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AtomsMatter and Energy

Name: Date:

READING SCIENCE

The History of Atomic Theory(Lexile 820L)

1 Since the ancient Greek civilization, people have wondered about the nature of the atom. The atom is the basic building block of matter. The word “atom” comes from the Greek language. “A…” is a prefi x meaning “not.” The word “tomos” means “cut.” Therefore, “atomos” or “atoms” means “cannot be cut or divided.”

2 Many people helped develop the theory of atoms. The fi rst was a Greek named Democritus in the 4th century BC. He proposed that all matter was made of tiny particles. Democritus thought that empty space fi lled the area between the solid atoms. That concept of the atom was unchanged for centuries. Then an English scientist, John Dalton, proposed an “atomic theory” in 1803. Atomic theory says that atoms are solid with an atomic mass. They can react because of the forces of attraction and repulsion. In 1873, James Clerk Maxwell proposed that electric and magnetic fi elds fi lled the empty space in atoms.

3 In 1897, J. J. Thomson discovered the fi rst subatomic particles which he called electrons. His experiments found that these electrons have a negative electric charge. He then calculated that they had a much smaller mass than even the smallest atom. Thomas proposed the plum pudding model of the atom. This model says that negatively-charged electrons are mixed inside a cloud of positive charge. He thought they were like chunks of plum inside pudding.

4 Ernest Rutherford did an experiment in 1909 to test Thomson’s model. His results did not agree with the plum pudding model. Instead, Rutherford was the fi rst to show the nuclear model of the atom. This model shows that the center of an atom contains positively-charged protons (p+) surrounded by the negatively-charged electrons (e-). In 1932, Sir James Chadwick found the neutrally charged neutron (n0). The atomic model now seemed complete after all these discoveries.

5 Many people had a hand in developing atomic theory as we know it today. However, scientists continue to study the atom. They have found many more details about atoms. As we learn about this building block of matter, the nuclear model of the atom will continue to change.

Plum Pudding Model

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READING SCIENCEAtoms

Matter and Energy

1 The root word “di” means “two,” so the word “diatomic” refers to _____.

A forces within the atom

B a molecule with two atoms

C negatively-charged electrons

D positively-charged protons

2 In paragraph 2, attraction and repulsion refer to _____.

A electric and magnetic fi elds

B atomic theories

C tiny particles

D solid atoms

3 How did Ernest Rutherford’s experiment relate to J.J. Thomson’’s work?

A Rutherford looked for magnetic fi elds while Thomson looked for electric fi elds.

B Rutherford repeated Thomson’s experiment and confi rmed the results.

C Rutherford tested a conclusion based on Thomson’s results.

D Rutherford had not known about Thomson’s experiment.

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READING SCIENCEAtoms

Matter and Energy

4 Which scientist discovered the neutron and gave us the current basic model of the atom?

A James Maxwell

B John Dalton

C James Chadwick

D Sir Isaac Newton

5 What contribution did J.J. Thomson make to the development of atomic theory?

A Said that atoms are solid masses

B Showed that electrons surround a dense nucleus

C Found that atoms are made of smaller particles

D Proposed that atoms contain electric fi elds

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Notes

AtomsMatter and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the definition of an atom.

WRITE

Describe the structure of an atom.

Be sure to –

• Address the prompt, provide support, and conclude your thoughts. • Write legibly and concisely.

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AtomsMatter and EnergyWRITING SCIENCE

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Protons and ElectronsMatter and Energy

Name: Date:

READING SCIENCE

Protons and Electrons(Lexile 810L)

1 Our current model of how the atom is made has protons in a nucleus and orbiting electrons. This idea developed over many years. It is the result of the work of many scientists. A major step was made in 1911 by Ernest Rutherford. Building on the work of Eugen Goldstein, Wilhelm Wein, and J. J. Thomson, he discovered the nucleus. Rutherford is often called the Father of Nuclear Science.

2 Rutherford studied Thomson’s model of the atom. He wanted to prove that it was right. Thomson’s model said that electrons were mixed in the sphere of the atom, like raisins in a plum pudding. Rutherford did the “gold foil” experiment to test this theory.

3 In the “gold foil” experiment, Rutherford discovered that the mass of the atom is not spread as evenly as Thomson thought. Rutherford shot radiation particles at a thin sheet of gold. He expected them to go straight through. Instead, a few particles bounced off the foil instead of passing through it. He fi gured out that the center of an atom is made of a dense, positively-charged middle. This nucleus is surrounded by negatively-charged electrons.

4 Rutherford’s nuclear model of the atom triggered other advances. One was that scientists learned how important the proton is. The proton also got its name which comes from Greek meaning “fi rst.” Goldstein and Wein had discovered the proton years before. However, no one realized what it was until Rutherford’s work on the nucleus. Antonius van den Broek soon proposed that protons determined an element’s identity. He also said that elements should be arranged in the Periodic Table based on the number of protons.

5 Physicist Neils Bohr improved Rutherford’s nuclear model of the atom. He said that electrons move around the nucleus in different energy levels. Part of his theory says that only valence electrons occupy the outermost shell of the electron cloud of an atom. Scientists realized that the chemical properties of elements are related to their electron confi gurations. Chemical properties describe an element’s reactivity. Bohr and G. N. Lewis found that valence electrons control the way the atom will react with other atoms. In other words, valence electrons give an atom its chemical properties.

6 The atomic model is the work of many scientists over many years. This is true of most scientifi c theory. They have come up with theories, done experiments, and shared fi ndings. The result is that we now understand how atoms are put together.

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READING SCIENCEProtons and Electrons

Matter and Energy

1 Which of the following choices places the scientists in order from earliest to latest based on their contribution to our understanding of atomic structure described in this passage?

A Lewis, Wein, Goldstein

B Rutherford, Goldstein, Bohr

C Bohr, Rutherford, Thomson

D Thomson, van den Broek, Lewis

2 Thomson’s model suggested that electrons were mixed into the sphere of an atom much like raisins in ____.

A muffi ns

B plum pudding

C a box

D toast

3 What did Rutherford’s experiment prove about the atomic nucleus?

A It is like a raisin muffi n, with a positively-charged core.

B It is densely clustered in the middle of the atom.

C It was unknown by the means that Rutherford had access to at the time of the experiment.

D It is made of electrons and neutrons.

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READING SCIENCEProtons and Electrons

Matter and Energy

4 Based on the descriptions in the passage, which scientist proposed a model of the atom that matches the above diagram?

A Ernest Rutherford

B Neils Bohr

C J.J Thomson

D Antonius van den Broek

5 What is the main point of the passage?

A Scientifi c theories often come about as a result of many people.

B Atoms have only been identifi ed in the past 100 years.

C Gold foil is the only type of material that can be used to fi nd the mass of atoms.

D Scientists do not use others’ work in forming their theories.

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Notes

Protons and ElectronsMatter and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about how valence electrons participate in the formation of chemical bonds with other atoms.

WRITE

Explain how protons determine an element’s identity and valence electrons determine its chemical properties.

Be sure to –


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Protons and ElectronsMatter and EnergyWRITING SCIENCE

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Periodic TableMatter and Energy

Name: Date:

READING SCIENCE

Mendeleev and His Periodic Table(Lexile 740L)

1 Russian chemist, Dmitri Mendeleev, knew scientists needed to be able to identify an element easily. Earlier scientists had organized elements. Their tables, however, did not satisfy Mendeleev. He felt they had left out important information.

2 Early in his career, Mendeleev studied the chemical and physical properties of the elements. He saw patterns in the properties of some elements. Using these patterns, he organized the elements in a logical way. He designed the Periodic Table of Elements in 1869. This table put elements in order by increasing atomic mass. Groups of elements are put into rows and columns based on similar physical and chemical properties.

3 The table later proved to be a bit fl awed. Mendeleev, however, had expected this. He left some blank spots on his table for undiscovered elements. These were, indeed, found later. His table also did not show how important protons are. They had not been identifi ed yet. Protons are important in grouping elements since they strongly infl uence the physical and chemical properties of elements. The table also did not have a place for the noble gases. These elements do not have properties like those near them on the table.

4 Today’s Periodic Table looks much like Mendeleev’s table of 130 years ago. More elements have been identifi ed and classifi ed. The inert gases now fi t into the table. The table is now put in order by increasing atomic number rather than by increasing atomic mass like Mendeleev’s. It shows each element’s physical and chemical properties. The Periodic Table of Elements remains a valuable tool for chemists and other scientists.

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READING SCIENCEPeriodic Table

Matter and Energy

1 Mendeleev organized his Periodic Table by ____ in the same way that today’s Periodic Table is organized by atomic number.

A protons

B neutrons

C atomic mass

D atomic number

2 The modern Periodic Table is different from Mendeleev’s in several ways. In which way are the two tables the same?

A The inert gases occupy one column of the table.

B Elements are arranged by increasing atomic number.

C There are blank spots in the middle for undiscovered elements.

D Elements are put into columns based on similar chemical properties.

3 Mendeleev’s Periodic Table lacked _____.

A noble gases

B inert gases

C neutrons

D atomic mass

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READING SCIENCEPeriodic Table

Matter and Energy

4 How does the Periodic Table used today classify elements?

A According to chemical properties alone

B According to atomic number

C According to atomic mass

D According to radioactive properties

5 The diagram above shows a portion of the periodic table. Elements which were unknown during Mendeleev’s time have been removed. Using Mendeleev’s rules for arranging elements, which box would contain the metal gallium, which has an atomic number of 31 and an atomic mass of 70?

A Box 5

B Either Box 2 or Box 3

C Only Box 2

D Only Box 3

1 2 3

4

5 6 7 8

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Notes

Periodic TableMatter and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the arrangement of the Periodic Table and the information it provides.

WRITE

Explain how properties can be used to identify elements.

Be sure to –


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Periodic TableMatter and EnergyWRITING SCIENCE

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Chemical Formulas and EquationsMatter and Energy

Name: Date:

READING SCIENCE

The Birth of Chemical Formulas and Equations (Lexile 780L)

1 “Things cannot be born from nothing.” This was said by the Roman poet Lucretius about 2,000 years ago. Even then, people knew that all the matter that we see is all the matter we would ever have. It wasn’t until the 1700s that several scientists proved the theory.

2 In the 1700s, several scientists were working on the theory. They also made chemical compounds and formulas easier to understand. In 1748, Russian scientist Mikhail Lomonosov fi rst came up with the idea of the Law of Conservation of Mass. He stated that matter cannot be created nor destroyed. In 1789, French scientist Antoine Lavoisier proved this law. His experiments showed how two reactants combined with oxygen. Swedish scientist Jöns Jacob Berzelius and British scientist John Dalton also get credit. They created a simpler way to explain how chemical reactions happen.

3 Berzelius worked with chemical compounds using several elements. His work was complex. He needed a way to make chemical names easier to manipulate. He worked up a system with a one- or two-letter symbol for each element. He used them with smaller-sized number (subscripts) to make chemical formulas for compounds. The chemical formula pictured above is NH3

(1 Nitrogen and 3 Hydrogen atoms.) It would be much harder to write if chemical symbols and subscripts were not used.

4 John Dalton came up with his Atomic Theory. Scientists still use it today. The theory explains chemical formulas. It has four major points:

• All matter is made of atoms that cannot be divided nor destroyed. • All atoms of a given element are the same in mass and properties. • New compounds are formed when two or more elements combine. • A chemical reaction changes how atoms are arranged.

He and other scientists knew that the arrangement of atoms in a molecule determined its chemical properties.

5 Chemical names had been hard to work with. We should thank early chemists from many different countries. Their methods give us an easy way to represent complex chemicals by using formulas and subscripts.

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READING SCIENCEChemical Formulas and Equations

Matter and Energy

1 Complete the following analogy:

Mikhail Lomonosov: Law of Conservation of Mass as John Dalton:_____

A Atomic Theory

B subscripts

C chemical compounds

D formulas

2 What is the purpose of subscripts in chemical formulas?

A So the chemist can multiply the chemical formula by that number

B To let the chemist know that the element is a noble gas

C To indicate that the element has an isotope

D To indicate an element’s proportions within a formula

3 Ammonium carbonate has the chemical formula (NH4)

2CO

3. How many hydrogen atoms

(H) are in ammonium carbonate?

A 8

B 4

C 3

D 2

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READING SCIENCEChemical Formulas and Equations

Matter and Energy

4 Which of the following is one component of John Dalton’s Atomic Theory?

A All matter can be divided by chemical reactions.

B All matter is made of indivisible, indestructible atoms.

C Chemical reactions can only occur by means of a particle accelerator.

D Elements cannot be combined to form new compounds.

5 What is the meaning of the word manipulate in paragraph 3?

A Chance

B Confuse

C Work with

D Free

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Notes

Chemical Formulas and EquationsMatter and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about how you would determine the number of atoms in each element of a chemical formula which contains subscripts.

WRITE

Explain how to recognize if a chemical equation containing coefficients is balanced or not and how that relates to the Law of Conservation of Mass.

