The International Schools of Kenana | American Division

Science Department | I.S.K. American Division

- Grade 3 -

Student name:

Class:

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Index
Topic 1
Lesson 1: Motion p. 4 Lesson check p. 6
Lesson 2: Pattern in motion p. 9 Lesson check p. 10
Lesson 3 : Force and motion p. 15 Lesson check p. 18
Lesson 4: Balanced and p. 22 Lesson check p. 24
unbalanced forces
Topic review p. 28

Topic 2
Lesson 1 : Electric force p. 39 Lesson check p. 47
Lesson 2: Magnetic force p. 50 Lesson check p. 54
Topic review p. 58

Topic 3
Lesson 1: Water and weather p. 72
Lesson check p. 75
Lesson 2: Seasonal and weather p. 79
Lesson check p. 82
changes
Lesson 3 : Weather Hazard p. 86 Lesson check p. 88
Topic review p. 91

Topic 4
Lesson 1: Climate p. 102 Lesson check p. 109
Lesson 2: Climate changes p. 111 Lesson check p. 113
Lesson 3 : World climate p. 117 Lesson check p. 119
Topic review p. 123

Topic 5
Lesson 1: Life cycle p. 136
Lesson check p. 142
Lesson 2: Inherited Traits p. 146
Lesson check p. 148
Lesson 3 : Traits influenced by p. 153
Lesson check p. 155
the environment
Topic review p. 159
Topic 6
Lesson 1: Survival of individual p. 173
Lesson check p. 175
Lesson 2: Survival in groups p. 179
Lesson check p. 181
Lesson 3 : Survival when the p. 185
Lesson check p. 187
environment changes
Topic review p. 191

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Topic 1

Lesson 1: Motion

Lesson 2: Pattern in Motion

Lesson 3: Force and motion

Lesson 4: Balanced and unbalanced

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Lesson check
Circle the words to complete the sentence.
1. Look at the picture.

The (position / motion) of the dog is in the (direction / position) of the boy.

Write the letter of the correct answer on the line at left.

______ 2. Three friends ran a 50-meter race. The table shows the results of the race.

50-meter Race Results

Runner Time
Elle 16 seconds
Jamie 12 seconds
Chyna 14 seconds

What measure can you find using the results in the table?

A. the runners' motions

B. the runners' directions
C. the runners' speeds
D. the runners' positions

Use the information below to answer questions 3 and 4.

The map shows the routes Lena and Sasha
used to travel from the library to the playground.

Circle the words to complete the sentences.

3. Lena used the bike path. On her way to the playground, she stopped to look at some rabbits playing.
Sasha walked to the playground on the sidewalk.

Lena rides (160 / 105 / 60 / 40) meters to the playground. Sasha walks (90 / 80 / 70 / 40) meters to the
playground.

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Write the letter of the correct answer on the line at left.

______ 4. Using the information provided, which two predictions make the most sense?

A. Sasha got to the playground first because Lena stopped to look at the rabbits.
B. Sasha got to the playground first because she traveled a longer distance.
C. Lena got to the playground first because she traveled a shorter distance.
D. Lena got to the playground first. A person traveling on a bike moves at a faster
speed than a person walking.

Circle the words to complete the sentences.

5. Look at the path Jacob takes to school.
Jacob walks (160 / 210 / 50) meters to school. To find out his speed, Jacob also needs to know the (distance /
direction / time) it takes him to walk to school.

6. Albert is watching a roller coaster. He notices that when the coaster leaves the station, it moves slowly up a
big hill. At the top of the hill, the coaster looks like it almost stops. As the coaster goes down the big hill,
Albert notices the coaster is moving very fast. The coaster continues to move fast through a series of turns.
Finally, the coaster slows down as it gets closer to the station. It comes to a complete stop at the station.

Circle the correct words to create a conclusion about what Albert observed.
The coaster travels the least distance per second as it (moves down the hill / enters the station / moves
up the hill / leaves the station). When the coaster travels slower, it takes (more time / less time) to get
to a different location.

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Lesson Quiz

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Lesson check
1. Look at the diagram of dance steps. The dance is made up of six steps that start over after step 6. L
stands for the left foot. R stands for the right foot.

Circle the correct numbers to complete the sentences.

Step number 7 is the same as step number (4 / 3 / 2 / 1).
Step number 8 is the same as step number (2 / 3 / 4 / 1).

Use the following information to answer questions 2, 3, and 4.

Ava, Jayden, and their friends are playing kickball. Ava is at home plate because it is her turn to kick the ball.

Ava’s teammate, Jayden, is already on 1st base. He must run to 2nd base after Ava kicks the ball. If Jayden

can get to 2nd base before he is tagged, he is safe.

2. Circle the base Ava will run to first after she kicks the ball.

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Write the letter of the correct answer on the line at left.

______ 3. Ava has kicked the ball. Which path should Jayden take?

A B

C D

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______ 4. It is now your turn to kick. There are no teammates on base. The table shows
observations you made about how the ball was kicked.

Kicking Observations
Kick direction Was the kicker safe at
1st base?
no

sometimes

no

yes

Based on the evidence, which direction should you kick the ball to give you the best
chance to safely get to 1st base?

A. just to the left of 1st base

B. between 2nd and 3rd base
C. between 1st and 2nd base
D. just to the right of 3rd base
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5. Look at the picture.

Choose the correct words to complete the sentence.

After the girl hits the golf ball, the ball will most likely go (into / around / over) the water.

Write the letter of the correct answer on the line at left.

______6. Look at the picture.

You want to know which slide will take longer to get

from the top to the bottom. What observation
should you make?

A. Time a person going down each slide.

B. Observe how wet each person gets.
C. Time how long it takes a person to get to the top of each slide.
D. Observe which slide is more popular.

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Lesson Quiz

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Lesson check
Circle the words to complete the sentences.
1. Look at the picture.
There are two (noncontact / contact) forces on the wagon. They are the (friction / push / pull) the boy
exerts and the (friction / push / pull) between the ground and the wagon.

Write the letter of the correct answer on the line at left.

______ 2. Look at the table.

Which explains why one of the bike riding forces listed in the table is incorrect?

A. Push of feet is not a contact force because the pedals do not push back.
B. Push of hands is a noncontact force because it does not make the bike move.
C. Gravity is a contact force because it pushes the bike rider and the bike down.
D. Friction is a contact force because the bike tire and the ground are touching.

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Use the information below to answer questions 3, 4, and 5.

Madison and her friends are putting on a play. They need to move a heavy couch during scene
changes. It must be moved quickly. The couch is hard to push on the rug.

Look at the picture of Madison trying to push the couch.

____ 3. What does the arrow show?

A. gravity
B. friction
C. a noncontact force
D. a spring forceCircle the words to complete the sentences.

4. Look at the picture. Madison covers the legs of the couch in plastic.

The forces on the couch in the top picture (are / are not) equal and opposite.

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Write an answer to the following question in the space provided.

5. Look at the materials.

Plan an investigation to figure out which material is best to use to help move the couch with the least
amount of force. Use the materials shown in the pictures. Describe your investigation. Be sure to explain
what you will be observing.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Write the letters of the correct answers on the line at left.

______ 6. Monique puts a glass of water on a table. A couple of minutes later, her cat
accidentally knocks over the glass of water. Which two statements are correct?

A. The force of the glass on the table and the force of the table on the glass are equal
and opposite.
B. The force of the glass on the table and the force of the table on the glass are
opposite but not equal.
C. The force of the cat on the glass and the force of the table on the glass are the
same.
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D. The force of the cat on the glass is greater than the force of friction of the table on
the glass.

Lesson Quiz

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Lesson check

Write the letter of the correct answer on the line at left.

______ 1. Emma conducts an investigation. She uses the same object during her investigation.
She puts her observations in a table.

Based on the evidence, which two conclusions can Emma make?

A. It is best to have only one trial in an investigation.

B. A strong force will put the object in motion.
C. Sometimes the forces on the object are unbalanced when a weak or strong force is
used.
D. The net force on the object is always 0 when a force is put on the object.

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______ 2. Look at the picture.

Describe the net force on the ball.

A. The net force is 0 because there are no forces on the ball.

B. The net force is 1 because there is one force on the ball.
C. The net force is 0 because the forces on the ball are balanced.
D. The net force is 1 because the forces on the ball are balanced.

Fill in a word that correctly completes the sentence.

2. Look at the pictures of two spring scales measuring force.
The scale with the rock shows a ______________ net force than the scale with the apple.

Use the information below to answer questions 4, 5, and 6.

Caden plays basketball. He likes to practice his free throws. The picture shows the path the ball takes when
Caden is shooting a free throw.

