLQKDELWDWV
WKDWPHHWWKHLUQHHGV
2 Look and complete the sentences with an adjective.

7KHDUFWLFIR[OLYHVLQDYHU\ 7KHVHJHHVHOLYHLQD
KDELWDW KDELWDW

3 Read, look, and draw an ✗ on one

thing the deer needs.
Forest
$IRUHVWLVDKDELWDWZKHUHSODQWVDQGDQLPDOV
JHWZKDWWKH\QHHG7KH\JHWDLUDQGZDWHUDQG
WKH\KDYHVSDFH3ODQWVJHWOLJKWDQGQXWULHQWVIURP
WKHVRLO$QLPDOVILQGVKHOWHUXQGHUWUHHVDQGWKH\
HDWSODQWVRURWKHUDQLPDOV/LYLQJWKLQJVLQDIRUHVW
GHSHQGRQRQHDQRWKHUWRJHWZKDWWKH\QHHG

Let’s Explore! Lab Unit 3 35

 4 Read, look, and circle where fish find food in their habitat.

Ocean
$QRFHDQLVDKDELWDW$QRFHDQKDV
VDOWZDWHU$QRFHDQLVODUJHDQGGHHS
0DQ\GLIIHUHQWSODQWVDQGDQLPDOVOLYH
LQWKHRFHDQ7KH\JHWZKDWWKH\QHHG
IURPWKHLUKDELWDW7KHVHILVKILQGWKH
IRRGWKH\QHHGRQWKHFRUDOUHHI
5 Read and fill in the blanks.

FDPHOZDWHUURRWVFDFWXVHVGU\

Desert
'HVHUWVDUH KDELWDWV6RPHSODQWVDQGDQLPDOVFDQOLYH
LQWKHGHVHUW)RRGDQG FDQEHKDUGWRILQGLQWKHGHVHUW
DQGFDPHOVOLYHLQVRPHGHVHUWV&DFWXVHVFDQKROGZDWHU
r
LQWKHLUstalks
DQG)DWLQLWVhumpKHOSVD
OLYHLQGU\SODFHV
6 Look and answer the questions.

+RZFDQDFDPHOOLYHLQDGU\SODFH"
+RZFDQDFDFWXVOLYHZLWKOLWWOHZDWHU"


36 8QLW I Will Know...

 7 Read, look, and circle the plants that grow in a wetland.

Wetland
$ZHWODQGLVPRVWO\FRYHUHGZLWK
ZDWHU3ODQWVWKDWQHHGDORWRIZDWHU
JURZLQDZHWODQG3ODQWVDQGDQLPDOV
GHSHQGRQRQHDQRWKHUWRJHWZKDWWKH\
QHHGLQDZHWODQG$QLPDOVHDWSODQWVRU
RWKHUDQLPDOVLQDZHWODQG7KLVDOOLJDWRU
HDWVILVKWKDWOLYHLQWKHZDWHU

water lily cactus rose bulrushes

8 Read, look, and mark (✓) the

picture that shows a rain forest.

Rain Forest
$UDLQIRUHVWLVDZHWKDELWDW,WJHWV
DORWRIUDLQ0DQ\WUHHVJURZWDOOWR
JHWVXQOLJKW6KRUWSODQWVJHWOLWWOHRUQR
VXQOLJKW0DQ\GLIIHUHQWDQLPDOVOLYHLQ
WKHUDLQIRUHVW$QLPDOVILQGIRRGDQG
VKHOWHULQWKHUDLQIRUHVW)RUH[DPSOH
DVORWKHDWVOHDYHVDQGLQVHFWV

Lesson 3 Check Got it? 60-Second Video 8QLW 37

 Materials Let’s Investigate!
2 bean How does water affect
plants
plant growth?
/DEHORQHSODQWwater$GGZDWHUWRWKLV
SODQWZKHQWKHVRLOIHHOVGU\
plastic cup /DEHOWKHRWKHUSODQWno water'RQRWDGG
with water ZDWHUWRWKLVSODQW
2EVHUYHWKHSODQWVGDLO\IRUGD\V
tape
5HFRUG\RXUREVHUYDWLRQVEHORZ

Plant Observations

Day Water No Water

38 8QLW Let’s Investigate! Lab

Unit 3 How do plants and animals
Review live in their habitats?

Lesson 1

What are some parts of animals?

1 Circle the correct answer.
$VKDSHRUFRORUWKDWPDNHVDQDQLPDOKDUGWRVHHLVFDOOHG
DSRLVRQEFDPRXIODJHFKRUQVGVKHOOV

Lesson 2

What are the parts of plants?

2 Label the parts of the plant.

Lesson 3

Where do plants and animals live?

3 Circle the animals that live in a forest habitat.

Got it? Quiz Got it? Self Assessment 8QLW 39

 Unit Body and Growth
4 How do we grow
and change?
I will learn
ō WKHGLIIHUHQWVWDJHVRI
KXPDQGHYHORSPHQW
1 Look and number the people in order, from ō KRZVRPHRIP\ERG\
youngest to oldest. Then label. SDUWVFKDQJHDV,JHW
ROGHU
EDE\  DGXOW  FKLOG  DGROHVFHQW

2 What phase of life are you in? What phase are your brothers and
sisters in? What phase are your parents in? Discuss with a partner.
3 What things can a child do that
a baby cannot? Make a list as
a class.

T hi nk !

Why can’t children

drive cars?

40 8QLW
Lesson 1 . What are the Key Words
stages of human ōGHYHORSPHQW ōFKLOGKRRG
development? ōSK\VLFDO ōDGROHVFHQFH
ōPHQWDO ōDGXOWKRRG
1 Read the text and circle T (true) ōLQIDQF\ ōPDWXULW\
or F (false). ōFRRUGLQDWLRQ

Human Development
:KHQKXPDQEDELHVDUHERUQWKH\ORRNDORW
OLNHWKHLUSDUHQWV7KH\DUHDOVRGLIIHUHQWIURPWKHLU
SDUHQWV%DELHVDUHYHU\VPDOO7KH\FDQQRWIHHG
WKHPVHOYHVRUZDONOLNHWKHLUSDUHQWVFDQ
(DFKRIXVJURZVDQGFKDQJHVWKURXJKRXWRXU
OLIHWLPH7KLVSURFHVVLVFDOOHGdevelopment7KHVH
FKDQJHVLQFOXGHphysicalFKDQJHVZKLFKDUHWKH
FKDQJHVWRRXUERGLHV7KHZD\RXUEUDLQVZRUNDOVR
FKDQJHV7KHVHFKDQJHVDUHFDOOHGmentalFKDQJHV
7KHIRXUVWDJHVRIKXPDQGHYHORSPHQWDUHLQIDQF\
FKLOGKRRGDGROHVFHQFHDQGDGXOWKRRG
%DELHVGRQłWORRNOLNHWKHLUSDUHQWV T/F
 3K\VLFDOFKDQJHVDUHFKDQJHVWRRXUERGLHV T/F
 %DELHVQHHGWROHDUQKRZWRIHHGWKHPVHOYHV T/F
 &KLOGUHQłVEUDLQVZRUNWKHVDPHZD\DVDEDE\łVEUDLQ T/F
2 Circle three ways you will develop in the next ten years.

,ZLOOJHWWDOOHU ,ZLOOEHFRPHDQDGROHVFHQW ,ZLOOJHWVWURQJHU

0\KDLUZLOOWXUQJUD\ ,ZLOOEHFRPHDQLQIDQW

Let’s Explore! Lab 8QLW 41

 3 Read and underline three ways infants develop.
Infancy
7KHILUVWSDUWRIRXUOLYHVLVFDOOHGinfancy,WVWDUWV
ZKHQZHDUHERUQDQGODVWVXQWLOZHDUHWZR\HDUV
ROG%DELHVłRULQIDQWVłPXVFOHVDQGEUDLQVGHYHORS
YHU\TXLFNO\%DELHVGHYHORSPRUHcoordinationRU
WKHDELOLW\WRXVHWKHLUGLIIHUHQWERG\SDUWVWRJHWKHU
:KHQWKHLUPXVFOHVJHWVWURQJHUDQGWKH\KDYH
PRUHFRRUGLQDWLRQEDELHVFDQKROGXSWKHLUKHDGVFUDZODQGHYHQ
ZDON%\WKHHQGRILQIDQF\EDELHVOHDUQKRZWRWDONDQGGRPDQ\RWKHU
WKLQJVVXFKDVIHHGWKHPVHOYHV
Childhood
7KHVHFRQGVWDJHLVFDOOHGchildhood7KLVLVZKHQFKLOGUHQJHWWDOOHUDQG
EHFRPHVWURQJHU7KHLUFRRUGLQDWLRQLPSURYHV
HYHQPRUH&KLOGUHQFDQUXQFRORUSLFWXUHV
DQGGUHVVWKHPVHOYHV&KLOGUHQDUHYHU\FXULRXV
DQGOHDUQWKLQJVYHU\TXLFNO\7KH\FDQFDUU\RQ
FRQYHUVDWLRQV&KLOGUHQOHDUQKRZWRUHDGSOD\
JDPHVDQGVROYHSUREOHPV
4 Draw yourself doing something you need a lot of coordination to do.
Write. Then discuss with the class.

,QHHGDORWRIFRRUGLQDWLRQWR 

42 8QLW I Will Know...

 5 Read and underline three ways adolescents change.
Adolescence
:KHQZHDUHEHWZHHQWHQDQG
\HDUVROGZHDUHLQWKHWKLUGVWDJHRI
GHYHORSPHQWadolescence'XULQJWKLV
SKDVHFKLOGUHQVWDUWWREHFRPHDGXOWV
7KHLUERGLHVFKDQJHDQGWKH\EHJLQWR
UHVHPEOHDGXOWVSK\VLFDOO\7KH\DOVREHJLQWRWKLQNOLNHDGXOWVDQGGR
WKLQJVDGXOWVFDQGR)RUH[DPSOHPDQ\DGROHVFHQWVOHDUQKRZWRGULYHD
FDU7KH\OHDUQWRWKLQNDERXWULJKWDQGZURQJLQWKHZRUOG
6 Read and match the parts of the sentences.