Be sure to –


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Chemical Formulas and EquationsMatter and EnergyWRITING SCIENCE

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Chemical ReactionsMatter and Energy

Name: Date:

READING SCIENCE

Chemical Reactions Affect Van Gogh’s Paintings(Lexile 820L)

1 From lively yellow to dull brown? Vincent would not be happy. Vincent Van Gogh painted some of the most vividly colored paintings in the Impressionist Era. For several years, however, art conservationists have seen a problem. Some of the bright yellow sunfl owers have been turning a muddy brown. This is due to a chemical reaction in the paint. They need to fi nd a way to stop the reaction. The fi rst step is to study it.

2 Van Gogh’s use of bright colors, especially yellow, was new to the art world of the late 1800s. There was a new type of pigment called “chrome yellow.” Van Gogh realized that it could create lively colors. He used it often in his paintings. However, the bright yellow pigment turns brown after years of exposure to ultraviolet rays. This includes the UV rays in sunlight. This is due to a chemical reaction in the outer layers of paint.

3 Scientists wanted to learn why this was happening. They used X-rays to analyze the chemical composition of the brown paint. Different artists mixed the pigment with different chemicals to make paint. The scientists started with three different, historically accurate chrome yellow mixtures. Then they artifi cially “aged” the pigments with UV lamps until one of them turned a rich brown. They then identifi ed the changes in that paint’s chromium compounds. Next, they had to fi nd out if the brown sample had the same chemical changes as the paintings. They took a very small sample from one of Van Gogh’s paintings. They compared it with the results of the artifi cial aging test. They now knew that the two paints had similar chemical properties.

4 The paint pigments Van Gogh used were chemically similar to the ones that had been artifi cially aged. The scientists had discovered the chemical composition of the paint that Van Gogh mixed with the chrome yellow pigment. It was made with barium and sulfur. Either barium or sulfur must be a reactant in the chemical reaction with the yellow chromium. One of the products is a new chromium compound with different properties and a brown color.

5 Scientists and art conservationists all agree. Van Gogh’s paintings must be protected from UV rays, including sunlight, to prevent them from turning brown. They are still trying to fi nd a chemical antidote. They must fi nd a way to prevent the chemical reaction. Until then, don’t let sunlight touch Van Gogh’s fl owers.

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READING SCIENCEChemical Reactions

Matter and Energy

1 Based on this passage, which of these is the most accurate description of the job of an art conservationist?

A Mix different types of paint samples

B Preserve paintings and other works of art

C Buy and sell paintings

D Operating X-ray machines

2 What would be the most likely explanation if none of the tested paint samples had turned brown?

A The reaction was not actually caused by UV light.

B The reaction only happens in real sunlight, not artifi cial.

C The paint behaves differently on a canvas than it does in a laboratory.

D None of the tested mixtures matched the chemical composition of Van Gogh’s paint.

3 How did modern scientists experiment with Van Gogh’s paints to determine their chemical reactions?

A They used X-ray analysis.

B They used litmus testing.

C They burned the paint to examine what elements were left after the chromium was burned off.

D They studied the density of modern yellow paint to that of 100-year old paint.

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READING SCIENCEChemical Reactions

Matter and Energy

4 Which words help you determine the meaning of the word vividly in paragraph 1?

A “art conservationists”

B “Impressionist Era”

C “bright yellow”

D “muddy brown”


A Ultraviolet rays can cause chemical reactions.

B Van Gogh was the most famous painter of the Impressionist Era.

C Art conservators can always restore art.

D Artists’ paints can eventually damage the canvasses.

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Notes

Chemical ReactionsMatter and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

People often confuse physical and chemical reactions. Think of examples of both physical and chemical reactions.

WRITE

Explain how evidence of a chemical reaction may determine if a new substance has been formed.

Be sure to –


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Chemical ReactionsMatter and EnergyWRITING SCIENCE

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Unbalanced ForcesForce, Motion, and Energy

Name: Date:

READING SCIENCE

Forcibly Speaking(Lexile 800L)

1 Every day, we see forces in action. Football players make touchdowns and fi eld goals because gravity keeps the ball from fl oating away into space. A stretched rubber band pops back into place because of elastic. The school bus stops at a red light because of friction placed on the brakes. Bodybuilders bench press hundreds of pounds at a time because of the muscle force in their biceps. These are just a few of the forces that allow us to live our daily lives.

2 A force is simply defi ned as a push or a pull. It is what causes an object to accelerate, decelerate, or change its direction. A force can be either balanced or unbalanced. Balanced forces are equal in size and opposite in direction. They cause no change in the motion of the object. Unbalanced forces will cause a change in an object’s motion. The forces are not equal in size or direction. This causes a net force on the object.

3 We can tell if the forces acting on an object are unbalanced. An easy way is by looking at its acceleration. An accelerating object speeds up, slows down, or changes directions. If something speeds up or slows down, the forces are unbalanced. If there is no acceleration, the forces are balanced.

4 Another example of unbalanced forces is a car that has run out of gasoline. It must be pushed with a force larger than the friction between the road and the tires. One more example of unbalanced forces is a baseball being caught by a glove. The ball puts a force on the glove. The glove puts a force on the ball. The ball will stop if the force of the glove is larger than that of the ball.

5 Unbalanced forces are part of all we do. To make anything move from one place to another, the net force must be greater than zero. That means unbalanced forces must be present. This is true, even if the object is you!

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READING SCIENCEUnbalanced Forces

Force, Motion, and Energy


Changes in acceleration:unbalanced force as _______:balanced force

A no acceleration

B stretched rubberband

C gravity

D friction

2 Which of the following is an example of an unbalanced force?

A A computer on a table

B A man leaning against a wall

C A girl serving a volleyball

D Fruit in a bowl

3 When looking at a force diagram, how can you tell if the forces are unbalanced?

A They are equal in size and or direction.

B The force of gravity makes them unbalanced.

C The two forces are not equal in size and/or direction.

D You can only tell that the forces are unbalanced if there is a change in motion.

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READING SCIENCEUnbalanced Forces


4 The above diagram shows the forces acting on an object which is falling from a great height. Based on the information in the passage, what change will happen to this object’s motion while it is still falling?

A The object will speed up.

B The object will slow down.

C The object will change direction.

D No change will occur.

5 The term net force was used in paragraphs 2 and 5. Which of the following could be a defi nition of net force?

A The force between sliding surfaces

B An overwhelming force

C The sum of all of the forces acting on an object

D The force on objects with large masses

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Notes

Unbalanced ForcesForce, Motion, and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Imagine that your teacher has asked you to teach a lesson to your peers about balanced and unbalanced forces.

WRITE

Explain how you would demonstrate that unbalanced forces change the speed or direction of an object’s motion.

Be sure to –


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Unbalanced ForcesForce, Motion, and EnergyWRITING SCIENCE

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Speed, Velocity, and AccelerationForce, Motion, and Energy

Name: Date:

READING SCIENCE

Watch Your Velocity! (Lexile 820L)

1 Motion of an object can be described by its speed, velocity, and/or acceleration. The distance an object travels over a certain period of time is its speed. An object’s speed and the specifi c direction it is traveling is its velocity. A change in an object’s velocity over a specifi c period of time is called acceleration.

2 In order to measure velocity, you must know the speed and direction of a given object. Imagine riding in the car with your family. You are taking a trip to the mall. As you head down the street, your mother pushes the gas pedal to move the car forward. The car had moving at 25 miles per hour. It is now going forward at 45 miles per hour. Pushing the gas pedal causes the car to accelerate, or to speed up. The constant rate of speed or the velocity of the car increases. Therefore, your family will get to the mall much faster. In this case, the velocity and the acceleration of the car are in the same direction.

3 Velocity can be constant, or it can change. Once your family reaches the main highway, your car is stuck in weekend traffi c. Your mother now applies pressure to the brake pedal. The car will slow down, or decelerate. The car slows back down from 45 miles per hour to 25 miles per hour. In this case, the velocity of the car and its acceleration are in opposite directions. When you accelerate or decelerate, you change your velocity by a specifi c amount over a specifi c amount of time.

4 For motion to be described accurately, you need to use a point of reference. A point of reference is just an object or position near the object in motion. During your trip to the mall, there are several ways to describe your motion. Assume that you are inside the car. It is moving at a speed of 25 miles per hour. Here, the ground is your point of reference. Both you and the car are moving 25 miles per hour relative to the ground. If the car is the point of reference, then you are not moving relative to the car. What if you pass a car that is driving 20 miles per hour? In that case, you are moving 5 miles per hour relative to the other car. Three different points of reference result in three different descriptions of your motion. For this reason, it is important to indicate your point of reference when measuring velocity. Most often, speed is determined with respect to the ground. However, there are times when speed may be determined with respect to an object or an observer.

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READING SCIENCESpeed, Velocity, and Acceleration


5 Remember, you need to know two things in order to truly describe how fast an object is going. You need to know its velocity and the point of reference. How else can the offi cer tell if your mother is speeding?

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1 The term acceleration was used in paragraphs 1-3. Which of the following could be a defi nition of acceleration?

A A change in an object’s speed

B An object at rest

C A change in an object’s direction

D Both A and C

2 In which of these three situations is the object accelerating?1. A trash truck takes off from the curb. 2. A book rests on a shelf. 3. An airplane banks to circle around the airport.

A Only 1

B Only 2

C Both 1 and 3

D 1, 2, and 3

3 When a police offi cer is trying to decide if a driver is speeding, what is his point of reference?

A The ground

B His car

C The speed limit

D All of these

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4 Which words help you to determine the meaning of the word decelerate in paragraph 3?

A “Velocity can be constant, or it can change”

B “Applies pressure to the brake pedal”

C “The car will slow down”

D “Stuck in weekend traffi c”

5 A bowling ball moves 18 meters every 2 seconds down the lane at a bowling alley. What is the speed of the bowling ball?

A 18 meters per second

B 9 meters per second

C 2 meters per second

D 36 meters per second

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Notes

Speed, Velocity, and AccelerationForce, Motion, and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the motion experienced on a roller coaster ride.

WRITE

Explain the difference between speed, velocity, and acceleration.

Be sure to –


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Speed, Velocity, and AccelerationForce, Motion, and EnergyWRITING SCIENCE

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Laws of Force and MotionForce, Motion, and Energy

Name: Date:

READING SCIENCE

Newton’s Laws and Roller Coasters (Lexile 810L)

1 In 1687, Sir Isaac Newton published the Principia. This book contained his three Laws of Motion. They changed physics forever. These three laws are the basis of classical mechanics. Since then, Newton’s three Laws of Motion have been proven over and over again. They are the basis of many of our modern inventions.

2 Roller coasters use the laws of motion to thrilling ends. They are the best use of Newton’s Laws of Motion. Roller coasters are known for their twists, turns, and loops. They seem to defy everything we know about how people and objects move. Roller coaster designers, however, use Newton’s laws to push people past their usual limits. Early roller coasters even caused whiplash and broken necks due to abrupt high g-forces.

3 Newton’s fi rst law is the Law of Inertia. This states that an object at rest stays at rest until unbalanced forces act upon it. Likewise, an object in motion stays in motion until unbalanced forces act upon it. Most roller coasters run by the law of inertia. Since an object at rest stays at rest, all roller coasters have to be pushed or pulled to get started. Most are pulled up a large hill called a lift hill. The fi rst hill is usually the biggest hill. As the cars go up, they store potential energy. At the top, the cars have the most gravitational potential energy. They are about to be put into motion. Roller coaster cars will gain enough energy from the lift hill to zip through the rest of the ride. Once put into motion, they will stay in motion. The cars will not stop until the brakes are applied at the end of the ride.

4 Newton’s second law is the Law of Force and Acceleration. That law states the relationship between force and acceleration. The acceleration of an object depends on the object’s mass and magnitude of the force acting upon it (F = ma). You feel this second law when you start going down the hills. The coaster cars and your body have mass. The acceleration is from gravity. That causes force. The rider feels the force as it moves the cars along the coaster track. The track directs the force and the cars. The mass of your body and the coaster cars is constant. The amount of force changes due to changes in acceleration. The changes in acceleration are due mostly to friction. The thrill of acceleration on a roller coaster comes from Newton’s second law.

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Sample


READING SCIENCELaws of Force and MotionForce, Motion, and Energy

5 Newton’s third law is the Law of Action-Reaction. This states that for every action, there is an equal and opposite reaction. This means that as you push down on the seat, the seat pushes back at you. This law is really shown with newer roller coasters that expose riders to high g-forces. “g-force” relates an acceleration on a body to the acceleration due to gravity. What happens in a 2 g-force turn? A body would experience an acceleration twice as strong as the pull of gravity. Older roller coasters did not expose riders to very many g forces. Newer roller coasters, however, can expose rider to very high g-forces. At least one death has been caused by a rider’s body reacting to the g-forces on a roller coaster.

6 G-forces are not just acting on the things we can see. They are also acting on our blood and our blood vessels. They push your body into the seat. But, they also push your blood away from your brain and toward your feet. G-forces can hurt your eyes, or even make you pass out. We will continue to use the laws of physics to create more exciting roller coasters. It will be important to keep in mind the limits of our human bodies.