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4. Circle the place on the diagram of the ball’s path that causes force to overcome gravity.

Write the letter of the correct answer on the line at left.

______ 5. When Caden is throwing the ball, are the forces balanced or unbalanced? How do you
know?

A. The forces are balanced because the ball moves down.

B. The forces are balanced because the ball moves up.
C. The forces are unbalanced because the ball moves down.
D. The forces are unbalanced because the ball moves up.

6. Circle the place on the diagram of the ball's path where the forces on the ball can be shown using these
force arrows.

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Lesson Quiz

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Topic check
Write the letter of the correct answer on the line at left.

______ 1. Look at the pictures.

What is the next picture in the pattern?

A.

B.

C.

D.

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Use the information below to answer questions 2, 3, and 4.

Jacob is excited to show his toy train to his friends. The engine runs on a battery and can pull cars. He has
built a track for the train. The track makes turns and goes through a tunnel. It also has a hill.

2. Circle the place where gravity helps the train move.

Write the letter of the correct answer on the line at left.

______ 3. Jacob did an investigation. He put his observations in a table.

What question is Jacob investigating?

A. How many cars is the train able to pull?

B. How does the number of cars affect the speed of the train?
C. How does the number of cars affect the distance the train travels?
D. How does the number of cars affect the position of the train?

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Write an answer to the following question in the space provided.

4. Jacob has 10 cars for his train. When they are all used, the train cannot make it up the hill. Explain what
Jacob could do to answer this question: How many cars can the train pull up the hill?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Use the information below to answer questions 5, 6 and 7.

Sophia’s school is collecting used books. Sophia is going to her neighbors to ask for donations. She
is pulling a wagon for the books. People have given her many books. The wagon is full. When
Sophia gets home, she cannot get the wagon up the hill in her front yard.

Sophia's brother found a way to get the wagon up the hill.

Write the letters of the correct answers on the lines at left.

______ 5. What is the most likely way Sophia’s brother helped?

A. His push on the wagon made the forces balanced. This made the net force greater
than 0.
B. His push on the wagon made the forces balanced. This made the net force 0.
C. His push on the wagon made the forces unbalanced. This made the net force
greater than 0.
D. His push on the wagon made the forces unbalanced. This made the net force 0.

______ 6. Which statement describes the forces on the wagon in the picture?

A. The forces on the wagon are balanced. The wagon will move.
B. The forces on the wagon are unbalanced. The wagon will move.
C. The forces on the wagon are balanced. The wagon will not move.
D. The forces on the wagon are unbalanced. The wagon will not move.
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______ 7. How can the forces that moved the wagon up the hill be described?

A. Sophia's pull and her brother's push added together is stronger than gravity and
friction.
B. Sophia's pull and her brother's push added together is weaker than gravity and
friction.
C. Sophia's pull subtracted from her brother's push is stronger than gravity and
friction.
D. Sophia's pull subtracted from her brother's push is weaker than gravity and friction.

Circle the words to complete the sentences.

8. Look at the picture of the girl jumping rope.
State what will happen next.
The girl will move (up / down) and the rope will move (up / down).

Write the letter of the correct answer on the line at left.

______ 9. Look at the picture.

Predict what will most likely happen next.

A. The boy will pass the basket to a friend.
B. The boy will keep holding the basket.
C. The boy will set the basket on the table.
D. The boy will pass books out to his friends.

Circle the words to complete the sentences.

10. Look at the picture.

The forces on the box are (unbalanced / balanced). The box (is / is not) in motion.

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Write the letters of the correct answers on the lines at left.

______11. Olivia placed four different objects on the ground. She then applied the same force to
the four different objects. She measured the distance each object moved. Her results
are shown in the table.

Based on the evidence shown, which question is Olivia most likely trying to answer?

A. How many objects should an investigation use?

B. What is the speed of different objects?
C. How much force is needed to pull objects?
D. Which type of objects are moved by the force?

______ 12. Emma tried a “Test Your Strength” game.

What should Emma do next time to ring the bell?

A. Hit the target with less force.
B. Hit the target with a smaller object.
C. Hit the target with more force.
D. Hit the target with a balanced force.

13. Read the passage about pounding a tent stake. Circle the phrase that tells the direction of the net force.

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Write the letter of the correct answer on the line at left.

______ 14. Look at the picture.

Which two statements describe the motion of the box?

A. The forces on the box are balanced.

B. The forces on the box are unbalanced.
C. The box is in motion to the right.
D. The box is not in motion.

Circle the word to complete the sentence.

15. Look at the picture.

After the tack is pushed in, the forces on the tack are (unbalanced / balanced / smaller / gone).

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Note pages

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Topic 2

Lesson1: Electric Force

Lesson 2: Magnetic Force

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Lesson 1: Electric Force

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Activities

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Lesson check
Use the information below to answer questions 1, 2, and 3.
Kim rubs a glass rod with a silk cloth. She moves the glass rod close to some foam. Look at the picture of the
rod and foam.

Use the word bank to fill in the blanks below.

positive • neutral • negative

1. The glass rod has a _______________ electric charge. The foam pieces have a
_______________ electrical charge.

Circle the words that correctly complete the sentences.

2. The glass rod and the foam have an (insulator / electric force) between them. Since the charges of the
two objects are (the same / neutral / different), it causes the glass rod and the foam to (repel / attract).

Write the letters of the correct answers on the lines at left.

______ 3. Kim slowly moves the glass rod farther away from the foam and observes what
happens to the foam. What question is Kim most likely trying to answer?

A. How does electric force change when the charge on one material changes?
B. How does the length of the glass rod affect electric force?
C. How does distance affect the strength of electric force?
D. How can electric force between two objects be observed?

______ 4. Pedro has two inflated balloons. He knows that one balloon has an overall negative
electric charge. He predicts that when he places the balloons next to each other, the
two balloons will repel. What must be true for the two balloons to repel?
A. The balloons must touch each other.
B. One balloon must be larger than the other.
C. The overall charge of one balloon must be positive.
D. The overall charge of each balloon must be negative.

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5. Xavier experiences static discharge between his hand and a metal chair. Number the steps that
occur during the static discharge to show the correct order.

______ Xavier's skin gets electrically charged.

______ There is static discharge between Xavier's hand and the chair.

______ Xavier walks across a wool carpet.

______ Xavier moves his hand close to the chair.

______ 6. Lisa carries out an investigation about electric forces. She draws a picture of her
results.

Based on the picture, which question did Lisa most likely answer during her
investigation?

A. How does the amount of electric charge affect the strength of an electric force
between two objects?
B. How does the distance between two objects affect the strength of the electric force
between the objects?
C. Why do two objects that have electric charges have an electric force between
them?
D. Why do two objects that have positive electric charges attract each other from a
distance?

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Lesson Quiz

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Lesson 2: Magnetic Force

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Lesson check
Use the information below to answer questions 1 and 2.
Ben does an experiment with a permanent magnet. He records his data in a chart.

Permanent Magnet Experiment

Picked up by magnet?
Object
(yes or no)

penny no

dime no

nail yes

small paper clip yes

toothpick no

Write the letter of the correct answer on the line at left.

______ 1. Which question was Ben most likely answering during his investigation?

A. How many steel or iron objects can a magnet pick up?

B. How strong is the magnetic force of a permanent magnet?
C. What causes a permanent magnet to lose its magnetism?
D. What kinds of materials are attracted to magnets?

Circle the words that correctly complete the sentences.

2. Ben uses the magnet to try to pick up a large paper clip. The paper clip is made with steel.
The magnet will not pick up the paper clip. This means the paper clip is too (small / heavy).
Ben should move the magnet (closer to / farther from) the paper clip.

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Write the letter of the correct answer on the line at left.

______ 3. Nina has two different magnets.

Which problem can she solve using magnet X but not magnet Y?

A. Small iron pieces need to be sorted from a mixture.

B. The pull of the magnet on a piece of metal needs to be stronger.
C. Steel objects need to be picked up from one location and dropped into a
new location.
D. The north pole of the magnet needs to attract the south pole of another
magnet.

4. The picture shows the poles of magnets interacting. Circle the pairs of magnets that will attract
each other. Choose two correct answers.

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5. Look at the four highlighted areas around the magnet. Circle the two areas where the magnetic
force is strongest.

Write the letter of the correct answer on the line at left.

______ 6. Paper clips are made of steel wire. The picture shows paper clips around two
different types of magnets.

Why are the paper clips bunched at the ends of each magnet?

