# الصفحة 1 # Exploring the World of Science Workbook SABIS® ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_1_img_1.jpeg) **Text in image:** Exploring the World of Science Workbook --- # الصفحة 2 Exploring the World of Science Workbook ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_2_img_1.jpeg) **Text in image:** Exploring the World of Science Workbook --- # الصفحة 3 Copyright © 2026 by SABIS* ALL RIGHTS RESERVED No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of SABIS*. Code Number K41-14209-16 V6 Printed in the United Arab Emirates UPP 06 26 Education for a changing world. North America | South America | Europe | Africa | Asia sabis.net ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_3_img_1.jpeg) **Text in image:** Copyright © 2026 by SABIS® ALL RIGHTS RESERVED No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of SABIS®. Code Number K41-14209-16 V6. Printed in the United Arab Emirates UPP 06.26. Education for a changing world. North America | South America | Europe | Africa | Asia --- # الصفحة 4 # Table of Contents ## Science Inquiry Try This - Play "How Do You Know?" A1 Try This - Plan an Investigation A2 Try This - Make a Poster A3 ## Unit 1: Life Science ### Chapter 1: Plants | Section | Page | |------------------------|------| | 1.1 Needs of Plants | 2 | | 1.2 Roots and Stems | 7 | | 1.3 Leaves and Flowers | 12 | | 1.4 Plants Grow and Change | 17 | | Chapter Review Exercises | 22 | ### Chapter 2: People | Section | Page | |------------------------|------| | 2.1 Your Senses | 26 | | 2.2 Body Parts | 30 | | 2.3 People Grow and Change | 34 | | Chapter Review Exercises | 38 | ## Unit 2: Physical Science ### Chapter 3: States of Matter | Section | Page | |------------------------|------| | 3.1 Solids | 41 | | 3.2 Liquids | 46 | | 3.3 Gases | 51 | | Chapter Review Exercises | 55 | ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_4_img_1.jpeg) **Text in image:** Table of Contents Science Inquiry Try This - Play "How Do You Know?" A1 Try This - Plan an Investigation A2 Try This - Make a Poster A3 Unit 1: Life Science Chapter 1: Plants 1.1 Needs of Plants 2 1.2 Roots and Stems 7 1.3 Leaves and Flowers 12 1.4 Plants Grow and Change 17 Chapter Review Exercises 22 Chapter 2: People 2.1 Your Senses 26 2.2 Body Parts 30 2.3 People Grow and Change 34 Chapter Review Exercises 38 Unit 2: Physical Science Chapter 3: States of Matter 3.1 Solids 41 3.2 Liquids 46 3.3 Gases 51 Chapter Review Exercises 55 --- # الصفحة 5 Chapter 4: Motion and Forces | Section | Page | |---------|------| | 4.1 Ways Things Move | 58 | | 4.2 Pushes and Pulls | 63 | | 4.3 Magnets | 67 | | Chapter Review Exercises | 72 | Unit 3: Earth Science Chapter 5: Earth Materials and Natural Resources | Section | Page | |---------|------| | 5.1 Air, Land, Water, and Living Things | 76 | | 5.2 Rocks | 80 | | 5.3 Soil | 84 | | 5.4 Air, Trees, and Water as Natural Resources | 88 | | 5.5 Conserving Natural Resources | 92 | | Chapter Review Exercises | 96 | Chapter 6: The Sky | Section | Page | |---------|------| | 6.1 Objects in the Sky | 100 | | 6.2 The Sun, a Star | 104 | | 6.3 Earth's Rotation | 108 | | Chapter Review Exercises | 112 | Credits | 116 ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_5_img_1.jpeg) **Text in image:** Chapter 4: Motion and Forces 4.1 Ways Things Move 58 4.2 Pushes and Pulls 63 4.3 Magnets 67 Chapter Review Exercises 72 Unit 3: Earth Science Chapter 5: Earth Materials and Natural Resources 5.1 Air, Land, Water, and Living Things 76 5.2 Rocks 80 5.3 Soil 84 5.4 Air, Trees, and Water as Natural Resources 88 5.5 Conserving Natural Resources 92 Chapter Review Exercises 96 Chapter 6: The Sky 6.1 Objects in the Sky 100 6.2 The Sun, a Star 104 6.3 Earth's Rotation 108 Chapter Review Exercises 112 --- # الصفحة 6 Unit 1: Life Science Chapter 1 Plants 1.1 Needs of Plants Explore What Do Plants Need? Procedure 1. Put one potted plant in a place with no light for a few days. Water it when it gets dry. 2. Put the second plant in the light. Do not water it. 3. After a few days, observe both plants. Draw how each plant looks. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_6_img_1.jpeg) **Text in image:** Unit 1: Life Science Chapter 1 Plants 1.1 Needs of Plants Explore What Do Plants Need? Procedure 1. Put one potted plant in a place with no light for a few days. Water it when it gets dry. 2. Put the second plant in the light. Do not water it. 3. After a few days, observe both plants. Draw how each plant looks. --- # الصفحة 7 Draw Conclusions ① Interpret Data: What happened to the plant that did not get water? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ② Interpret Data: What happened to the plant that did not get any light? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ③ Conclude: What are two things a plant needs to stay alive? _____________________________________________________________________________________ ④ Ask Questions: What else would you like to know about the needs of plants? How could you find out? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_7_img_1.jpeg) **Text in image:** Draw Conclusions ① Interpret Data: What happened to the plant that did not get water? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ② Interpret Data: What happened to the plant that did not get any light? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ③ Conclude: What are two things a plant needs to stay alive? _____________________________________________________________________________________ ④ Ask Questions: What else would you like to know about the needs of plants? How could you find out? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ --- # الصفحة 8 1. Fill in the blanks. a. Plants are ____________ things. b. To survive, plants need _______________, _______________, _______________, and soil _______________. c. Plants use the food they make to get energy to _______________ and _______________. d. The parts of soil that plants need to make new parts are the _______________. 2. True or False. a. Every plant needs a space to live in. **True** b. A tree needs a small space to live in. **False** c. Temperature does not affect plants. **False** d. Most plants cannot survive if it is too hot. **True** ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_8_img_1.jpeg) **Text in image:** 1. Fill in the blanks. a. Plants are ____________ things. b. To survive, plants need _______________, _______________, _______________, and soil _______________. c. Plants use the food they make to get energy to ____________ and _______________. d. The parts of soil that plants need to make new parts are the _______________. 2. True or False. a. Every plant needs a space to live in. True b. A tree needs a small space to live in. False c. Temperature does not affect plants. False d. Most plants cannot survive if it is too hot. True --- # الصفحة 9 Section Exercises 1. Draw and write how a plant gets light and water. 2. Circle the word or words that best complete(s) each sentence. a. The parts of soil that plants need to make new parts are called (air / nutrients / space). b. Plants need light to make (water / space / food). c. Some plants need low (temperatures / nutrients / spaces). d. If a plant cannot get what it needs, it may not (keep warm / keep cool / survive). ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_9_img_1.jpeg) **Text in image:** Section Exercises 1. Draw and write how a plant gets light and water. 2. Circle the word or words that best complete(s) each sentence. a. The parts of soil that plants need to make new parts are called (air / nutrients / space). b. Plants need light to make (water / space / food). c. Some plants need low (temperatures / nutrients / spaces). d. If a plant cannot get what it needs, it may not (keep warm / keep cool / survive). --- # الصفحة 10 3. Match each plant to the words that describe it. - potted plant - needs a large space to live in - redwood tree - needs a small space to live in - red mangrove tree ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_10_img_1.jpeg) **Text in image:** 3. Match each plant to the words that describe it. potted plant needs a large space to live in redwood tree needs a small space to live in red mangrove tree --- # الصفحة 11 1.2 Roots and Stems Explore Observe Roots and Stems Procedure 1. Take the plant out of its pot. Do that gently. 2. Work with a partner. Hold the plant over the tray. Wash away the soil. 3. Observe the plant parts using a hand lens. Draw the parts you see. 4. Put the plant back in the pot. Add soil around it. Water it. Draw Conclusions ① Compare: What colors were the roots? What color were the stems? Stem was green and roots were light brown ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_11_img_1.jpeg) **Text in image:** 1.2 Roots and Stems Explore Observe Roots and Stems Procedure 1. Take the plant out of its pot. Do that gently. 2. Work with a partner. Hold the plant over the tray. Wash away the soil. 3. Observe the plant parts using a hand lens. Draw the parts you see. 4. Put the plant back in the pot. Add soil around it. Water it. Draw Conclusions ① Compare: What colors were the roots? What color were the stems? Stem was green and roots were light brown --- # الصفحة 12 ② Infer: How did using a hand lens help you observe the plant? ③ Conclude: Which plant part is in the ground? Which plant part is above the ground? Learning Points Practice 1. Fill in the blanks. a. This is a plant root. It grows underground. b. Some plants have many thin roots; others have one thick root. c. The roots of plants take in water and nutrients from the soil. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_12_img_1.jpeg) **Text in image:** ② Infer: How did using a hand lens help you observe the plant? _____________________________________________________________________________________ _____________________________________________________________________________________ ③ Conclude: Which plant part is in the ground? Which plant part is above the ground? _____________________________________________________________________________________ _____________________________________________________________________________________ Learning Points Practice 1. Fill in the blanks. a. This is a plant root. It grows underground. b. Some plants have many thin roots; others have one thick root. c. The roots of plants take in water and nutrients from the soil. --- # الصفحة 13 d. Roots hold the plant in place. e. Carrots and beets are examples of roots that people eat. 2. Fill in the blanks. a. This is a plant stem. It grows above the ground. b. The stem of a plant holds it up in the air. c. Water and food move through the stem to the rest of the plant. d. Stems of plants can grow either upward or along the ground. e. The thick stem of a tree is called the trunk. f. The tree trunk holds the tree's branches. g. The outside covering of the trunk is called bark. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_13_img_1.jpeg) **Text in image:** d. Roots hold the plant in place. e. Carrots and beets are examples of roots that people eat. 2. Fill in the blanks. a. This is a plant stem. It grows above the ground. b. The stem of a plant holds it up in the air. c. Water and food move through the stem to the rest of the plant. d. Stems of plants can grow either upward or along the ground. e. The thick stem of a tree is called the trunk. f. The tree trunk holds the tree's branches. g. The outside covering of the trunk is called bark. --- # الصفحة 14 Section Exercises 1. Label the plant's roots and stem. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_14_img_1.jpeg) **Text in image:** Section Exercises 1. Label the plant’s roots and stem. ![Plant diagram](../images/plant_diagram.png) 2. Circle the word or words that best complete(s) each sentence. a. The part of a plant that grows underground is called the (stem / soil / root). b. A plant part that grows above the ground is a (sweet potato / stem / root). c. Roots take in (water / air / light). d. A tree’s trunk holds up the (roots / branches / stems). 2. Circle the word or words that best complete(s) each sentence. a. The part of a plant that grows underground is called the (stem / soil / root). b. A plant part that grows above the ground is a (sweet potato / stem / root). c. Roots take in (water / air / light). d. A tree’s trunk holds up the (roots / branches / stems). --- # الصفحة 15 3. Match each picture to the kind of plant part. carrot stem tree root beet ![diagram](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_15_img_1.jpeg) **Diagram:** ### Description This diagram is an educational worksheet asking students to match each picture of a plant part to the correct term: carrot, tree, beet. The terms 'stem', 'root' are provided as choices. ### Structure ```mermaid graph LR A[carrot] --> B[stem] C[tree] --> D[root] E[beet] --> F[root] ``` --- # الصفحة 16 13 Leaves and Flowers Explore Sorting Leaves Procedure 1. Observe the leaves. Communicate how they are the same. Tell how they are different. 2. Choose one way to sort the leaves. Put a loop of yarn around each group. 3. Talk about another way to sort the leaves. Place yarn loops around each group. Draw Conclusions ① Classify: How did you sort the leaves the first time? How did you sort them the second time? Color shape and whether leaves are single blade or divided into leaflets ② Predict: Are there other ways to sort leaves? Explain. They are poisonous or edible. Whether they stay on the tree all year or not and so on. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_16_img_1.jpeg) **Text in image:** 173 Leaves and Flowers Explore Sorting Leaves Procedure 1. Observe the leaves. Communicate how they are the same. Tell how they are different. 2. Choose one way to sort the leaves. Put a loop of yarn around each group. 