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1 What kind of statement is, “Roller coasters are the best use of Newton’s Laws of Motion”?

A an opinion

B a fact

C the truth

D without question

2 What conclusion can you make about g-forces based on the information in paragraph 6?

A G-forces help your heart to beat properly.

B G-forces can be harmful to your health.

C G-forces make the blood in your body rush to your head.

D G-forces lift you out of the roller coaster seat.

3 What does Newton’s fi rst law explain?

A Why roller coasters start with a big hill

B Why roller coasters can cause damage to the human body

C Why roller coasters need constant pulling to stay moving

D Why roller coasters are fun

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4 What does Newton’s second law explain?

A Why roller coasters start with a big hill

B Why roller coasters have seat belts

C Why roller coasters do not have brakes

D Why the speed of the ride changes

5 What is the most likely meaning of the word accrue in paragraph 3?

A to use

B to spend

C to fi nd

D to gather

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Notes

Laws of Force and MotionForce, Motion, and Energy

Name: Date:

WRITING SCIENCELOOK

THINK

Think about examples from everyday life that demonstrate Newton’s Three Laws of Motion.

WRITE

Describe Newton’s Three Laws of Motion.

Be sure to –


47


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Laws of Force and MotionForce, Motion, and EnergyWRITING SCIENCE

Topic:

48


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Rotation and RevolutionEarth and Space

Name: Date:

READING SCIENCE

Rotation and Revolution (Lexile 830L)

1 As you were get ready for bed, do you ever wonder what time it is on the other side of the world? Perhaps you think about what season it is in Australia as you sweat on a hot summer day. The tilt of Earth on its axis answers the fi rst question. The position of Earth during its rotation around the Sun answers the second question.

2 First of all, let’s discuss what an axis is. Picture an imaginary pole running from the North Pole through Earth’s center all the way to the South Pole. This imaginary pole is called an axis. Earth rotates on its axis turning different parts of Earth into the Sun’s light. It takes about 24 hours to complete one entire spin. Thus, one complete rotation cycle results in 12 hours of daylight and 12 hours of night. Have you ever stood outside to watch the Sun sink below the horizon? You have actually been witnessing Earth’s rotation. The Sun, although it appears to be, is not moving. Earth is moving! The rotating Earth also makes the stars at night glide across the sky. In fact, it is the rotation of Earth on its axis that makes them seem to move. At any given time during the 24-hour rotation, half of Earth is in sunlight, and half of Earth is in darkness. This means as you get ready for bed, someone on the other side of Earth is waking up.

3 Think of Earth as a ball with a rod through it, representing the axis. This makes it easier to picture Earth’s orientation in space relative to the Sun. Now think of the Sun as another ball. Imagine the Sun located in the center of a disc, somewhat like a Frisbee. The planets in the solar system would all be positioned on the Frisbee. They are positioned at different distances from the Sun, however. The area we picture as a Frisbee is actually called the Plane of the Ecliptic. It is the plane of Earth’s orbit around the Sun. Earth’s axis is not oriented perpendicular to the plane of its orbit. Instead, it is tilted at 23.5 degrees from the perpendicular. Why is this important? This orientation in space, relative to the Sun, is the cause of Earth’s seasonal changes.

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READING SCIENCERotation and Revolution

Earth and Space

4 Now to address our second question. What would cause it to be summer in North America and winter in Australia? We have just learned that rotation is the spinning of Earth on its axis. Rotation causes day and night. We also learned that Earth’s axis is tilted 23.5 degrees from the perpendicular of the Plane of the Ecliptic. There is one more thing to think about. While Earth is rotating, it is also revolving around the Sun. It travels in a nearly circular path called an orbit. This revolution takes one year, or 365 days, to complete. During this one year, Earth goes through four different seasons. The seasons are summer, fall, winter, and spring. However, they do not happen at the same time in the northern and southern hemisphere. In June, July, and August, Earth’s tilt positions the northern hemisphere so that sunlight hits it in a more direct manner. The northern hemisphere has more daylight hours. This is the cause of the summer season. During that period of time, the southern hemisphere is tilted so that the sunlight is less direct. Fewer daylight hours cause the opposite winter season. This explains why the northern and southern hemispheres have different seasons.

5 The next time you watch a sunset or sunrise, think about the rotation of Earth. Remember that you are witnessing the same thing that is causing day and night. On the next hot summer day or cold winter night, think about the tilt of Earth on its axis. Remember how its position in Earth’s revolution around the Sun causes the seasons.

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Earth and Space

1 In paragraph 3, what word or phrase gives you a clue to what the word perpendicular means?

A “somewhat like a Frisbee”

B “relative to the Sun”

C “instead, it is tilted”

D “orientation in space’

2 Which of the following is the effectively summarizes paragraph 2?

A The orientation in space, relative to the Sun, is the cause of Earth’s seasonal changes.

B There is an imaginary pole running through the center of Earth from the North Pole to the South Pole, which is called an axis.

C We also learned that Earth’s axis is tilted 23.5 degrees from the perpendicular of the Plane of the Ecliptic.

D The northern hemisphere has more daylight hours.

3 According to this passage, what is rotation?

A the constant spinning of Earth on its axis

B the movement of Earth through space around the Sun

C an orbital path shaped more like a circle than an oval

D the four seasons: summer, fall, winter, and spring

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Earth and Space

4 Which of the following statements best shows why it would be winter in the southern hemisphere and summer in the northern hemisphere?

A Earth’s tilt positions the northern hemisphere to receive more of the Sun’s direct rays.

B Earth’s tilt positions the southern hemisphere to receive more of the Sun’s direct rays.

C Earth’s tilt exposes the northern hemisphere to longer periods of daylight.

D Both A and C are correct.

5 The rotation of Earth takes approximately _____ to complete, and the revolution of the Earth takes approximately _____ to complete.

A 1 day, 30 days

B 12 hours, 24 hours

C 365 days, 24 hours

D 24 hours, 365 days

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Notes

Rotation and RevolutionEarth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the cyclical movements of the Sun, Earth, and Moon.

WRITE

Explain what causes the daily cycles of day and night and the seasonal changes of Earth.

Be sure to –


53


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Rotation and RevolutionEarth and SpaceWRITING SCIENCE

Topic:

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Lunar CycleEarth and Space

Name: Date:

READING SCIENCE

The Lunar Cycle(Lexile 820L)

1 Rising into the dark sky, a giant yellow Moon casts an eerie glow over sleeping Earth. It does not produce its own light. The bright Moon, however, acts like a mirror by refl ecting the Sun’s light to Earth. Have you looked at this round object during a night like this? You may have noticed that you can see the entire face. Known as a full moon, this is just one of the eight phases of the Moon.

2 Have you ever noticed that the shape of the Moon always seems to be changing? One night, the Moon may appear like the one described above, round and full. On another night, the Moon may be the shape of a clipped toenail, called a crescent moon. Sometimes there might not be a Moon visible at all. What is happening? The reason may surprise you. The Moon, like many things on Earth, has a cycle. Think of this cycle as a continuous circle that repeats itself over and over again. Taking almost 28 days to complete, the Moon revolves around Earth in its orbital path.

3 As the Moon revolves around Earth, its position related to the Sun changes. Think back to how the Moon is not producing its own light, but is refl ecting the light of the Sun. We are watching from Earth’s surface. Why do we sometimes see a full moon and sometimes see only a portion of the illuminated moon? Read on to fi nd out what is actually going on.

4 When a light shines on a sphere, half of the sphere receives light and the other half does not. This occurs because light rays travel in a straight line. They cannot bend around to hit the back side of the sphere. The back half of the sphere remains dark, in the shadow of the front half of the sphere. Try a little experiment to demonstrate this. Shine a bright fl ashlight on a golf ball or small orange. You should see a clear line between the illuminated side and the shadowed side. Now try moving around to see your “Sun-Moon” model from different viewpoints. Think about how this change in viewpoint might explain why you also see varying illuminated portions, or phases, of the Moon.

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READING SCIENCELunar Cycle

Earth and Space

5 The fi rst phase of the Moon’s cycle is called a new moon. During a new moon, the Sun’s light is not shining on the side of the Moon that is facing Earth. From Earth, you only see the shadowed side of the Moon. When this happens, it appears as if there is no Moon present in the sky at all. As the Moon continues to travel around Earth, it now seems to be growing. It lights up like a sliver of a clipped toenail on its right side. The Moon has entered its second phase, called a waxing crescent. Waxing means that the amount of the illuminated moon’s surface seen from Earth is increasing. Keep in mind that the amount of surface being illuminated is not changing. Only Earth’s point of view changes. These are like the changes you could see by moving to a different position with your “Sun-Moon” model using the fl ashlight.

6 A fi rst quarter moon is the next phase. In this phase, the right half of the Moon is illuminated by the Sun. In its next phase, the Moon is called a waxing gibbous moon. Almost all of the Moon can be seen in the night sky during this phase.

7 We have now reached the full moon. The entire face is visible. We have traveled more than halfway through the Moon’s phases. After the Moon hits the full moon phase, it appears to start shrinking. During these phases, the term “waning” is used. Waning means that the portion of illuminated moon surface visible from Earth decreases with each passing phase. In the waning gibbous moon phase, almost all of the surface is visible. Next comes the last quarter moon phase with exactly half of the left lunar face being visible. This phase is followed by a waning crescent, and then we are back to a new moon, bringing us full circle. The Moon has fi nished its revolution around Earth.

8 As you gaze up into the night sky, the Moon might not seem so mysterious anymore. The changing shapes are not really changing the Moon. The refl ected light that we are able to see changes as the Moon revolves around Earth. This makes the Moon appear to magically grow or shrink. These eight phases keep repeating to make the lunar cycle.

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Earth and Space

1 Which statement best shows why the Moon seems to be producing light?

A The Moon is making its own light.

B The Moon is refl ecting light from Earth.

C The Moon is refl ecting light from the Sun.

D The Moon goes through eight phases.

2 Why does the Moon seem to change shape?

A As the Moon revolves around Earth, different parts are lit by the Sun.

B The viewpoint from Earth of the illuminated side of the Moon changes.

C Earth’s shadow is blocking light from the Sun.

D The way the Moon produces light changes, so we see different shapes.

3 As used in this passage, what does illuminated mean?

A To be observed

B To glow with light from within

C To have light from some source shine on an object

D To change in a regular pattern

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Earth and Space

4 In the diagram above, which moon phase is marked with the X?

A First quarter

B Waning crescent

C Waning gibbous

D Waxing gibbous


A The changing shapes of the Moon are not really changing at all.

B The Moon is the only satellite revolving around Earth.

C The Moon is diffi cult to travel to because of the changing tilt.

D The phases of the Moon are diffi cult to predict and understand.

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Notes

Lunar CycleEarth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the phases of the Moon.

WRITE

Describe the lunar cycle.

Be sure to –


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Lunar CycleEarth and SpaceWRITING SCIENCE

Topic:

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Ocean TidesEarth and Space

Name: Date:

READING SCIENCE

Ocean Tides(Lexile 850L)

1 The gritty sand oozes between your toes as you stroll along the beach. Gentle waves lull you into a peaceful state. The ocean water seems to stretch its cool fi ngers further up onto the shore than it did earlier in the day. Is it your imagination, or is the water level rising?

2 Your mind is not playing tricks on you. Each day, the ocean water rises and falls at different times. This movement of water is known as a tide. A tide is a change in water level at the shoreline. Tides are caused by the pull of gravity between Earth and the Moon and Earth and the Sun. During each 24-hour period, most beaches around the world will have two high tides and two low. Twice each lunar month, the beach will also have a spring and a neap tide.

3 How does the gravity between the Moon and Earth cause a tide? Each day the beach can expect a high tide, a low tide, another high tide, and then another low tide. Each of these tides is about six hours apart. This is because each quarter turn of Earth takes six hours. Earth will make four quarter turns in a 24-hour period. Each turn puts Earth and the Moon in different positions. These positions determine whether it is a high or low tide. The tides are caused by the Moon’s gravity tugging on the water on Earth.

4 The Moon’s gravity has a powerful affect on Earth’s waters. In fact, it is far more powerful than the Sun’s affect. Why? This is because the Moon is closer to Earth than the Sun. The Moon pulls the water toward itself. On the side of Earth facing the Moon, a big bulge of water forms. At the same time, another bulge is forming on the side of Earth that is facing away from the Moon. These two places will have high tides. Halfway between, there will be low tides. This happens in places on Earth which are not facing toward or away from the Moon. As Earth keeps making quarter turns, the tides change from high to low and low to high.

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READING SCIENCEOcean Tides

Earth and Space

5 How does the Sun affect the ocean tides? As mentioned before, the Sun has less affect on the tides. However, the gravitational tug of the Sun can increase a high tide by making it rise higher than normal. This is known as a spring tide. A spring tide has absolutely nothing to do with the season spring. A spring tide happens when the Moon is either in its new moon or full moon phase. The Moon, Sun, and Earth line up perfectly with one another. This allows their gravitational pull on the ocean to work together making the high tide rise higher.