Adulthood
AdulthoodLVZKHQZHUHDFKmaturityRU
FRPSOHWHRXUGHYHORSPHQW:HVWRSJURZLQJ
WDOOHUIRUH[DPSOH,WLVSRVVLEOHIRUDGXOWPHQ
DQGZRPHQWRKDYHFKLOGUHQRIWKHLURZQ
$GXOWVGRFRQWLQXHWRFKDQJHSK\VLFDOO\DQGPHQWDOO\$W\HDUVROG
VRPHDGXOWVQRWLFHWKDWWKHLUVNLQZULQNOHVDQGWKHLUPXVFOHVJHWZHDNHU0DQ\
ROGHUDGXOWVQHHGWRXVHJODVVHVIRUUHDGLQJ,IZHH[HUFLVHDQGHDWZHOOZH
FDQVWD\KHDOWK\WKURXJKRXWRXUOLYHV

6RPHDGROHVFHQWVĽ ZHUHDFKPDWXULW\

$GXOWVVWRSĽ WRUHVHPEOHDGXOWVSK\VLFDOO\

$GROHVFHQWVEHJLQĽ OHDUQKRZWRGULYH

$GXOWKRRGLVZKHQĽ JURZLQJWDOOHU

Lesson 1 Check Got it? 60-Second Video 8QLW 43

 Key Words
Lesson 2 . How do some parts of our
bodies change as we grow? ōR[\JHQ
ōVNHOHWRQ
1 Draw lines from the body parts to where they ōMRLQW
belong on the skeleton. ōFRQWUDFWLQJ
ōUHOD[LQJ

heart
brain

stomach
lungs

2 Read and complete the graphic organizer with the steps to catch the ball.

Your Body
7KLQNDERXWDOOWKDW\RXUZRQGHUIXOERG\FDQGR
<RXFDQVHHKHDUUXQDQGWKLQN$V\RXJURZWKH
GLIIHUHQWSDUWVRI\RXUERG\GHYHORSWRZRUNWRJHWKHU
6XSSRVHVRPHRQHWKURZVDEDOOWR\RX)LUVW\RX
VHHWKHEDOO1H[W\RXUXQDQGUHDFKRXWWRZDUGLW
/DVW\RXFDWFKLW

First Next Last

44 8QLW Explore My Planet!

3 Read and circle T (true) or F (false). With a partner, correct the
false statements.
Brain
<RXUEUDLQKHOSV\RXPRYHWKLQN
DQGIHHO,WFRQWUROV\RXUSK\VLFDO
DQGPHQWDODFWLYLWLHVE\VHQGLQJDQG
UHFHLYLQJPHVVDJHV
<RXUILYHVHQVHVVHQGLQIRUPDWLRQ
WR\RXUEUDLQ<RXUEUDLQVHQGV
PHVVDJHVWRWKHRWKHUSDUWVRI\RXU
ERG\WRWHOOWKHPZKDWWRGR
)RUH[DPSOH\RXKHDUD
WHOHSKRQHULQJ7KHVRXQGWUDYHOVWR
\RXUEUDLQ<RXUEUDLQPD\WHOO\RX
WRDQVZHUWKHWHOHSKRQH
:KHQEDELHVDUHERUQWKHLUEUDLQVDUHRQO\UHDG\WRVHQGDQGUHFHLYH
VRPHPHVVDJHV7ROHDUQKRZWRFUDZOZDONDQGWDONWKHLUEUDLQVQHHGWR
GHYHORSPRUH
<RXUEUDLQRQO\VHQGVPHVVDJHVWR\RXUERG\ T/F
+HDULQJLVRQHRI\RXUILYHVHQVHV T/F
%DELHVFDQQRWFUDZOXQWLOWKHLUEUDLQVGHYHORSHQRXJK T/F
:KHQWKH\DUHERUQEDELHVFDQWDON T/F
4 What are your five senses? Make a list with a partner. Then mime one
sense while your partner guesses what it is.
 
 


I Will Know... 8QLW 45

 5 Draw an arrow to show how food moves
from the mouth to the stomach.
Stomach
)RRGJLYHV\RXUERG\HQHUJ\<RX
QHHGHQHUJ\WRSOD\DQGJURZ<RXU
VWRPDFKKHOSVFKDQJHWKHIRRGVR\RXU
ERG\FDQXVHLW
0XVFOHVLQ\RXUVWRPDFKPL[WKH stomach
IRRG/LTXLGVLQ\RXUVWRPDFKKHOS
EUHDNWKHIRRGLQWRWLQ\SLHFHV7KHQWKH
IRRGPRYHVRXWRIWKHVWRPDFK2WKHU
SDUWVRIWKHERG\ILQLVKFKDQJLQJVRPH
RI\RXUIRRGLQWRHQHUJ\
,QIDQWVKDYHYHU\VPDOOVWRPDFKV7KH\
FDQQRWHDWDOOW\SHVRIIRRG7KH\GULQN
PLONXQWLOWKH\DUHIRXUWRVL[PRQWKV
ROG7KH\FDQRQO\HDWVROLGIRRGZKHQWKHOLTXLGVLQWKHLUVWRPDFKVKDYH
GHYHORSHGDQGZKHQWKH\VWDUWWRJURZWHHWK

6 Why can’t babies eat all types of food? Circle the correct options.
D 7KH\GRQRWKDYHWHHWK
E0LONPDNHVWKHPVLFN
F 7KHOLTXLGVLQWKHLUVWRPDFKVDUHQłWUHDG\
G7KH\FDQQRWFKDQJHIRRGLQWRHQHUJ\
7 With a partner, count the number of teeth
you have. Discuss why teeth are important.

This infant is just

starting to get teeth.

46 8QLW
8 Read and underline what your
heart and lungs do.

Lungs and Heart Sound of a Heartbeat

<RXUOXQJVWDNHLQDLUZKHQ\RX *HWDFDUGERDUGWXEH3XW
EUHDWKHOxygenLVLQWKHDLU<RX RQHHQGRYHUVRPHRQHłVKHDUW
QHHGR[\JHQWROLYH 3ODFH\RXUHDURQWKHRWKHU
<RXUKHDUWSXPSVEORRGWRDOO HQG/LVWHQ7HOOZKDW\RXKHDU
SDUWVRI\RXUERG\7KHEORRGSLFNV
XSR[\JHQIURPWKHOXQJV7KH
EORRGFDUULHVWKHR[\JHQIURP\RXU
OXQJVWRDOOSDUWVRI\RXUERG\<RXU
KHDUWZRUNVWRJHWKHUZLWK\RXUOXQJV
WRNHHS\RXKHDOWK\
<RXUKHDUWDQGOXQJVZRUNIRU
\RXUHQWLUHOLIH<RXUKHDUWEHDWV
DERXWWLPHVSHUPLQXWH:KHQ
\RXłUHDQDGXOW\RXUKHDUWEHDWV
DERXWWLPHVSHUPLQXWH$GXOWV
lung lung
EUHDWKHPRUHVORZO\WRR
heart

9 Draw what this boy’s lungs look like when he breathes in to play
the trumpet.

8QLW 47
10 Read and underline one way that your bones help your body work.
Bones
$OWRJHWKHUWKHERQHVLQ\RXUERG\
PDNHXS\RXUskeleton7KHUH
DUHORQJERQHVDQGVKRUW
ERQHV:KHUHWZRERQHV
PHHWLVFDOOHGDjoint
<RXUERQHVKHOS\RXPRYH<RXU
ERQHVKROGXS\RXUERG\DQGJLYHLW
VKDSH6RPHERQHVSURWHFWWKH
LQVLGHSDUWVRI\RXUERG\<RXU
DV\RXJURZERQHVJURZ
:KHQ\RXZHUHDQLQIDQW\RXU
ERQHVZHUHVRIWHU<RXDOVRKDGPRUH
ERQHVWKDQ\RXKDYHQRZ$VEDELHV
JURZROGHUWKHLUERQHVEHFRPH
KDUGHUDQGVRPHRIWKHLUERQHVMRLQ
WRJHWKHU:KHQZHDUHDGXOWVRXU
VNHOHWRQVKDYHDERXWERQHV
11 Draw an ✗ on the bones that
protect your heart.
12 Circle three joints in the picture. Then,
point out as many as you can with the class.

h!
T hi nTk i nk !
s
Why do babies have big head
compared to their bodies?

48 8QLW
13 Read. Look and circle the muscles you use to write in your book.
Muscles
0XVFOHVVKDUHVRPHRIWKHMREVERQHV
GROLNHKHOSLQJWRSURWHFWWKHLQVLGH
SDUWVRI\RXUERG\0XVFOHVZRUNZLWK
ERQHVWRPRYH\RXUERG\0XVFOHV
PRYHGLIIHUHQWSDUWVRI\RXUERG\E\
contractingDQGrelaxing:KHQD
PXVFOHFRQWUDFWVLWJHWVVKRUWHU:KHQ
DPXVFOHUHOD[HVLWJRHVEDFNWRLWV
QRUPDOOHQJWK
6RPHPXVFOHVKHOS\RXPRYH\RXU
DUPVDQGOHJV2WKHUPXVFOHVKHOS\RX
RSHQDQGFORVH\RXUH\HV
$VZHJURZRXUPXVFOHVJHWVWURQJHU
%XWZKHQZHDUHDERXW\HDUVROG
ZHPLJKWQHHGWRGRPRUHH[HUFLVHWR
NHHSRXUPXVFOHVDVVWURQJ7KDWłVILQH
EHFDXVHZHFDQH[HUFLVHDOORXUOLIH

14 Read and underline the incorrect word

in each sentence. With a partner, correct the sentences.
0XVFOHVDQGWHHWKZRUNWRJHWKHUWRPRYH\RXUERG\
:KHQDPXVFOHFRQWUDFWVLWJHWVORQJHU
$VZHJURZRXUPXVFOHVJHWZHDNHU
:HFDQQRWGRH[HUFLVHWRNHHSRXUPXVFOHVVWURQJ
15 Make a muscle in your arm like the boy in the picture. Feel your
muscle. Is it contracting or relaxing? Discuss with a partner.

Lesson 2 Check Got it? 60-Second Video 8QLW 49

 Materials Let’s Investigate!
How does your arm work?
fastener
1. 0DNHDPRGHORIDQDUP
yarn
8S
2. 3XOO<DUQ$2EVHUYH
SH
$UP

U$

3. 3XOO<DUQ%2EVHUYH
UP
HU
/RZ

model arm pieces

Yarn B

8SSHU$UP
Yarn A

knot knot

/RZ
HU$U
P

fastener

+RZLV\RXUDUPOLNHWKHPRGHO"'LVFXVVDVDFODVV

50 8QLW Let’s Investigate! Lab

Lesson 1 . What are some kinds Key Words
of land and water? ōODQGIRUP ōSRQG
1 Look and circle the kinds of land ōRFHDQ ōVWUHDP
and water you can see in the picture. ōODNH ōJODFLHU

RFHDQ ODNH PRXQWDLQ ULYHU

2 Read, look, and circle the answers.

Land and Water

:KDWLV(DUWKłVVXUIDFHOLNH"2YHUWZRWKLUGVRI
(DUWKłVVXUIDFHLVFRYHUHGE\ZDWHU0RVWZDWHULVLQWKH
RFHDQ6RLODQGSODQWVFRYHUPXFKRIWKHUHVWRI(DUWKłV
VXUIDFH5RFNLVIRXQGEHQHDWKZDWHUVRLODQGSODQWV

+RZPXFKRI(DUWKłVVXUIDFHLVFRYHUHGE\ZDWHU"
       
,IRIWKH(DUWKłVVXUIDFHLVFRYHUHGE\ZDWHUKRZPXFKLVFRYHUHG
E\ODQG"
       
Explore My Planet! 8QLW 53
 3 Read and underline the sentence that tells what a landform is.