A. The magnetic force at the poles of each magnet are strongest, so they
attract more paper clips.
B. The paper clips are only touching the poles, so they are not attracted to
other parts of the magnet.
C. Some parts of each magnet repel the paper clips, but the poles of each
magnet attract the paper clips.
D. There is only current flowing through the ends of each magnet.

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Lesson Quiz

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Topic Review

Use the information below to answer questions 1 and 2.

Anton carries out an investigation about electric forces. He draws a diagram of his results.

Write the letter of the correct answer on the line at left.

______ 1. Which conclusion is supported by Anton's results?

A. Two objects with electric charges always attract each other.
B. Two objects can become electrically charged when they interact.
C. An object with a positive charge and an object with a neutral charge attract
each other.
D. An object with a positive charge can become negatively charged when it
interacts with another object.

Circle the words that complete the sentences.

2. Anton moves object X closer to object Y. Some charges from object X transferred to object Y
because of (repelling forces / static discharge). As object X is moved closer to object Y, the
strength of electric force (increased / stayed the same / decreased) charge.

Use the information below to answer questions 3 and 4.

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Shante carries out an investigation. She rubs a plastic rod with a wool cloth. She moves the rod close
to some pieces of paper. She records her results in a table.

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Electric Charge Investigation

Number of times rod Number of paper

is rubbed with wool pieces attracted to the rod

5 3

10 6

15 8

20 9

Write the letters of the correct answers on the lines at left.

______ 3. What question was Shante most likely trying to answer during her
investigation?
A. Does rubbing a plastic object with wool increase the amount of electric
charges the object has?
B. How many charges build up on a plastic object when it attracts paper
objects?
C. What happens to the strength of an electric force when plastic is used to
pick up paper?
D. Why does distance affect the strength of an electric force on plastic objects?

______ 4. Which conclusion is best supported by Shante's results?

A. Only objects that are electrically charged using wool can attract pieces of
paper.
B. Objects with a lot of electric charges apply a greater electric force than
objects with fewer charges.
C. An electric force gets stronger when two charged objects are moved closer
to each other.
D. Static discharge happens when a plastic rod is rubbed with a wool cloth at
least 5 times.

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Circle the words to complete the sentences.

5. Two balloons have electric charges.

Balloon Y has a (negative / positive) charge. Balloon Z has a (negative/positive) charge.

When the balloons come close to each other, they will (repel/attract).

Write the letters of the correct answers on the lines at left.

______ 6. The picture shows materials that are available for an investigation about electric
forces.

Which of these questions about the strength of forces between two objects can
be investigated using these materials? Select the two that apply.

A. Does rubbing a rubber rod more times with a silk cloth change the strength
of electric force between the rubber rod and the foam balls?
B. Does increasing the distance between a charged rubber rod and foam balls
change the strength of electric force between the rubber rod and the foam
balls?
C. Does rubbing the foam balls with the silk cloth change the strength of
magnetic force between the silk cloth and the foam balls?

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______ 7. Ian moves a rod close to a plate. The picture shows what happens.

Which statements are true based on the picture? Choose two correct answers.

A. The rod is neutral.

B. The rod and the plate repel.
C. The plate is a conductor.
D. The rod attracts negative charges from the plate.

______ 8. Elena draws a model to show how two electrically charged objects interact.

Elena's model is incorrect. What is one way she can correct her model?

A. Change the negative symbols on both objects to positive symbols.

B. Change the direction of both arrows so they point away from each other.
C. Remove the arrows from the model.
D. Draw 10 negative symbols on each object.

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9. The diagram shows three objects that have electric charges. Circle the two objects that
will repel if they are brought close together.

Write the letter of the correct answer on the line at left.

______ 10. Gina does an experiment using two magnets. She moves each magnet close to
a pile of 20 paper clips. She records her results in a table.

Magnet Experiment

Number of paper clips

Type of magnet
picked up by magnet

electromagnet 13

permanent magnet 8

Which question was Gina most likely answering during her investigation?

A. Does the electromagnet or the permanent magnet have a stronger magnetic

force?
B. What kinds of objects are attracted to electromagnets and permanent
magnets?
C. How many paper clips can a permanent magnet pick up?
D. Does an electromagnet have magnetic poles?

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Circle the words to complete the sentences.

11. Alex has a toy car with a magnet taped to the top as shown in the picture.

He needs to use the materials to solve the problem, "How can I move the toy car
forward without touching the car?"

To solve this problem, Alex uses another magnet and places it close to the back of the
toy car. The (north pole / south pole) of the magnet he is holding should face the
south pole of the magnet attached to the car.

Write the letters of the correct answers on the lines at left.

______ 12. Simone has a magnet and a pile of objects shown in the table. Which problem
can Simone solve using the magnet?

Pile of Objects
paper clips
coins
rubber bands
toothpicks
iron nails

A. sorting the iron and steel objects from the pile

B. moving all the objects to another location
C. counting the numbers of objects in the pile
D. ordering the objects by mass

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______ 13. Chen has two bar magnets. The ends of the bar magnets are marked with W,
X, Y, and Z as shown in the picture.

When Chen moves the end marked X on Bar 1 close to the end marked Z on
Bar 2, he observes that the two magnets attract. What can Chen conclude
based only on his observation? Select the two that apply.

A. The end marked W is the north end of Bar 1.

B. The end marked Y is the south end of Bar 2.
C. The ends marked W and Y are opposite poles.
D. The ends marked X and Z are opposite poles.

______ 14. Which statements correctly compare electromagnets and permanent magnets?

A. Only permanent magnets can attract steel and iron objects.

B. Only electromagnets can be turned off.
C. Permanent magnets always have a larger electric field than electromagnets.
D. Electromagnets are always stronger than permanent magnets.

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Write an answer for the following question in the space provided.

15. Caleb plans to do a demonstration to show how magnets can be used to sort iron objects
from objects that are not attracted to magnets. The picture shows the materials Caleb plans
to use for his investigation.

Describe a procedure Caleb can follow to answer his question.

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Topic 3
Lesson 1: Water and weather

Lesson 2|: Seasonal Weather Changes

Lesson 3: Weather Hazards

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Lesson1: weather and water

Condensation
Water cycle
precipitation
Evaporation

Evaporation
• Water from earth’s surface evaporates into the air by the sun

•Evaporation:
Liquid turns into gas

Condensation
• Water in clouds changes from gas to liquid

• Condensation:
Gas turns into Liquid

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Precipitation
• Water falls down from the clouds

Types of precipitation
• Rain: Water falls in small drops

• Sleet: Heavy rain

• Snow: Soft ice

Water on earth
• Weather
Is the condition of the atmosphere at a particular time and place

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• The atmosphere
It is the blanket of air around the earth

Humidity
It is the amount of water vapor in the atmosphere

The more humidity The higher the temperature

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Lesson Check
Fill in the blanks with the correct words to complete the sentence.
1. The picture shows weather on Saturn’s moon Titan.

The weather on Earth and Titan are very different. What is the main reason for this difference?
The main reason for the difference in the weather on Earth and Titan is that Titan has liquid
_________________ and no liquid _________________.

Use the information below to answer questions 2 and 3.

To see how water changes in the environment, Devin conducts an experiment. He takes a piece of cloth and
submerges it into a pan of water. He then weighs the wet piece of cloth. Devin then puts the cloth outside for a
few hours in the sun. He then weighs the cloth again.

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Circle the words to complete the sentence.

2. The mass of the cloth after sitting in the sun (is the same as / is more than / is less than) the mass of the
wet cloth.

Write the letter of the correct answer on the line at left.

______ 3. What does this experiment show about how water changes in the environment?

A. Water can change from a liquid to a gas because of humidity.

B. Water can change from a liquid to a gas by evaporation.
C. Water can change from a liquid to a gas by condensation.
D. Water can change from a liquid to a gas by precipitation.

Circle the correct words to complete the sentence.

4. Look at the picture of Earth.

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The arrow in the picture is pointing to the (weather / water / humidity / atmosphere), which is the blanket
of air that wraps around the planet. (Water / Atmosphere / Humidity / Weather) is the condition of the
(atmosphere / humidity / weather / water) at a particular time and place on Earth.

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Write the letter of the correct answer on the line at left.

______ 5. The table shows the ground temperatures of three cities on January 12.

On January 12, the cities shown in the table each experienced precipitation. What
best describes the precipitation in Columbus, Ohio, on that date?

A. rain
B. freezing rain
C. sleet
D. snow

Use the word bank to fill in the labels.

humidity • precipitation • weather • evaporation • condensation
6. The diagram shows the movement of water on Earth.
Label the parts of the water cycle in the correct location on the diagram.

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Lesson Quiz

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Lesson 2: Seasonal weather changes

Can we control the weather or we predict it?