6 A neap tide is the opposite of a spring tide. A neap tide occurs when there is a lower than normal high tide. At the same time, there is also a higher than normal low tide. This happens as the Moon enters into a fi rst and last quarter moon phase. At this time, the Sun and the Moon are in positions that form a right angle to one another. The gravitational pull of the Sun pulls water away from the bulge formed by the Moon at high tide. The water moves toward the places that are having low tides. This results in a low high tide and a high low tide.

7 In a 24-hour period, a beach will have two high tides and two low tides. When the Moon is new or full, it will line up with the Sun and Earth causing a spring tide. When the Moon and the Sun form a right angle to one another, there will be a neap tide. The next time you visit a beach, pay attention to the water level on the shoreline. You might just experience a high or low tide yourself. As you do, remember that the gravitational pull of the Moon is what is causing the ocean tides.

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Earth and Space

1 Which statement best describes what an ocean tide is?

A A change in water level that makes a high tide higher

B A change in water level at the shoreline that is being caused by the gravitational pull of the Moon

C A change in water level at the shoreline that is being caused by the gravitational pull of the Sun

D A change in water level that makes a low tide lower

2 What affect does the Sun have on the ocean tides?

A The Sun does not have an effect on the ocean tides because it is too far away.

B The Sun warms the water causing it to rise.

C The gravitational pull of the Sun causes spring and neap tides.

D The gravitational pull of the Sun’s gravity is more powerful than the Moon’s.

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Earth and Space

3 During a spring tide, the Moon is either in its new moon or full moon phase. What affect does this have on an ocean tide?

A The Moon, Sun, and Earth line up perfectly with one another allowing for their gravitational pulls to work together making the high tide rise higher.

B The Moon and Sun are positioned in a right angle to one another causing a lower than normal high tide. The Sun warms the water causing it to rise.

C In most places, the beach will experience two high tides and two low tides.

D A spring tide only happens during the spring time.

4 How does the gravity between the Moon and Earth cause the tides to rise and fall?

A The position of the Sun interferes with the Moon’s gravity.

B During each quarter turn that Earth makes, the Moon and Earth line up in different positions allowing for the high and low tides.

C Earth makes four quarter turns each day that cause spring and neap tides.

D The gravity of the Moon is stronger at night than during the day.

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Earth and Space

5 What is the main point of Paragraph 3?

A Solar fl ares affect the tides.

B Tides are not affected by the Moon’s orbit.

C The neap tide is the opposite of the spring tide.

D Gravity between the Moon and Earth causes different tide levels.

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Notes

Ocean TidesEarth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about why scientists are able to predict tides.

WRITE

Explain how the position of the Sun and the Moon affect the ocean tides.

Be sure to –


66


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Ocean TidesEarth and SpaceWRITING SCIENCE

Topic:

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Components of the UniverseEarth and Space

Name: Date:

READING SCIENCE

The Universe(Lexile 770L)

1 Gazing into the sky on a clear night, thousands of visible stars twinkle and shine. It seems like space and the stars just go on forever. What is really out there? Have you ever wondered if maybe we are not alone? Could a little green man land in your backyard? You are not the only one who has asked this question. Scientists have been studying the night sky since the beginning of time. They have a pretty good idea about what is out there and what makes up the universe. The universe, everything that exists, is composed of many objects like galaxies, stars, and nebulae.

2 The universe is home to billions of galaxies. Each galaxy can contain a few million to hundreds of billions of stars. They are held together by gravity. Our galaxy, the Milky Way, is a spiral galaxy. A spiral galaxy forms new stars in its spiral arms. Our solar system is located in one of the spiral arms. On a clear, dark night, a milky band runs across the sky. This is the central area of our galaxy. Including the Sun, the Milky Way contains about 200 billion stars. Along with spirals, another type of galaxy is called an elliptical galaxy. This type of galaxy is shaped like an oval. It contains old, red stars. An elliptical galaxy does not have enough gas to create new stars. Some galaxies have an irregular shape. So these are called irregular galaxies. These galaxies come in many shapes and sizes. They keep forming new stars all the time.

3 The universe is full of billions upon billions of stars. Gazing into the night sky, it is hard to tell a difference between them. The light that you see may have traveled for thousands, or maybe even millions, of years to reach Earth. The star’s age and temperature controls what color of light we see. The hottest stars appear blue while the coolest stars appear red. Stars come in a large range of sizes. Neutron stars are smaller than Earth. Red supergiants can be 500 hundred times larger than the Sun. When scientists classify stars, they use a scale called the Herztsprung-Russell diagram (HR diagram). Each star is placed on the diagram according to its luminosity and color. Scientists can tell more about the stars based on their HR diagram categories.

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READING SCIENCEComponents of the Universe

Earth and Space

4 The universe is full of galaxies and stars, but what is in the black, empty space between them? Dust and gas, which help create new stars, form into clouds. The clouds, called nebulae, appear in a variety of shapes, sizes, and colors. An emission nebula appears to be a pinkish-red color. The hydrogen atoms inside the nebula emit a red light that makes the cloud glow. Refl ection nebulae, just like its name, refl ect the light of other stars. They appear to be blue. The affect is similar to what makes the sky appear blue on Earth. The nebula cloud scatters the blue light and lets the other colors of light pass through. Dark nebulae do not glow because the stars are not close enough to them. They appear as a dark spot in space. A planetary nebula is a result of a star, like the Sun, expanding to become a red giant. Despite their name, they have nothing to do with the planets. They appear to have a colorful ring around them.

5 The universe is everything that exists. Scientists believe that it could be about 13 billion years old. By studying the galaxies, stars, and nebulae that create stars, scientists understand more and more about how the universe came into existence. The next time you wonder if there really are little green men up in space, think about all the other fantastic objects in the universe.

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Sample



Earth and Space

1 Using the information in the passage, rank the types of galaxies by their ability to form new stars, from most to least activity.

A Elliptical, spiral, irregular

B Irregular, elliptical, spiral

C Spiral, irregular, elliptical

D Irregular, spiral, elliptical

2 Examine the Herztsprung-Russell diagram shown above. Which category of stars has the greatest brightness?

A Main sequence

B Supergiants

C Giants

D White dwarfs

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Sample



Earth and Space

3 The sky on Earth is blue because blue light is scattered through the atmosphere as the other colors of light pass through undisturbed. Which nebulae has something similar going on?

A Emission nebulae

B Dark nebulae

C Refl ection nebulae

D Planetary nebulae

4 Paragraph 2 mentioned different types of galaxies. Scientists discovered a new octagonal galaxy. Based on the context, this galaxy is in the shape of a ______.

A octagon

B triangle

C rectangle

D elliptical


Refl ection nebulae:blue as emission nebula:______

A greenish-blue

B yellow

C red

D pinkish-red

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Notes

Components of the UniverseEarth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the information that the Herztsprung-Russell diagram provides.

WRITE

Describe the components of the universe.

Be sure to –


73


Sample


Components of the UniverseEarth and SpaceWRITING SCIENCE

Topic:

74


Sample


The SunEarth and Space

Name: Date:

READING SCIENCE

The Sun(Lexile 790L)

1 Each morning the bright Sun peeks above the horizon. The sky, lined with shades of pink, begins to lighten. The Sun rises higher into the sky. The fi rst signs of life start to bustle about. This bright ball shines down giving light and warmth to the day. Life would not be possible without this light and warmth. The Sun is the most important object in our solar system.

2 The Sun is a medium-sized star. It is just one of two hundred billion stars that make up the Milky Way galaxy. The Sun formed about fi ve billion years ago out of a swirling cloud of dust and gas called a nebula. The planets and moons formed from the remaining dust, gas, and rocks. This began the solar system. At the center of the solar system, the Sun holds everything in orbit with its strong gravitational pull. This burning ball of gas is made out of helium and hydrogen. Nuclear fusion changes hydrogen into helium. It is the source of the huge amount of heat and light that streams from the Sun. Scientists predict that the Sun has already been burning for half of its lifespan. Like all stars, the Sun will someday burn up all of its supply of hydrogen. This will happen in about fi ve billion years. The Sun will start to grow so large that it will engulf, or swallow up, all of the inner planets, including Earth. It will then be called a red giant.

3 The Sun is the closest star to Earth. It is hard to believe that 149 million kilometers is close, but this is why the Sun is so big and bright in the sky. Imagine that you had to fl ip a light switch to turn on the Sun’s light every morning. You would have to wait for over eight minutes for the Sun’s light to reach Earth. This is hard to understand, but light travels incredibly fast. In fact, it moves at a speed of 300,000 km per second! This is called the speed of light. Even traveling at this speed light still takes over eight minutes to get here because the Sun is so far away from Earth. The next star closest to Earth, Proxima Centauri, is 4.2 light years away. The Sun’s light only takes eight minutes to reach us. This star’s light, however, must travel for 4.2 years at the speed of light to get here.

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READING SCIENCEThe Sun

Earth and Space

5 Compared to Earth, the Sun is huge. Almost one million Earths could fi t inside of the Sun! Another 109 Earths could line up across the Sun’s diameter. The Sun is similar to Earth since it is also made of layers. Unlike Earth, however, the Sun is made up entirely of gas. It does not have a solid surface at all. On the surface, scientists study sunspots and solar storms. A sunspot is an area of cooler gas that looks darker than the rest of the surface. The number of observable sunspots changes on a regular basis. Scientists study them with special telescopes that have a fi lter on them. By studying the Sun, scientists now have a much better idea what other stars are like.

5 Darkness falls as the Sun sinks below the horizon. The busy, daytime slows to a crawl as the Sun fi nishes its job for the day. This medium-sized star is the most important object in the sky. It is the center of our solar system in the Milky Way galaxy. It gives Earth light and warmth. Without it, life would not be possible.

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Earth and Space

1 Scientist have predicted the length of the lifespan of the Sun. It is already half way through the lifecycle. How much longer do they think the Sun will continue to burn?

A 10 billion years

B 5 billion years

C 5 million years

D 10 million years

2 How long does it take light from the closest star to reach Earth?

A 8 minutes

B 149 minutes

C 4.2 years

D 300,000 seconds

3 What process produces the light and heat of the Sun?

A Nuclear fusion, in which it is burning like fi re

B Nuclear fusion, where hydrogen is changed into helium

C Nuclear fi ssion, where nitrogen is changed into oxygen

D Nuclear fi ssion, where helium is changed into hydrogen

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Earth and Space

4 Complete the following layers:Earth as _____:Sun

A Milky Way galaxy

B zero gravity

C solid surface

D gas

5 Paragraph 2 mentions red giant. Based on the context, this term means a _____.

A small, yellow star

B large, red star

C medium, blue star

D It is impossible to determine the size of the star.

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Notes

The SunEarth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the characteristics of the Sun.

WRITE

Explain the Sun’s role in our universe.

Be sure to –


79


Sample


The SunEarth and SpaceWRITING SCIENCE

Topic:

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Electromagnetic SpectrumEarth and Space

Name: Date:

READING SCIENCE

The Electromagnetic Spectrum(Lexile 810L)

1 As the storm clouds thin and the last of the rain slowly stops, something magical happens. The Sun peeks through the storm clouds. A beautiful rainbow appears. Its bright colors bend in an arch through the sky. The rainbow shows you the visible colors of the electromagnetic spectrum. Astronomers are scientists who study space. They use the electromagnetic spectrum to learn about different objects in the universe.

2 The electromagnetic spectrum is made of all the electromagnetic waves that are emitted from the Sun. Other objects in the universe emit radiation in the electromagnetic spectrum. To better understand the spectrum, it is broken into smaller categories based on wavelength. From the longest to the shortest, the categories are: radio waves, microwaves, infrared light, visible light, ultraviolet rays, X-rays, and gamma rays.

3 Radio waves have the longest wavelength in the electromagnetic spectrum. A single wave can be the length of a football fi eld. Some may even be a mile long. These types of waves have low frequencies and low energy. Radio waves bring music to your ears, or a call to your cell phone. Scientists use radio waves to learn about what galaxies, stars, comets, and planets are made of. Astronomers use radio telescopes put into large arrays to collect the waves that are emitted by these objects.

4 Microwaves are the next category of the electromagnetic spectrum. Their wavelengths can be less than an inch in length, or as long as a foot. You have probably used microwaves to pop some popcorn or heat up your food. Scientists use microwaves a little differently. These waves can pass through different kinds of weather. They can send images back to Earth from space, even on a cloudy day. Astronomers also use microwaves to learn about the structure of our galaxy. They can also study galaxies that are close to us.

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Earth and Space

5 Infrared light comes after microwaves on the electromagnetic spectrum. The shortest infrared wavelengths are almost microscopic. The largest are the size of a pin head. You feel infrared light every day. The warmth you feel from the Sun, or a fi re are examples of heat emitted by infrared light. Some of the shorter infrared waves are used by remote controls for your television or stereo. Astronomers use infrared light to map the dust in between stars. They can also use infrared images of Earth to study cloud structure or ocean temperatures.