Landforms
(DUWKłVVXUIDFHKDVPDQ\GLIIHUHQWODQGIRUPV$landformLVDQDWXUDO
IHDWXUHRQ(DUWK/DQGIRUPVDUHGLIIHUHQWVL]HVDQGVKDSHV0RXQWDLQV
KLOOVDQGYDOOH\VDUHODQGIRUPV
0RXQWDLQVDQGKLOOVDUHUDLVHGSDUWVRI(DUWKłVVXUIDFH$PRXQWDLQLV
YHU\KLJKDQGODUJH$KLOOLVQRWDVKLJKDVDPRXQWDLQ$YDOOH\LVWKHORZ
ODQGEHWZHHQPRXQWDLQVRUKLOOV
3ODLQVDQGLVODQGVDUHODQGIRUPVWRR$SODLQLVDODUJHIODWDUHDRI
ODQG$QLVODQGLVODQGWKDWLVVXUURXQGHGE\ZDWHU
4 Look and match the landforms to their descriptions.

:DWHUVXUURXQGV $PRXQWDLQLVYHU\ $SODLQLVDIODW

DQLVODQG KLJKDQGODUJH DUHDRIODQG

5 Look and draw an ✗ on a hill and circle a valley. Then read the
descriptions and underline the correct words.

$KLOOLVlowerhigher
WKDQDPRXQWDLQ
$YDOOH\LVlower
higherWKDQDKLOO

54 8QLW I Will Know...

6 Read and circle T (true) or F (false).

The Ocean
(DUWKKDVGLIIHUHQWERGLHVRIZDWHU7KH
oceanLVWKHODUJHVWERG\RIZDWHU,WFRYHUV
PRVWRI(DUWK7KHRFHDQKDVGLIIHUHQW
SDUWV7KH3DFLILF2FHDQLVRQHSDUW7KH
$WODQWLF2FHDQLVDQRWKHUSDUW$OORIWKH
SDUWVRIWKHRFHDQDUHFRQQHFWHG
2FHDQZDWHULVVDOW\3HRSOHFDQQRW
GULQNVDOWZDWHU
7KHRFHDQLVRQHRIPDQ\ERGLHVRIZDWHURQ(DUWK T/F
/DQGFRYHUVPRVWRI(DUWK T/F
7KH$WODQWLFDQGWKH3DFLILFDUHERWKRFHDQV T/F
:HFDQGULQNZDWHUIURPWKHRFHDQ T/F
7 Read and underline how lakes and
ponds form. Then label the pictures.

Lakes and Ponds

LakesDUHPXFKVPDOOHUWKDQWKHRFHDQ
PondsDUHPXFKVPDOOHUWKDQODNHV/DNHV
DQGSRQGVIRUPZKHQZDWHUILOOVORZSODFHV
RQODQG0RVWDUHIUHVKZDWHU3HRSOHFDQ
GULQNFOHDQIUHVKZDWHU

T hi nk !
What do you think the land
under the ocean looks like?

8QLW 55
 8 Read, look, and match the pictures to their descriptions.

Rivers and Streams

5LYHUVDQGstreamsIRUPZKHQZDWHU
UXQVGRZQKLOO6PDOOVWUHDPVMRLQ
WRJHWKHUWRIRUPULYHUV0RVWULYHUVIORZ
LQWRODNHVRULQWRWKHRFHDQ0RVWULYHUV
DQGVWUHDPVDUHIUHVKZDWHU

Glaciers
*ODFLHUVIRUPLQYHU\FROGSODFHV$
glacierLVDODUJHERG\RIPRYLQJLFH
*ODFLHUVPRYHYHU\VORZO\0RVWRI
(DUWKłVIUHVKZDWHULVIUR]HQLQWRJODFLHUV
3HRSOHFDQQRWGULQNWKHIUR]HQZDWHU

9 Read and write glaciers, rivers and streams, or both.

7KH\GRQłWPRYHTXLFNO\
7KH\KDYHIUHVKZDWHU
7KH\IORZLQWRODNHVRULQWRWKHRFHDQ
10 Look and draw an arrow
to show the direction that
the river flows in.

56 8QLW Lesson 1 Check Got it? 60-Second Video

 Key Words
Lesson 2 . How can people
help protect Earth? ōSROOXWLRQ ōUHF\FOH
ōUHGXFH ōUHIXJH
1 Look and draw something you can recycle ōUHXVH
in each bin.

Objective: Xxxxxxxxxx.
Vocabulary: Xxxxxx
xxxxx
paper metal plastic
Digital Resources: Xxxxxxxx
xxxxx
2 Read, look, and mark (✓) the things we can do to help the environment.
With a partner, say which of the activities you do.

Pollution
6RPHWLPHV(DUWKFKDQJHVEHFDXVHRISROOXWLRQPollutionKDSSHQVZKHQ
VRPHWKLQJKDUPIXOLVDGGHGWRWKHODQGDLURUZDWHU3ROOXWLRQFDQKDUP
SHRSOHDQGRWKHUOLYLQJWKLQJVLQWKHHQYLURQPHQW7KHHQYLURQPHQWLV
HYHU\WKLQJDURXQGOLYLQJWKLQJV
0DQ\SHRSOHZRUNWRJHWKHUWRKHOSWKHHQYLURQPHQW7KH\SLFNXSWUDVK
7KH\KHOSFOHDQXSSROOXWHGODNHVULYHUVDQGRFHDQV7KH\ZDONRUULGH
ELNHV7KLVKHOSVNHHSWKHDLUFOHDQ

Let’s Explore! Lab 8QLW 57

 3 Read and match the sentence halves.

Reduce and Reuse

$OORIWKHWKLQJVSHRSOHXVHFRPHIURP
(DUWK7KHPHWDOLQDSDSHUFOLSFRPHV
IURPURFNV3DSHUFRPHVIURPWUHHV
3HRSOHFDQSURWHFW(DUWKE\UHGXFLQJ
WKHQXPEHURIWKLQJVWKH\XVHReducePHDQVWRXVHOHVV+RZFDQ\RX
UHGXFHWKHDPRXQWRIZDWHU\RXXVH"<RXFDQWXUQRIIWKHZDWHUZKLOH
EUXVKLQJ\RXUWHHWK
3HRSOHFDQUHXVHWKLQJVWRRReusePHDQVWRXVHDJDLQ<RXFDQUHXVH
SDSHUE\ZULWLQJRQERWKVLGHV

(YHU\WKLQJZHXVHĽ XVLQJWKLQJVDJDLQ

:HUHXVHWKLQJVE\Ľ XVLQJOHVVRI
HYHU\WKLQJRQ(DUWK

:HFDQSURWHFW
(DUWKE\Ľ FRPHVIURP(DUWK

4 Look and circle the

T hi nk !
item that was reused to
How does reusing make the vase. With a
paper help protect partner, list three other
Earth? items that could be
reused to make a vase.

58 8QLW I Will Know...

5 Read, look, and match each item to its recycling bin.

Recycle
3HRSOHFDQUHF\FOHRecyclePHDQVWRFKDQJHVRPHWKLQJVRLWFDQEHXVHG
DJDLQ3DSHUSODVWLFPHWDODQGJODVVFDQEHUHF\FOHG

6 With a partner, circle the parts of the

toys that use recycled materials.

7KLQNRIDQLWHP\RX
QRUPDOO\WKURZLQWKH
WUDVKRUUHF\FOH'HVLJQ
VRPHWKLQJQHZ\RXFDQ
PDNHIURPLWDQGGUDZD
SODQLQ\RXUQRWHERRN

8QLW 59
7 Read and underline how people can protect forest habitats.
Then answer the questions.

Protecting Plants and Animals

+RZFDQSHRSOHNHHSSODQWVDQG
DQLPDOV VDIH" 7KH\ FDQ WDNH FDUH
RISODQWDQGDQLPDOKDELWDWV
3HRSOHFXWGRZQWUHHVIRUZRRG
$IRUHVWKDELWDWFKDQJHVZKHQSHRSOH
FXWGRZQWUHHV6RPHDQLPDOVPLJKW
ORVHWKHLUKRPHV3HRSOHFDQKHOS
SURWHFWIRUHVWKDELWDWV New trees can be homes for animals.

3HRSOHFDQSODQWWUHHVWRUHSODFHWKHRQHVWKH\FXWGRZQ$QLPDOV
FDQPDNHWKHLUKRPHVLQWKHQHZWUHHV

:K\GRSHRSOHFXWGRZQWUHHV"

:KDWKDSSHQVWRDQLPDOVZKHQSHRSOHFXWGRZQWUHHV"

8 Draw and label an animal that might lose its habitat when trees are
cut down.

60 Unit 5
9 Read. Circle the things that can destroy animals’ and plants’ habitats.

A Safe Place
3HRSOHEXLOGKRPHVVWRUHV
DQGIDFWRULHV7KH\EXLOGURDGV
DQGSDUNLQJORWV3ODQWVDQG
DQLPDOVWKDWOLYHGLQWKHWUHHV
DQGRQWKHODQGPD\KDYHQR
SODFHWRJR
3HRSOHFDQWDNHSODQWVDQG
DQLPDOVWRDUHIXJH$refuge
LVDVDIHSODFHWROLYH3HRSOH
FDQQRWEXLOGRQODQGWKDWLV
XVHGDVDUHIXJH

10 How does a refuge help protect animals? With a partner, circle the
correct answer.

,WSURYLGHV ,WJLYHV ,WSURYLGHV

DQLPDOVZLWK DQLPDOVD DSODFHIRU
PRUHIRRG VDIHSODFH SHRSOHWR
WKDQXVXDO WROLYH VHHDQLPDOV

11 With a partner, look and say

how learning about animals
can help protect them.

Lesson 2 Check Got it? 60-Second Video Unit 5 61

 Materials Let’s Investigate!
“polluted” water How can “polluted” water
(prepared
by teacher) be cleaned?
1. 6WLUWKHŃSROOXWHGńZDWHU2EVHUYHWKH
tap water
SROOXWHGZDWHUDQGWDSZDWHUZLWKWKH
timer or KDQGOHQV5HFRUG\RXUREVHUYDWLRQV
stopwatch
2. :DLWPLQXWHV5HFRUG\RXUREVHUYDWLRQVRI
WKHSROOXWHGZDWHU
hand lens
3. 3RXUWKHSROOXWHGZDWHUWKURXJKWKHILOWHU
tape 'RQRWSRXURXWWKHPXG
4. 3RXUWKHILOWHUHGZDWHULQWRWKHFXS2EVHUYH
DQGUHFRUG\RXUREVHUYDWLRQV

plastic Data Table

cup Type of Water Observations

“Polluted” Water
filter assembly
spoon
(prepared
by teacher)
Tap Water

Polluted Water
(After 5 Minutes)

Filtered Water

62 8QLW Let’s Investigate! Lab

 Unit The Solar System
6 What are the
sun, moon, and
I will learn

ō ZKDWWKHVXQLVDQGZK\
planets like? ZHQHHGLW
ō ZKDWVWDUVDUHDQGZKDW
1 Look and complete the label for WKHPRRQLVOLNH
each picture. ō ZKDWREMHFWVPDNHXS
WKHVRODUV\VWHP

Po  o Q


S l n
a HWV

s uQ
VWUV
2 What can you see in the night sky? As a class, make a list.