Predict :
You tell what is likely going to happen in the future .
Predicting the weather helps us be prepared for whatever comes our
way.

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

Barometric pressure
Is the weight of the air pushing down on anything beneath
it

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Weather satellites
• Weather satellites gather information over very lager parts
of earth’s surface.

• The information they gather can be data or picture.

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Lesson Check
Write the letter of the correct answer on the line at left.

______ 1. The graphs show the temperature and humidity data for a city from January through
August.

Which best desWhich best describes the pattern shown in the graphs?
A. As the humidity goes up, the temperature goes down.
B. As the humidity goes up, the temperature goes up.
C. As the temperature goes up, the humidity goes down.
D. As the temperature goes down, the humidity stays the same.

Use information from the table to fill in the blanks.

3. The table shows the high temperature every day for one week in Atlanta, Georgia.

The hottest temperature was on Day _____. The coolest temperature that week was
_____°C. This data was most likely collected during the ____________ season.

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3. The tables show the average precipitation (in centimeters) for two cities last year.

Identify the graph that matches each table. Write 1 to the left of the graph for City 1. Write 2 to the left of the
graph for City 2.

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Write the letters of the correct answers on the line at left.

______ 4. What are some things that people can do to prepare for snowstorms? Choose the
three correct answers.

A. Put salt on sidewalks and steps.

B. Make sure the heat is working.
C. Open windows to let air in.
D. Have a lot of blankets ready.

Use the information below to answer questions 5 and 6.

The Gomez family lives in Hawaii. The picture shows two weather instruments they have in their home.

Circle the words to complete the sentence.

5. The Gomez family use a (thermometer / hygrometer / barometer) to measure air temperature
and a (thermometer / barometer / hygrometer) to measure humidity.

Write the letter of the correct answer on the line at left.

______ 6. The Gomez family is going to Alaska for a vacation in December. Which thermometer
reading of the outside air temperature is most likely in Alaska in December?

A. 35°C
B. 27°C
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C. 18°C
D. 0°C

Lesson Quiz

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Lesson 3: Weather Hazard

Storm
A storm is a disturbance in the atmosphere with a lot wind.
Storms usually carry a large amount of precipitation

Types of Storms

Hurricane Thunderstorm Tornado

● Are extreme storms ● A large mass of

● Hurricanes
that happen in swirling wind.
form over many parts of the ● Tornadoes
warm ocean world. forms over land
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water and ● These storms have when large
have very thunder and amount of
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Weather impact on earth

● Flood
● Large amount of water due to heavy rain that cause
damage to land

● Drought
● When the land become very dry due to absence of
rain

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Lesson Check
Circle the words to complete the sentence.

1. Look at the picture.

A seawall is build to help prevent (flooding / damage to buildings) from (hurricanes /
earthquakes).

Use the information below to answer questions 2 and 3.

The Noelle family lives in Kansas. One day in July, a big storm with heavy rain and damaging winds
was forecast. Later in the day, a siren went off warning everyone to get to safety.

Use the word bank to complete the sentence.

tornado • drought • snowstorm • weather

2. The siren is warning people of a ________________.

Write the letters of the correct answers on the lines at left.

______ 3. Choose two ways the Noelle family can stay safe during this hazardous weather.
A. They should stay indoors.
B. They should go outside.
C. They should get to a safe place like a basement.
D. They should text their friends.

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______ 4. To prepare for a storm, a family placed sandbags in front of their home.

What are the sandbags most likely being used for?

A. to prevent heavy winds from breaking their windows
B. to collect water in case there is a drought
C. to stop floodwater from getting inside the house
D. to keep hail from breaking the sidewalk in front of the house

Circle the words to complete the sentence.

5. Look at the picture.

The area in the picture is having a (flood / drought / snowstorm). The area has gone a long time
with little or no (wind / rain / weather).

Write the letter of the correct answer on the line at left.

______ 6. Look at the picture of a weather-related hazard.

Which item would best be used on a building to prevent damage from this hazard?
A. umbrella
B. sandbag
C. lightning rod
D. seawall

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Lesson Quiz

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Topic Review
1. Look at the squares on or near the building. Circle the place where a lightning rod would prevent damage
from a lightning strike.

Use the information below to answer questions 2 and 3.

Thunderstorms are strong storms that can happen almost everywhere.

Write the letters of the correct answers on the lines at left.

______ 2. Choose the three possible effects of a thunderstorm.

B. lightning strikes
B. flooding
C. drought
D. strong winds

______3. Choose two ways people can reduce the dangerous effects of a thunderstorm.

A. Place sandbags in front of doorways to buildings if there is heavy rain.

B. Have a lightning rod put on the roof of a building.
C. Open the doors and windows in a building.
D. Listen to the weather on a weather radio.

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Circle the word or phrase to complete the sentence.

4. Look at the picture.

The trees in the picture will reduce the impact of (lightning / a drought / strong winds) on the building.

Write the letter of the correct answer on the line at left.

______ 5. Which house would have the best protection during a hurricane?

A C

D
B

6. Draw a line to match each sentence to the part of the water cycle it describes.

Water vapor particles join together and turn Condensation

back into liquid form.

Water collects into drops, and the drops Evaporation

become too heavy and fall back to Earth.

Water particles go into the air as water Precipitation

vapor.
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7. Read the paragraph about water in the atmosphere. Then, circle two statements in the paragraph that
are false.

Visible water in the atmosphere can be seen as clouds. When there are no clouds in the sky,
the atmosphere has no water. You can feel whether the air is dry or moist. The amount of
water in the atmosphere is called precipitation.

Circle the words to complete the sentence.

8. Bodies of water have an important effect on weather. The larger the body of water, the greater the impact
on the weather.

Areas near (a river / a lake / an ocean) tend to get the most precipitation.

Write the letter of the correct answer on the line at left.

______ 9. The table shows the weather forecast in Oklahoma City for five days in May.

Which of these days is most likely to have the highest humidity?

A. Monday
B. Tuesday
C. Thursday
D. Friday

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10. Read the sentences that describe the effects of different storms. Draw lines to match each effect with the
storm(s) that can cause it. Note: Not all the sentences will be used. Some sentences describe effects
caused by more than one type of storm.

Strong winds damage buildings. Hurricane

Heavy rain causes water in certain places to Tornado

become too high.

Water collects into drops and the drops Flood

become too heavy and fall back to Earth.

Heavy snow falls and closes roads and Sandstorm

schools.

Violent winds lift large amounts of sand or

dust into the atmosphere.

Use the information below to answer questions 11 and 12.

Romeo asked 10 teachers on four different days to describe the weather using one word. The top
selection for each day is shown in the table.

Write the letters of the correct answers on the lines at left.

______ 11. Look at the table. On which day was the humidity most likely the highest?

A. August 1
B. August 3
C. August 5
D. August 7

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______12. Which weather instrument can Romeo use to check if his answer to the previous
question is correct?

A. barometer
B. hygrometer
C. thermometer
D. satellite

Use the information below to answer questions 13, 14, and 15.

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Write the letters of the correct answers on the lines at left.

______ 13. The graph shows the weather observed in a North Carolina city for 20 days.

Which two types of weather occurred the most?

A. snowy weather
B. cloudy weather
C. sunny weather
D. partly cloudy weather

______ 14. Which statement best describes the weather for this city?

A. It snows more than it rains.

B. There were clouds in the sky on more than half of the 20 days.
C. The temperature was 32°C or higher every day.
D. It never rained in the 20 days the weather was observed.

______ 15. If you visit this city next year during the same time, which type of weather will you
most likely see?

A. snowy weather
B. rainy weather
C. cloudy weather
D. partly cloudy weather

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Topic 4

Lesson 1: Climate

Lesson 2: Climate changes

Lesson 3: World climate

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Lesson 1: climate

Climate:
The pattern of weather conditions that occur in a certain area over a long period of
time.

What is the difference between climate and weather?

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Polar climate Temperate climate Tropical climate

Climate is very cold and *Climate is mild. Climate is warm all over
dry *It usually has big the year and rainy.
differences between
seasonal weather patterns
It is at the 2 poles (north Between the poles and the At the equator
and south) equator

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The equator

It is an imaginary line around the middle of the earth.

It divides the earth into northern and southern halves.

Factors affecting climate :

1. Latitudes and climate.
2. The ocean and climate.
3. Land features and climate.
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4. The atmosphere and climate.

1. Latitude and climate

Latitude:
Is a measure of how far north or south of the equator a place is.
Seasons north and south of the equator are opposite.

2. The ocean and climate

Lands near the ocean have milder winter and cooler summer than the land in the
middle of the continents.