6 In the middle of the spectrum is visible light. Think back to the rainbow that appeared after the storm. The seven colors of light that you see are known as visible light. Visible light is the only part of the electromagnetic spectrum that you can actually see. Red has the longest wavelength. Violet has the shortest. White light is made of all the colors combined.

7 Ultraviolet (or UV) light has a shorter wavelength than visible light. Have you ever been in the sun for too long? What happened to your skin? The ultraviolet light emitted from the Sun probably gave you a sunburn. This wavelength of light cannot be seen by your eye alone. Astronomers place ultraviolet telescopes on satellites. This helps them learn about the structure and evolution of galaxies.

8 The next electromagnetic wave on the spectrum is X-rays. These types of waves have high frequencies and high energy. Hopefully you have never had a broken bone. If you have, then you have been exposed to X-rays. X-rays can pass through your skin, but not your bones or teeth. Doctors use the images on the X-ray fi lm to tell if your bone is broken. Astronomers use X-ray telescopes with X-ray detectors placed on satellites to study objects in space. The X-ray telescopes cannot be placed on Earth. Earth’s atmosphere does not allow X-rays to pass through.

9 Gamma rays are the last electromagnetic wave on the spectrum. They have the shortest wavelength and the most energy. They have the potential to kill cancerous cells. Astronomers use gamma rays to study how the universe began, its age, and how fast it is expanding.

10 Through the use of the electromagnetic spectrum, scientists fi nd a vast amount of scientifi c information to study. From radio waves to visible light to gamma rays, each wavelength provides a different answer to the mystery of the universe.

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Earth and Space

1 This list is comparing the similarities of ultraviolet light and microwaves. Which choice does NOT belong?

A Neither can be seen by the human eye.

B Scientists use both to study the structure of galaxies.

C They both have wavelengths which are longer than visible light.

D They are both types of radiation emitted by the Sun.

2 What is the best wavelength to use if an astronomer wants to study the composition of planets and stars?

A gamma rays

B radio waves

C visible light

D microwaves


radio waves:longest wavelength as _______:shortest wavelength

A infrared light

B ultraviolet light

C X-rays

D gamma

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Earth and Space

4 The term emit is used in paragraph 2. Based on the context, emit means to ______.

A absorb

B send out

C collapse

D review

5 Examine the diagram of the electromagnetic spectrum shown above. Which category of electromagnetic waves has a wavelength of 10-8 m?

A ultraviolet

B radio waves

C microwaves

D red

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Electromagnetic SpectrumEarth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the different types of wavelengths.

WRITE

Explain how different wavelengths of the electromagnetic spectrum are used to gain information about distances and properties of components in the universe.

Be sure to –


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Electromagnetic SpectrumEarth and SpaceWRITING SCIENCE

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Light Years Earth and Space

Name: Date:

READING SCIENCE

Light Years(Lexile 810L)

1 A beam of sunlight streams through your bedroom window. It pierces the darkness. You blink the brightness out of your sleepy eyes. It took that beam of light over eight minutes to reach your room. This may seem like a long time for light to travel to reach us. Actually, it is very fast.

2 The sunlight had to cross the vast distance between Earth and the Sun. This is a total of 149 million kilometers. Light moves through space at 300,000 kilometers per second. Light moves faster than any known object in the universe can travel. The speed at which light moves is called the speed of light. The distance light can travel in a year is called a light year. A light year may sound like a unit of time, but it actually measures huge distances between objects in space. Light years also help astronomers study the early universe.

3 Astronomers use light years to measure distances too vast to use standard units such as kilometers. The Sun, the closest star to Earth, is 149 million kilometers away. Scientists could also say that the Sun is eight light minutes away since its light takes eight minutes to reach Earth. If something were to suddenly happen to the Sun, we would not know about it for eight minutes. That is how long it would take the information to reach Earth. The next closest star to Earth, Proxima Centauri, is 4.2 light years away. This means that it takes this star’s light over four years to reach Earth. As astronomers observe Proxima Centauri, they are seeing how it appeared 4.2 years ago.

4 Light years also help scientists observe conditions at an earlier time in the universe. The twinkling stars that you see in the night sky may not even exist anymore. If a star is three million light years away, then its light must travel for three million years to reach your eyes. Perhaps the star exploded into a red giant one million years ago. We would not know it. The explosion would not be observed on Earth for another two million years! What we see now is how that star appeared three million years ago. Studying the stars is like looking back through time. Scientists use powerful telescopes like the Hubble Space Telescope. They can observe the farthest galaxies. These galaxies are over 13 billion light years away. In a sense, astronomers are looking back into the beginning of the universe.

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READING SCIENCELight Years

Earth and Space

5 Light years are an important unit of distance. They help astronomers and other scientists who study the objects in the sky. Light years make huge distances easily manageable. They also provide a window into the past for many objects in the universe.

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Earth and Space

1 What is a light year?

A A unit of measure that shows how much light is in one year

B The distance that light can travel in one year

C The amount of time it takes for light to reach Earth

D The distance that a star travels in one year

2 How do scientists use light years?

A To report distances between objects in spaces and study the early universe

B To measure how fast an object is traveling and determine the origins of the universe

C To measure the amount of light that a star produces and determine how hot it is burning

D To determine the age of an object in space and study how it was formed

3 Vast is used in paragraphs 2 and 3. Based on context, vast means _____.

A short

B small

C space

D huge

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Earth and Space

4 Why is it possible for a star that is no longer in space to still appear to shine?

A A new star took its place.

B Stars never burn out.

C It is a refl ection from the other stars in space.

D The light may have been traveling for a very long time, and by the time the light reaches Earth, the star is no longer there.

5 What distance separates Earth and the Sun?

A 300,000 kilometers per second

B Eight light minutes

C 149 million light seconds

D One light year

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Light Years Earth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about why scientist use light years to measure distances and sizes in the universe.

WRITE

Explain how light years are used to measure distances and sizes in the universe.

Be sure to –


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Origins of the UniverseEarth and Space

Name: Date:

READING SCIENCE

Origins of the Universe(Lexile 810L)

1 Have you ever wondered how the universe began? Where did all the planets and stars come from? What else could be out there? Scientists have been trying to answer these kinds of questions since the beginning of mankind. Many theories and myths have been created to help explain the answers to these questions. However, no one knows the answers for sure.

2 The most popular theory for the creation of the universe is known as the Big Bang. The Big Bang Theory says that everything in the universe once fi t into an incredibly small area. Because this area was very hot, a powerful expansion of energy was created. Everything that was densely packed in the small area went fl ying out in all directions. In a blink of an eye, this microscopic area expanded into something larger than the Milky Way galaxy. Within seconds, everything began to cool down. Still expanding, the building blocks of the universe began to form. After millions of years, the universe’s temperature was cool enough to allow galaxies and stars to form. To this very day, the universe is still cooling and expanding.

3 The Big Bang Theory is not the only theory that tries to explain the creation of the universe. However, it has the largest amount of evidence that supports it. This makes it the most popular current theory. Scientists have discovered that galaxies are traveling away from Earth. Scientists know this by studying the color of light that the galaxies give off. Light from each galaxy appears to be shifted toward the red end of the electromagnetic spectrum. This means they are traveling away from Earth. This supports the idea of a great expansion from the Big Bang.

4 Another piece of evidence that supports the Big Bang was found in 1992. Scientists had launched the Cosmic Background Explorer satellite. It precisely measured the temperature of the Cosmic Microwave Background radiation. Scientists had made temperature predictions based on starting with a hot Big Bang. The satellite found temperatures which matched with the predictions. Scientists believe this radiation is from the energy released during the fi rst year of the Big Bang.

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READING SCIENCEOrigins of the Universe

Earth and Space

5 Scientists have estimated that the universe was formed over 13 billion years ago. In 1995, scientists pointed the Hubble Space Telescope into an area of space that seemed empty. The telescope collected light for 240 hours. The images that were sent back to Earth were amazing. Many thousands of galaxies appeared in a space as small as a grain of sand. If there are this many galaxies spread evenly through space, there could be over 50 billion galaxies in the universe. The farthest galaxies are over 13 billion light years away. This supports the Big Bang Theory by telling scientists how old our universe is.

6 The universe’s creation is still a mystery to scientists. The Big Bang is just one theory that tries to explain the origins of the universe. Exactly how big is the universe? Where is it expanding to? These questions continue to fascinate scientists and non-scientists alike.

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Earth and Space

1 What is one piece of evidence that supports the Big Bang Theory?

A The rotation and revolution of Earth

B The universe formed over 13 billion years ago

C The universe is cooling down

D A weak signal of cosmic microwave background radiation

2 Which of the following is the main idea in paragraph 2?

A History of the Hubble Space Telescope

B Background on the Cosmic Background Explorer satellite

C Explanation of the Big Bang Theory

D Discussion of evidence that supports theories

3 What does it mean if a galaxy gives off light which has been shifted toward the red end of the electromagnetic spectrum?

A The galaxy is much older than Earth.

B The galaxy is moving away from Earth.

C The galaxy is very hot and has not cooled down yet.

D The remnants of an explosion are between the galaxy and Earth.

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Earth and Space

4 What is the best description of the Big Bang?

A A massive explosion that created everything in the universe

B Two planets collided created the Sun and other planets

C A rapid expansion of a densely-packed, small area that expanded into the universe that we know today

D An explanation of how the universe is expanding and how big it is

5 What is the main purpose of the passage?

A To inform that good scientifi c evidence exists that supports the Big Bang Theory

B To prove that the Big Bang never happened

C To explain why scientists continue to search for evidence of the Big Bang

D To describe that there are fewer galaxies than scientists had at fi rst suspected

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Notes

Origins of the UniverseEarth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the scientific theories that describe the origin of the universe.

WRITE

Explain how scientific data can be used in developing scientific theories to describe the origin of the universe.

Be sure to –


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Origins of the UniverseEarth and SpaceWRITING SCIENCE

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Plate Tectonic TheoryEarth and Space

Name: Date:

READING SCIENCE

Theory of Plate Tectonics (Lexile 780L)

1 Earth is not like the other planets in the solar system. Earth has layers, much like an onion. These layers provide answers to many questions. Earth’s crust, the outermost layer, is not entirely one piece. It is broken into sections which resemble a huge jigsaw puzzle. These giant sections are known as plates. They are always on the move, creeping along at a snail’s pace. The plates seem to fl oat on top of the mantle, the layer of Earth composed of partially melted rock.

2 Have you ever put together a puzzle? The pieces must fi t together perfectly in order to form a picture. Alfred Wegener was a German scientist. Over 100 years ago, he discovered something fascinating about a map of Earth. Wegener realized that the continents seem to fi t together like the pieces of a jigsaw puzzle. The giant piece of land was called Pangaea. It existed over 250 million years ago. Over time, Pangaea’s tectonic plates slowly drifted apart. These plates in their current positions make our seven continents.

3 Earth’s plates are continually being created or recycled. Scientists have studied the ocean fl oor. They have discovered ridges of mountains along the bottom of the ocean. These ridges form where two plates have started to move apart. Molten rock from the underlying mantle oozes out. Newly formed rock builds up in the space that has been created by the plates’ movement. Plate tectonic theory has also helped scientists explain the deep ocean trenches. These deep ocean trenches are areas where plates are being recycled. This can happen where two plates push together. The crust on the edge of one plate is slowly forced under the other. The plate gets pushed back down into Earth’s mantle. It will become molten rock again. This type of area is known as a subduction zone. They form when continental land masses collide with ocean plates, or when two ocean plates collide together.

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READING SCIENCEPlate Tectonic Theory

Earth and Space

4 On the ocean fl oor, movement of the plates causes trenches and ridges. Plate movement can do more than that. It can also form mountains on land. When two continental plates push together, there is so much force that the plates buckle. Massive mountain ranges are formed. The friction during crustal movement can sometimes cause earthquakes and tsunamis.

5 The plates on Earth’s crust change Earth’s surface features in many ways. They had been pieced together in a giant landmass. The plates slowly moved apart to their current locations. The plates will continue to move, forming new rocks and recycling the old. Imagine how a map of Earth might look after another 250 million years of continental drift.

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Earth and Space

1 What analogy does the author use to describe how Earth’s continents fi t together?

A The plates on Earth form a picture like a jigsaw puzzle does.

B The mountains and volcanoes on Earth are pieced together.

C The plates on Earth fi t together like the pieces of a jigsaw puzzle.

D The plates on Earth are slowly drifting apart.

2 Which of the following best describes Pangaea?

A The seven continents that we know now

B An area on Earth that contains a ring of volcanoes

C A giant landmass that existed over 250 million years ago

D The process by which plates move

3 How is Earth’s crust recycled?

A Earth’s crust is not recycled, only created.

B As molten rock seeps out of weak spots in the crust, volcanoes are formed.

C When plates slide past each other, creating friction, an earthquake forms.

D As new crust is created, old crust is forced down deep inside Earth’s mantle where it becomes molten rock again.

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Earth and Space

4 Scientists predict that in another 250 million years, the continents will be located in different positions. How is this possible?

A The tectonic plates on Earth are continually moving at a slow rate.

B The gravity on Earth causes the continents to move around.

C Scientist think that the continents will move back into the shape of Pangaea again.