3 Why do we need the sun? With a partner, give three reasons.

T hi nk !
Why are some
stars brighter
than others?

64 8QLW
 Key Words
Lesson 1 . What is the sun?
ōVXQ ōVXQULVH
1 Which beach has warmer sand? Mark (✓) ōOLJKW ōQRRQ
and talk about why with a partner. ōKHDW ōVXQVHW

2 Read, look, and circle T (true) or F (false).

The Sun
7KHsunLVDVWDU,WLVPDGHRI
KRWJORZLQJJDVHV7KHVXQORRNV
OLNHDEULJKW\HOORZEDOOLQWKHVN\
7KHVXQVHHPVEULJKWHUDQG
ODUJHUWKDQRWKHUVWDUV7KLVLV
EHFDXVHWKHVXQLVWKHFORVHVWVWDU
WR(DUWK7KHVXQLVVREULJKWWKDW
\RXFDQQRWVHHRWKHUVWDUVGXULQJ
WKHGD\
This is what the sun looks like in space.

7KHVXQLVDODUJHSODQHW T/F
7KHVXQLVPDGHRIODQGDQGZDWHU T/F
)URP(DUWKWKHVXQVHHPVELJJHUWKDQRWKHUVWDUV T/F
<RXFDQQRWVHHRWKHUVWDUVLQWKHGD\EHFDXVHWKHVXQLVVREULJKW T / F

Let’s Explore! Lab 8QLW 65

 3 Read and mark (✓) all the true statements. Check with a partner.

Why We Need the Sun

7KHVXQPLJKWORRNVPDOOEXWLW
LVYHU\ELJ7KHVXQLVPXFKELJJHU
WKDQ(DUWK
7KHVXQLVLPSRUWDQWWR(DUWK(DUWK
JHWVOLJKWIURPWKHVXQLightLVRQH
NLQGRIHQHUJ\/LJKWHQHUJ\FDXVHVheat0RVWOLYLQJWKLQJVRQ(DUWKQHHG
OLJKWDQGKHDW<RXFDQOLYHRQ(DUWKEHFDXVHRIOLJKWDQGKHDWIURPWKHVXQ

 7KHVXQLVELJJHUWKDQLWORRNV  (DUWKLVLPSRUWDQWWRWKHVXQ
 7KHVXQJHQHUDWHVOLJKWDQG  3HRSOHDQLPDOVDQGSODQWV
KHDWHQHUJ\ FDQOLYHZLWKRXWWKHVXQ
4 Look, read, and match the pictures with the texts. Then read the
sentence below and circle all correct endings.

7KHVXQłVKHDW 3ODQWVQHHG *HFNRVVLWLQWKHVXQ

NHHSVSHRSOHZDUP VXQOLJKWWRJURZ WRZDUPWKHLUERGLHV

,NQRZWKHVXQLVJLYLQJRIIOLJKWLQWKHSLFWXUHVEHFDXVHĽ

D OLJKWLVUHIOHFWLQJRIIWKHWRPDWRHV E ,FDQVHHWKHVXQ

F WKHJHFNRKDVDVKDGRZ G WKHJLUOLVZHDULQJVXQJODVVHV

66 8QLW I Will Know...

5 Read and circle the correct answers.

Sun in the Sky

7KHVXQVHHPVWRPRYHDFURVVWKHVN\GXULQJWKHGD\7KHVXQORRNVORZ
LQWKHVN\LQWKHPRUQLQJDWsunrise7KHVXQLVKLJKLQWKHVN\DWnoon,W
ORRNVORZLQWKHVN\DJDLQDWsunsetLQWKHHYHQLQJ
7KHVXQGRHVQRWUHDOO\PRYHDFURVVWKHVN\(DUWKPRYHV(DFKGD\
(DUWKVSLQVDURXQGRQFH$V(DUWKVSLQVWKHVXQVHHPVWREHPRYLQJ
<RXPD\QRWVHHWKHVXQRQDFORXG\GD\7KHVXQLVEHKLQGWKHFORXGV
7KHVXQDOZD\VVKLQHVHYHQZKHQ\RXFDQQRWVHHLW
7KHVXQLVlow / highLQWKHVN\DWQRRQ
(DUWKVSLQVDURXQGonce / twiceDGD\
7KHVXQLVhigh / lowLQWKHVN\DWVXQVHW
7KHVXQmoves / doesn’t moveDFURVVWKHVN\
6 Look and label each picture sunrise, noon, or sunset.

inkk!!
TThhin
When it’s cloudy,
is the sun shining?

Lesson 1 Check Got it? 60-Second Video Unit 6 67

 Key Words
Lesson 2 . What are the ōVWDU ōFUDWHU
moon and stars? ōFRQVWHOODWLRQ ōSKDVH

1 Using a white crayon, join the bright stars together in a continuous

line. With a partner, talk about what the pattern looks like.

2 Read and complete the sentences below.

The Night Sky

<RXUSDUWRI(DUWKIDFHVDZD\IURPWKHVXQDWQLJKW<RXFDQVHHVWDUVLQ
WKHVN\$starLVDEDOORIEXUQLQJJDVHVWKDWJLYHVRIIOLJKWDQGKHDW6WDUV
DUHGLIIHUHQWFRORUVDQGVL]HV0RVWVWDUVORRN
VPDOOEHFDXVHWKH\DUHVRIDUDZD\
7KHPRRQLVPXFKVPDOOHUWKDQDVWDU%XW
WKHPRRQLVFORVHUWR(DUWK6RWKHPRRQORRNV
ELJJHULQWKHQLJKWVN\

ELJJHU VPDOOHU You can see stars and the

moon in the night sky.
7KHPRRQDSSHDUVWREH WRXVWKDQWKHVWDUV
6WDUVDSSHDUWREH WKDQWKHPRRQEHFDXVHWKH\DUHVR
IDUDZD\
,QUHDOLW\VWDUVDUHPXFK WKDQWKHPRRQ

68 8QLW Let’s Explore! Lab

 3 Read and write what a constellation is.

Constellations
/RQJDJRSHRSOHVDZVKDSHVLQVRPHJURXSVRIVWDUV7KH\FRQQHFWHGWKH
VWDUVZLWKLPDJLQDU\OLQHVWRIRUPSLFWXUHV$JURXSRIVWDUVWKDWIRUPVDSLFWXUH
LVDconstellation0DQ\FRQVWHOODWLRQVDUHQDPHGDIWHUDQLPDOVRUSHRSOH

4 Look and match the constellations to the pictures.

This constellation
looks like a lion.
It is called Leo.

This constellation
looks like a hunter
holding a bow
and arrow.

5 Look at the constellation and draw something you think it looks like.
With a partner, compare your pictures.

I Will Know... 8QLW 69

 6 Read. With a partner, make a list of the moon’s characteristics in
your notebook.

The Moon
7KHPRRQORRNVOLNHWKHELJJHVW
DQGEULJKWHVWREMHFWLQWKHQLJKW
VN\7KHPRRQGRHVQRWPDNHLWV
RZQOLJKW,WUHIOHFWVOLJKWIURPWKH
VXQ7KHPRRQLVURXQGOLNH(DUWK
7KHPRRQLVPXFKVPDOOHUWKDQ(DUWK7KHPRRQLVPDGHRIURFN,WKDV
PRXQWDLQVDQGGHHSFUDWHUV$craterLVDKROHLQWKHJURXQGVKDSHGOLNH
DERZO$FUDWHUIRUPVZKHQDODUJHURFNIURPVSDFHKLWVWKHPRRQ
7 Look and draw an ✗ on a crater. Then, with a partner, say what a
crater is.

i nkk!!
TThhi n
Where is the moon
during the day?
Constellations
3HRSOHQDPHJURXSVRIVWDUV2QH
JURXSLVFDOOHGWKH%LJ'LSSHU
$QRWKHULVFDOOHG7KH6RXWKHUQ&URVV
*RRXWDWQLJKWZLWKDQDGXOWDQGWU\
WRILQGRQHRIWKHVHFRQVWHOODWLRQV

70 8QLW
8 Read and circle T (true) or F (false).

Moon at Night
7KHPRRQPRYHVLQDSDWKDURXQG(DUWK,WWDNHV
DERXWIRXUZHHNVIRUWKHPRRQWRJRDURXQG(DUWK
RQFH7KHPRRQVHHPVWRFKDQJHVKDSHDVLWPRYHV
6RPHWLPHVWKHPRRQORRNVEULJKWDQGURXQG7KH
SDUWRIWKHPRRQUHIOHFWLQJWKHVXQłVOLJKWLVIDFLQJ
(DUWK7KLVLVFDOOHGDIXOOPRRQ6RPHWLPHV\RXVHH
VPDOOHUSDUWVRIWKHPRRQIRUH[DPSOHDKDOIPRRQ
6RPHWLPHV\RXFDQQRWVHHWKHPRRQDWDOOHYHQLQ Sometimes you can
see the moon during
WKHFOHDUQLJKWVN\,QWKLVFDVHWKHSDUWRIWKHPRRQ the day. However, it is
IDFLQJ(DUWKLVQRWUHIOHFWLQJWKHVXQłVOLJKW7KHPRRQ harder to notice when
DSSHDUVWREHGDUN7KLVLVFDOOHGDQHZPRRQ the sun is out.

,WWDNHVWZRPRQWKVIRUWKHPRRQWRJRDURXQG(DUWKRQFH T/F
:KHQWKHPRRQLVIXOOLWORRNVEULJKWDQGURXQG T/F
<RXFDQDOZD\VVHHWKHPRRQLQWKHFOHDUQLJKWVN\ T/F

9 Look and circle the

full moon.

10 With a partner, read and talk about why the shape of the moon seems
to change.
Phases of the Moon
:K\GRHVWKHVKDSHRIWKHPRRQVHHPWRFKDQJH"5HPHPEHUWKDWWKHPRRQ
UHIOHFWVOLJKWIURPWKHVXQ<RXRQO\VHHWKHSDUWRIWKHPRRQWKDWKDVOLJKW
VKLQLQJRQLW7KHVKDSHRIWKHOLJKWHGSDUWRIWKHPRRQLVFDOOHGDphase

Lesson 2 Check Got it? 60-Second Video 8QLW 71

 Key Words
Lesson 3 . What is the solar system? ōRUELW
ōVRODUV\VWHP
1 Read, look, and circle the correct answers.