3. Talk about another way to sort the leaves. Place yarn loops around each group. Draw Conclusions ① Classify: How did you sort the leaves the first time? How did you sort them the second time? Colors, shape, and whether leaves are single blade or divided into leaflets ② Predict: Are there other ways to sort leaves? Explain. They are poisonous or edible. Whether they stay on the tree all year or not and so on. --- # الصفحة 17 3 Conclude: In what ways were all the leaves the same? All leaves are flat and have a thin stem. Learning Points Practice 1. Fill in the blanks. a. This is a plant leaf. b. The leaves of a plant take in sunlight and air. c. A plant uses light and air to make food. d. The leaves of maple trees are shaped like hands, while the leaves of pine trees are like needles. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_17_img_1.jpeg) **Text in image:** (3) Conclude: In what ways were all the leaves the same? All leaves are flat and have a thin stem. Learning Points Practice 1. Fill in the blanks. a. This is a plant leaf. b. The leaves of a plant take in sunlight and air. c. A plant uses light and air to make food. d. The leaves of maple trees are shaped like hands, while the leaves of pine trees are like needles. --- # الصفحة 18 2. Fill in the blanks. a. This is a plant **flower**. b. The plant part that makes seeds is the **flower**. c. The plant part that can grow into a new plant is the **seed**. d. The parts needed for the new plant to grow are inside the **seed**. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_18_img_1.jpeg) **Text in image:** 2. Fill in the blanks. a. This is a plant FLOWER. b. The plant part that makes seeds is the flower. c. The plant part that can grow into a new plant is the seed. d. The parts needed for the new plant to grow are inside the seed. --- # الصفحة 19 Section Exercises 1. Draw a picture of each type of plant part. Leaves Flower 2. Circle the word or words that best complete(s) the sentence. a. Leaves grow (underground / above ground / in the soil). b. Flowers make (roots / seeds / leaves). c. A seed can grow into a (new plant / new shell / new animal). d. Leaves use light and air to make (sunlight / water / food). ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_19_img_1.jpeg) **Text in image:** Section Exercises 1. Draw a picture of each type of plant part. Leaves Flower 2. Circle the word or words that best complete(s) the sentence. a. Leaves grow (underground / above ground / in the soil). b. Flowers make (roots / seeds / leaves). c. A seed can grow into a (new plant / new shell / new animal). d. Leaves use light and air to make (sunlight / water / food). --- # الصفحة 20 3. Match the pictures of plant parts to their names. - leaves - flowers - seeds ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_20_img_1.jpeg) **Text in image:** 3. Match the pictures of plant parts to their names. • leaves • flowers • seeds --- # الصفحة 21 1.4 Plants Grow and Change Explore Sprouting Seeds Procedure 1. Put some soil in a cup. Put the seeds on the soil. Cover the seeds with a bit more soil. 2. Spray the soil with water. 3. Place the cup on a shelf. Check the cup every day. If the soil is dry, add water to keep it damp. 4. Measure and record the height of a plant as it grows. Draw how it looks each day. Day ________ Day ________ Day ________ Draw Conclusions ① Use Data: How did the height of the plant change? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_21_img_1.jpeg) **Text in image:** 1.4 Plants Grow and Change Explore Sprouting Seeds Procedure 1. Put some soil in a cup. Put the seeds on the soil. Cover the seeds with a bit more soil. 2. Spray the soil with water. 3. Place the cup on a shelf. Check the cup every day. If the soil is dry, add water to keep it damp. 4. Measure and record the height of a plant as it grows. Draw how it looks each day. Day ________ Day ________ Day ________ Draw Conclusions ① Use Data: How did the height of the plant change? --- # الصفحة 22 ② Compare: How is your plant similar to the plant in the seed packet picture? _____________________________________________________________________________________ _____________________________________________________________________________________ ③ Conclude: What are some other ways a plant changes during its life? _____________________________________________________________________________________ _____________________________________________________________________________________ Learning Points Practice 1. Fill in the blanks. a. The changes in a living thing as it grows are called the ____________. b. Most plants begin their life as a ________________. c. When a seed starts to grow, we say it ________________. d. When roots, a stem, and leaves are formed, the young plant is called a ________________. e. When the plant is fully grown, it forms ________________ and ________________. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_22_img_1.jpeg) **Text in image:** ② Compare: How is your plant similar to the plant in the seed packet picture? __________________________________________________________ __________________________________________________________ ③ Conclude: What are some other ways a plant changes during its life? __________________________________________________________ __________________________________________________________ Learning Points Practice 1. Fill in the blanks. a. The changes in a living thing as it grows are called the ________________. b. Most plants begin their life as a ________________. c. When a seed starts to grow, we say it ________________. d. When roots, a stem, and leaves are formed, the young plant is called a ________________. e. When the plant is fully grown, it forms ________________ and ________________. --- # الصفحة 23 2. Write below each drawing how the seed travels. a. ____________________ b. ____________________ maple cherry c. ____________________ d. ____________________ coconut burdock e. ____________________ dandelion 3. True or False. ____ a. Each plant looks like its parent. ____ b. Plants of one kind may differ in some ways. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_23_img_1.jpeg) **Text in image:** 2. Write below each drawing how the seed travels. a. ____________________ b. ____________________ maple cherry c. ____________________ d. ____________________ coconut burdock e. ____________________ 3. True or False. _____ a. Each plant looks like its parent. _____ b. Plants of one kind may differ in some ways. --- # الصفحة 24 Section Exercises 1. Draw pictures to show how a plant changes during its life cycle. 2. Circle the word or words that best complete(s) each sentence. a. When a seed falls on wet and warm soil, it may (germinate / fly / float). b. Adult plants can make (light / water / flowers). c. A plant that grows from a seed looks like (a tree / all other plants / its parent). d. A root grows from a seed into (the ground / the air / the sun). ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_24_img_1.jpeg) **Text in image:** Section Exercises 1. Draw pictures to show how a plant changes during its life cycle. ![Plant Life Cycle Diagram](https://i.imgur.com/3Q5z5.png) 2. Circle the word or words that best complete(s) each sentence. a. When a seed falls on wet and warm soil, it may (germinate / fly / float). b. Adult plants can make (light / water / flowers). c. A plant that grows from a seed looks like (a tree / all other plants / its parent). d. A root grows from a seed into (the ground / the air / the sun). --- # الصفحة 25 3. Match each seed to the way it travels. - coconut - by wind - dandelion - by water - burdock - by animals ![diagram](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_25_img_1.jpeg) **Diagram:** ### Description This diagram is an educational worksheet asking students to match each seed to the way it travels. The seeds shown are coconut, dandelion, and burdock, each paired with one of three methods: by wind, by water, or by animals. ### Structure ```mermaid graph LR A[coconut] -->|by wind| B[by wind] C[dandelion] -->|by water| D[by water] E[burdock] -->|by animals| F[by animals] ``` --- # الصفحة 26 Chapter Review Exercises 1. Which seed travels by wind? A B C 2. Which part makes food for the plant? A. a leaf B. a flower C. a trunk 3. From where do plants take in nutrients? A. from the sun B. from the air C. from the soil D. from other plants 4. How does water move from the roots to the leaves? A. through the air B. through the ground C. through the flower D. through the stem ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_26_img_1.jpeg) **Text in image:** Chapter Review Exercises 1. Which seed travels by wind? A B C 2. Which part makes food for the plant? A. a leaf B. a flower C. a trunk 3. From where do plants take in nutrients? A. from the sun B. from the air C. from the soil D. from other plants 4. How does water move from the roots to the leaves? A. through the air B. through the ground C. through the flower D. through the stem --- # الصفحة 27 5. Complete the chart about plant parts using words from the box below. flowers stems make food take in water Plant parts roots stems leaves flowers hold up the leaves make seeds make food take in water 6. Circle the word "true" if the sentence is correct and the word "false" if the sentence is incorrect. a. Plants look like their parents in most ways. True | False b. All coconut trees look exactly the same. True | False c. Seeds that fall onto cold, dry soil will usually germinate. True | False d. Plants use light from the sun to make food. True | False ![diagram](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_27_img_1.jpeg) **Diagram:** ### Description The diagram is a flowchart representing the structure of plant parts and their functions. It shows the main categories of plant parts (roots, stems, leaves) and connects each to specific functions using words from the box below: flowers, stems, make food, take in water. ### Structure ```mermaid graph LR Plant parts[Plant parts] --> roots[roots] Plant parts --> stems[stems] Plant parts --> leaves[leaves] roots --> hold up the leaves[hold up the leaves] stems --> make seeds[make seeds] leaves --> make food[make food] leaves --> take in water[take in water] ``` --- # الصفحة 28 e. Some seeds can float on water. True | False f. Some plants shoot their seeds away from the parent plant. True | False g. Plants can survive without air. True | False h. Some plants live where the temperature is very cold. True | False i. Plant leaves take in nutrients from soil. True | False 7. Predict: How might the needs of a plant change during its life cycle? 8. Hypothesize: In what ways can people help seeds travel? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_28_img_1.jpeg) **Text in image:** e. Some seeds can float on water. True | False f. Some plants shoot their seeds away from the parent plant. True | False g. Plants can survive without air. True | False h. Some plants live where the temperature is very cold. True | False i. Plant leaves take in nutrients from soil. True | False 7. Predict: How might the needs of a plant change during its life cycle? 8. Hypothesize: In what ways can people help seeds travel? --- # الصفحة 29 9. Analyze: Look back at the picture of corn plants on pages 2 and 3 of your textbook. a. How might the leaves differ from one plant to another? _____________________________________________________________________________________ _____________________________________________________________________________________ b. How might the stems differ from plant to plant? _____________________________________________________________________________________ _____________________________________________________________________________________ c. How might the ears of corn differ from plant to plant? _____________________________________________________________________________________ _____________________________________________________________________________________ d. In what ways are all the corn plants the same? _____________________________________________________________________________________ _____________________________________________________________________________________ 10. Research: Seeds need certain temperatures to germinate. Find out what times of year seeds are planted where you live. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_29_img_1.jpeg) **Text in image:** 9. Analyze: Look back at the picture of corn plants on pages 2 and 3 of your textbook. a. How might the leaves differ from one plant to another? b. How might the stems differ from plant to plant? c. How might the ears of corn differ from plant to plant? d. In what ways are all the corn plants the same? 10. Research: Seeds need certain temperatures to germinate. Find out what times of year seeds are planted where you live. --- # الصفحة 30 Chapter 2 People 2.1 Your Senses Explore Use your Senses Procedure 1. Put the stalk of celery on a paper towel. Observe the celery with your eyes. Talk about what you see. 2. Touch the celery. Record how it feels. 3. Smell the celery. Record what you observe. 4. Break the celery and listen to the sound it makes. Record what you hear. Write about Celery | What it looks like | What it feels like | |-------------------|-------------------| | What it smells like | Sound it makes | ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_30_img_1.jpeg) **Text in image:** Chapter 2 People 2.1 Your Senses Explore Use your Senses Procedure 1. Put the stalk of celery on a paper towel. Observe the celery with your eyes. Talk about what you see. 2. Touch the celery. Record how it feels. 3. Smell the celery. Record what you observe. 