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3. Land features and climate

Tall mountain affects the climate. As the mountaineers climb up the mountain, the
temperature gets colder.

Elevation:
Is the measure of how high above ground something is.

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At sea elevation is
level zero

4. The atmosphere and climate

Certain gases in our atmosphere trap heat from the sun. the trapped heat warms the
earth’s surface.
It keeps temperature on earth steady so living things can survive.

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Lesson Check
Circle the words to complete the sentence.
1. The climate of an area is usually described as (average temperature / daily changes in weather) and
(precipitation / cloud cover).
.

Use the information below to answer questions 2, 3, and 4.

Charlotte recorded summer and winter climate data for four cities in the table.

Write the letters of the correct answers on the lines at left.

_______ 2. Based on the data in the table, which city has a tropical climate?

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A. City W
B. City X
C. City Y
D. City Z

_______ 3. Which best describes the climate in City W?

A. City W is warm in the summer and cold in the winter. It is dry all year.
B. City W is cold in the summer and in the winter. It is wet in the summer and dry in the winter.
C. City W is cold in the summer and in the winter. It is dry all year.
D. City W is warm in the summer and in the winter. It is dry all year.

_______ 4. What is the best prediction for the average temperature in July for City Z?

A. 4°C
B. 10°C
C. 20°C
D. 32°C

5. The picture shows how the sun strikes Earth during part of the year. Based on the picture, circle the
area of Earth most likely to have the warmest climate.

Write the letter of the correct answer on the line at left.

______ 6. Look at the map of the United States.

Look at the location of the area marked with a star. What is the most likely climate in
this area?

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A. cool, breezy, and wet summers
B. hot and dry summers
C. very cold, breezy, and dry winters
D. very cold and wet winters

Lesson Quiz

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Lesson 2: climate change

Greenhouse effect:
It describes how the atmosphere traps energy from the sunlight and keeps earth war.

. Greenhouse gasses:

Carbon dioxide (CO2) is the gas that trapes heat from escaping from earth.

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Climate change:
is the change in temperature, precipitation, or other weather patterns over long time.

Causes of climate changes

• volcans can release • burning fuels for heat

ash that block sunlight ,transportation,produce
and earth become carbon dioxide which is a
greenhouse gas.
cooler
• carbon dioxide trap heat
and increase
temperature.

Natural Human
effects effects

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Lesson Check
Write the letter of the correct answer on the line at left.

______ 1. Micah is reading a book about climate change. He made a table to record what he
learns. He organized his table using two columns, X and Y.

Micah plans to replace X and Y in his table with words. Which are the best words
for him to use?

A. X: Volcano eruptions
Y: Burning fuels
B. X: Burning fuels
Y: Volcano eruptions
C. X: Affects weather
Y: Does not affect weather
D. X: Does not affect weather
Y: Affects weather

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Use the information below to answer questions 2 and 3.

A scientist is looking at this ring.

Circle the word or phrase to complete the sentence.

2. By studying tree rings, the scientist can study the (climate / greenhouse gases / soil temperature /
elevation) of the area surrounding the tree's location.

Write the letters of the correct answers on the line at left.

______3. Which questions can the scientist help to answer by studying the tree rings? Choose the
three that apply.

A. Did the area of the tree experience warm temperatures and a lot of precipitation?
B. How many trees populate the area where this tree is located?
C. Did the climate of the area where the tree is located change?
D. What is the age of the tree?

4. Carbon dioxide is a greenhouse gas. It is produced when humans burn fuel. The graph shows the
percentage of carbon dioxide in the atmosphere between the years 1700 and 2000.

Use the evidence shown to complete each sentence.

The percentage of carbon dioxide in the atmosphere will probably continue to (stay the same / increase /
decrease) as people keep burning more fuels. This will make Earth's climate (warmer / wetter / cooler).

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5. Katya has a map of a glacier. Katya uses the map to learn how the length of the glacier has changed over
time. She records what she has learned in the table.

Use the table to complete the sentences.

The glacier is (melting / freezing) over time. This most likely means that the climate in this part of the
world is getting (cooler / wetter / warmer).

Write the letter of the correct answer on the line at left.

______ 6. Mount Pinatubo is a volcano. It erupted in 1991 and sent a huge cloud of ash over
the area. How did the cloud of ash most likely affect the climate in this area?

A. The climate got drier because ash takes moisture from the air.
B. The climate got cooler because ash caused the greenhouse effect.
C. The climate got cooler because ash blocked sunlight.
D. The climate got drier because ash stopped precipitation from falling to Earth.

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Lesson Quiz

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Lesson 3: World Climate

Dry climate
Types of
climate Wet
climate
Dry climate:
• Places that get little rain or snow have dry climate.
• Deserts have an ARID
• The plants in desert can store water.
•

Wet climate: Wet climate is divided into

Tropical Tempirate Polar

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1. Tropical zone:
The weather is hot and humid all the year

2. Subtropical zone:
Summer is hot and winter is mild cool.

3. Temperate zone:
Summer is hot and winter is cold.

4. Subpolar zone:
Summer is short with cold weather / winter is long and very cold.

5. Polar zone:
Temperature is very cold all the year.

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Lesson Check
Use the information below to answer questions 1, 2, and 3.
The map shows the main climate zones on Earth. Four different areas of land are marked with the letters W, X,
Y, and Z.

Circle the words to complete the sentence.

1. Land areas that are close to area Y have climates that are (hot / cool) and (dry / humid) all year.

Write the letter of the correct answer on the line at left.

______ 2. Which areas have average temperatures and precipitation that are most likely similar
year round?

A. W and X
B. X and Y
C. Y and Z
D. Z and W

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Fill in the blank with the letter that correctly completes the sentence.
3. The climate in area _____ is the most different than the climate in area Y.

Write the letter of the correct answer on the line at left.

______ 4. The Sahara is a desert near the equator in Africa. How does the climate of the Sahara
differ from an area in the polar climate?

A. The Sahara climate is cool all year. The climate in the polar zone is wet all year.
B. The Sahara climate is humid all year. The climate in the polar zone is hot all year.
C. The Sahara climate is wet and humid all year. The climate in the polar zone is
warm all year.
D. The Sahara climate is hot and humid all year. The climate in the polar zone is cold
all year.

Write the letter of the correct answer on the line at left.

______ 5. Mount Kilimanjaro is a very tall mountain in Africa. It has many different climate zones,
including a hot and humid zone and a cold and snowy zone. The map shows the
location of Mount Kilimanjaro.

What is a cause of the different climate zones on Mount Kilimanjaro?

A. location near the equator

B. location near the ocean
C. different elevations
D. different latitudes

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Write the letters of the correct answers on the line at left.

______ 6. The table shows climate data for two cities in different parts of the world.

How are the climates of these cities the same or different? Choose the two correct answers.

A. Both have cold winters.

B. Both have cold temperatures all year long.
C. Summers in Barcelona are typically hotter than summers in Moscow.
D. Both have weather that is hot and humid all year.

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Lesson Quiz

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Topic Review
Use the information below to answer questions 1, 2, and 3.

The map shows some climate areas of the United States. The table shows
temperature and precipitation data for San Francisco, California, and Dallas, Texas.

Write the letters of the correct answers on the lines at left.

____ 1. Why are the average temperatures during the winter and summer higher for Dallas
than San Francisco?

A. Dallas is farther from the equator than San Francisco.

B. Dallas is closer to the center of the country than San Francisco.
C. San Francisco is closer to the ocean than Dallas.
D. San Francisco gets less direct sunlight than Dallas.

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______ 2. What statement can be supported by the evidence shown?

A. It rains more in humid climate areas.

B. Humid climate areas are very dry.
C. It never rains in San Francisco.
D. Wet climates are hot year round.

3. Circle the two areas on the map that most likely have a warmer climate than San Francisco.

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Use the information below to answer questions 4 and 5.

Keesha records summer and winter climate data for four cities. Her data is shown in the table.

Write the letters of the correct answers on the lines at left.

_____ 4. Based on the data in the table, which two cities have tropical climates?

A. City Q
B. City R
C. City S
D. City T

______ 5. Keesha lives in one of the four cities shown in the table. She dresses for cool weather
in the summer and very cold weather in the winter. Based on the data, in which city
does Keesha most likely live?

A. City Q
B. City R
C. City S
D. City T

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Fill in the blanks using words from the word bank.

cold • warm • more • less
6. Areas that are farthest from Earth’s equator have __________ climates. This is because these areas
receive __________ direct sunlight during the year than areas near Earth's equator.