D All of the above

5 The diagram above illustrates a type of plate boundary. Which crustal feature is most likely to form at this type of boundary?

A Trench

B Ridges

C Tsunami

D Earthquake

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Plate Tectonic TheoryEarth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about crustal features of Earth.

WRITE

Describe the historical development of evidence that supports plate tectonic theory.

Be sure to –


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Erosional FeaturesEarth and Space

Name: Date:

READING SCIENCE

Mapping Erosion Control(Lexile 860L)

1 Have you ever seen that plastic fencing around a building site? Did you wonder why it was there? The answer is erosion control. Before an architect begins to design a building, she must conduct a site survey. Part of a site survey is to fi nd the elevations of the areas around the building site.

2 Elevations are found on topographic maps. Topographic maps show hills, valleys, streams, and man-made features. This information helps the architect decide where to build the structure on the site. It would not be a good idea to build too near a river. It could erode away all of the sediment from under the building. The architect also has to consider where people will park their cars. If the land is too steep, the cars could roll down the hill! Much of the information needed to design the building site is shown on a topographic map.

3 After the architect decides where to place the building on the site, she must consider erosion. Before building can begin, the trees will be cut down. All the plants will be scraped away by bulldozers. Water is a major cause of erosion. Plants, however, hold soil in place. After the plants are gone from the site, rain will cause the soil to move downhill. The architect will use the topographic map to predict which direction the soil will move. She will tell the builder where to place fences to help stop erosion. This is why the information from the topographic map is valuable.

4 The plastic fences around building sites are called silt fences. Silt is a very small sediment. These fences are placed at the bottom of the hill or along a roadway. The silt fences keep soil from being washed into a waterway. If silt gets into a stream, sediment deposition can dam up the stream. It would cause fl ooding upstream and loss of water downstream. Silt could also block the drainage system of a city or town.

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READING SCIENCEErosional Features

Earth and Space

5 Look at these two satellite photographs of the Pareechu River in Tibet. You will see the result of erosion on a large scale. The bottom picture shows the Pareechu River after it has been blocked. Can you see the landslide in the lower right corner? This landslide was caused by heavy rains. The water made the soil and rock loose at the top of a hill. Gravity caused them to slide down into the river. The large blue area is a landslide lake that was formed after the landslide blocked the river. You can also see how wide the river has become.

6 The top photograph was taken almost a year later. The water has started to drain out of the lake. The lake has gotten smaller. The river behind it is not as wide. It is obvious that the land around the lake has hills and valleys. Satellite photographs like these give a clear picture of different erosional features such as landslides and deltas. These pictures allow scientists to study the features for changes over time.

7 Scientists can combine topographic maps and satellite views to get more information. Topographic maps do not usually change much. It takes a catastrophic natural disaster, such as when a volcano explodes, to cause a rapid change of elevations. During a catastrophic event, satellite pictures can change daily. A satellite view can also show the visual difference as seasons change. Satellite photographs show how plants change from one season to the next. This allows scientists to predict how well the plants will prevent erosion when it rains. Scientists can overlap the satellite view of the plants and the topographic map. This helps them predict erosional patterns. This allows cities and towns to take steps to control erosion. They may build retaining walls, or grow more plants to prevent landslides from occurring.

8 In the past, topographers (map makers) had to travel to the area they were mapping to create a topographic map. Now topographers use satellites. They have been able to generate a complete digital topographic map of over 99% of Earth. The map was made using measurements from an instrument called ASTER, on NASA’s Terra satellite. Creating topographic maps this way is much more accurate than the old way.

9 Reading topographic maps is required in many careers. Geologists, architects, city planners, and engineers must all have this skill. They may be reading the older paper topographic maps or the newer digital topographic maps. These tools allow them to do their job well.

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Earth and Space

1 How does a topographic map help an architect?

A It shows where to build a structure.

B It shows how to build a structure.

C It shows the elevation of a building site.

D It tells the builder how the architect wants the parking lot.

2 How do plants help in erosion control?

A Plants roots hold the soil in place.

B Plants are pretty and keep the neighborhood from being ugly.

C Plants don’t help in erosion control.

D Plants allow the soil to fl oat in the rain water.

3 The term deposition is used in paragraph 4. Based on context, this term means ______.

A laying down of sediments

B erosion control

C silt fences

D landslides

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Earth and Space

4 How do satellite views help scientists?

A They give scientists the ability to predict catastrophic events.

B Satellite cameras are not good enough to really be helpful.

C They allow scientists to know where valuable minerals are located.

D They allow scientists to see changes as they happen.

5 The diagrams above are topographic maps of Mount St Helens in Washington state. They were made before and after the volcano erupted in 1980. What do these 2 maps tell us about the eruption?

A The eruption melted a glacier and caused massive fl ooding.

B The eruption blew out the north wall of the volcano’s cone.

C The eruption destroyed most of the surrounding forest.

D The eruption did not change the shape of the volcano.

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Erosional FeaturesEarth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the effects of weathering on the land.

WRITE

Explain how scientists use topographic maps and satellite views to make predictions involving weathering on the land and erosional features.

Be sure to –


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Erosional FeaturesEarth and SpaceWRITING SCIENCE

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The Sun’s EnergyEarth and Space

Name: Date:

READING SCIENCE

Wind Farms(Lexile 750L)

1 There is nothing like living in hot, windy, west Texas. A warm, spring day can bring gusts of 20 miles per hour or more. Hold on to your hat because it may blow away! The constant wind is just a way of life. The wind does not blow just in Texas. It blows all around the world. As the wind grabs your hat, have you ever wondered what makes it blow? Where does the wind come from? Wind is air in motion. Energy from the Sun heats up the surface of Earth. Heat energy then transfers to the air.

2 Think about what the surface of Earth is like. With mountains, hills, rivers, and oceans, the surface is uneven. Every landform or body of water absorbs heat from the Sun at different rates. As a result, the air above these locations warms at different rates, too. This causes movement in the air. As warm air rises and expands, cool air rushes in to take its place. The Sun is not only the source of energy for all living things. It is also the driving factor in creating the wind.

3 Wind can be a powerful form of solar energy—energy that comes from the Sun. Wind is known as a renewable energy source. There is an endless supply. Therefore, wind may be a good alternative to use instead of fossil fuels. Businessmen have been taking advantage of this. Maybe you have noticed giant wind mills starting to pop up on the landscape. Harvesting wind energy is a rapidly growing industry.

4 Windmill farms are groups of windmills that are used to harness the wind. There are many wind farms all over the world. The largest one is right here in Texas. The Horse Hollow Wind Energy Center is located in Taylor and Nolan Counties. It has 421 windmills. It can produce enough electricity to power 220,000 homes per year.

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READING SCIENCEThe Sun’s EnergyEarth and Space

5 Windmills work when the wind blows around the blades. This makes them turn. The windmill captures kinetic energy, the energy of motion, from the wind. The windmill converts the kinetic energy into mechanical power. A generator converts the mechanical power into electricity for homes and businesses. Windmills come in different sizes. The largest windmill’s blades measure longer than the length of a football fi eld. They can stretch 20 stories high. This size can generate electricity to power 1,400 homes. The smallest windmill’s blades are between 8-25 feet and only reach 30 feet high. This size can easily power a single home or business.

6 Windmill farms affect the environment in both positive and negative ways. Windmills cause little to no pollution. All anyone needs to harness the wind’s power is a windmill and the wind. Windmills can be set up in remote locations, as long as the area has a consistent wind. We want to use more energy that comes from renewable sources like wind. That way we will need less energy from fossil fuel resources. This is good because burning of fossil fuels is bad for the environment. It causes pollution and produces greenhouse gases.

7 For the most part, windmills have a positive impact on Earth. There are still a few negative ones however. One problem of wind energy is that the wind doesn’t always blow when electricity is needed. Wind cannot be stored. Therefore, alternative power plants must sometimes be used for electricity. Another negative is that sometimes birds and bats fl y into the blades of windmills. They can be injured or killed. Large fi elds of windmills also change the habitat of all the animals in the area. Most of the large windmill farms are built in remote locations. Some of these regions are known for their natural beauty. Some people have objected because they don’t like the way the windmills look. They complain that windmills are big and ugly. They feel these windmill farms ruin the beauty of the landscape.

8 All in all, it is worth considering turning wind energy into electricity. It could be a good option to power homes and businesses. Scientists are looking for ways to reduce the negative impacts of windmills on the environment. The positive impacts of wind energy make it a very attractive energy source for the future. After all, the Sun provides energy for all living things in many ways. The Sun helps plants grow, warms Earth’s surface, provides light, and makes the wind blow. The next time you feel a breeze, think about how that gust could power your house.

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1 What causes the wind to blow?

A The solar energy from the Sun pushes the air into the atmosphere.

B As warm air rises, it rushes sideways past you, making the air move.

C Warmer temperatures in the spring cause the wind to blow.

D The uneven heating of Earth’s surface causes warm air in some locations to rise and expand. Cool air rushes in to take its place.

2 Why is wind known as a renewable energy source?

A Wind energy comes from the Sun.

B Wind is not recyclable. There is a limited supply of it on Earth.

C There is an endless supply of wind.

D Windmills can be placed anywhere that the wind blows.

3 Which statement best describes one positive impact that wind energy has on Earth?

A Windmills provide a constant source of inexpensive energy.

B Some people do not like the appearance of the windmills.

C By using wind energy in place of fossil fuels, the amount of pollution is reduced.

D Windmills can alter an animal’s natural habitat.

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4 How does a day that is not windy affect the production of electricity?

A It doesn’t have an affect. The wind is endless.

B Houses or businesses would not be able to use as much electricity on that day.

C The windmill would produce electricity anyway because it doesn’t need the wind to make it turn.

D Wind cannot be stored. Alternative power sources would have to be used.

5 Which statement most likely matches the author’s opinion of the future of wind power?

A Wind energy is an alternative energy source which should be used more in the future.

B The negative and positive aspects of wind energy are closely matched. It is debatable whether it can ever be a useful energy source.

C Wind energy is the only workable solution to an energy crisis.

D Wind is not a good energy alternative.

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The Sun’s EnergyEarth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the process involved in heating a pot of water.

WRITE

Explain the Sun’s role in producing winds and ocean currents.

Be sure to –


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The Sun’s EnergyEarth and SpaceWRITING SCIENCE

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Weather MapsEarth and Space

Name: Date:

READING SCIENCE

Meteorologists(Lexile 800L)

1 Imagine you are watching your favorite TV show. Some news person pops up. They say, “We are sorry to interrupt your local programming. The National Weather Service has just issued a severe thunderstorm warning for the following counties…” A weather map suddenly fi lls the TV. A severe weather message scrolls across the bottom of the screen. The news person gives information about the dangerous weather. Does that seem like an exciting job? You should look more closely at the person who just took over your TV show.

2 Weather reporters, known as meteorologists, do not break into your TV show just to annoy you. They study the storms before interrupting. They predict how dangerous the weather might be. Warning you and the viewing area is all part of their job. Meteorologists may have to work late hours into the night. They make sure the public has the latest information about dangerous storms.

3 Not every day will be exciting for meteorologists. The path to being a TV weather reporter begins in college. They must study meteorology, the science of Earth’s atmosphere, weather, and climate. A meteorologist needs a college degree in meteorology. Meteorologists predict the weather daily. This job impacts nearly everyone’s life every single day.

4 A meteorologist works many hours before you see them on the local, evening news. They study wind speed, areas of high and low pressure, precipitation patterns, and temperatures. They need all of this information to be accurate when they predict the weather in your town. Each day, you should prepare for the weather conditions that you might face. As with anything involving Earth, sometimes a weather forecast might not be 100% accurate. A meteorologist might predict sunny skies. A rain shower could still pop up in the late afternoon. This doesn’t mean that the meteorologist didn’t do their job. Mother Nature can sometimes be a bit tricky to predict, even for a meteorologist.

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READING SCIENCEWeather Maps

Earth and Space

5 Some meteorologists have the exciting job of being on TV. They predict the weather or warn you about storms. Others study how storms, such as tornadoes and hurricanes, form. Meteorologists analyze past weather patterns. They also use current technology like satellites in space that give them instant readings of current weather systems. Meteorologists seek ways to predict dangerous storms. They are trying to make a more advanced warning system to save lives.

6 Meteorologists also study Earth’s environment. Meteorologists use computers to model the weather on Earth in the future. They try to predict the effects of human activity. Climate change is becoming an important issue that needs attention. With increasing temperatures, weather patterns may become more dangerous. Meteorologists educate people about activities that contribute to climate change.

7 The next time you watch the evening news, watch the meteorologist. The person giving you the forecast is someone who uses Earth Science in their job. A meteorologist helps predict atmospheric, weather, and climate conditions on Earth. If this sounds exciting to you, then meteorology may be the job for you!

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Earth and Space

1 Which statement best describes a meteorologist?

A A person who gives information about the weather

B A person who studies weather and climate conditions on Earth

C A person who studies Earth

D A person who studies meteors in space

2 Meteorologists study how tornadoes and hurricanes form. What are they hoping to learn?

A Meteorologists hope to be able to predict violent storms faster and create a more advanced warning system to save lives.