4. Break the celery and listen to the sound it makes. Record what you hear. Write about Celery | What it looks like | What it feels like | |-------------------|-------------------| | What it smells like | Sound it makes | Exploring the World of Science --- # الصفحة 31 Draw Conclusions ① Explain: You wrote words to tell what you saw. What is another way to share what you see? ② Infer: Which body part did you use to smell? Which body part did you use to listen? Which body part did you use to touch? ③ Conclude: How do body parts help you learn about things? Learning Points Practice 1. What body part do you use to: a. find out how things look? ________ b. learn how things smell? ________ c. learn how things sound? __________ d. learn how things taste? ________ e. learn how things feel? ________ ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_31_img_1.jpeg) **Text in image:** Draw Conclusions ① Explain: You wrote words to tell what you saw. What is another way to share what you see? ② Infer: Which body part did you use to smell? Which body part did you use to listen? Which body part did you use to touch? ③ Conclude: How do body parts help you learn about things? Learning Points Practice 1. What body part do you use to: a. find out how things look? ________ b. learn how things smell? ________ c. learn how things sound? __________ d. learn how things taste? ________ e. learn how things feel? __________ --- # الصفحة 32 2. Fill in the blanks. a. When you use your senses to learn about an object, we say you ____________. b. Science ____________ can help people when they observe. c. To help you see very small parts of objects, you use a(n) ____________. d. To see faraway objects, you use a(n) ____________. e. To tell how warm or cool the air is, you use a(n) ____________. Section Exercises 1. Label each body part with its sense. Use the words from the box below. sight smell hearing taste touch ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_32_img_1.jpeg) **Text in image:** 2. Fill in the blanks. a. When you use your senses to learn about an object, we say you ____________. b. Science ____________ can help people when they observe. c. To help you see very small parts of objects, you use a(n) ____________. d. To see faraway objects, you use a(n) ____________. e. To tell how warm or cool the air is, you use a(n) ____________. Section Exercises 1. Label each body part with its sense. Use the words from the box below. sight smell hearing taste touch --- # الصفحة 33 2. Circle the word or words that best complete(s) each sentence. a. You use your (ears / eyes / skin) to find out how things feel. b. You use your (ears / nose / eyes) to tell the color of something. c. Your (tongue / hand / ear) tells you how something tastes. 3. Match each sentence with the tool it describes. This tells how cool or warm the air is. • This helps see faraway objects. • This helps see small parts of objects. • ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_33_img_1.jpeg) **Text in image:** 2. Circle the word or words that best complete(s) each sentence. a. You use your (ears / eyes / skin) to find out how things feel. b. You use your (ears / nose / eyes) to tell the color of something. c. Your (tongue / hand / ear) tells you how something tastes. 3. Match each sentence with the tool it describes. This tells how cool or warm the air is. This helps see faraway objects. This helps see small parts of objects. --- # الصفحة 34 2.2 Body Parts Explore What Parts Do you Have? Procedure 1. With the help of your teacher, cut a large piece of paper. Put the paper on the ground and lie on it. 2. Have a partner draw a line on the paper around your body. Then get up. 3. Talk about body parts you can see. Draw and label these parts. 4. Talk about body parts inside your body. Draw them where you think they are. Label these parts. Draw Conclusions ① Identify: What are some body parts you see? _____________________________________________________________________________________ _____________________________________________________________________________________ ② Infer: What are some body parts you cannot see? _____________________________________________________________________________________ ③ Conclude: Why can’t you see all of your body parts? _____________________________________________________________________________________ ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_34_img_1.jpeg) **Text in image:** 2.2 Body Parts Explore What Parts Do you Have? Procedure 1. With the help of your teacher, cut a large piece of paper. Put the paper on the ground and lie on it. 2. Have a partner draw a line on the paper around your body. Then get up. 3. Talk about body parts you can see. Draw and label these parts. 4. Talk about body parts inside your body. Draw them where you think they are. Label these parts. Draw Conclusions ① Identify: What are some body parts you see? _____________________________________________________ _____________________________________________________ ② Infer: What are some body parts you cannot see? _____________________________________________________ ③ Conclude: Why can’t you see all of your body parts? _____________________________________________________ --- # الصفحة 35 Learning Points Practice 1. Fill in the blanks. a. Hard body parts that hold up your body are your __________. b. Some bones help you __________; other bones __________ parts of your body. 2. Fill in the blanks. a. Body parts that allow movement are __________. b. Some muscles help move __________ through your body. 3. Fill in the blanks. a. The body parts that help you breathe air are the __________. You have __________ lungs inside your chest. b. When you breathe in, air goes __________ your lungs. c. When you breathe out, air goes __________ of your lungs. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_35_img_1.jpeg) **Text in image:** Learning Points Practice 1. Fill in the blanks. a. Hard body parts that hold up your body are your __________. b. Some bones help you __________; other bones __________ parts of your body. 2. Fill in the blanks. a. Body parts that allow movement are __________. b. Some muscles help move __________ through your body. 3. Fill in the blanks. a. The body parts that help you breathe air are the ________. You have ________ lungs inside your chest. b. When you breathe in, air goes ________ your lungs. c. When you breathe out, air goes ________ of your lungs. --- # الصفحة 36 4. Fill in the blanks. a. All your body parts need ____________ to live. b. The body part that pumps blood is the ____________. 5. True or False. ___ a. You use your brain to think. ___ b. Your brain tells your lungs to take in air. ___ c. Your heart tells your brain to pump blood. Section Exercises 1. Label the drawing with words from the box below. muscle bone arm ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_36_img_1.jpeg) **Text in image:** 4. Fill in the blanks. a. All your body parts need ____________ to live. b. The body part that pumps blood is the ____________. 5. True or False. ___ a. You use your brain to think. ___ b. Your brain tells your lungs to take in air. ___ c. Your heart tells your brain to pump blood. Section Exercises 1. Label the drawing with words from the box below. muscle bone arm --- # الصفحة 37 2. Circle the word or words that best complete(s) each sentence. a. (Lungs / Bones / Arms) hold up the body. b. Your (heart / brain / lung) pumps blood. c. You breathe with your (eyes / lungs / heart). d. The (heart / muscle / brain) is used to think. 3. Match each picture with the words that describe it. - tells other body parts what to do - pumps blood - push out air - hold the body up ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_37_img_1.jpeg) **Text in image:** 2. Circle the word or words that best complete(s) each sentence. a. (Lungs / Bones / Arms) hold up the body. b. Your (heart / brain / lung) pumps blood. c. You breathe with your (eyes / lungs / heart). d. The (heart / muscle / brain) is used to think. 3. Match each picture with the words that describe it. - tells other body parts what to do - pumps blood - push out air - hold the body up --- # الصفحة 38 2.3 People Grow and Change Explore How People Grow Procedure 1. Observe and compare the pictures of the different life stages. 2. Order the pictures from youngest to oldest. 3. Talk to others. Tell how you might look when you grow up. Draw how you think you will look. How I will look when I grow up Draw Conclusions ① Compare: How did the person look different in the first and last pictures? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_38_img_1.jpeg) **Text in image:** 2.3 People Grow and Change Explore How People Grow Procedure 1. Observe and compare the pictures of the different life stages. 2. Order the pictures from youngest to oldest. 3. Talk to others. Tell how you might look when you grow up. Draw how you think you will look. How I will look when I grow up Draw Conclusions ① Compare: How did the person look different in the first and last pictures? --- # الصفحة 39 ② Infer: Why do you think the person got taller? __________________________________________________________ ③ Conclude: How do people change during their lives? __________________________________________________________ __________________________________________________________ Learning Points Practice 1. Fill in the blanks. a. A baby who has just been born is a(n) ____________. b. Infants need to be ____________ and need help ____________. c. Toddlers grow and learn to ____________ and ____________. d. When you are between 13 and 19 years old, you are a(n) ____________. e. Adults can take ____________ of themselves. f. Elder adults can have ____________ hair, and their skin may ____________. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_39_img_1.jpeg) **Text in image:** ② Infer: Why do you think the person got taller? __________________________________________________________ ③ Conclude: How do people change during their lives? __________________________________________________________ __________________________________________________________ Learning Points Practice 1. Fill in the blanks. a. A baby who has just been born is a(n) ____________. b. Infants need to be ____________ and need help ____________. c. Toddlers grow and learn to ____________ and ____________. d. When you are between 13 and 19 years old, you are a(n) ____________. e. Adults can take ____________ of themselves. f. Elder adults can have ____________ hair, and their skin may ____________. --- # الصفحة 40 2. True or False. ____ a. All people have the same body parts. ____ b. People are not different from one another. ____ c. Children may have the same eye color as their parents. Section Exercises 1. Draw pictures to show how a person changes from an infant, to a teen, and then to an adult. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_40_img_1.jpeg) **Text in image:** 2. True or False. ____ a. All people have the same body parts. ____ b. People are not different from one another. ____ c. Children may have the same eye color as their parents. Section Exercises 1. Draw pictures to show how a person changes from an infant, to a teen, and then to an adult. ![Three boxes for drawing](https://i.imgur.com/3.png) 2. Circle the word or words that best complete(s) each sentence. a. A (teen / toddler / adult) needs a lot of care from adults. 2. Circle the word or words that best complete(s) each sentence. a. A (teen / toddler / adult) needs a lot of care from adults. --- # الصفحة 41 b. Someone who is 15 years old is a(n) (infant / teen / adult). c. People have the same (body parts / hair color / eye color). 3. Match each picture with the word or words that describe(s) it. - toddler - elder adult - teen ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_41_img_1.jpeg) **Text in image:** b. Someone who is 15 years old is a(n) (infant / teen / adult). c. People have the same (body parts / hair color / eye color). 3. Match each picture with the word or words that describe(s) it. • toddler • elder adult • teen --- # الصفحة 42 Chapter Review Exercises 1. Which shows the use of the sense of smell? A B C 2. Which tool helps you see the small parts of a leaf? A. hand lens B. thermometer C. telescope 3. What is true about muscles? A. They tell other body parts what to do. B. Some move bones. C. Air goes into them. D. They pump blood to body parts. 4. Which body part is used for thinking? A. the bones B. the lungs C. the brain D. the heart ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_42_img_1.jpeg) **Text in image:** Chapter Review Exercises 1. Which shows the use of the sense of smell? A B C 2. Which tool helps you see the small parts of a leaf? A. hand lens B. thermometer C. telescope 3. What is true about muscles? A. They tell other body parts what to do. B. Some move bones. C. Air goes into them. D. They pump blood to body parts. 4. Which body part is used for thinking? A. the bones B. the lungs C. the brain D. the heart --- # الصفحة 43 5. Complete the ways of observing the world using words from the box below. hand lens taste hearing You observe your world using senses using tools touch thermometer telescope 6. Circle the word "true" if the sentence is correct and the word "false" if the sentence is incorrect. a. You learn about something when you observe it. True | False b. Bones are used for thinking. True | False c. The heart pumps blood to all parts of your body. True | False d. A mother and daughter can have different eye colors. True | False ![diagram](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_43_img_1.jpeg) **Diagram:** ### Description The diagram shows a flowchart titled "You observe your world" which branches into two paths: "using senses" and "using tools." The senses path includes "touch," while the tools path includes "thermometer" and "telescope." The senses box also contains the words "hand lens," "taste," and "hearing." ### Structure ```mermaid graph LR You observe your world -->|using senses| -->|using tools| -->|thermometer| -->|telescope| -->|touch| ``` --- # الصفحة 44 e. You will be an elder adult before you are a teen. True | False 7. Analyze: You have a handful of soil. You need to observe it. What can you do to learn about soil? 8. Compare and Contrast: Look at the picture of children on pages 34 and 35 of your textbook. How are the children alike? How are they different? Alike: Different: 9. Research: Find out about foods that help bones grow strong. Draw a poster about what you learn. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_44_img_1.jpeg) **Text in image:** e. You will be an elder adult before you are a teen. True | False 7. Analyze: You have a handful of soil. You need to observe it. What can you do to learn about soil? 8. Compare and Contrast: Look at the picture of children on pages 34 and 35 of your textbook. How are the children alike? How are they different? Alike: ____________________________________________________________ Different: _________________________________________________________ 9. Research: Find out about foods that help bones grow strong. Draw a poster about what you learn. --- # الصفحة 45 Unit 2: Physical Science Chapter 3 States of Matter 3.1 Solids Explore Measure Solid Objects Procedure 1. Pick up the objects one at a time. Predict which object is the heaviest and which object is the lightest. Record your predictions. Heaviest: ________ Lightest: __________ 2. Use a balance to measure and record the mass of each object. | Object | Mass | |--------|-----| | | | 3. Predict which object is longest and which object is shortest. Record your predictions. Longest: ________ Shortest: __________ 4. Use a metric ruler to measure and record the length of each object. | Object | Length | |--------|-------| | | | ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_45_img_1.jpeg) **Text in image:** Unit 2: Physical Science Chapter 3 States of Matter 3.1 Solids Explore Measure Solid Objects Procedure 1. Pick up the objects one at a time. Predict which object is the heaviest and which object is the lightest. Record your predictions. Heaviest: ________ Lightest: ________ 2. Use a balance to measure and record the mass of each object. | Object | Mass | |--------|------| | | | | | | | | | | | | 3. Predict which object is longest and which object is shortest. Record your predictions. Longest: ________ Shortest: ________ 4. Use a metric ruler to measure and record the length of each object. | Object | Length | |--------|-------| | | | | | | | | | | | | --- # الصفحة 46 Draw Conclusions ① Use Numbers: Which object has the greatest mass? Which has the greatest length? __________________________________________ __________________________________________ __________________________________________ ② Compare: How did your predictions compare with your measurements? __________________________________________ __________________________________________ ③ Conclude: How do you measure the mass and length of solid objects? __________________________________________ __________________________________________ __________________________________________ Learning Points Practice 1. Which of the following is made of matter? a car, air, orange juice, ice, and a table __________________________________________ 2. Fill in the blanks. a. A solid is matter that has its own ________ and __________. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_46_img_1.jpeg) **Text in image:** Draw Conclusions ① Use Numbers: Which object has the greatest mass? Which has the greatest length? __________________________________________ __________________________________________ __________________________________________ ② Compare: How did your predictions compare with your measurements? __________________________________________ __________________________________________ __________________________________________ ③ Conclude: How do you measure the mass and length of solid objects? __________________________________________ __________________________________________ __________________________________________ Learning Points Practice 1. Which of the following is made of matter? a car, air, orange juice, ice, and a table 2. Fill in the blanks. a. A solid is matter that has its own ________ and __________. --- # الصفحة 47 b. A baseball bat is __________. c. A basketball is __________. 3. Fill in the blanks. a. Length is how ____________ or ____________ an object is. b. A tool used to measure the length of solid objects is a ____________ or a ____________. c. The units of length on a ruler are ____________ and ____________. 4. Fill in the blanks. a. A ________ is a tool used to measure mass. b. Mass is the amount of ________ in an object. c. A unit of mass is the ________. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_47_img_1.jpeg) **Text in image:** b. A baseball bat is __________. c. A basketball is __________. 3. Fill in the blanks. a. Length is how __________ or __________ an object is. b. A tool used to measure the length of solid objects is a __________ or a __________. c. The units of length on a ruler are __________ and __________. 4. Fill in the blanks. a. A ________ is a tool used to measure mass. b. Mass is the amount of ________ in an object. c. A unit of mass is the ________. --- # الصفحة 48 Section Exercises 1. Use words from the box below to complete the concept map about measuring solids. mass metric ruler balance length Measuring solids grams centimeters 2. Circle the word or words that best complete(s) each sentence. a. Matter that has its own shape and size is (length / solid / mass). b. All things are made of (mass / solid / matter). c. (Solid / Mass / Length) is how long an object is. d. The amount of matter in an object is its (mass / length / centimeters). ![diagram](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_48_img_1.jpeg) **Diagram:** ### Description The diagram is a concept map about measuring solids, using words from the box below: mass, metric ruler, balance, length. The concept map is labeled "Measuring solids" at the top, with four boxes branching out to the left and right, each containing one of the following terms: grams, centimeters. The structure helps visualize the relationships between different units of measurement for solids. ### Structure ```mermaid graph LR Measuring solids -->|mass| grams Measuring solids -->|metric ruler| centimeters Measuring solids -->|balance| grams Measuring solids -->|length| centimeters ``` --- # الصفحة 49 3. Match each measuring tool with what it measures. measuring tape • mass balance • length ruler • ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_49_img_1.jpeg) **Text in image:** 3. Match each measuring tool with what it measures. measuring tape • mass balance • length ruler • --- # الصفحة 50 3.2 Liquids Explore The Shape of Water Procedure 1. Fill a measuring cup with 250 milliliters of water. Draw the shape of the water in the cup. Record the number of milliliters of water. 2. Pour the water from the measuring cup into a graduated cylinder. Draw the shape of the water. Record the number of milliliters of water. 3. Predict the shape of the water when you pour it into a 1-liter beaker. Then pour the water and draw the shape of the water in the beaker. Record the number of milliliters of water. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_50_img_1.jpeg) **Text in image:** 3.2 Liquids Explore The Shape of Water Procedure 1. Fill a measuring cup with 250 milliliters of water. Draw the shape of the water in the cup. Record the number of milliliters of water. 2. Pour the water from the measuring cup into a graduated cylinder. Draw the shape of the water. Record the number of milliliters of water. 3. Predict the shape of the water when you pour it into a 1-liter beaker. Then pour the water and draw the shape of the water in the beaker. Record the number of milliliters of water. --- # الصفحة 51 Draw Conclusions ① Compare: How did the shape of the water look in each container? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ② Infer: Did the number of milliliters change when you poured the water into different containers? Explain. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ③ Conclude: What makes the shape of water change? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Learning Points Practice 1. Fill in the blanks. a. Liquid is a matter that changes its ____________. b. Juice in a pitcher has a different ________ than juice in a glass. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_51_img_1.jpeg) **Text in image:** Draw Conclusions ① Compare: How did the shape of the water look in each container? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ② Infer: Did the number of milliliters change when you poured the water into different containers? Explain. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ③ Conclude: What makes the shape of water change? _____________________________________________________________________________________ _____________________________________________________________________________________ Learning Points Practice 1. Fill in the blanks. a. Liquid is a matter that changes its ____________. b. Juice in a pitcher has a different ________ than juice in a glass. --- # الصفحة 52 c. Liquids that are thin flow _________, while liquids that are thick flow ________. 2. Fill in the blanks. a. The amount of space something takes up is its __________. b. A glass of milk takes up less ________ than a bottle of milk. 3. What unit would you use to measure: a. water inside a pool? _____________________________________ b. milk in a glass? _____________________________________ c. water in a fish tank? _____________________________________ ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_52_img_1.jpeg) **Text in image:** c. Liquids that are thin flow ________, while liquids that are thick flow ________. 2. Fill in the blanks. a. The amount of space something takes up is its ____________. b. A glass of milk takes up less ________ than a bottle of milk. 3. What unit would you use to measure: a. water inside a pool? _____________________________________ b. milk in a glass? _____________________________________ c. water in a fish tank? _____________________________________ --- # الصفحة 53 Section Exercises 1. Use words from the box below to label the measuring tools. graduated cylinder measuring cup beaker __________________ __________________ __________________ 2. Circle the word or words that best complete(s) each sentence. a. The amount of space something occupies is its (mass / length / volume). b. Matter that has its own size but takes the shape of its container is a (solid / liquid / length). c. Volume is measured in liters and (centimeters / milliliters / grams). d. Milk and orange juice are (liquids / solids / mass). ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_53_img_1.jpeg) **Text in image:** Section Exercises 1. Use words from the box below to label the measuring tools. graduated cylinder measuring cup beaker __________________ __________________ __________________ 2. Circle the word or words that best complete(s) each sentence. a. The amount of space something occupies is its (mass / length / volume). b. Matter that has its own size but takes the shape of its container is a (solid / liquid / length). c. Volume is measured in liters and (centimeters / milliliters / grams). d. Milk and orange juice are (liquids / solids / mass). --- # الصفحة 54 3. Match each picture with the words that describe it. water in glass • smallest volume water in a swimming pool • largest volume ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_54_img_1.jpeg) **Text in image:** 3. Match each picture with the words that describe it. water in glass • smallest volume water in a swimming pool • largest volume --- # الصفحة 55 3.3 Gases Explore Measuring Temperature Procedure 1. Place a thermometer in the cup of ice cubes for five minutes. Read and record the temperature in °C and °F. Temperature in °C: _______________________ Temperature in °F: _______________________ 2. Predict the temperature of the warm water. Record your prediction. My prediction in °C: _______________________ My prediction in °F: _______________________ 3. Place the thermometer in the cup of warm water for five minutes. Read and record the temperature in °C and °F. Temperature in °C: _______________________ Temperature in °F: _______________________ 4. Compare the results. Draw Conclusions ① Use Numbers: What was the difference in temperature between the ice cubes and the warm water? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_55_img_1.jpeg) **Text in image:** 3.3 Gases Explore Measuring Temperature Procedure 1. Place a thermometer in the cup of ice cubes for five minutes. Read and record the temperature in °C and °F. Temperature in °C: _______________________ Temperature in °F: _______________________ 2. Predict the temperature of the warm water. Record your prediction. My prediction in °C: _______________________ My prediction in °F: _______________________ 3. Place the thermometer in the cup of warm water for five minutes. Read and record the temperature in °C and °F. Temperature in °C: _______________________ Temperature in °F: _______________________ 4. Compare the results. Draw Conclusions ① Use Numbers: What was the difference in temperature between the ice cubes and the warm water? --- # الصفحة 56 ② Observe: When you moved the thermometer from the cup of ice cubes into the cup of warm water, what happened to the thermometer? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ③ Conclude: Where does the thermometer usually read 0°C (32°F), in ice or in liquid water? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Learning Points Practice 1. Fill in the blanks. a. A __________ is matter that spreads out to fill all the space in its container. b. Air is made up of __________. c. A gas takes the __________ and __________ of its container. 2. Fill in the blanks. a. Temperature is how ____________ or ____________ something is. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_56_img_1.jpeg) **Text in image:** ② Observe: When you moved the thermometer from the cup of ice cubes into the cup of warm water, what happened to the thermometer? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ③ Conclude: Where does the thermometer usually read 0°C (32°F), in ice or in liquid water? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ Learning Points Practice 1. Fill in the blanks. a. A ___________ is matter that spreads out to fill all the space in its container. b. Air is made up of ___________. c. A gas takes the ___________ and ___________ of its container. 2. Fill in the blanks. a. Temperature is how ___________ or ___________ something is. --- # الصفحة 57 b. You use a ____________ to measure the temperature of air. c. People use the scale marked __________ or __________ on a thermometer. 3. Fill in the blanks. a. To measure air temperature, hold a ____________ in the air. b. Do not touch the ____________ at the bottom of the tube while measuring air temperature. c. Wait until the red liquid ____________ moving and find the number of degrees (°C or °F) at the top. Section Exercises 1. Write the temperature on this thermometer in °C and °F. About ____ °F About ____ °C ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_57_img_1.jpeg) **Text in image:** b. You use a ____________ to measure the temperature of air. c. People use the scale marked __________ or __________ on a thermometer. 3. Fill in the blanks. a. To measure air temperature, hold a ____________ in the air. b. Do not touch the ____________ at the bottom of the tube while measuring air temperature. c. Wait until the red liquid ____________ moving and find the number of degrees (°C or °F) at the top. Section Exercises 1. Write the temperature on this thermometer in °C and °F. About ____ °F About ____ °C --- # الصفحة 58 2. Circle the word or words that best complete(s) each sentence. a. Matter that spreads out to fill all the space in its container is a (solid / liquid / gas). b. (Volume / Temperature / Mass) is how warm or cool something is. c. Air is a (solid / liquid / gas). d. Scientists use a temperature scale marked (°C / °A / °D) on a thermometer. 3. Match each picture with the sentence that tells about it. This is a tool used to measure air temperature. Gas spreads out to fill all the space in its container. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_58_img_1.jpeg) **Text in image:** 2. Circle the word or words that best complete(s) each sentence. a. Matter that spreads out to fill all the space in its container is a (solid / liquid / gas). b. (Volume / Temperature / Mass) is how warm or cool something is. c. Air is a (solid / liquid / gas). d. Scientists use a temperature scale marked (°C / °A / °D) on a thermometer. 3. Match each picture with the sentence that tells about it. This is a tool used to measure air temperature. Gas spreads out to fill all the space in its container. --- # الصفحة 59 Chapter Review Exercises 1. Which tool measures volume? A B C 2. Which picture shows water as a solid? A. from a hose B. ice sculpture C. waterfall 3. Which tool measures air temperature? A. thermometer B. balance C. ruler D. spoon 4. What happens when a liquid is poured into a new container? A. The liquid becomes warmer. B. The liquid becomes cooler. C. The liquid takes the shape of the new container. D. The liquid keeps its own shape. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_59_img_1.jpeg) **Text in image:** Chapter Review Exercises 1. Which tool measures volume? A B C 2. Which picture shows water as a solid? A. from a hose B. ice sculpture C. waterfall 3. Which tool measures air temperature? A. thermometer B. balance C. ruler D. spoon 4. What happens when a liquid is poured into a new container? A. The liquid becomes warmer. B. The liquid becomes cooler. C. The liquid takes the shape of the new container. D. The liquid keeps its own shape. --- # الصفحة 60 5. Use words from the box below to complete the chart about states of matter. ice water air butter neon juice | States of matter | |------------------| | Solids | Liquids | Gases | 6. Circle the word "true" if the sentence is correct and the word "false" if the sentence is incorrect. a. Solids, liquids, and gases are states of matter. True | False b. You can use a ruler to measure length. True | False c. The amount of matter in an object is its volume. True | False d. A liquid has its own size and shape. True | False e. A gas fills out all the space in its container. True | False f. Temperature is how warm or cool something is. True | False ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_60_img_1.jpeg) **Text in image:** 5. Use words from the box below to complete the chart about states of matter. ice water air butter neon juice | States of matter | | Solids | Liquids | Gases | 6. Circle the word "true" if the sentence is correct and the word "false" if the sentence is incorrect. a. Solids, liquids, and gases are states of matter. True | False b. You can use a ruler to measure length. True | False c. The amount of matter in an object is its volume. True | False d. A liquid has its own size and shape. True | False e. A gas fills out all the space in its container. True | False f. Temperature is how warm or cool something is. True | False --- # الصفحة 61 7. **Explain:** What units may be found on a ruler? 8. **Apply:** When may measuring mass be helpful to people? 9. **Infer:** What units could you use to tell how tall you are? 10. **Research:** Find out what parts of Earth are covered with ice all year long. Show these places on a map or globe. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_61_img_1.jpeg) **Text in image:** 7. Explain: What units may be found on a ruler? 8. Apply: When may measuring mass be helpful to people? 9. Infer: What units could you use to tell how tall you are? 10. Research: Find out what parts of Earth are covered with ice all year long. Show these places on a map or globe. --- # الصفحة 62 Chapter 4 Motion and Forces 4.1 Ways Things Move Explore Ways Objects Move Procedure 1. Find objects that can move round and round. Draw them on a pictograph. 2. Find objects that can move back and forth. Draw them on a pictograph. 3. Find objects that can move in a straight line. Draw them on a pictograph. How Objects Move | Round and round | Back and forth | Straight line | ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_62_img_1.jpeg) **Text in image:** Chapter 4 Motion and Forces 4.1 Ways Things Move Explore Ways Objects Move Procedure 1. Find objects that can move round and round. Draw them on a pictograph. 2. Find objects that can move back and forth. Draw them on a pictograph. 3. Find objects that can move in a straight line. Draw them on a pictograph. How Objects Move | Round and round | | Back and forth | | Straight line | --- # الصفحة 63 Draw Conclusions ① Compare: In what way did most of the objects move? _____________________________________________________________________________________ _____________________________________________________________________________________ ② Classify: Which objects moved the same way? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ③ Conclude: Do all objects move in the same way? Explain. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_63_img_1.jpeg) **Text in image:** Draw Conclusions ① Compare: In what way did most of the objects move? ② Classify: Which objects moved the same way? ③ Conclude: Do all objects move in the same way? Explain. --- # الصفحة 64 Learning Points Practice 1. Match each object with how it moves. moves in a straight line goes back and forth goes round and round 2. Which of the following moves fast? A. snail B. train C. hour hand ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_64_img_1.jpeg) **Text in image:** Learning Points Practice 1. Match each object with how it moves. moves in a straight line goes back and forth goes round and round 2. Which of the following moves fast? A. snail B. train C. hour hand --- # الصفحة 65 3. Fill in the blanks. a. The glass is ____________ the table. b. The juice is ____________ the glass. c. The sea is ____________ the table. Section Exercises 1. Complete the table about how objects move with words from the box below. cars swing top pinwheel train | Straight line | Round and round | Back and forth | |--------------|-----------------|---------------| | | | | 2. Circle the word or words that best complete(s) each sentence. a. A z-shaped path is a (spin / zigzag / swing). ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_65_img_1.jpeg) **Text in image:** 3. Fill in the blanks. a. The glass is ____________ the table. b. The juice is ____________ the glass. c. The sea is ____________ the table. Section Exercises 1. Complete the table about how objects move with words from the box below. cars swing top pinwheel train | Straight line | Round and round | Back and forth | |---------------|------------------|----------------| | | | | 2. Circle the word or words that best complete(s) each sentence. a. A z-shaped path is a (spin / zigzag / swing). --- # الصفحة 66 b. A round and round movement is a (swing / zigzag / spin). c. How fast or slow an object moves is its (speed / mass / swing). d. A word to describe position is (fast / below / slow). 3. Match each object with the word(s) that describe(s) how it moves. - fast - up and down - slow ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_66_img_1.jpeg) **Text in image:** b. A round and round movement is a (swing / zigzag / spin). c. How fast or slow an object moves is its (speed / mass / swing). d. A word to describe position is (fast / below / slow). 3. Match each object with the word(s) that describe(s) how it moves. • fast • up and down • slow --- # الصفحة 67 4.2 Pushes and Pulls Explore Making Objects Move Procedure 1. Observe the block and the cotton ball. Think of ways to move them. 2. Use the string and the drinking straw to move the block and the cotton ball. Record the different ways you moved the objects. 3. Compare ways you moved the block and the cotton ball. Write the word push or pull to tell how you moved them. | How the block moved | What I did | |---------------------|------------| | | | | | | | | | | How the cotton ball moved | What I did | |---------------------------|-------------| | | | | | | | | | ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_67_img_1.jpeg) **Text in image:** 4.2 Pushes and Pulls Explore Making Objects Move Procedure 1. Observe the block and the cotton ball. Think of ways to move them. 2. Use the string and the drinking straw to move the block and the cotton ball. Record the different ways you moved the objects. 3. Compare ways you moved the block and the cotton ball. Write the word push or pull to tell how you moved them. | How the block moved | What I did | |---------------------|------------| | | | | | | | | | | How the cotton ball moved | What I did | |---------------------------|-------------| | | | | | | | | | --- # الصفحة 68 Draw Conclusions ① Describe: How did you use the string to move the block and the cotton ball? How did you use the drinking straw? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ② Apply: What is a way you can move a box? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ③ Conclude: What can make an object move? _____________________________________________________________________________________ Learning Points Practice 1. Fill in the blanks. away from force closer to a. A push moves something ____________ you. b. A pull moves something ____________ you. c. A ____________ is a push or a pull. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_68_img_1.jpeg) **Text in image:** Draw Conclusions ① Describe: How did you use the string to move the block and the cotton ball? How did you use the drinking straw? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ② Apply: What is a way you can move a box? _____________________________________________________________________________________ _____________________________________________________________________________________ ③ Conclude: What can make an object move? _____________________________________________________________________________________ Learning Points Practice 1. Fill in the blanks. away from force closer to a. A push moves something ____________ you. b. A pull moves something ____________ you. c. A ____________ is a push or a pull. --- # الصفحة 69 2. Fill in the blanks. When a girl hangs from the monkey bars, __________ pulls the girl downward. Section Exercises 1. Label each picture with push or pull to tell how the object is being moved. A. ___________ B. ___________ C. ___________ 2. Circle the word or words that best complete(s) each sentence. a. A force used to move a wagon closer to you is a (fall / pull / push). b. Gravity pulls objects toward the (sky / ground / wind). c. A sailboat is pushed by (wind / water / wood). d. If you drop a ball, gravity causes it to (float / rise / fall). ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_69_img_1.jpeg) **Text in image:** 2. Fill in the blanks. When a girl hangs from the monkey bars, __________ pulls the girl downward. Section Exercises 1. Label each picture with push or pull to tell how the object is being moved. A. ___________ B. ___________ C. ___________ 2. Circle the word or words that best complete(s) each sentence. a. A force used to move a wagon closer to you is a (fall / pull / push). b. Gravity pulls objects toward the (sky / ground / wind). c. A sailboat is pushed by (wind / water / wood). d. If you drop a ball, gravity causes it to (float / rise / fall). --- # الصفحة 70 3. Match each picture with the word that describes it. - gravity - push - pull ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_70_img_1.jpeg) **Text in image:** 3. Match each picture with the word that describes it. - gravity - push - pull --- # الصفحة 71 4.3 Magnets Explore What Magnets Do Procedure 1. Hold the magnet near an object. **Observe** whether the magnet pulls the object toward it or not. 2. Repeat Step 1 with each object. 