7. The picture shows a mountain located near an ocean. Circle the part of the mountain that is most likely to
have a climate that is warm and wet.

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Write the letters of the correct answers on the lines at left.

______ 8. Sally is learning about climate and how Earth’s climate can change. She made a table
to record her notes.

Sally needs to complete her table. Which of the following should she write in the
column titled “Evidence used to study climate change”? Choose the two correct
answers.

A. latitude
B. tree rings
C. glacier size
D. location near ocean

______ 9. Which of the following is a natural cause of climate change?

A. a wildfire
B. a 30-day drought
C. a volcanic eruption
D. a sudden snowstorm

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______ 10. The picture shows Gangotri Glacier in India. The different lines show the length of the
glacier in different years.

Which facts are supported by the information shown in the picture? Choose the two
correct answers.

A. An increase in Earth's temperatures has made the glacier larger.

B. More ice has been added to the glacier over time.
C. The glacier has been melting since at least 1780.
D. India's climate has likely been getting warmer.

______ 11. In the year 1883, a town experienced a much colder winter than usual. There were
strong winter storms. More snow fell in 1883 than in years before 1883. What was the
most likely reason for this change?

A. volcanic eruption
B. release of greenhouse gases
C. closeness to a large ocean
D. higher elevations

12. Each sentence describes a climate zone found on Earth. Write "subpolar" next to sentences that describe
the subpolar zone. Write "subtropical" next to sentences that describe the subtropical zone.

Summers are hot. _____________________

Winters are long and very cold. _____________________
Summers are cool to cold. _____________________
Winters are mild. _____________________

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Write the letters of the correct answers on the lines at left.

______ 13. The Amazon jungle is a forest located in the tropical climate zone. Which words best
describe the climate of the Amazon jungle? Choose the two correct answers.

A. arid
B. humid
C. warm year-round
D. cold winters

______ 14. Scott is studying world climates. He recorded some information related to the climate
of a city in Asia on the index card shown.

Based on the given information, what is the best estimate of the average summer
temperature for this city?
A. –10°C
B. 16°C
C. 28°C
D. 35°C

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______ 15. The Arctic is in the polar climate zone. Only small plants grow in this type of climate
zone. Tall trees cannot grow in the polar zone.

Why can only small plants grow in the Arctic? Choose the two correct answers.

A. The ground is often frozen, so deep tree roots cannot grow.

B. The area receives too much direct sunlight in the summer.
C. Temperatures are too cold for many plants to survive.
D. The air is very humid, which takes water out of the soil.

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Topic 5

Lesson 1: Life cycle

Lesson 2: Inherited Traits
Lesson 3: Traits Influenced by
the environment

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Lesson 1: Life cycle

Ecologist:
• A scientist who studies and care about the environment.
• Ecologist works in lab, nature, schools, university

An organism:
✓ It is any living things
✓ It can be animal, plants
✓ It can be bacteria or fungi

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Life cycle

• It is the changes that happen to an organism during its life.

All living organisms :

• Have life cycle .
• Life cycle is made up of 4 stages.
• Some life cycles start with eggs.
• Some life cycles start by giving birth.
• Some life cycle starts with seeds.

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Stages of life cycle:

1. Life begins
1. Life
begins
2. Growth and development
3.Maturity
4. Reproduction

Stages
4.
Reproduction of life 2. Growth and
development

cycle

3. Maturity

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Reproduce:
When an organism makes more organisms of the same kind.

Diverse:
Means that there are many different kinds of organisms.

Plant Reproduction

Parts of the seed.

1. The outside part:
● It protects the plants 3. Food

2. Inside the seed

There is tiny plant

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Seed starts to sprout

● The green part will become the stem and leaves.

● The roots will grow downward.

Animal reproduction
• Some animals start their life cycle with eggs which very small
• EX: ants

• Some animals start their life cycle with eggs that you can see
• Ex: birds, ostrich

• Some animals carry eggs in their bodies (fish)

• Some lay eggs outside their bodies (birds)

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Lesson Check
Write the letter of the correct answer on the line at left.

______ 1. Sophia is creating a poster of organisms she observed while on vacation.

Which of the following objects should she not include on her poster?

A.

B.

C.

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Write the letters of the correct answers on the line at left.

______ 2. Chloe is making models to show the life cycle of each of these two organisms.
What should Chloe include on both models? Select two correct answers.

A. The organisms growing.

B. The organisms making their own food.
C. The organisms shedding their skin.
D. The organisms dying.

Use the information below to answer questions 3, 4, and 5.

A student created life cycles of two different organisms.

Write the letter of the correct answer on the line at left.

______ 3. What is similar between the two life cycles? Select two correct answers.
A. Both life cycles have adults.
B. Both life cycles need the same environment for the organisms to grow.
C. Both life cycles include reproduction.
D. Both life cycles have eggs in nests.
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Circle the words to complete the sentences.

4. Complete the sentences to describe how the alligator life cycle differs from the
mosquito life cycle.

When a mosquito is first born, it is called (an egg / a larva / an adult). But, when an
alligator is first born, it is called (a baby / an egg / an adult).

5. The two life cycles show that the two organisms are (diverse / exactly alike).

6. William is creating a chart to give examples of things that are part of an organism’s life cycle and
things that are not. Read each sentence. Then, help William create his chart by sorting each
sentence into the correct box.

Use the word bank to help him create his chart. Write each sentence in the correct column.

A baby polar bear is born. • A girl eats breakfast.

A mayfly dies after one day of life. • A puppy plays with his chew toy.

Part of a Life Cycle Not Part of a Life Cycle

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Lesson quiz

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Lesson 2: Inherited traits

Traits:
A trait is a feature of an organism. A trait can be the way the body of the organism
looks or work.

Inherited trait:
To inherit something means that you got it from your parents or ancestors.

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Variation:
The differences in the organisms from the same parent.

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Lesson Check
Write the letter of the correct answer on the line at left.

______ 1. A farmer plants squash seeds that are offspring of a round squash and a long squash.
The table shows the number and type of squash that grew in his garden.

Which sentence best describes the offspring of the two parents?

A. The offspring inherited their shape traits equally from both parents.
B. The offspring were completely different from both parents.
C. The offspring inherited their shape traits mostly from the round squash.
D. The offspring inherited their shape traits mostly from the long squash.

Write the letters of the correct answers on the line at left.

______ 2. A black-furred female guinea pig and a male guinea pig with all white fur produces the
offspring shown in the table.

Select two sentences that best describe the offspring.

A. The offspring all inherited fur color from the female parent.
B. None of the guinea pigs inherited both fur colors.
C. The offspring all inherited fur color from the male parent.

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D. The offspring inherited fur color equally from both parents.

Use the information below to answer questions 3, 4, and 5.

A farmer grows peas. The farmer is experimenting with different combinations of pea parents to see if he can
produce a new variety of pea to sell.

3. In the first experiment, the farmer combines a round pea plant with a wrinkled pea plant. The table shows
the results of this combination.

Using information from the table, circle the words to complete these sentences.
In Experiment 1, the offspring are (all wrinkled / mostly round / mostly wrinkled / all round). This
means the farmer (did / did not) get a new variety of pea because none are both round and wrinkled.

4. In the farmer’s second experiment, he combines a yellow plant with a green plant. The table shows the
results of this combination.

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Use the word bank to help him create his chart. Write each sentence in the correct column.
• Most of the offspring inherited their pea color from the yellow pea plant.
• Most of the offspring inherited their pea color from the green pea plant.
• The farmer does not have a new variety of pea to sell.
• The farmer does have a new variety of pea to sell.

Correct conclusion Incorrect conclusion

______ 5. In the farmer’s last experiment, he combines a yellow and round pea plant with a
green and wrinkled pea plant. The table shows the results of this combination.

In this experiment, did the farmer get a new variety of peas he could sell? Why?

A. No, all the combinations of peas are the same as the parents.
B. No, there were only 100 green and wrinkled pea plants.
C. Yes, the yellow and round and green and wrinkled are different from the parents.
D. Yes, the yellow and wrinkled and green and round are different from the parents.

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______ 6. The table shows the number and type of flower plants in a garden.

Which sentence best describes the trait for flower color in the garden?

A. All the plants came from the same female parent.

B. The plants show variation in flower color.
C. The plants all inherited the flower color trait from the male parent.
D. The plants all share the exact same traits.

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Lesson quiz

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Lesson 3
Traits influenced by the environment

Influence:
The factors in the environment that have an effect on traits.

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Lesson check
Use the information below to answer questions 1, 2, and 3.
The table shows information about two different organisms, the Himalayan rabbit and the flamingo.

Write the letter of the correct answer on the line at left.