B Meteorologists hope to be the fi rst to go inside of a tornado.

C Meteorologists hope to learn how to stop a tornado or hurricane before it starts.

D Meteorologists want to be able to track violent storms.


coach:football plays as meteriologist:__________

A sediment

B writing

C Sun

D precipitation patterns

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Earth and Space

4 Why is being a meteorologist an important career?

A Meteorologists give news forecasts.

B Meteorologists help people prepare for the weather on a daily basis.

C Meteorologists aren’t really important in determining what the weather will do.

D Meteorologists like to chase storms.

5 What is the main point in paragraph 6?

A Meteorologists are involved in studying how catastrophic weather events affect the environment.

B Meteorologists must earn a college degree and get specialized training.

C Meteorologists are involved in studying how human activity affects the environment and weather patterns.

D Predicting weather patterns are only a small part of a meteorologist’s job.

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Notes

Weather MapsEarth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the ways scientists use weather maps that show high and low pressure areas and fronts.

WRITE

Explain how global patterns of atmospheric movement influence local weather.

Be sure to –


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Weather MapsEarth and SpaceWRITING SCIENCE

Topic:

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Oceans and WeatherEarth and Space

Name: Date:

READING SCIENCE

Hurricanes(Lexile 780L)

1 It all starts out at sea. Warm, ocean water mixes with warm, moist air. They swirl together in a deadly dance. These conditions can turn a mild thunderstorm into a powerful hurricane. This is how a destructive force of nature is born.

2 Hurricanes start out over warm, tropical, ocean water. This can happen in the southern Atlantic Ocean, Gulf of Mexico, Caribbean Sea, and the Pacifi c Ocean. At fi rst, they are just small disturbances in the air. Heat from the ocean water warms the air above it. Evaporating sea water gives energy to the growing storm. These huge storms can bring heavy rainfall, giant waves, and powerful winds to the land in their path. Hurricanes winds range from 75 miles per hour to 200 miles per hour. The center of a hurricane is the area of lowest air pressure. This center is called the hurricane’s eye. It is the calmest part of the storm. The air is surprisingly still, and there are no clouds. The storm swirls around the eye, rotating counterclockwise in the Northern Hemisphere.

3 Hurricane season usually starts in the beginning of June. It lasts until the end of November. Some years, many storms develop. Sometimes only a few storms form. Year after year, these violent storms have made their way on shore causing death and destruction. They do not just affect the coastline. Hurricanes continue inland, often causing fl ooding and wind damage all along their path.

4 One such hurricane was Katrina. This huge storm made landfall in New Orleans in August of 2005. Katrina was not the strongest hurricane recorded in the United States. It was, however, the deadliest and most costly. It caused major damage to the Mississippi, Alabama, and Louisiana coasts. Its impact was felt for 90,000 square miles. It caused more destruction than any natural disaster in the history of the United States. Hurricane Katrina’s 140 miles per hour winds caused giant storm surges. These storm surges had waves as high as 20 feet. They crashed down on shore and destroyed homes, schools, cars, and trees. Sadly, the death toll reached nearly 2,000 people. Hurricane Katrina cost the United States approximately $75 billion in total damages. The impact of Hurricane Katrina can still be felt today. People are still rebuilding their cities and their way of life. It changed the way that the United States looks at hurricanes forever.

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READING SCIENCEOceans and Weather

Earth and Space

5 Another devastating hurricane blew in right on Hurricane Katrina’s tail. Hurricane Rita made landfall in September of 2005. This was just one month after the landfall of Hurricane Katrina. This storm developed in the same area of the Atlantic Ocean that Hurricane Katrina did. Hurricane Rita quickly became the strongest hurricane of 2005. Rita’s wind speeds reached 180 miles per hour. People had just started to recover from the destruction of Hurricane Katrina. Once again, they faced high winds, storm surges, heavy rain, and tornadoes. In Texas, more than three million residents were evacuated. This caused giant traffi c jams for over two days. This was the largest evacuation in the United States’ history. Unlike Hurricane Katrina, Hurricane Rita only took the lives of 120 people. Only seven deaths were directly caused by the hurricane itself. This time, the damage was estimated at approximately $10 billion.

6 Hurricanes are a deadly force of nature. Scientists study hurricanes to understand more about what causes them. Scientists are also trying to learn how to warn people sooner. They would have more time to get to safety. Scientists believe that the average number of hurricanes per year is on the rise. Hurricanes also seem to be getting stronger. This may be a result of global warming. It might also result from temperature changes deep in the Atlantic Ocean caused by natural environmental cycles. In either case, scientists predict that severe hurricanes will form more frequently in the future

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Earth and Space

1 What conditions must be present for a hurricane to form?

A A thunderstorm that mixes with cool, ocean water and cool, moist air allowing it to grow in size and strength

B The same conditions that form a tornado

C A thunderstorm that forms over warm, ocean water

D Heavy winds, torrential rain, and storm surges

2 Why can a hurricane cause so much destruction?

A Hurricanes have high winds with torrential rains, storm surges, and possible tornadoes.

B Hurricanes move fast, destroying everything in their path.

C When the eye of the hurricane reaches land, people think the storm is over when really they are just in the middle of it.

D All forces of nature cause destruction.

3 Hurricane Katrina and Hurricane Rita are similar in what way?

A They began as small storms over the Atlantic Ocean.

B They caused major damage to the Texas coast.

C They had wind speeds of 140 miles per hour.

D They caused the biggest evacuations in United States history.

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Earth and Space

4 Hurricane Katrina and Hurricane Rita are different in what way?

A Hurricane Katrina had a very large storm surge, while Hurricane Rita did not cause any storm surge.

B Hurricane Katrina caused more death and destruction than did Hurricane Rita.

C Hurricane Katrina was a much stronger storm than Hurricane Rita.

D Hurricane Katrina made landfall in September 2005, and Hurricane Rita made landfall in August of 2005.

5 What is the best summary of this passage?

A Hurricane Katrina was the deadliest and most costly hurricane in United States history.

B Hurricanes are destructive, but not as destructive as tornadoes.

C Scientists are studying hurricanes to be able to better predict their formation and movement.

D Hurricanes gain energy and develop over warm ocean water. Hurricanes can be costly in human lives, as well as in economic terms.

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Notes

Oceans and WeatherEarth and Space

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the weather systems that you have studied or read about.

WRITE

Explain the role of oceans in the formation of weather systems.

Be sure to –


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Oceans and WeatherEarth and SpaceWRITING SCIENCE

Topic:

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Relations In a Food WebOrganisms and Environments

Name: Date:

READING SCIENCE

Food Webs(Lexile 830L)

1 In 1958, the Chinese government started a policy called the Kill a Sparrow Campaign. They encouraged residents to kill all sparrows. The government thought sparrows were eating too many grain seeds. They thought killing sparrows would increase grain crop harvests. The campaign was successful. The number of sparrows was greatly lowered. At fi rst it looked like the campaign had met its goal. That year’s grain harvest was larger than usual. However, the next year’s harvest was almost completely destroyed by a locust swarm. Thirty million Chinese people died during the Great Chinese Famine, which was partially caused by the Kill a Sparrow Campaign. How could one policy cause such widespread devastation?

2 The plan to reduce sparrows did not consider the place sparrows held in the human food web. Food chains are the path of energy from one organism to another in an ecosystem. Several interrelated food chains in an ecosystem form a food web. Humans don’t eat sparrows. Sparrows don’t eat humans. Therefore, sparrows are not a part of the human food chain. However, sparrows are a part of our food web. They prey on the pests that eat our food.

3 All food webs start with the energy produced by the Sun. The Sun causes photosynthesis in plants. Photosynthesis captures energy from the Sun as carbohydrates. There are two sides to a food web, the grazing web and the decomposing web. In the grazing web, energy starts with the Sun. It moves to plants in the form of photosynthesis. Energy moves into herbivores when they eat the plants. Finally, carnivores get the energy when they prey on the herbivores. In the decomposing web, energy starts in plants and animals that have died. Energy moves into decomposers like earthworms and fungi when they eat a decomposing organism. When carnivores like birds eat the decomposers, the energy is moved back into the grazing web.

4 The human and sparrow food chains are connected in two major ways. Sparrows eat grain seed. Sometimes the birds eat the seeds that humans plant. They affect the human food chain by taking some grain. In that way, they decrease the amount of food available for humans to eat.

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READING SCIENCERelations In a Food Web

Organisms and Environments

5 Sparrows may reduce the amount of grain seeds which grow. They also increase the amount of grain available for humans to eat, however, by killing locusts. Locusts are insects that travel in large swarms. These swarms can contain billions of locusts. Locusts eat any green plant. When they travel in swarms, they can strip a crop within just a few hours. Sparrows eat locusts and other insects that eat crops. They are like a natural pesticide that protects human food sources. Sparrows eat far more insects than seeds. Overall, the sparrow’s presence increases the amount of grain available for humans to eat. Although they are not directly in the human food chain, they are an important part of the human food web.

6 Clearly, the plan to reduce sparrows did not consider the place sparrows held in the human food web. The organisms in food webs are connected and interdependent. We rely on the sparrow to help manage pests that threaten our crops although we know they sometimes eat the seeds. They depend on us for seeds. We depend on them for pest control. Changes one food chain can affect another food chain in ways that are unexpected and life altering.

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carnivores:meat as herbivores:______

A carnivores

B locusts

C plants

D hunters

2 Ultimately, how should the Kill a Sparrow Campaign be evaluated?

A It was successful because that year’s harvest was plentiful.

B It was successful because the sparrows did not eat the grain seeds.

C It was unsuccessful because all the sparrows did not die.

D It was unsuccessful because when the locusts came the next year, there were no sparrows around to eat them.

3 Which conclusion is true based on the information in this passage?

A Changing one organism in a food web would not have any effect on any other food web.

B It is easy to see all the ways that food webs are connected.

C Food chains are always separate from each other.

D Food webs are connected to each other and sensitive to any changes.

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4 Why is the decomposing web important?

A Decomposers help remove waste and use that energy to provide food for other animals.

B It is a pathway for energy to move between organisms which is independent of the grazing web.

C Decomposers take energy away from the grazing web, decreasing the food available to other animals.

D Decomposers are animals like worms and fungi.

5 Why are sparrows important to the human food web?

A Humans eat sparrows and fi nd them to be quite a delicacy.

B Sparrows are biologically so much like humans and eat the same foods as humans.

C Sparrows eat insects and worms that destroy food crops that humans eat.

D Sparrows eat other sparrows’ young.

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Notes

Relations In a Food WebOrganisms and Environments

Name: Date:

WRITING SCIENCELOOK

THINK

Think about examples of producer/consumer, predator/prey, and parasite/host relationships.

WRITE

Describe the producer/consumer, predator/prey, and parasite/host relationships as they occur in food webs within marine, freshwater, and terrestrial ecosystems.

Be sure to –


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Relations In a Food WebOrganisms and EnvironmentsWRITING SCIENCE

Topic:

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InterdependenceOrganisms and Environments

Name: Date:

READING SCIENCE

A Fight for Life in the Tropical Rainforest (Lexile 790L)

1 It is morning in the tropical rainforest. Rain falls from high in the sky. It drips down through the many and diverse layers of the rainforest. The rain hits the emergent layer fi rst. It is the highest layer of the rainforest. Drops splash off the leaves of the kapok and Brazil nut tree. Harpy eagles and butterfl ies are some of the fi rst animals to feel the rain. The plants and animals that live here are specially adapted to survive in the diffi cult environment. They must be able to tolerate high temperatures, plentiful sunlight, and high winds. The trees that grow in the emergent level have large leaves with a waxy coating. The wax helps them keep enough water to survive.

2 The next level down is the canopy level. This level contains most of the rainforest’s living organisms. Toucans, sloths, monkeys, and tree frogs are animals found in the canopy level. So many organisms live in this level. This makes competition for resources fi erce here. Plants and animals are usually in constant competition for abiotic resources, like sunlight, water, and even good soil. Also at this level, there is a dense canopy of plants, creating an umbrella of branches and leaves. Each plant strives to get enough sunlight to live. Water is plentiful. Most of the competition is for sunlight and nutrients. The canopy level plants form a very thick covering of branches and leaves. Very little sunlight fi lters down to the understory layer.

3 The understory gets far less light than the canopy stratum of the rainforest. This layer of the rainforest is home to most of the biome’s insects. This level is also home to many species of monkeys, birds, and sloths. Large cats also roam the understory. These include the jaguar and the ocelot which feed on the birds and other animals. Understory plants include orchids, ginger, and passionfl ower.

4 The swollen thorn acacia tree uses a very special trick to stay free of vines. This helps it get the sunlight it needs to survive. The tree hosts colonies of bullhorn acacia ants. These ants cut down any root or vine that tries to grow on the swollen thorn tree. This protection lets the acacia grow quickly and stay healthy. In return for their protection, the acacia tree gives the bullhorn ants shelter. There are hollows inside the tree for the ants to live in. The acacia tree also gives the ants a sugary food at the base of the leaves.