The Sun and

the Planets
<RXOLYHRQ(DUWK(DUWK
LVDSODQHW$SODQHWLVD
ODUJHURXQGERG\RIURFN
RUJDVWKDWPRYHVDURXQG
WKHVXQ7KLVPRYHPHQWLV
FDOOHGDQorbit
$QRUELWLVDSDWKDURXQG
DQRWKHUREMHFW2WKHU
SODQHWVRUELWWKHVXQWRR

0RVWSODQHWVDUHthe same color / different colors

7KHUHDUHseven / eightSODQHWVLQRUELWDURXQGWKHVXQ
7KHGLVWDQFHRIHDFKSODQHWIURPWKHVXQLVthe same / different
2 How many planets can you name? In small groups, make a list.

h!
ThinTk i nk !

Which planet do you think is the

hottest? Which planet do you
think is the coldest?

72 Unit 6 Explore My Planet! I Will Know...

 3 Read and underline what makes up
the solar system.
The Solar System
7KHVXQWKHSODQHWVDQGWKHLUPRRQVDQG
Order the Planets
RWKHUREMHFWVWKDWPRYHDURXQGWKHVXQPDNH
:RUNDVDJURXS
XSWKHsolar system7KHVXQLVWKHFHQWHURI
:ULWHWKHQDPHVRIWKH
RXUVRODUV\VWHP$OORIWKHREMHFWVLQWKHVRODU
HLJKWSODQHWVDQGWKH
V\VWHPRUELWWKHVXQ
VXQRQLQGH[FDUGV
(DFKSODQHWWDNHVDGLIIHUHQWOHQJWKRIWLPH +DYHHDFKJURXS
WRRUELWWKHVXQ0HUFXU\LVWKHSODQHWFORVHVW PHPEHUVHOHFWDFDUG
WRWKHVXQ,WWDNHVDERXWGD\VWRRUELWWKH /LQHXSLQWKHRUGHURI
VXQ(DUWKWDNHVDERXWGD\V1HSWXQHLV WKHVXQDQGSODQHWVLQ
WKHSODQHWIDUWKHVWIURPWKHVXQ,WWDNHVDERXW WKHVRODUV\VWHP
GD\V7KDWLVDOPRVW(DUWK\HDUV

4 Look and circle the planet closest to the sun. Then draw an ✗ on the
planet that is farthest from the sun.

5 Why does it take Neptune longer than Earth to orbit the sun? Discuss
with a partner.

Lesson 3 Check Got it? 60-Second Video 8QLW 73

 Materials Let’s Investigate!
safety goggles
How can you make a model of
a constellation?
pencil 1. 0DNHDPRGHORIDFRQVWHOODWLRQE\SRNLQJ
KROHVWKURXJKSDSHU
black paper 2. +ROGWKHSDSHUQHDUDZDOOLQDGDUNURRP
3. 6KLQHDIODVKOLJKWWKURXJKWKHSDSHUDQG
REVHUYH
4. 'UDZ\RXUFRQVWHOODWLRQEHORZ
flashlight

My Constellation

74 8QLW Let’s Investigate! Lab

Unit 6
Review
Lesson 1

What is the sun?

1 Look and circle the sun’s position in the sky at sunrise.

Lesson 2

What are the moon and stars?

Lesson 3

What is the solar system?

3 Circle the planet with the
fastest orbit around the sun.
Unit Weather I will learn

7
ō KRZWRGHVFULEHGLIIHUHQW
NLQGVRIZHDWKHU
ō KRZWRPHDVXUHGLIIHUHQW
NLQGVRIZHDWKHU
ō KRZWRVWD\VDIHLQ
VHYHUHZHDWKHU
 Key Words
Lesson 1 . How can you describe
the weather? ōWHPSHUDWXUH ōVOHHW
ōSUHFLSLWDWLRQ ōGURXJKW
1 Look and circle the words that describe ōKDLO
the picture. Compare with a partner.

IUHH]LQJ KXPLG ZHW

ZLQG\ LF\ VWRUP\

VQRZ\ IRJJ\

2 Read and circle the statements T (true) or F (false).

Weather
+RZGR\RXNQRZZKDWWRZHDUHDFKGD\"&KHFNWKHZHDWKHU:HDWKHU
LVZKDWWKHDLURXWVLGHLVOLNH6RPHWLPHV\RXFDQJXHVVWKHZHDWKHUE\
ORRNLQJRXWVLGH<RXFDQDOVRORRNLQDQHZVSDSHURURQDZHEVLWH7KHVH
VRXUFHVWHOOLIWKHZHDWKHUZLOOEHZHWRUGU\7KH\WHOOWKHDLUWHPSHUDWXUH
WRRTemperatureLVKRZKRWRUFROGVRPHWKLQJLV7KHVXQFKDQJHVWKHDLU
WHPSHUDWXUH
<RXFDQFKHFNWKHZHDWKHURXWVLGHWRNQRZZKDWWRZHDU T/F
7RILQGRXWDERXWWRGD\łVZHDWKHU\RXFDQORRNLQDERRN T/F
7HPSHUDWXUHLVKRZGU\RUZHWLWLVRXWVLGH T/F
3 Look at the weather forecast. Then circle the rainy day and draw an ✗
on the hottest day. Discuss how you know with the class.

Weather Forecast
Monday 26°C Tuesday 24°C Wednesday 21°C
(79°F) (75°F) (70°F)

I Will Know... Let’s Explore! Lab 8QLW 77

 4 Read. Then draw and label three types of precipitation.

Wet Weather
:HWZHDWKHUKDSSHQVZKHQZDWHUIDOOV
IURPFORXGV7KHZDWHUWKDWIDOOVWR(DUWK
LVFDOOHGprecipitation6QRZUDLQVOHHW
:ULWHZKDW\RXFDQGR
DQGKDLODUHNLQGVRISUHFLSLWDWLRQ6QRZ
RQDVXQQ\GD\:ULWH
IDOOVZKHQWKHDLULVFROG5DLQIDOOVLQ
ZKDW\RXFDQGRRQD
ZDUPHUZHDWKHUHailLVEDOOVRIIUR]HQ UDLQ\GD\7HOOKRZWKH
UDLQWKDWIDOOIRUFHIXOO\IURPWKHFORXGV ZHDWKHUDIIHFWVZKDW
SleetLVDPL[WXUHRIUDLQDQGVQRZRU \RXFDQGRIRUIXQ
KDLO,WIDOOVPRUHVRIWO\WKDQKDLO

5 Read, look, and, with a partner, think of two words to

describe how the ground looks.

Dry Weather
0RVWSODFHVKDYHVRPHZHWZHDWKHUDQG
VRPHGU\ZHDWKHU$GURXJKWLVRQHNLQGRI
GU\ZHDWKHU$droughtFDQKDSSHQZKHQ
DSODFHKDVPXFKOHVVZHWZHDWKHUWKDQ
XVXDO7KHUHPD\QRWEHHQRXJKZDWHUIRU Some places have more dry
PDQ\OLYLQJWKLQJVGXULQJDGURXJKW weather than wet weather.

78 Unit 7 Lesson 1 Check Got it? 60-Second Video

 Key Words
Lesson 2 . How can you
measure weather? ōZLQG
ōDQHPRPHWHU
1 Read, look, and draw an arrow on the ōUDLQJDXJH
picture to show the direction the wind is ōZLQGYDQH
blowing. Then match the sentence halves. ōWKHUPRPHWHU
Why We Measure Weather
6XSSRVHWKHUHLVDVWRUPRXWVLGH:KDWPLJKW
\RXVHH"<RXPLJKWVHHWUHHVPRYLQJLQWKH
ZLQGWindLVPRYLQJDLU<RXNQRZWKHZLQGLV
EORZLQJ%XW\RXFDQQRWWHOOKRZIDVWLWLVPRYLQJ
6FLHQWLVWVPHDVXUHZHDWKHUIRUPDQ\GLIIHUHQWUHDVRQV6RPHWLPHVWKH\
PHDVXUHZHDWKHUWRZDUQSHRSOHDERXWVWRUPV$QanemometerLVDWRROWKDW
PHDVXUHVWKHVSHHGRIZLQG,WKHOSVVFLHQWLVWVNQRZZKHQZLQGVDUHGDQJHURXV

,QDVWRUP\RX FDQKHOSZDUQ
PLJKWVHHĽ SHRSOHDERXWVWRUPV

0HDVXULQJWKH KHOSVVFLHQWLVWVNQRZ
ZHDWKHUĽ ZKHQZLQGVDUHVWURQJ

$QDQHPRPHWHUĽ WUHHVPRYLQJLQWKHZLQG

2 Look and, with a partner,

think of three words to describe
the weather.

Let’s Explore! Lab Unit 7 79

 3 Read, look, and match the tools with their descriptions.

Tools for Measuring Weather

7RROVKHOSVFLHQWLVWVVWXG\ZHDWKHU6FLHQWLVWVXVHWRROVWRPHDVXUH
WHPSHUDWXUHZLQGDQGUDLQIDOO

$rain gaugePHDVXUHV $wind vane $thermometer

KRZPXFKUDLQKDV VKRZVWKHGLUHFWLRQ PHDVXUHVWHPSHUDWXUH
IDOOHQ5DLQGURSV RIWKHZLQG7KH 7KLVWKHUPRPHWHU
IDOOLQWRWKHJDXJH ZLQGYDQHSRLQWV VKRZVWKHWHPSHUDWXUH
1XPEHUVWHOOWKHDPRXQW WRZKHUHWKHZLQG LQGHJUHHV&HOVLXVDQG
RIUDLQLQFHQWLPHWHUV LVFRPLQJIURP )DKUHQKHLW

4 What measuring tool is useful for each person’s activity? Write

R (rain gauge), W (wind vane), or T (thermometer).

,QHHGWRNQRZLILWZLOOEHKRW ,JRWEDFNIURPDYDFDWLRQODVWQLJKW
HQRXJKWRVZLPLQWKHRFHDQ EXWQRZ,GRQ
WNQRZLIWKHIORZHUVLQ
RQP\YDFDWLRQ P\JDUGHQQHHGZDWHULQJRUQRW

, ZDQW WR VDLO P\ ERDW WKLV DIWHUQRRQ ,łPJRLQJVNLLQJWKLVZLQWHUEXW

EXWWKHFRQGLWLRQVQHHGWREHULJKWIRU ,GRQłWNQRZLIWKHFRQGLWLRQV
WKHERDWWRVDLOZHOO ZLOOEHULJKWIRUVQRZ

80 8QLW I Will Know...