______ 1. Look at the picture of a Himalayan rabbit.

The fur color of the Himalayan rabbit is an example of what kind of trait?

A. a trait that all rabbits have

B. an inherited trait from its mother
C. an inherited trait from its father
D. an environmental trait

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Write the letters of the correct answers on the line at left.

______ 2. What do the flamingo and the Himalayan rabbit have in common? Choose two correct
answers.

A. They are both affected by their environment.

B. Only one parent gives them their traits.
C. Their traits can appear differently.
D. The color of their fur depends on their diet.

3. This table shows how the fur of a Himalayan rabbit can vary.

Using information from the table, circle the words to complete these sentences.

Fur color of the Himalayan rabbit is a trait that is (not influenced by the environment / decided by one
parent / decided by neither parent / influenced by the environment). The colder the temperature, (the
bigger the size of the rabbit / the smaller the size of the rabbit / the less black fur it will have / the
more black fur it will have).

Write the letter of the correct answer on the line at left.

______ 4. The pictures show two of the same type of cactuses. The cactuses have the same
parents.
These cactuses inherited the same basic shape pattern from their parents, but they
each have a different number of branches.

Why do the cactuses have different shapes?

A. The amount of water they get influences their shape.

B. The trait they get from one parent influences their shape.
C. The cactus with no branches gets more sunlight.
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D. The cactus with many branches gets less wind.

Write the letters of the correct answers on the line at left.

______ 5. Which two sentences are evidence of the environment influencing the trait of an
organism?

A. The leaves of a tree turn brown because it has not been raining.
B. All the puppies in a litter have the same ear shape.
C. All the eggs in a crocodile nest become male because of the temperature.
D. All the birds in a nest lay the same number of eggs.

Write the letter of the correct answer on the line at left.

______ 6. Look at the picture.

How is the environment influencing the growth of the plants?

A. The plants are being grown in the dark.

B. The plants are not getting watered.
C. The plants are getting too much soil.
D. The plants are only getting sunlight from one side.

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Lesson quiz

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Topic Review
Use the information below to answer questions 1, 2, and 3.

Taylor plants and cares for five seedlings. After 10 days, Taylor draws pictures of how the seedlings look. She
also records her observations in a table.

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Write the letters of the correct answers on the lines at left.

______ 1. Which observation should Taylor write about seedling R?

A. Seedling R bent toward the light
B. Seedling R bent away from the light.
C. Seedling R grew the most of any seedling.
D. Seedling R did not grow toward the light.

______ 2. Which two seedlings show a different trait than seedling Q?

A. Seedling R
B. Seedling S
C. Seedling T
D. Seedling U

Circle the words that complete the sentences.

3. The results show that changing the tip of the plant (does not affect how the plant grows / affects how the
plant grows). This means that (the stem of the plant / the root of the plant / an environmental change /
one parent plant) influences the trait.

Use the information below to answer questions 4, 5, and 6.

The pictures show an echidna (also called a spiny anteater) and a duck-billed platypus. They are both extreme
animals that share some of the same traits. They are both mammals that lay eggs, instead of having live
young.

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Mya is building models to show the life cycle of each animal.

Write the letter of the correct answer on the line at left.

______ 4. What would you expect to see on the life cycle models?
A. The life cycle begins with birth to live young.
B. The life cycle begins with laying eggs.
C. The life cycle shows why the animals have spiny exteriors.
D. The life cycle shows why the animals have large beaks.

Circle the words that complete the sentences.

5. The echidna and duck-billed platypus start their life cycles when they are born. The next steps are to grow
and (die / reproduce / look for shelter / protect their young). The life cycle ends when the organisms
(reproduce / grow larger / reach adulthood / die).

Write the letter of the correct answer on the line at left.

______ 6. To help Mya understand these two organisms better, she records information she finds
in a table.

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Which part of the life cycle models should differ for the two organisms?

A. method of birth
B. how they grow
C. the number of parents
D. how long they live

______ 7. A horse breeder is keeping track of the offspring of a male and female horse. The table
shows her observations.

Choose two reasons why all of the offspring are not exactly the same.

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A. They inherited different traits.

B. They have variation in their trait for hair color.
C. Offspring #1 only inherited traits from its father.
D. Offspring #2 only inherited traits from its mother.

8. Peas can be found in two shapes and two colors. The table shows the number of each kind of
pea in a farmer’s field. All the plants came from the same parents.

Based on the data in the chart, complete the following sentences about pea shape and color.

The peas inherited their shape and color (from the mother plant only / from both the mother
and father plants / from plants brought in from another field / from the father plant only).
The fact that the peas are not all exactly alike shows that (a lack of sun caused the round
peas to get wrinkled / peas have different traits / each pea came from different parents).

9. Read each sentence below and decide if the environment is influencing the trait or not.

Write each sentence in the correct column.

A young plant looks exactly like the parent plant. • A hydrangea flower is blue or pink
depending on the soil it is grown in. • All the corn kernels on an ear of corn are exactly alike. •
The Saguaro cactus grows more branches when there is more water.

Trait influenced by the environment Trait not influenced by the

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environment

Use words and phrases from the word bank to complete the sentences.

pine tree • maple tree • zebra • polar bear

10. Alex wants his model to show a plant that keep its leaves year-round. He should draw a
_______________. Alex also wants to show an animal that lives and grows in a cold
environment. He should draw a _______________.

Write the letter of the correct answer on the line at left.

______ 11. A tomato has been modified so that it will last longer without spoiling. What process
have scientists used to improve the tomato?
A. taking instructions from one parent
B. genetic engineering
C. combining tomato instructions with animal instructions
D. adding bacteria to grow within the tomato

Use the information below to answer questions 12 and 13.

The models show a plant life cycle and an animal life cycle.

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Write the letters of the correct answers on the lines at left.

______ 12. In which two ways are the two life cycles the same?
A. The organism grows and develops.
B. The organism reproduces.
C. The organism creates fruit.
D. The organism lives forever.

______ 13. What is one difference between the two life cycles?
A. Only the plant life cycle has an adult organism.
B. Only the animal life cycle has a young organism.
C. Only the plant life cycle reproduces as a seed.
D. Only the animal life cycle has an adult organism.

______ 14. A gardener has two prize rose plants. One produces red flowers. The other makes
white flowers. He decides to combine them in order to produce four new plants.

He records his findings in the table.

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Which offspring shows variation from the parents for the flower color trait?

A. offspring #1
B. offspring #2
C. offspring #3
D. offspring #4

______ 15. A dog breeder breeds a long-eared female dog with a short-eared male dog. The
results of what are produced are shown in the table.

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Which of the puppies shows a variation in ear length from its parents?

A. puppy #1
B. puppy #2
C. puppy #3
D. puppy #4

Note pages
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Lesson 1
Survival of individuals

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Adaptation:
It is a trait that helps an organism survive, find mates or reproduce.

Survive: To stay alive

Survival in different habitat

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lants and animals that

grow in cold parts of Sand lizard, desert Animals live beside
earth are covered with animals digs holes in ponds to get their
hairs. the sand to keep food and lay eggs in
cool water like frog
The hair keep them
warm

Camouflage:
It is a kind of adaptation that allow the organism to blend in its environment to survive.

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Lesson Check
Use the information below to answer questions 1 and 2.

The Mojave Desert in Nevada has very hot and dry weather. This desert has sand dunes and areas
with mountains. Even with these harsh conditions, this desert is home to many types of plants and
animals.

Write the letters of the correct answers on the lines at left.

_____ 1. How do adaptations help plants and animals live in the Mojave Desert? Select
the three correct answers.

A. Adaptations help plants and animals find mates.

B. Adaptations help plants and animals reproduce.
C. Adaptations help plants and animals change the weather from hot to cool.
D. Adaptations help plants and animals stay alive in hot and dry weather.

_____ 2. Tim tells Mark that snakes are able to survive in the Mojave Desert. Mark
disagrees. Which two statements best support Tim's claim?

A. A snake's coloring is adapted to blend into its environment and help it

survive.
B. All snakes have the same traits and can live in any environment.
C. Different animals are adapted to live in similar habitats.
D. Snakes are covered in scales that help them move over hot desert sand.

Circle the words to complete the sentence.

3. Dana wrote the following argument about why a bear has fur. Which words are missing from her
argument?

A bear’s fur is (a habitat / an adaptation / an environment). The fur helps the bear stay warm so
that it can (survive / die off / pollinate) and reproduce.

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4. Animals in ocean habitats have different adaptations than animals in forest habitats.