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READING SCIENCEInterdependence


5 Plants are not the only organisms which must struggle to survive. The animals of the rainforest must compete to eat plants as well as each other. Many animals of the rainforest eat fruit. There is plenty of fruit here all year. It is hard to survive with such a high population in the ecosystem. To help their chances, most animals have carved out a specialized niche for themselves. Sloths, for example, do not compete with many animals for food. They eat a food that most animals cannot live on: leaves. Their large digestive system allows them to get nutrients from leaves.

6 The lowest level of the rainforest is the forest fl oor. This level of the rainforest gets very little light. It is usually open enough to easily walk through. It is covered by the roots of trees and plants. Nutrients are quickly washed out of rainforest soil by the rain. Trees use a shallow root system to grab the nutrients found of the surface of the ground. Sloths spend most of their lives in one tree. They climb down from that tree each week to defecate at the base of their tree. Scientists think that sloths do this to fertilize their tree. The sloths give their tree nutrients that are hard to come by on the rainforest fl oor. It is another example of rainforest symbiosis.

7 The rainforest holds a large variety of biotic factors, or living species. These organisms are in a constant fi ght for life. They must compete for sun, shelter, and food, just like all life on planet Earth.

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Sample




1 Which term belongs in box 3 in the table above?

A Canopy

B Forest fl oor

C Understory

D Emergent

2 Which of these is an example of an abiotic factor?

A plants

B sunlight

C food

D animals

Typical height Rainforest level

> 30 meters 1

15-30 meters 2

Up to 5 meters 3

O meters 4

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3 What can the reader reasonably conclude based on the information in this passage?

A Animals in the rainforest are strictly independent of each other.

B Animals in the rainforest have found ways to thwart their competition and survive.

C All animals in the rainforest have the same adaptations.

D Animals in the rainforest all need the same amount of sun.

4 Which word(s) help the reader understand the meaning of stratum in Paragraph 3?

A “Far less light”

B “Insects”

C “Home to”

D “This layer”

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5 Which of the following is the best summary of the story?

A Many different plants and animals live in the rainforest. They all fi nd it diffi cult to live there.

B Many different plants and animals live in the rainforest. The sloth has found an interesting way to keep his tree fertilized.

C Different plants and animals live in the rainforest. They must compete for sunshine. Epiphytes live on other trees until they kill them.

D Different plants and animals live in the rainforest. Although there is fi erce competition for sunshine, species have adapted to the environment and found a way to thrive.

6 Rainforest organisms do not usually have to compete for which resource?

A shelter

B sunlight

C nutrients

D water

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Notes

InterdependenceOrganisms and Environments

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the role of both biotic and abiotic factors within an ecosystem.

WRITE

Describe a scenario in which one abiotic factor is changed or removed from an ecosystem. Explain the possible side effects on that ecosystem.

Be sure to –


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InterdependenceOrganisms and EnvironmentsWRITING SCIENCE

Topic:

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Environmental ChangesOrganisms and Environments

Name: Date:

READING SCIENCE

Environmental Changes (Lexile 800L)

1 Humans have always been connected with the ocean. We harvest its foods and harness its power. We have also discovered reservoirs of oil beneath the ocean fl oor. Recovering this oil is not without risk, however. There have been oil spills in Alaska and the Gulf of Mexico. These spills have shown what can happen when we take oil across the ocean. It is easy to see immediate affects. There are long-term changes also. The oil spill in the Gulf may be devastating to the Kemp’s ridley turtle. This species had already been the most endangered turtle in the world. Now scientists believe that hundreds of these turtles have died due to the oil spill. The Kemp’s ridley must adapt to the new pollution in its environment. Otherwise the species may become extinct.

2 The Kemp’s ridley turtle nests along gulf beaches in Mexico and south Texas. This puts the species especially at risk. As soon as hatchlings come out of their nests, instinct directs them into the ocean. They will spend the rest of their life in the ocean. All Kemp’s ridley turtles hatch on gulf beaches. Their fi rst home is the warm water of the Gulf of Mexico. Now this water has oil pollution. These turtle hatchlings face greater danger than usual in the place they call home. Oil can damage turtles by burning their eyes and mouth. Oil can cause skin irritation and stomach problems. Oil can also cause them to have organ damage. The biggest threat, however, comes from inhaling the oil, which can cause lung damage and death.

3 Sadly, the Kemp’s ridley turtles are not the fi rst species to be threatened by environmental change. Many scientists believe that environmental change may have made dinosaurs become extinct. Environmental changes can be short- or long-term. For example, a short-term environmental change would be a forest fi re. At fi rst, the environment would be very different. In a few hundred years, however, it may be hard to notice effects of the fi re. A long-term environmental change could be caused by pollution or global warming. This kind of event causes changes that may be imperceptible at fi rst. The short-term effects are not readily visible. The long-term changes can be devastating. It can be easy for people to not notice or ignore the threat of a slow environmental change.

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READING SCIENCEEnvironmental Changes


4 An oil spill causes both short- and long-term changes in the environment. Scientists are still studying effects from the 1989 Exxon Valdez oil spill in Alaska. Adaptations usually take many generations to occur. That means these changes cannot happen in response to a rapid environmental change. Exposure to oil will not trigger adaptations to better protect turtle offspring from oil. Some Kemp’s ridley turtles may already have a trait that allows them to better live with harmful pollution. These turtles will be more likely to survive. Then they can pass on that trait to their offspring. The effect is stronger if the threat is especially deadly. Then only those Kemp’s ridley turtles with that trait will survive. Many turtles in the population must share the trait. There will not be one, single Kemp’s ridley turtle who survived because of his adaptations. Either a viable population will survive, or the species will become extinct. One or two turtles with helpful traits cannot save an entire species.

5 Traits that are helpful in warm water may not be needed in the Arctic Ocean. Populations of a species living in different environments will develop different adaptations. For example, the ability to easily lose extra body heat would be helpful in a desert. This trait would be harmful in the Arctic. The camel’s hump stores extra water for life in the desert. The hump would not be helpful to a rainforest monkey.

6 Our environment will always change. Most of these changes take hundreds of years to occur. Scientists study the traits that have survived for hundreds of years. These adaptations show the power of short- and long-term environmental changes. They have literally shaped the world we live in today.

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1 What does the word imperceptible in Paragraph 3 most likely mean?

A Extremely slow

B Easily seen

C Unseen

D Hard to perceive

2 What is the most likely result of a large asteroid hitting Earth?

A short- and long-term environmental changes

B only long-term environmental changes

C Death of all life in its path

D Introduction of new life to the planet

3 Which of the following statements about environmental changes is true?

A Environmental changes always happen very quickly.

B Environmental changes cause instant changes in different species.

C Environmental changes cause genetic mutations.

D Environmental changes can make a genetic mutation more desirable.

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4 Which of the following statements about traits is true?

A All organisms within a population will have the same traits.

B A trait which is helpful in one environment will benefi t organisms in all environments.

C Organisms with helpful traits are more likely to survive and pass those traits on to their offspring.

D An organism cannot have traits that would help it survive in environmental conditions which are different than the conditions of its habitat.

5 Which of the following summarizes the main idea in paragraph 5?

A Our environment will always change, and most of these changes take hundreds of years to occur.

B Populations of a species living in different environments will develop different adaptations.

C An oil spill causes both short- and long-term changes in the environment.

D Many scientists believe that environmental change may have made dinosaurs become extinct.

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Notes

Environmental ChangesOrganisms and Environments

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the short- and long-term environmental changes that have occurred or may occur in the future.

WRITE

Explain how short- and long-term environmental changes affect organisms and traits in subsequence populations.

Be sure to –


147


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Environmental ChangesOrganisms and EnvironmentsWRITING SCIENCE

Topic:

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Human Effect on ResourcesOrganisms and Environments

Name: Date:

READING SCIENCE

Runoff and the Ocean (Lexile 800L)

1 For many years, scientists believed that runoff from commercial farms causes large phytoplankton blooms. In 2005, Stanford University scientists were able to fi nally prove that theory. Knowing this, we can better protect oceans from human pollution. How does this affect the ocean ecosystem and the human food chain? To answer that, we need to understand how humans interact with the ocean.

2 The ocean ecosystem is more sensitive than it looks. We can see that plants and fi sh live in a delicate balance. Schools of fi sh keep moving through the ocean. They do not put too much pressure on any one source of food. Different populations are kept in check by their predators and the amount of food available. Scientifi c methods are needed to detect tiny molecules like nitrogen and oxygen. These molecules also have a big effect on ocean ecosystems.

3 The ocean drives Earth’s water cycle. All but 3% of the water on Earth is in the ocean. So much of the Sun’s heat is absorbed by the ocean. This means it has a big infl uence on Earth’s climate. We get many resources from the ocean. Fish, shrimp, kelp, and blubber are just a few of the resources we get from the ocean. The ocean infl uences all life on Earth. That is why it is very important that we are aware of how we affect ocean systems.

4 Water that travels over the ground and then into a river or ocean is called runoff. Most runoff comes from rain. The pollution in the runoff, however, often comes from water that has been used for agriculture. This is water that was used to irrigate the plants that farmers grow. Sometimes this water can collect pollution from the ground as it rolls downhill. This can include lead, nitrogen, and phosphorus. Nitrogen is a chemical element that many farmers use to increase crop yields. It is the “active” ingredient in manure and many other plant fertilizers. Unfortunately, it has the same effect on ocean plants. Adding plant fertilizer to the ocean changes the balance of ocean plant growth. This can have a serious effect on ocean wildlife.

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READING SCIENCEHuman Effect on Resources


5 Phytoplankton are microscopic algae that live in the ocean. Phytoplankton are the base of the aquatic food chain. Thousands of marine organisms rely on phytoplankton for food. Alone they are too small to be seen with the naked eye. When millions of phytoplankton are together, they make the water look green. The chlorophyll in their bodies causes the green color. When phytoplankton multiply quickly, these large groups are called “algal blooms.” There have always been natural algal blooms. They are happening more often now. We now understand the connection between fertilizer in runoff and ocean algal blooms.

6 Algal blooms can lower oxygen levels in the water. The algae do not live very long. Bacteria take oxygen from the water to break down their bodies when they die. Dead zones are places where the oxygen level is so low that most marine organisms cannot live. Dead zones can kill large numbers ocean wildlife.

7 The scientists at Stanford University were the fi rst to prove the connection between nitrogen in runoff water and algal blooms. They studied photos of the Gulf of California. Much of the land surrounding the Gulf of California is used for agriculture. Hundreds of thousands of acres are used as farm land. Farmers fertilize these farms four times per year. They spray their crops with a nitrogen-based fertilizer. The fertilizer collects in the runoff. It drains into the ocean. The scientists found that there was always an algal bloom a few days after this fertilization cycle.

8 Algal blooms can cause major problems for both ocean wildlife and commercial fi sheries. It is important to understand how humans can cause—and prevent—large algal blooms.

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Sample




1 Which is the most likely meaning for the phrase naked eye in Paragraph 5?

A Eyes without glasses

B Eyes without magnifying devices

C Eyes without clothes

D Eyes without eyelashes

2 Which of the following statements about the cause of algal blooms is true?

A Algal blooms are caused by fi sh.

B Algal blooms only happen naturally.

C Algal blooms are always human-caused.

D Algal blooms are sometimes a natural occurrence and sometimes the result of human activities.

3 Which is the most likely meaning for the phrase kept in check in Paragraph 2?

A Controlled

B Intimidated

C Excessive

D To eat

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4 How does contaminated runoff affect the delicate balance of ocean life?

A Nitrogen and oxygen are in balance in ocean water. If more nitrogen is added, oxygen is forced out.

B Schools of fi sh will not travel through areas of polluted water, forcing them to stay in one place overfeeding on one source of food.

C The food supply for phytoplankton is greatly increased, and they multiply so fast that their predators cannot control their population.

D Poisons in the runoff kill many of the marine organisms which prey on phytoplankton, which allows them to increase their population greatly causing an algal bloom.

5 Which of the following is the best summary of the article?

A Oceans are important part of Earth. We get fi sh, shrimp, and other natural resources from the ocean.

B When humans interact with the ocean, bad things happen. We cause pollution when contaminants runoff into the ocean.

C Algal blooms can cause dead zones in the ocean. Humans are the main cause of algal blooms. We should stop runoff because it can cause ocean dead zones. We can stop harmful runoff by not using nitrogen to fertilize plants.

D Humans interact with the ocean in many ways. We gather food and other resources from the ocean. Runoff is surface water that has traveled over ground and into a body of water. Sometimes runoff, which reaches the ocean, is contaminated which we now know can cause deadly algal blooms.

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Notes

Human Effect on ResourcesOrganisms and Environments

Name: Date:

WRITING SCIENCELOOK

THINK

Think about the importance of the ocean to human existence.

WRITE

Explain how human activities have affected the ocean in both positive and negative ways.

Be sure to –


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Human Effect on ResourcesOrganisms and EnvironmentsWRITING SCIENCE

Topic:

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