 5 Read. How do scientists use information about the weather?
Discuss with the class.
Predict Weather
6FLHQWLVWVJDWKHUZHDWKHU
LQIRUPDWLRQRYHUPDQ\\HDUV
7KH\OHDUQZKDWWKHZHDWKHU Measure the Weather
LQDSODFHPLJKWEHOLNHDW &KDUWWKHZHDWKHUIRUDZHHN/RRNDW
GLIIHUHQWWLPHV7KH\XVHWKLV WKHZHDWKHUUHSRUWLQWKHQHZVSDSHU
LQIRUPDWLRQWRSUHGLFWZHDWKHU RURQWKH,QWHUQHWHYHU\GD\5HFRUG
WKHWHPSHUDWXUH3XWDWKHUPRPHWHU
!k!
T hiTnhki n RXWVLGH&KHFNLWHYHU\GD\DWWKH
VDPHWLPH&RPSDUHWKHWHPSHUDWXUH
Why are weather forecasts LQIRUPDWLRQIURPERWKVRXUFHV
sometimes wrong?

6 Read, look, and draw on the bar graph to show that it rained 10
centimeters in year 3. Then fill in the blanks.

7KHEDUJUDSKVKRZVUDLQIDOOIRU%DWRQ5RXJH/RXLVLDQD,WWHOOVKRZ
PXFKUDLQIHOOLQ0DUFKRYHUWKUHH\HDUV

March Rainfall in Baton Rouge, LA

20
18 <HDU KDGWKHPRVWUDLQIDOO
Amount of rainfall (cm)

16
14  FHQWLPHWHUVRIUDLQIHOOLQ\HDU
12
10
<HDU DQG\HDU KDGWKH
8 VDPHDPRXQWRIUDLQIDOO
6
4 ,Q\HDUWKHUHZHUH FHQWLPHWHUV
2
0
PRUHUDLQWKDQLQ\HDUDQG\HDU
1 2 3
year

Lesson 2 Check Got it? 60-Second Video Unit 7 81

Lesson 3 . How can you stay safe Key Words
in severe weather? ōVHYHUHZHDWKHU
ōWKXQGHUVWRUP
1 Look and mark (✓) the picture that shows ōWKXQGHU
lightning. Then, with a partner, say what ōOLJKWQLQJ
you think you should do if you see lightning.

2 Read and underline two details about thunderstorms.

Thunderstorms
$WKXQGHUVWRUPLVRQHNLQGRI
VHYHUHZHDWKHUSevere weatherLV
GDQJHURXVZHDWKHU$thunderstorm
LVKHDY\UDLQZLWKthunderDQG
lightning6RPHWLPHVWKXQGHUVWRUPV
KDYHKDLODQGVWURQJZLQGVWRR Hail causes about $1 billion dollars in
damage to property and crops every year.

3 With a partner, read and circle T (true) or F (false). Correct the false
statements in your notebook.
,QDWKXQGHUVWRUP\RXVKRXOGĽ
ILQGVKHOWHULQDVWXUG\EXLOGLQJ T/F
VWD\FORVHWRZLQGRZVZDWHUDQGWUHHV T/F
NHHSDZD\IURPPHWDOREMHFWV T/F
XVHHOHFWULFDOHTXLSPHQW T/F

82 8QLW Let’s Explore! Lab

4 Read and mark (✓) the types of weather that can occur with tornadoes.

Tornadoes
7RUQDGRHVFDQKDSSHQGXULQJ
WKXQGHUVWRUPV$WRUQDGRLVDVPDOOEXW
YHU\VWURQJZLQGWKDWFRPHVGRZQIURP
WKXQGHUVWRUPFORXGV
7RUQDGRHVIRUPYHU\TXLFNO\,WLVKDUG
WRSUHGLFWZKHQWRUQDGRHVZLOOKDSSHQ
$WRUQDGRFDQGHVWUR\WKLQJVLQLWVSDWK

5 Why is it important to be ready for severe storms? Discuss with a

partner.
6 Read and match the sentence halves about tornado safety.

\RXUKHDG
*RWRĽ
WKHEDVHPHQWRU
&URXFKXQGHUĽ DQLQVLGHURRP

6WD\DZD\IURPĽ WKHVWDLUVRUQHDU
DQLQQHUZDOO

&RYHUĽ
ZLQGRZV

I Will Know... 8QLW 83

 7 Draw an ✗ on the place where this tornado came from. Then read
the statements and circle the correct options.

:RUNZLWKDQDGXOW
,GHQWLI\RQHNLQG
RIVHYHUHZHDWKHU
0DNHDSODQWRVWD\
VDIH7HOOZKHUHVDIH
SODFHVDUH7HOOZKDW
WKLQJV\RXZLOOQHHG

,FDQVHHthunderstorm clouds / white clouds

,FDQVHHlightning / hail
7KHZLQGLVstrong / light
7KHWRUQDGRIRUPVquickly / slowly
8 Draw one way you can stay safe in a tornado.

nk !
T hiTnhki!
om
Why should you stay away fr
windows in a tornado?

84 8QLW
9 Read. Then look and draw an arrow on the picture to show which
way the wind is blowing.

Hurricanes
$KXUULFDQHLVDODUJHVWRUPWKDWVWDUWV
RYHUZDUPRFHDQZDWHU$KXUULFDQHKDV
KHDY\UDLQV7KHUDLQVFDQFDXVHIORRGV$
KXUULFDQHKDVYHU\VWURQJZLQGV7KHZLQGV
FDQNQRFNGRZQWUHHVDQGEXLOGLQJV

10 Write the characteristics of tornadoes and hurricanes in one or

both columns.

VWDUWRYHUZDUPRFHDQZDWHU KDYHKHDY\UDLQ

GHVWUR\WKLQJV KDYHVPDOOVWURQJZLQGV

Tornadoes Hurricanes

 
 
 

11 Read and mark (✓) the things you should do in a hurricane. Discuss as
a class.
✓PRYHDZD\IURPWKHRFHDQJRRXWWRORRNIRU\RXUIULHQGV

VWD\RQWKHEHDFK VWD\DZD\IURPZLQGRZV

VWRUHH[WUDIRRGDQGZDWHU EULQJORRVHREMHFWVLQVLGH

Lesson 3 Check Got it? 60-Second Video 8QLW 85

 Materials Let’s Investigate!
rain What is your weather like?
gauge
1. 3XWWKHZHDWKHUWRROVRXWVLGH
2. &KHFNWKHWRROVDWWKHVDPHWLPHHDFKGD\
IRUILYHGD\V
thermometer 3. (PSW\WKHUDLQJDXJHHDFKGD\DIWHU
PHDVXULQJDQGUHFRUGLQJWKHGDWDLQWKH
WDEOH

Rain and Temperature Observations

Day of the Week Rain (cm) Temperature (°C)

Monday

Tuesday

Wednesday

Thursday

Friday

86 8QLW Let’s Investigate! Lab

Unit 7 How does weather
Review change over time?

Lesson 1

How can you describe the weather?

1 Look at the picture and the forecast for each city. Write the city
you think the picture corresponds to.

Lesson 2

How can you measure weather?

2 Look at the graph and answer the questions.
25
:KLFKGD\KDGWKHKLJKHVWZLQG
wind speed (kph)

20
VSHHGV" 15
10
:KDWZDVWKHZLQGVSHHGRQ
5
7XHVGD\" 0
Monday Tuesday Wednesday

Lesson 3

How can you stay safe in severe weather?

3 Circle two ways to stay safe in a tornado.

*RWRWKHEDVHPHQW &OLPEWKHVWDLUV
*RDQGILQG
6WD\FORVHWRZLQGRZV &RYHU\RXUKHDG \RXUIULHQGV

Got it? Quiz Got it? Self Assessment 8QLW 87

 Unit Matter I will learn

8
ō WKDWPDWWHUFDQEHD
VROLGDOLTXLGRUDJDV
What is matter? ō WKDWPDWWHUFDQEH
FKDQJHGLQPDQ\ZD\V
ō WKDWZDWHUFDQEHD
1 Look and label each item S (solid) VROLGDOLTXLGRUDJDV
or L (liquid).

2 Look and mark (✓) the pictures that show gas. With a partner, say how
you know there is gas.

3 With a partner, make a list of solids, liquids, and gases that you can
find at home.

in!k!
ThTinhk
What do you think makes
these hot air balloons fly?

88 8QLW
 Key Words
Lesson 1 . What are solids, liquids,
and gases? ōVWDWHRIPDWWHU
ōsolid
1 Read and underline three states of matter. ōOLTXLG
Then draw a solid item that is missing from ōJDV
the pencil case.

Solids
(YHU\WKLQJDURXQG\RXLVPDGHRIPDWWHU7KUHHstates of matterDUHVROLG
OLTXLGDQGJDV
$solidLVPDWWHUWKDWNHHSVLWVRZQVL]HDQGVKDSH6ROLGVWDNHXSVSDFH
DQGKDYHZHLJKW/RRNDWWKHSLFWXUH(DFKREMHFWLQWKHSHQFLOFDVHNHHSV
LWVRZQVL]HDQGVKDSH

This pencil case and

the objects in it are
solids.

2 Read. Then write solid, liquid, or both.

Liquids
LiquidLVPDWWHUWKDWGRHVQRWKDYHLWVRZQ
VKDSH/LTXLGVWDNHWKHVKDSHRIWKHLUFRQWDLQHUV
:DWHULVDOLTXLG6XSSRVH\RXSRXUPLONLQWRD
FXS7KHPLONZLOOWDNHWKHVDPHVKDSHDVWKHFXS
,WLVPDWWHU
,WGRHVQRWKDYHLWVRZQVKDSH
,WDOZD\VNHHSVWKHVDPHVL]HDQGVKDSH

Explore My Planet! 8QLW 89

 3 Look at the pictures and mark (✓) the liquids. Then discuss the question
below with a partner.

gelatin bowl juice

milk candy solution

'RDOORIWKHOLTXLGVKDYHWKHVDPHVKDSH":K\RUZK\QRW"
4 Look at the diagram and draw three shapes the liquid takes.

Water and Ice

3XWVRPHLFHFXEHVLQDERZO)LOOWKHERZO
ZLWKZDWHU7HOOZKDWKDSSHQVWRWKHVROLGV
7HOOZKDWKDSSHQVWRWKHOLTXLG

90 8QLW I Will Know...

5 Read, look, and draw an arrow to show where there is gas.
Then circle T (true) or F (false).

Gases
GasLVPDWWHUWKDWGRHVQRWKDYHLWVRZQ
VL]HRUVKDSH*DVWDNHVWKHVL]HDQGVKDSH
RIZKDWLWLVLQ*DVWDNHVXSDOORIWKHVSDFH
LQVLGHLWVFRQWDLQHU
<RXNQRZWKDWDLULVDOODURXQG\RX$LULV
PDGHRIJDVHVWKDW\RXFDQQRWVHH2[\JHQ
LVRQHRIWKHJDVHVLQWKHDLU2[\JHQLVDFRORUOHVVWDVWHOHVVDQGRGRUOHVV
JDV<RXPLJKWHYHQIRUJHWLWLVWKHUH+RZHYHULIWKHDLUGLGQRWFRQWDLQ
R[\JHQ\RXFRXOGQRWEUHDWKH
*DVKDVLWVRZQVL]HDQGVKDSH T/F
*DVDOZD\VILOOVDFRQWDLQHU T/F
<RXFDQVHHWKHJDVHVWKDWPDNHXSWKHDLU T/F
<RXFDQQRWVHHWDVWHRUVPHOOR[\JHQ T/F
6 Look and circle where there is gas. What shape does the gas take?
Discuss with the class.

n!k !
nik
T hTih
How are liquids
and gases alike?