Draw lines to match each adaptation to its most likely habitat.

gills Ocean habitat

fur

fins

beak Forest habitat

5. Phoebe's parents planted four orange trees at the same time 15 years ago. Phoebe is now writing
a paper about the growth of the trees. In the paper, she argues that two of the trees have traits
that give them a better chance of surviving than the other two trees.

Circle the two trees that have the best chance of surviving.

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Circle the words to complete the sentences.
6. Aidan drew a picture of a wetland area near his house.

Use Aidan’s picture to complete the sentences.

The bass and heron both have (waterproof skin / fins / webbed feet / feathers) on their bodies
that helps them survive in a wetland habitat. The bass has (gills / scales / lungs / fins) that allow
the fish to breathe underwater. The heron has (wings / scales / fins / webbed feet) that help it to
wade through water.

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Lesson quiz

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Lesson 2
Survival in groups

Why do animals form groups?

1. To protect themselves

2. To capture a prey (hunt)

3. To raise young

4. To share work (work in groups)

5. To keep warm

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Protect: Keep warm Raise young

Capture a prey (hunt) Work in group

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Lesson Check
Use the information below to answer questions 1 and 2.

Micha is investigating why Snow Geese fly in a V shape.

1. Micha finds out that Snow Geese fly in a V shape to help (stop / share / slow down) the work of
(migration / capturing food / hibernation).

2. Circle the goose in the picture that is doing most of the work.

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Circle the words to complete the sentences.

3. Complete the sentences about animal groups and survival.
Animals living in groups is (a mistake / a disadvantage / an advantage) because it helps the
animals to survive. Groups of animals survive changes in their habitat by (playing with other
species / taking on new traits / migrating to places) to better meet their needs.

4. Circle the two pictures that best show how living in a group increases an animal’s chance for
survival.

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Write the letter of the correct answer on the line at left.

_____ 5. How would a group of animals likely adapt to the destruction of their habitat?

A. The animals would climb trees and stay away from humans.
B. The animals would migrate to a habitat like their old habitat.
C. The animals would migrate to a habitat very different from their old habitat.
D. The animals would hide in their habitat and refuse to leave.

Circle the words to complete the sentences.

6. Mary says there are advantages for animals that form large groups. Max says there are some
reasons why animals should not form large groups.

Complete the sentences with the correct words to help support Mary's and Max’s claims.
Some advantages for animals in large groups are (keeping cool / protection) and sharing food.
One reason why animals should not form large groups is that it makes it hard to (hide from /
capture) predators.

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Lesson Quiz

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Lesson 3
Survival when the environment changes

How do animals respond to seasonal changes?

1. Migrate

● Animals move from cold places to warm places.

2. Hibernate

● When animals go into a deep sleep during winter

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3. Dormant

● The plant goes into a rest state in winter, leaves fall and the plant stop
growing

4. Molt

● Animals change their skin as a response to environmental changes.

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Lesson Check
Use the information below to answer questions 1 and 2.

Look at the map of humpback whales’ feeding and breeding grounds, and their movement
routes.

1. Circle the spot on the map that would most affect the humpback whales if it became polluted.

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Write the letter of the correct answer on the line at left.

______ 2. Whales migrate to warm water to have their babies. Which environmental
change would most affect this?

A. changes in whale population

B. changes in human health habits
C. changes in hibernation causing whales to migrate in a different season
D. changes in climate causing glaciers to melt and ocean temperatures to
increase

Circle the words to complete the sentences.

3. Animals respond to changing seasons in different ways. Complete the sentences to explain some
of the ways they change.
Some animals hibernate in winter when there is (less / more / different) food. Other animals
(bathe / diet / molt), or shed and regrow their fur, when seasons change and the temperature
gets warmer.

Use the word bank below to answer the following question.

hibernation • molting • migration

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4. When seasons change, animals respond in different ways to help them survive.

Write the word that describes each survival response.

Skunks rest when less food is available. ____________________

Geese fly south for the winter. ____________________
Snakes shed their skin as they grow. ____________________
Bears find a cave nearby to rest for the winter. ____________________
Dogs shed their fur when seasons change. ____________________
Sharks swim to warmer temperatures. ____________________

Write the letter of the correct answer on the line at left.

______ 5. Look at the picture.

Which best explains the behavior of the fish?

A. The fish are migrating to survive the change in their habitat.

B. The fish are becoming dormant to survive the habitat change.
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C. The fish are molting because their water habitat has changed.
D. The fish are hibernating to survive the change in their habitat.

Circle the words to complete the sentences.

6. Human actions such as (conservation / cutting down trees) could cause animals to migrate and
find a new habitat. Plants respond to changes in their environment by (migrating / becoming
dormant).

Lesson Quiz

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Topic Review
Use the information below to answer questions 1 and 2.

Trent is planning to build habitats for some animals at the zoo. He has descriptions of the
animals and three different habitats to design.

1. Write each animal description below in the column that shows the most likely habitat of the
animal. Include two animal descriptions in each habitat.

thick fur, layer of fat • scales, fins • webbed feet, beak • thin fur, paws •
scaly skin, fangs • layer of fat, flippers

Arctic habitat Desert habitat Wetland habitat

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Write the letter of the correct answer on the line at left.

______ 2. What should Trent keep in mind while building the habitats?

A. The living things will all need a hot environment to survive.

B. The living things are adapted to live in different habitats.
C. The living things can adapt to live in cold habitats.
D. The living things can adapt and survive in any habitat.

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3. Certain animals are adapted to live in certain habitats. Circle the animal that is best fit to live in
the cold habitat pictured.

Write the letter of the correct answer on the line at left.

______ 4. Look at the items listed in the table.

What is the best title for this table?

A. Hibernation Reasons
B. Animal Adaptations
C. Migratory Reasons
D. Animal Needs

Circle the words to complete the sentences.

5. Some plants have (relationships / adaptations) that are different from other members of their
species. The effect of these traits is survival and (producing more offspring / hibernating
during cold winters / creating new habitats).

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6. Use the picture to correctly complete each sentence.

It is an advantage for wolves to travel (with humans / in groups / alone). This advantage helps
wolves to trap their prey, get food, and (hibernate / survive / migrate).

7. Circle the picture that best supports the idea that organisms survive better in groups.

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Write the letter of the correct answer on the line at left.

_____ 8. The first picture shows a fox looking at its prey. The second picture shows what
happened after one of the ducks saw the fox.

Which argument is best supported using the evidence in the pictures?

A. Animals hunt best when they are alone.

B. Animals in a group help each other survive.
C. Forming a group is sometimes a disadvantage to animals.
D. Living alone is the best way for animals to survive in a habitat.

9. When environments change, groups of animals can form to survive. Circle three pictures that
best show a group of animals responding to and surviving an environmental change.

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10. Circle the picture that best shows an advantage that animals use to find food.

Use the information below to answer questions 11 and 12.

Tyler is designing an ocean habitat for an aquarium. He wrote information in a table about
each organism that will live in the aquarium.

Circle the words to complete the sentences.

11. For all the organisms to survive in the ocean habitat, Tyler will have to make sure the habitat has
(food / predators / entertainment). The habitat will also need a warm temperature so that the
plants do not (migrate / hibernate / go dormant). All the organisms in the habitat need to be
able to (molt / migrate / reproduce).
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12. Tyler finished his original ocean habitat design for the aquarium. Now, Tyler would like to add
more species to the habitat.

Write each animal description shown below in the correct habitat box.
Hint: Each box will have two descriptions.

an animal with scales, fins, and gills • an animal with fur and claws • an animal that survives only in
water • an animal with scales that prefers a hot dry habitat

Will adapt well to ocean habitat Will not adapt well to ocean habitat

Use the information below to answer questions 13, 14, and 15.

Carlos observed different animals and their habitats. He recorded his findings in this table.

Write the letters of the correct answers on the lines at left.

_____ 13. What is the best title for this table?

A. Animal's Impact
B. Animal's Fur Coloring
C. Animal's Needs for an Environment
D. Animal's Habitat Designs
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_____ 14. Carlos considers what would happen if animal Y’s habitat lost most of its
drinking water. How could animal Y best survive if this happened?

A. Animal Y could try to add meat to its diet.

B. Animal Y could migrate to a new location.
C. Animal Y could stay and try to survive.
D. Animal Y could try to take over animal Z's habitat.

_____ 15. Which statement is supported by the information in the table?

A. All the animals can live in the same habitat because all of their needs are
very similar.
B. If animal X and Z live in the same habitat, they only need rabbits and water
in the habitat to survive.
C. None of the animals can live in the same habitat because their diets are
very different.
D. If animal W and Y live in the same habitat, there needs to be a lot of fish in
the habitat to help both animals survive.

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