3. **Group** together objects that the magnet pulls. Then **group** together objects that the magnet does not pull. 4. **Record** your groups. | Objects that the magnet pulls | Objects that the magnet does not pull | Draw Conclusions ① **Compare:** How are objects that the magnet pulled and objects that the magnet did not pull different? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_71_img_1.jpeg) **Text in image:** 4.3 Magnets Explore What Magnets Do Procedure 1. Hold the magnet near an object. Observe whether the magnet pulls the object toward it or not. 2. Repeat Step 1 with each object. 3. Group together objects that the magnet pulls. Then group together objects that the magnet does not pull. 4. Record your groups. | Objects that the magnet pulls | Objects that the magnet does not pull | Draw Conclusions ① Compare: How are objects that the magnet pulled and objects that the magnet did not pull different? --- # الصفحة 72 (2) Predict: Think of an object you did not test. Tell if a magnet will pull it. Tell why. _____________________________________________________________________________________ _____________________________________________________________________________________ (3) Conclude: What kinds of objects does a magnet pull? _____________________________________________________________________________________ _____________________________________________________________________________________ Learning Points Practice 1. Name a material that a magnet a. attracts. ____________________________________________ b. does not attract. ____________________________________ 2. What will happen to the paper clips? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_72_img_1.jpeg) **Text in image:** ② Predict: Think of an object you did not test. Tell if a magnet will pull it. Tell why. __________________________________________ __________________________________________ ③ Conclude: What kinds of objects does a magnet pull? __________________________________________ __________________________________________ Learning Points Practice 1. Name a material that a magnet a. attracts. _______________________________________ b. does not attract. _______________________________ 2. What will happen to the paper clips? A. They will move away from the magnet. B. They will move toward the magnet. A. They will move away from the magnet. B. They will move toward the magnet. --- # الصفحة 73 C. They will not move. D. They will move toward, then away from, the magnet. 3. Match the magnet to its shape. horseshoe bar circle 4. Fill in the blanks. a. All magnets have _______ poles. b. N is for _______ pole. c. S is for _______ pole. ![text_in_image](/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_73_img_1.jpeg) **Text in image:** C. They will not move. D. They will move toward, then away from, the magnet. 3. Match the magnet to its shape. horseshoe bar circle 4. Fill in the blanks. a. All magnets have _______ poles. b. N is for _______ pole. c. S is for _______ pole. --- # الصفحة 74 5. What will these magnets do to each other? Use the words attract and repel. S N S N N S S N S N N S Section Exercises 1. Complete the table about magnets with words from the box below. steel nail paper clip paper plate plastic fork rubber ball glass marble | Objects that a magnet attracts | Objects that a magnet does not attract | |---------------------------------|--------------------------------------| | | | | | | ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_74_img_1.jpeg) **Text in image:** 5. What will these magnets do to each other? Use the words attract and repel. S N S N N S S N S N N S Section Exercises 1. Complete the table about magnets with words from the box below. steel nail paper clip paper plate plastic fork rubber ball glass marble | Objects that a magnet attracts | Objects that a magnet does not attract | |---------------------------------|-------------------------------------| | | | | | | --- # الصفحة 75 2. Circle the word or words that best complete(s) each sentence. a. Objects attracted by a magnet have (steel / glass / wood) in them. b. A magnet (forces / pushes / pulls) objects toward it. c. A magnet that is long and flat is a (circle / horseshoe / bar) magnet. d. A magnet is strongest at its (top / poles / middle). 3. Match each picture with the words that describe it. - poles are alike - poles are different - strongest at the poles ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_75_img_1.jpeg) **Text in image:** 2. Circle the word or words that best complete(s) each sentence. a. Objects attracted by a magnet have (steel / glass / wood) in them. b. A magnet (forces / pushes / pulls) objects toward it. c. A magnet that is long and flat is a (circle / horseshoe / bar) magnet. d. A magnet is strongest at its (top / poles / middle). 3. Match each picture with the words that describe it. - poles are alike - poles are different - strongest at the poles --- # الصفحة 76 Chapter Review Exercises 1. Which picture shows objects moving in a straight path? A. ride B. toy cars C. skier 2. Which picture shows a push? A B C 3. Which is a slow movement that is hard to see? A. faucet dripping B. plant growing toward the sun C. bird flying D. dogs racing 4. What happens when you put the S pole of a magnet next to the N pole of another magnet? A. They push away from each other. B. The S pole repels the N pole. C. They pull toward each other. D. Nothing happens. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_76_img_1.jpeg) **Text in image:** Chapter Review Exercises 1. Which picture shows objects moving in a straight path? A. ride B. toy cars C. skier 2. Which picture shows a push? A B C 3. Which is a slow movement that is hard to see? A. faucet dripping B. plant growing toward the sun C. bird flying D. dogs racing 4. What happens when you put the S pole of a magnet next to the N pole of another magnet? A. They push away from each other. B. The S pole repels the N pole. C. They pull toward each other. D. Nothing happens. --- # الصفحة 77 5. Fill in the blanks. Use words from the box below. above behind below in front of a. The lamp is ________ the drawers. b. The bin is ________ the desk. c. The flower pot is ________ the window. d. The window is ________ the computer. 6. Circle the word "true" if the sentence is correct and the word "false" if the sentence is incorrect. a. All objects move in the same way. True | False b. You can describe objects by comparing them to other objects. True | False c. A push moves something toward you. True | False d. A magnet's pull is its force. True | False ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_77_img_1.jpeg) **Text in image:** 5. Fill in the blanks. Use words from the box below. above behind below in front of a. The lamp is ________ the drawers. b. The bin is ________ the desk. c. The flower pot is ________ the window. d. The window is ________ the computer. 6. Circle the word "true" if the sentence is correct and the word "false" if the sentence is incorrect. a. All objects move in the same way. True | False b. You can describe objects by comparing them to other objects. True | False c. A push moves something toward you. True | False d. A magnet's pull is its force. True | False --- # الصفحة 78 e. Gravity is what makes you fall when you trip. True | False f. Magnets can have three or four poles. True | False 7. Give Examples: What are some shapes of magnets? 8. Infer: A can of nails spills in tall grass. The nails are hard to find. How can you help pick up the nails? 9. Apply: Gravity pulls things toward the ground. Why doesn't a frame hanging on the wall fall to the ground? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_78_img_1.jpeg) **Text in image:** e. Gravity is what makes you fall when you trip. True | False f. Magnets can have three or four poles. True | False 7. Give Examples: What are some shapes of magnets? 8. Infer: A can of nails spills in tall grass. The nails are hard to find. How can you help pick up the nails? 9. Apply: Gravity pulls things toward the ground. Why doesn't a frame hanging on the wall fall to the ground? --- # الصفحة 79 10. Research: Find out about an event at the Olympics. Write a sentence that describes what kind of motion is used. Chapter 4: Motion and Forces ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_79_img_1.jpeg) **Text in image:** 10. Research: Find out about an event at the Olympics. Write a sentence that describes what kind of motion is used. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ --- # الصفحة 80 Unit 3: Earth Science Chapter 5 Earth Materials and Natural Resources 5.1 Air, Land, Water, and Living Things Explore Earth's Surface Procedure 1. Observe the globe closely without a magnifying glass. 2. Observe the globe closely with a magnifying glass. Draw Conclusions ① Interpret: What part of the globe is water? _____________________________________________________________________________________ ② Interpret: What part of the globe is land? _____________________________________________________________________________________ ③ Conclude: Is there more water or land on Earth? _____________________________________________________________________________________ ④ Conclude: Did the magnifying glass help you see some things better? How? _____________________________________________________________________________________ ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_80_img_1.jpeg) **Text in image:** Unit 3: Earth Science Chapter 5 Earth Materials and Natural Resources 5.1 Air, Land, Water, and Living Things Explore Earth’s Surface Procedure 1. Observe the globe closely without a magnifying glass. 2. Observe the globe closely with a magnifying glass. Draw Conclusions ① Interpret: What part of the globe is water? __________________________________________________________ ② Interpret: What part of the globe is land? __________________________________________________________ ③ Conclude: Is there more water or land on Earth? __________________________________________________________ ④ Conclude: Did the magnifying glass help you see some things better? How? __________________________________________________________ --- # الصفحة 81 # Learning Points Practice 1. Fill in the blanks. a. Air is made up of ________. b. Air takes up ________. c. Moving air is ________. 2. Fill in the blanks. a. The dry part of Earth's surface is called ________. b. Land is made up of ________ and ________. c. A mountain is where the land is ________. d. A plain is where the land is ________. 3. True or False. _____ a. Most of Earth's surface is covered with land. _____ b. Water in a lake is still. _____ c. Water in a river flows. _____ d. Water in an ocean is saltwater. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_81_img_1.jpeg) **Text in image:** 1. Fill in the blanks. a. Air is made up of ________. b. Air takes up ________. c. Moving air is ________. 2. Fill in the blanks. a. The dry part of Earth’s surface is called ________. b. Land is made up of ________ and ________. c. A mountain is where the land is ________. d. A plain is where the land is ________. 3. True or False. _____ a. Most of Earth’s surface is covered with land. _____ b. Water in a lake is still. _____ c. Water in a river flows. _____ d. Water in an ocean is saltwater. --- # الصفحة 82 4. Fill in the blanks. a. People live on ________. b. Fish live in ________. Section Exercises 1. Choose the correct words from the box below to label the figure. land air water ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_82_img_1.jpeg) **Text in image:** 4. Fill in the blanks. a. People live on ________. b. Fish live in ________. Section Exercises 1. Choose the correct words from the box below to label the figure. land air water 2. Circle the word that best completes each sentence. a. A mountain is where the land is (high / low / flat). 2. Circle the word that best completes each sentence. a. A mountain is where the land is (high / low / flat). --- # الصفحة 83 b. A plain is where the land is (bumpy / flat / high). c. Air is made up of many (gases / rocks / lands). d. Water in a lake is (still / flowing / rocky). e. We can feel the air when the (wind / water / land) blows. f. The dry part of Earth's surface is (land / water / air). 3. Match each animal with where it lives. fish • land octopus • water dog • cat • ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_83_img_1.jpeg) **Text in image:** b. A plain is where the land is (bumpy / flat / high). c. Air is made up of many (gases / rocks / lands). d. Water in a lake is (still / flowing / rocky). e. We can feel the air when the (wind / water / land) blows. f. The dry part of Earth's surface is (land / water / air). 3. Match each animal with where it lives. fish • land octopus • water dog cat --- # الصفحة 84 5.2 Rocks Explore Sorting Rocks Procedure 1. Place the rocks on the paper plate. 2. Observe the rocks with the magnifying glass. 3. Feel the rocks with your hands. 4. Classify the rocks as rough or smooth. 5. Sort the rocks according to color. 6. Sort the rocks according to size. Draw Conclusions ① Interpret: Are all the rocks the same color? ② Interpret: Are all the rocks rough? Are all the rocks smooth? ③ Interpret: Are all the rocks the same size? ④ Conclude: What are some properties of rocks? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_84_img_1.jpeg) **Text in image:** 5.2 Rocks Explore Sorting Rocks Procedure 1. Place the rocks on the paper plate. 2. Observe the rocks with the magnifying glass. 3. Feel the rocks with your hands. 4. Classify the rocks as rough or smooth. 5. Sort the rocks according to color. 