Lesson 1 Check Got it? 60-Second Video 8QLW 91

 Key Words
Lesson 2 . What are some ways
ōSK\VLFDOFKDQJH
matter can change? ōFOD\
1 Look. How were the balloons changed? ōGRXJK
Say with a partner. ōPL[WXUH
ōHYDSRUDWH

2 Read and circle one more physical change you can make to a pencil.
Changing Matter
0DWWHUFDQEHFKDQJHG$
physical changeKDSSHQVZKHQ
PDWWHUFKDQJHVEXWGRHVQRW
EHFRPHDQHZNLQGRIPDWWHU
<RXFDQFXWSDSHUZLWKVFLVVRUV
&XWWLQJFDXVHVDSK\VLFDOFKDQJH
&XWWLQJFKDQJHVWKHVL]HDQGVKDSH
RISDSHU%XWLWLVVWLOOSDSHUDIWHU
\RXFXWLW
<RXFDQVKDUSHQDSHQFLOWRFKDQJHLWVVL]HDQGVKDSH6KDUSHQLQJ
FDXVHVDSK\VLFDOFKDQJH%XWLWLVVWLOODSHQFLODIWHU\RXVKDUSHQLW

<RXFDQSXWLWLQDSHQFLOFDVH <RXFDQEUHDNLW

<RXFDQWLHDEDOORRQWRLW

92 8QLW Let’s Explore! Lab

3 Read, look, and number to match each material to its changed form.
Then draw the missing forms.

Mold It, Fold It, Tear It, Bend It

0DWWHUFDQEHFKDQJHGLQRWKHUZD\VWRR0DWWHUFDQEHPROGHG
IROGHGWRUQDQGEHQW
'LIIHUHQWPDWWHUFKDQJHVLQGLIIHUHQWZD\V6XSSRVH\RXSXOOclayDSDUW
<RXFDQSXWFOD\EDFNWRJHWKHU6XSSRVH\RXWHDUSDSHU<RXFDQQRWSXW
SDSHUEDFNWRJHWKHUZLWKRXWXVLQJWDSHRUJOXH

  

clay paper pipe cleaners

7RUQWRFKDQJH 0ROGHGLQWR )ROGHGLQWRD %HQWLQWRD

LWVVL]H DQHZVKDSH QHZVKDSH QHZVKDSH

4 Read, look, and, with the class, describe how the dough changed.

Other Ways Matter Can Change

6RPHFKDQJHVDUHQRWSK\VLFDOFKDQJHV
6RPHWLPHVPDWWHUFDQEHFKDQJHGFRPSOHWHO\
%DNLQJEUHDGGRXJKLQDQRYHQZLOOFKDQJHLW
7KHdoughLVFKDQJHGLQWRVRPHWKLQJGLIIHUHQW
%DNHGEUHDGFDQQRWEHFKDQJHGEDFNLQWR
GRXJK7KHEUHDGFRPHVRXWRIWKHRYHQ
ZDUPDQGUHDG\WRHDW
I Will Know... 8QLW 93
 5 Look and draw three pieces of fruit that you can see in the fruit salad.

Mix and Separate Matter

<RXFDQVWLUPDWWHUWRJHWKHUWRPDNH
DPL[WXUH
$mixtureLVVRPHWKLQJPDGHXSRI
WZRRUPRUHNLQGVRIPDWWHU<RXFDQ
VHSDUDWHDPL[WXUHWRVHHLWVSDUWV
/RRNDWWKHIUXLWVDODG,WLVDPL[WXUHRIGLIIHUHQWNLQGVRIIUXLW<RXFDQ
VHSDUDWHWKHIUXLWLQWKHVDODG(DFKSLHFHRIIUXLWZLOOVWD\WKHVDPH

6 Read, look, and draw an ✗ on the picture that shows a solid that sank.
Then circle the picture that shows evaporation.

Water Mixtures
6RPHPL[WXUHVDUHPDGHZLWKZDWHU/RRNDWWKHSLFWXUHV2QHPL[WXUHLV
PDGHZLWKVDQGDQGZDWHU2QHPL[WXUHLVPDGHZLWKVDOWDQGZDWHU6DQG
DQGVDOWDUHVROLGV
<RXFDQVHSDUDWHWKHVH
PL[WXUHVLQGLIIHUHQWZD\V
<RXFDQOHWWKHVROLGPDWWHU
VLQN<RXFDQOHWWKHZDWHU
HYDSRUDWHEvaporate
PHDQVWRFKDQJHIURP
DOLTXLGWRDJDV water with sand water with salt

94 8QLW Lesson 2 Check Got it? 60-Second Video

Lesson 3 . How can water change? Key Words

1 How is the ice changing? Discuss with a partner. ōPDWWHU

ōYROXPH

2 Read, look, and circle T (true) or F (false).

Changing Shape
MatterFDQEHFKDQJHG:DWHULVPDWWHU<RXFDQFKDQJHWKHVKDSHRIZDWHU
6XSSRVH\RXSRXUDFXSRIZDWHULQWRDWDOOWKLQFRQWDLQHU7KHVKDSHRI
WKHZDWHUZLOOFKDQJH,WORRNVOLNHWKHUHLVPRUHOLTXLG+RZHYHUWKHYROXPH
RIWKHOLTXLGLVWKHVDPHVolumeLVWKHDPRXQWRIVSDFHPDWWHUWDNHVXS7KH
YROXPHRIDOLTXLGVWD\VWKHVDPHZKHQLWLVSRXUHGLQWRGLIIHUHQWNLQGVRI
FRQWDLQHUV

Container 1 Container 2 Container 3

The same amount of water was used to fill each of these containers.

7KHZDWHUWDNHVWKHVDPHVKDSHLQHDFKFRQWDLQHU T/F
7KHUHLVPRUHZDWHULQ&RQWDLQHUWKDQLQ&RQWDLQHU T/F
7KHYROXPHRIZDWHULQHDFKFRQWDLQHULVWKHVDPH T/F
Let’s Explore! Lab 8QLW 95
 3 Read, look, and fill in the blanks.
&RROLQJFDQFKDQJHWKHVWDWHRIPDWWHU
:DWHUFDQEHDVROLGDOLTXLGRUDJDV Effects of
:DWHUFDQFKDQJHIURPDOLTXLGWRDVROLG Temperature
6XSSRVHWKHDLUWHPSHUDWXUHLVYHU\FROG5DLQ 0L[DWHDVSRRQRI
ZLOOIUHH]HDQGFKDQJHWRLFH,FHLVDVROLG VXJDULQDJODVVRI
7KHWHPSHUDWXUHDWZKLFKZDWHUFKDQJHVLQWR FROGZDWHU1H[WPL[
LFHLVŹ& DWHDVSRRQRIVXJDU
LQDJODVVRIYHU\
:DWHUFDQFKDQJHIURPDJDVWRDOLTXLG
ZDUPZDWHU7HOOKRZ
WRR+DYH\RXHYHUKDGDFROGGULQNRQDKRW
WKHWHPSHUDWXUHRIWKH
GD\":DWHUYDSRULQWKHDLUWRXFKHVWKHFROG
ZDWHUDIIHFWVZKDW
JODVV7KHZDWHUYDSRUFKDQJHVIURPDJDVWR
KDSSHQV
DOLTXLG7LQ\GURSVRIZDWHUIRUPRQWKHJODVV

OLTXLG  LFH  JDV  VROLG

:KHQZDWHUFKDQJHVIURPDOLTXLG WR :KHQ ZDWHU YDSRU FRROV GRZQ LW

DLWEHFRPHV FKDQJHVIURPDWR
 liquid

4 How is ice different from water?

Look and discuss with the class.
Water on these
leaves changed from
a liquid to a solid.

96 8QLW I Will Know...

5 Read and underline three ways that the state of matter can change
with heat.

Heating Matter
+HDWLQJFDQFKDQJHWKHVWDWHRIPDWWHUWRR,FHDQGVQRZPHOWZKHQWKH
DLUZDUPV6ROLGZDWHUEHFRPHVOLTXLG
3XGGOHVHYDSRUDWHLQWRWKHDLU7KHOLTXLGZDWHULQWKHSXGGOHVFKDQJHV
WRZDWHUYDSRU:DWHUYDSRULVDJDV
6XSSRVHWKHWHPSHUDWXUHRIZDWHULVYHU\KRW:DWHUERLOVDQGFKDQJHVWR
ZDWHUYDSRUZKHQLWUHDFKHVŹ&:DWHUYDSRULVLQVLGHWKHEXEEOHVRI
WKHERLOLQJZDWHU
6 Look and label solid, liquid, or gas. Then match each picture with
its description.

7KHGHHUVKDSH
7KHEXEEOHVFRQWDLQ /LTXLGZDWHUWDNHV LVVROLGZDWHU
ZDWHUYDSRU WKHVKDSHRIWKHSRRO

T hi nk ! T hi nk !
How is water vapor different from water?

Lesson 3 Check Got it? 60-Second Video 8QLW 97

 Materials Let’s Investigate!
How can properties change?
safety 1. 3XWP/RIJOXHLQDPHDVXULQJFXS
measuring goggles
cup 2EVHUYHWKHJOXHłVSURSHUWLHVDQGUHFRUG
WKHPLQWKHWDEOH
spoon 2. $GGWZRGURSVRIIRRGFRORULQJ
water
3. $GGP/RIZDWHUWRWKHFXSDQGVWLU
WKHPL[WXUH2EVHUYHLWVSURSHUWLHV
4. $GGP/RIERUD[VROXWLRQDQGVWLU

borax glue and

5. 2EVHUYHWKHQHZVXEVWDQFHDQGUHFRUG
solution food coloring \RXUREVHUYDWLRQV

Substance Observations

Property Glue New Substance

Color

Texture

State of Matter
(solid, liquid, gas)

98 8QLW Let’s Investigate! Lab

Unit 8
What is matter?
Review
Lesson 1

What are solids, liquids, and gases?

1 Circle two solids and draw an ✗ on a liquid.

Lesson 2

What are some ways matter can change?

2 Circle the state of matter that takes up all the
space inside a container?
DVROLGEOLTXLGFJDVGZDWHU
3 Look and circle what made the candle melt.
DZDWHUYDSRUEKHDWFLFHGHYDSRUDWLRQ

Lesson 3

How can water change?