6. Sort the rocks according to size. Draw Conclusions ① Interpret: Are all the rocks the same color? __________________________________________________________ ② Interpret: Are all the rocks rough? Are all the rocks smooth? __________________________________________________________ __________________________________________________________ ③ Interpret: Are all the rocks the same size? __________________________________________________________ ④ Conclude: What are some properties of rocks? __________________________________________________________ __________________________________________________________ --- # الصفحة 85 1. True or False. a. A rock is a living solid that is formed naturally. b. Rocks can be different colors and sizes. c. All rocks feel rough. d. Gravel is larger than sand but smaller than a boulder. 2. Fill in the blanks. a. Things in nature that people use are ____________________. b. People use rocks to ____________________. 3. Fill in the blanks. a. Over time, rocks break down into _______ and _______. b. Clay is a piece of rock that is _______ than sand. c. Sand is _______ than clay. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_85_img_1.jpeg) **Text in image:** Learning Points Practice 1. True or False. ___ a. A rock is a living solid that is formed naturally. ___ b. Rocks can be different colors and sizes. ___ c. All rocks feel rough. ___ d. Gravel is larger than sand but smaller than a boulder. 2. Fill in the blanks. a. Things in nature that people use are ____________________. b. People use rocks to ____________________. 3. Fill in the blanks. a. Over time, rocks break down into _______ and _______. b. Clay is a piece of rock that is _______ than sand. c. Sand is _______ than clay. --- # الصفحة 86 Section Exercises 1. Draw three illustrations to describe how rocks break over time. 2. Circle the word that best completes each sentence. a. A nonliving solid that was formed naturally is a(n) (rock / ant / wall). b. Natural resources that people use to build and decorate are (water / rocks / air). c. A very big rock is a (boulder / sand / gravel). d. Sand is (smaller / larger / harder) than gravel. e. Over time, rocks break down into (larger / smaller / similar) pieces. f. Gravel is (smaller / larger / softer) than clay. g. Rocks have (same / different / no) colors and shapes. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_86_img_1.jpeg) **Text in image:** Section Exercises 1. Draw three illustrations to describe how rocks break over time. 2. Circle the word that best completes each sentence. a. A nonliving solid that was formed naturally is a(n) (rock / ant / wall). b. Natural resources that people use to build and decorate are (water / rocks / air). c. A very big rock is a (boulder / sand / gravel). d. Sand is (smaller / larger / harder) than gravel. e. Over time, rocks break down into (larger / smaller / similar) pieces. f. Gravel is (smaller / larger / softer) than clay. g. Rocks have (same / different / no) colors and shapes. --- # الصفحة 87 3. Match each picture with its name. - boulders - gravel - sand ![image_description](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_87_img_1.jpeg) **Image description:** The image shows a matching activity where students must identify the names of different types of rocks and soil materials based on their pictures. The labels provided are 'boulders', 'gravel', and 'sand'. --- # الصفحة 88 5.3 Soil Explore Observing Soil Procedure 1. Using a rake, collect soil from different parts of the playground. Place the soil from each part in a different bag. 2. Spread soil from each bag on a white paper plate. 3. Use the rake to move the soil around on the plate. 4. Rub the soil between your fingers. 5. Observe the soil using a magnifying glass. Draw Conclusions ① Interpret: Does all the soil feel the same when you rub it between your fingers? ② Interpret: Is all the soil the same color? ③ Interpret: Did you see any living things in the soil? ④ Conclude: Is soil made of only one thing? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_88_img_1.jpeg) **Text in image:** 5.3 Soil Explore Observing Soil Procedure 1. Using a rake, collect soil from different parts of the playground. Place the soil from each part in a different bag. 2. Spread soil from each bag on a white paper plate. 3. Use the rake to move the soil around on the plate. 4. Rub the soil between your fingers. 5. Observe the soil using a magnifying glass. Draw Conclusions ① Interpret: Does all the soil feel the same when you rub it between your fingers? ② Interpret: Is all the soil the same color? ③ Interpret: Did you see any living things in the soil? ④ Conclude: Is soil made of only one thing? --- # الصفحة 89 # Learning Points Practice 1. Fill in the blanks. a. The loose upper layer of Earth's surface is ________. b. Sand and clay are ________ things in soil. c. Earthworms and ants are ________ things in soil. 2. True or False. ___ a. All types of soil are the same color. ___ b. Soil can feel rough or smooth. ___ c. Water passes slowly through sandy soil. ___ d. Water passes quickly through clay soil. 3. Fill in the blanks. a. Soil has ________ layers. b. The top layer of soil is the ________. c. Deep under the topsoil is ________. 4. Fill in the blanks. a. Soil is a ________ resource. b. Soil is used to ________ plants. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_89_img_1.jpeg) **Text in image:** 1. Fill in the blanks. a. The loose upper layer of Earth's surface is ________. b. Sand and clay are ________ things in soil. c. Earthworms and ants are ________ things in soil. 2. True or False. ___ a. All types of soil are the same color. ___ b. Soil can feel rough or smooth. ___ c. Water passes slowly through sandy soil. ___ d. Water passes quickly through clay soil. 3. Fill in the blanks. a. Soil has ________ layers. b. The top layer of soil is the ________. c. Deep under the topsoil is ________. 4. Fill in the blanks. a. Soil is a ________ resource. b. Soil is used to ________ plants. --- # الصفحة 90 Section Exercises 1. Identify the things found in soil and complete the chart with words from the box below. nonliving things earthworms clay soil / \ living things nonliving things | | | ants earthworms clay | | | ________ ________ ________ | | | | ________ ________ ________ sand 2. Circle the word that best completes each sentence. a. Water passes quickly through (sandy / clay / all) soil. b. Water passes slowly through (sandy / clay / white) soil. c. Deep under the topsoil is (rock / sand / root). d. The top layer of soil is called the (tree / topsoil / sand). ![diagram](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_90_img_1.jpeg) **Diagram:** ### Description The diagram is a flowchart representing the structure of soil, showing its components and relationships. It identifies living things and nonliving things found in soil, with specific examples such as ants, earthworms, clay, and sand. ### Structure ```mermaid graph LR soil -->|living things| living things soil -->|nonliving things| nonliving things living things -->|ants| ants living things -->|earthworms| earthworms nonliving things -->|clay| clay nonliving things -->|sand| sand ``` --- # الصفحة 91 e. The loose layer found on Earth's surface is (soil / rock / air). f. People grow (plants / houses / statues) in soil. 3. Match each figure with what it shows. - living things - rocks ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_91_img_1.jpeg) **Text in image:** e. The loose layer found on Earth's surface is (soil / rock / air). f. People grow (plants / houses / statues) in soil. 3. Match each figure with what it shows. - living things - rocks --- # الصفحة 92 5.4 Air, Trees, and Water as Natural Resources Explore Things in Nature Procedure 1. Go outside and observe animals, plants, water, and land. 2. Record: On the construction paper, draw and label the different things you just saw in nature. Draw Conclusions ① Share: Tell your classmates what you drew. ② Conclude: Is what you did different from or similar to what your classmates did? Learning Points Practice 1. Which natural resource do people breathe? 2. Which natural resource that grows on land is used to make paper? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_92_img_1.jpeg) **Text in image:** 5.4 Air, Trees, and Water as Natural Resources Explore Things in Nature Procedure 1. Go outside and observe animals, plants, water, and land. 2. Record: On the construction paper, draw and label the different things you just saw in nature. Draw Conclusions ① Share: Tell your classmates what you drew. ② Conclude: Is what you did different from or similar to what your classmates did? Learning Points Practice 1. Which natural resource do people breathe? 2. Which natural resource that grows on land is used to make paper? --- # الصفحة 93 3. Fill in the blanks. a. Fish live in __________. b. A natural resource people drink is __________. c. People use water to __________ and __________. 4. Fill in the blanks. a. The best way to be safe around water is to know how to __________. b. When you are near water, you should wear a __________. c. A life jacket helps you __________ in water. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_93_img_1.jpeg) **Text in image:** 3. Fill in the blanks. a. Fish live in __________. b. A natural resource people drink is __________. c. People use water to __________ and __________. 4. Fill in the blanks. a. The best way to be safe around water is to know how to __________. b. When you are near water, you should wear a __________. c. A life jacket helps you __________ in water. --- # الصفحة 94 3. Fill in the blanks. a. Fish live in __________. b. A natural resource people drink is __________. c. People use water to __________ and __________. 4. Fill in the blanks. a. The best way to be safe around water is to know how to __________. b. When you are near water, you should wear a __________. c. A life jacket helps you __________ in water. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_94_img_1.jpeg) **Text in image:** 3. Fill in the blanks. a. Fish live in __________. b. A natural resource people drink is __________. c. People use water to __________ and __________. 4. Fill in the blanks. a. The best way to be safe around water is to know how to __________. b. When you are near water, you should wear a __________. c. A life jacket helps you __________ in water. --- # الصفحة 95 Section Exercises 1. Mark with an (X) the natural resources (water, trees, and air) in the figure below. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_95_img_1.jpeg) **Text in image:** Section Exercises 1. Mark with an (X) the natural resources (water, trees, and air) in the figure below. ![A figure showing a landscape with a river, trees, and grass](../images/figure.png) 2. Circle the word that best completes each sentence. a. Air is (colored / important / living) to most living things. b. People use (land / wood / air) to make things like furniture and paper. c. A life jacket can keep you safe in (water / land / air). d. Adult supervision is (dangerous / important / fun) when you are in water. 2. Circle the word that best completes each sentence. a. Air is (colored / important / living) to most living things. b. People use (land / wood / air) to make things like furniture and paper. c. A life jacket can keep you safe in (water / land / air). d. Adult supervision is (dangerous / important / fun) when you are in water. --- # الصفحة 96 3. Match each action with whether it keeps the natural resources clean or makes the natural resources dirty. - keeps natural resources clean - makes natural resources dirty ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_96_img_1.jpeg) **Text in image:** 3. Match each action with whether it keeps the natural resources clean or makes the natural resources dirty. keeps natural resources clean makes natural resources dirty --- # الصفحة 97 5.5 Conserving Natural Resources Explore Plant Pet Procedure 1. With the help of your teacher, cut the bottom half of the water bottle using the scissors. 2. Glue two googly eyes and the bottle cap on the bottle you cut to make a face, as shown in the picture. 3. Half-fill the bottle you cut with potting soil. 4. Add some seeds, and then cover them with a thin layer of soil. 5. Water the seeds. Keep on watering the seeds every day until the plant grows. Draw Conclusions ① Explain: How did you reduce trash in this experiment? ② Conclude: What did you reuse in this experiment? ③ Apply: What are two other ways to reduce trash produced at home? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_97_img_1.jpeg) **Text in image:** 5.5 Conserving Natural Resources Explore Plant Pet Procedure 1. With the help of your teacher, cut the bottom half of the water bottle using the scissors. 2. Glue two googly eyes and the bottle cap on the bottle you cut to make a face, as shown in the picture. 3. Half-fill the bottle you cut with potting soil. 4. Add some seeds, and then cover them with a thin layer of soil. 5. Water the seeds. Keep on watering the seeds every day until the plant grows. Draw Conclusions ① Explain: How did you reduce trash in this experiment? _____________________________________________________________________________________ _____________________________________________________________________________________ ② Conclude: What did you reuse in this experiment? _____________________________________________________________________________________ _____________________________________________________________________________________ ③ Apply: What are two other ways to reduce trash produced at home? _____________________________________________________________________________________ _____________________________________________________________________________________ --- # الصفحة 98 Learning Points Practice 1. Fill in the blanks. a. To protect a natural resource from waste is to ________ it. b. To use less of something is to ________. 2. Fill in the blanks. a. To use something again is to ________. b. To change an object into something new is to ________. 