4 Complete each statement.

IUHH]HV  ZDWHUYDSRU  ZDWHU

:KHQLFHFXEHVPHOWWKH\EHFRPH 
:KHQZDWHU LWEHFRPHVDVROLG
:KHQSXGGOHVHYDSRUDWHWKH\EHFRPH 

Got it? Quiz Got it? Self Assessment 8QLW 99

 Unit Energy, Motion,
9 and Force
How do energy
I will learn

ō ZKDWFDXVHVVRXQG
DQGZKDWSLWFKDQG
and forces make
YROXPHDUH
objects move? ō WKDWIRUFHVFKDQJHWKH
ZD\REMHFWVPRYH
1 Look and label the noises L (loud) and ō WKDWPDJQHWVFDQSXVKRU
S (soft). Then, with a partner, make a SXOOVRPHPHWDOREMHFWV
soft noise and a loud noise.

2 Look and draw an object that takes a lot of force to move.

This apple takes little force to move.

3 Why are some objects harder to move than others? Discuss as a class.

inkk!!
TThhin
Why does a roller coaster
move so fast?

100 8QLW
 Key Words
Lesson 1 . What is sound?
ōYLEUDWH
1 Which objects make a high sound? ōSLWFK
Which objects make a low sound? ōYROXPH
Look and complete the table.

WUXFN ZKLVWOH GUXP NHWWOH

High Sound Low Sound

2 With a partner, think of two more items for each sound.

3 Read and circle T (true) or F (false).
Sound
7KHGUXPPHUKLWVWKHF\PEDO<RXKHDUVRXQG
6RXQGLVDIRUPRIHQHUJ\
:KHQDQREMHFWYLEUDWHVLWPDNHVVRXQG
VibratePHDQVWRPRYHTXLFNO\EDFNDQGIRUWK
$YLEUDWLQJREMHFWPDNHVWKHDLUDURXQGLWYLEUDWH
The drum and
7KHYLEUDWLRQVWUDYHOWKURXJKWKHDLULQZDYHV<RX cymbals make sounds
KHDUWKHVRXQGZKHQWKHYLEUDWLRQVUHDFK\RXUHDUV when they vibrate.

<RXKHDUVRXQGVIURPREMHFWVWKDWYLEUDWH T/F
9LEUDWHPHDQVWRPRYHVORZO\LQRQHGLUHFWLRQ T/F
9LEUDWLRQVWUDYHOWKURXJKWKHDLUWR\RXUHDUV T/F

Let’s Explore! Lab 8QLW 101

 4 Read. Then draw and label an instrument that vibrates to make a sound.

Pitch
3LWFKLVRQHZD\WRGHVFULEHVRXQG
PitchPHDQVKRZKLJKRUORZDVRXQGLV
$QREMHFWWKDWYLEUDWHVTXLFNO\PDNHV
DVRXQGZLWKDKLJKSLWFK
$QREMHFWWKDWYLEUDWHVVORZO\PDNHVD Possible answers:
VRXQGZLWKDORZSLWFK drum, flute, tuba, guitar
$JXLWDUPDNHVDVRXQGZKHQ\RX
SOXFNLWVVWULQJV7KHSLWFKLVKLJKZKHQWKHVWULQJVYLEUDWHTXLFNO\7KHSLWFK
LVORZZKHQWKHVWULQJVYLEUDWHVORZO\
5 Look and, with a partner, mark (✓) the instrument that has a low
pitch and mark (✗) the instrument that has a high pitch. Then complete
the sentences.
VORZO\ TXLFNO\

$WXEDYLEUDWHV  $IOXWHYLEUDWHV 

6 What happens if you pluck stretched

rubber bands? Look and discuss with
the class.

102 8QLW I Will Know...

7 Why does the tool in the picture make
a loud sound? Read and mark (✓) the
correct answer.

Volume
$QRWKHUZD\WRGHVFULEHVRXQGLVE\LWV
YROXPHVolumePHDQVKRZORXGRUVRIWD
VRXQGLV
6XSSRVH\RXKLWDGUXPYHU\KDUG7KHGUXP
ZRXOGYLEUDWHVWURQJO\7KHGUXPZRXOGPDNH
DORXGVRXQG7KHVRXQGZRXOGKDYHDORWRI
HQHUJ\6XSSRVH\RXOLJKWO\WDSDGUXP7KH
GUXPZRXOGYLEUDWHZHDNO\7KHGUXPZRXOG
PDNHDVRIWVRXQG7KHVRXQGZRXOGQRWKDYH
PXFKHQHUJ\

7KHWRROGRHVQłWYLEUDWH 7KHWRROYLEUDWHVVWURQJO\

7KHWRROYLEUDWHVOLJKWO\

8 Draw something else that makes a loud sound.

Pitch and Volume

:RUNZLWKDSDUWQHU8VH\RXUYRLFH
WRPDNHDVRXQG+DYH\RXUSDUWQHU
GHVFULEHWKHSLWFKDQGYROXPHRIWKH
VRXQG7DNHWXUQV

Lesson 1 Check Got it? 60-Second Video 8QLW 103

Lesson 2 . What are motion and force?
Key Words
1 Look and draw an arrow to show which way ōPRWLRQ
the rope is moving. ō]LJ]DJ
ōSXVK
ōSXOO
ōIRUFH

2 Read, look, and write the motions each object makes.

Motion
MotionLVWKHDFWRIPRYLQJ2EMHFWVFDQPRYHLQGLIIHUHQWZD\V
$VZLQJFDQPRYHEDFNDQGIRUWK7KHEODGHVRIDIDQPRYHDURXQGDQG
DURXQG<RXSXVKDWR\WUXFNDFURVVWKHIORRU7KHWUXFNPRYHVLQDVWUDLJKW
OLQH<RXPD\PRYHWKHWUXFNLQDFXUYHRUD]LJ]DJWRRZigzagPHDQV\RX
SXVKWKHWUXFNRQHZD\DQGWKHQDQRWKHUZD\

DURXQGDQGDURXQG  EDFNDQGIRUWK  VWUDLJKWOLQH

104 8QLW Explore My Planet!

3 Read, look, and draw an arrow to show how
the boy will move.

Force
<RXFDQPRYHWKLQJVLQGLIIHUHQWZD\V$push
RUDpullWKDWPDNHVVRPHWKLQJPRYHLVFDOOHGD
force$IRUFHFKDQJHVWKHZD\DQREMHFWPRYHV
<RXQHHGWRDSSO\PRUHIRUFHWRPRYHKHDYLHU
REMHFWVWKDQOLJKWHURQHV6XSSRVH\RXDUHSXVKLQJ
DVKRSSLQJFDUW7KHFDUWLVHDVLHUWRPRYHZKHQLW
LVHPSW\7KHFDUWLVKDUGHUWRPRYHZKHQLWLVIXOO A push helps the boy go
down the slide.

4 Look and mark (✓) what takes the most force to move. With the class,
discuss why.

ERRNV IHDWKHU SHQFLO

5 Look at the boy hanging on the

bars. With a partner, say if he
is using a push or a pull.
Forces and Movement
*HWDEDOO8VHDIRUFH3XVK
RUSXOOWKHEDOO6KRZKRZ
\RXFDQFKDQJHWKHZD\WKH
EDOOPRYHV7U\DGLIIHUHQW
REMHFW&RPSDUHWKHGLIIHUHQW
ZD\VWKHREMHFWVPRYHG

I Will Know... 8QLW 105

 6 Read, look, and complete the sentences.

Direction
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7 Read and underline what speed is. VKDGHWR RSHQLW
Fast and Slow, Near and Far
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8 Look and circle the picture in

which the soccer ball moves
farther and faster. With a
partner, explain how you know.

106 8QLW Lesson 2 Check Got it? 60-Second Video

 Key Words
Lesson 3 . What are magnets?
ōDWWUDFW ōSROH
1 Look and mark (✓) the pictures that ōUHSHO
show magnets.

2 Read, look, and circle the objects that are attracted to the magnet. Then
draw an ✗ on the objects that are not attracted.

Magnets
0DJQHWVFDQSXVKRUSXOOVRPHPHWDOREMHFWV0DJQHWVDWWUDFWVRPH
PHWDOREMHFWVAttractPHDQVWRSXOOWRZDUG0DJQHWVFDQUHSHORWKHU
PDJQHWVRepelPHDQVWRSXVKDZD\7KHDELOLW\WRDWWUDFWDQGUHSHO
REMHFWVLVDSURSHUW\RIPDWWHU

3 Why are some of the objects not attracted by the magnet? Discuss
as a class.

Let’s Explore! Lab 8QLW 107

 4 Read and underline what
the pole of a magnet is.

Magnet Poles
Magnets and Movement
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SROH7KHSVWDQGVIRUVRXWKSROH

5 Look and circle T (true) or F (false).

Put like poles together. Put opposite poles together.

They repel each other. They attract each other.
They move away from each other. They move toward each other.

7ZRVRXWKSROHVWRJHWKHUDWWUDFWHDFKRWKHU T/F
2SSRVLWHSROHVDWWUDFWHDFKRWKHU T/F
 ,ISROHVUHSHOWKH\PRYHWRZDUGHDFKRWKHU T/F
6 Look at the picture of the magnets. With a partner, say if the poles
attract or repel each other.

T hi nk !

Do you think it is useful to

have a magnet if you drop
a lot of tacks on the floor?
Why or why not?

108 8QLW I Will Know...

7 Read, look, and draw an arrow to show the direction the spoon and
the train are moving in.

How Magnets Move Objects

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SLFWXUHEHORZ7KHVSRRQLVPRYLQJEXWWKHPDJQHWLVQRWWRXFKLQJWKH
VSRRQ7KHIRUFHRIWKHPDJQHWSXOOVWKHVSRRQ

8 Draw an object that the magnet could move and an arrow to show
the direction it would move in.

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FDQPRYHDORQJWKHIORRU

Lesson 3 Check Got it? 60-Second Video 8QLW 109

 Materials Let’s Investigate!
meterstick How high will a ball bounce?
1. 7DSHDPHWHUVWLFNWRDZDOO
2. 'URSWKHEDOOIURPFPDQGPHDVXUHKRZ
KLJKLWERXQFHV FP
tape rubber ball
3. 'URSWKHEDOODJDLQEXWIURPFPDQG
PHDVXUHKRZKLJKLWERXQFHV FP
4. &RPSOHWHWKHEDUJUDSKWRSUHVHQW\RXU
safety goggles ILQGLQJV

Drop and Bounce Heights





Bounce Height (cm)








 
Drop Height (cm)

110 8QLW Let’s Investigate! Lab

Unit 9 How do energy and forces make
Review objects move?

Lesson 1

What is sound?
1 Circle the instrument that has the higher pitch.

Lesson 2

What are motion and force?

2 Look and circle to complete the sentence. Then draw arrows on
the picture to show the direction in which the ride moves.
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D EDFNDQGIRUWK
E ]LJ]DJ
F DURXQGDQGDURXQG

Lesson 3

What are magnets?

3 Read and circle.
7ZRVRXWKSROHVattract / repel
HDFKRWKHU

Got it? Quiz Got it? Self Assessment 8QLW 111