3. Which helps conserve trees, printing out on paper or reading on a computer screen? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_98_img_1.jpeg) **Text in image:** Learning Points Practice 1. Fill in the blanks. a. To protect a natural resource from waste is to ________ it. b. To use less of something is to ________. 2. Fill in the blanks. a. To use something again is to ________. b. To change an object into something new is to ________. 3. Which helps conserve trees, printing out on paper or reading on a computer screen? --- # الصفحة 99 Section Exercises 1. Identify the way we conserve natural resources and complete the chart with words from the box below. reducing reusing recycling We conserve natural material by using something again or __________. by changing an object into something new or __________. by using less of something or __________. 2. Circle the word that best completes each sentence. a. Writing on both sides of a piece of paper is (reducing / reusing / recycling). b. Taking an old aluminum pan to a factory so the plate can be changed into something new is (reusing / recycling / reducing). c. Using the same grocery bag for shopping many times is (recycling / reusing / reducing). ![diagram](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_99_img_1.jpeg) **Diagram:** ### Description The diagram shows a flowchart illustrating different ways to conserve natural resources using the words "reducing," "reusing," and "recycling." It starts with the main concept "We conserve natural material" and branches out into three methods: by using something again or reusing, by changing an object into something new or recycling, and by using less of something or reducing. ### Structure ```mermaid graph LR We conserve natural material -->|by using something again or reusing| -->|by changing an object into something new or recycling| -->|by using less of something or reducing| ``` --- # الصفحة 100 d. Turning off the electricity when leaving the room is (recycling / reducing / reusing). e. Turning the tap off while brushing your teeth is (reusing / reducing / recycling). 3. Match each picture with its correct description. reading on a laptop - reusing - material to reduce trash using the same grocery bag many times - recycling to make a new object from an old object taking plastic bottles to a factory - reducing - paper use to conserve trees ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_100_img_1.jpeg) **Text in image:** d. Turning off the electricity when leaving the room is (recycling / reducing / reusing). e. Turning the tap off while brushing your teeth is (reusing / reducing / recycling). 3. Match each picture with its correct description. reading on a laptop - reusing - material to reduce trash using the same grocery bag many times - recycling to make a new object from an old object taking plastic bottles to a factory - reducing - paper use to conserve trees --- # الصفحة 101 Chapter Review Exercises 1. Which of the following is an example of flat land? A. plain B. water C. living things 2. Which of the following is a nonliving solid? A. water B. animals C. rock 3. Which boy is conserving natural resources? A. Jason B. Patrick C. Roger 4. How can trees be used as a natural resource? A. making plastic bags B. making sandwiches C. making paper and furniture D. making clothes ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_101_img_1.jpeg) **Text in image:** Chapter Review Exercises 1. Which of the following is an example of flat land? A. plain B. water C. living things 2. Which of the following is a nonliving solid? A. water B. animals C. rock 3. Which boy is conserving natural resources? A. Jason B. Patrick C. Roger 4. How can trees be used as a natural resource? A. making plastic bags B. making sandwiches C. making paper and furniture D. making clothes --- # الصفحة 102 5. What is one way to reduce trash? A. turning the tap off while brushing teeth B. turning off the lights during the day C. writing on both sides of a paper D. using a new water bottle every day 6. State one way each natural resource is used. Natural resources air trees water 7. Circle the word "true" if the sentence is correct and the word "false" if the sentence is incorrect. a. Natural resources are things from nature that people use. True | False b. To reuse is to use less of something. True | False ![diagram](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_102_img_1.jpeg) **Diagram:** ### Description The diagram shows a flowchart titled "Natural resources" branching into three categories: air, trees, and water. Each category leads to a series of blank boxes intended for students to fill in examples of how each natural resource is used. ### Structure ```mermaid graph LR Natural resources --> air Natural resources --> trees Natural resources --> water air --> [blank box] air --> [blank box] air --> [blank box] air --> [blank box] trees --> [blank box] trees --> [blank box] trees --> [blank box] trees --> [blank box] water --> [blank box] water --> [blank box] water --> [blank box] water --> [blank box] ``` --- # الصفحة 103 c. To recycle is to change an object into something new. True | False d. To protect yourself near water, you can wear a scarf. True | False e. Soil contains living and nonliving things. True | False f. Living things live only on land. True | False g. When you turn off the water as you wash dishes, you are reducing the use of water. True | False 8. Arrange the objects from the smallest to the largest. sand clay boulder gravel ______ ______ _____ _______ 9. What are four things that can be found in soil? _________________ ___________________ _________________ ___________________ ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_103_img_1.jpeg) **Text in image:** c. To recycle is to change an object into something new. True | False d. To protect yourself near water, you can wear a scarf. True | False e. Soil contains living and nonliving things. True | False f. Living things live only on land. True | False g. When you turn off the water as you wash dishes, you are reducing the use of water. True | False 8. Arrange the objects from the smallest to the largest. sand clay boulder gravel _____ _____ _____ _____ 9. What are four things that can be found in soil? __________________ ____________________ __________________ ____________________ --- # الصفحة 104 10. Compare water in a lake and water in a river. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 11. Infer: Trees are a natural resource. What can we do to keep our forests clean? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 12. Research several ways by which people can conserve natural resources. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_104_img_1.jpeg) **Text in image:** 10. Compare water in a lake and water in a river. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 11. Infer: Trees are a natural resource. What can we do to keep our forests clean? _____________________________________________________________________________________ _____________________________________________________________________________________ 12. Research several ways by which people can conserve natural resources. _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ --- # الصفحة 105 Chapter 6 The Sky 6.1 Objects in the Sky Explore What's in the Sky 1. Observe the sky during the daytime. 2. Draw on the cardboard paper what you observed in the sky. Draw Conclusions ① Share: Tell your classmates what you saw. ② Interpret: List the objects you and your classmates observed in the sky. ③ Conclude: Which objects do not stay in the sky for long? ④ Conclude: Which objects stay in the sky for a long time? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_105_img_1.jpeg) **Text in image:** Chapter 6 The Sky 6.1 Objects in the Sky Explore What's in the Sky 1. Observe the sky during the daytime. 2. Draw on the cardboard paper what you observed in the sky. Draw Conclusions ① Share: Tell your classmates what you saw. ② Interpret: List the objects you and your classmates observed in the sky. ③ Conclude: Which objects do not stay in the sky for long? ④ Conclude: Which objects stay in the sky for a long time? --- # الصفحة 106 Learning Points Practice 1. List two objects that are in the sky for a short time. 2. Which object is always in the daytime sky? 3. Which two objects are often seen in the nighttime sky? 4. Fill in the blanks. a. The shape of the moon seen in the sky is called a ____________. b. The moon phases repeat in a pattern every ____________. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_106_img_1.jpeg) **Text in image:** Learning Points Practice 1. List two objects that are in the sky for a short time. 2. Which object is always in the daytime sky? 3. Which two objects are often seen in the nighttime sky? 4. Fill in the blanks. a. The shape of the moon seen in the sky is called a __________. b. The moon phases repeat in a pattern every __________. --- # الصفحة 107 Section Exercises 1. Circle the objects that can be seen in the sky for a short time. 2. Circle the word or words that best complete(s) each sentence. a. The shape of the moon that can be seen in the sky is called a (phase / sun / lit moon). b. When the moon looks like a bright circle, it is a (new moon / full moon / quarter moon). c. When the moon cannot be seen at all in the nighttime sky, it is a (new moon / quarter moon / full moon). d. The phases of the moon repeat in a pattern almost every (27 / 28 / 29) days. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_107_img_1.jpeg) **Text in image:** Section Exercises 1. Circle the objects that can be seen in the sky for a short time. 2. Circle the word or words that best complete(s) each sentence. a. The shape of the moon that can be seen in the sky is called a (phase / sun / lit moon). b. When the moon looks like a bright circle, it is a (new moon / full moon / quarter moon). c. When the moon cannot be seen at all in the nighttime sky, it is a (new moon / quarter moon / full moon). d. The phases of the moon repeat in a pattern almost every (27 / 28 / 29) days. --- # الصفحة 108 3. Match: When is each object seen in the sky? the moon • daytime the sun • nighttime the stars • ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_108_img_1.jpeg) **Text in image:** 3. Match: When is each object seen in the sky? the moon • daytime the sun • nighttime the stars • --- # الصفحة 109 6.2 The Sun, a Star Explore Plants Need the Sun Procedure 1. Cover one leaf of the geranium plant with aluminum foil. Make sure the foil covers all of the leaf. 2. Keep the plant in a sunny place in the classroom. Water the plant as needed. 3. After one week, remove the foil from the covered leaf. Draw Conclusions ① Compare and Contrast: How is the covered leaf different from other leaves of the plant? ② Infer: Why do you think the covered leaf became different from the other leaves? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_109_img_1.jpeg) **Text in image:** 6.2 The Sun, a Star Explore Plants Need the Sun Procedure 1. Cover one leaf of the geranium plant with aluminum foil. Make sure the foil covers all of the leaf. 2. Keep the plant in a sunny place in the classroom. Water the plant as needed. 3. After one week, remove the foil from the covered leaf. Draw Conclusions ① Compare and Contrast: How is the covered leaf different from other leaves of the plant? ② Infer: Why do you think the covered leaf became different from the other leaves? --- # الصفحة 110 3 Conclude: Is the sun necessary for plants? Explain why. Learning Points Practice 1. Fill in the blanks. a. A huge ball of gases is a _______. b. A star gives off _______ and _______. c. The sun is a _______. d. The sun looks big because it is the _______ star to Earth. 2. Fill in the blanks. a. The sun provides Earth with _________ and ___________. b. Sunlight heats the ___________, ___________, and ___________ on Earth. c. A dark area that forms when light is blocked is a ___________. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_110_img_1.jpeg) **Text in image:** ③ Conclude: Is the sun necessary for plants? Explain why. Learning Points Practice 1. Fill in the blanks. a. A huge ball of gases is a _______. b. A star gives off _______ and _______. c. The sun is a _______. d. The sun looks big because it is the _______ star to Earth. 2. Fill in the blanks. a. The sun provides Earth with ________ and ________. b. Sunlight heats the ________, ________, and ________ on Earth. c. A dark area that forms when light is blocked is a ________. --- # الصفحة 111 3. a. Why do plants need sunlight? __________________________________________ b. Do we need plants? Why? __________________________________________ Section Exercises 1. What does the sun heat? The sun heats [blank] [blank] [blank] [blank] 2. Circle the word that best completes each sentence. a. When feeling hot, stand in the shade to feel (hotter / cooler / warmer). b. The sun looks big because it is the (closest / farthest / smallest) star to Earth. c. On a sunny day, the sand, air, and water become (warm / cold / wet). ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_111_img_1.jpeg) **Text in image:** 3. a. Why do plants need sunlight? ____________________________________ b. Do we need plants? Why? ____________________________________ Section Exercises 1. What does the sun heat? The sun heats [blank] [blank] [blank] [blank] 2. Circle the word that best completes each sentence. a. When feeling hot, stand in the shade to feel (hotter / cooler / warmer). b. The sun looks big because it is the (closest / farthest / smallest) star to Earth. c. On a sunny day, the sand, air, and water become (warm / cold / wet). --- # الصفحة 112 d. Plants need (sunlight / wind / animals) to grow. e. There are (many / ten / two) stars in the sky. 3. Match each picture in Box A with its definition in Box B. Box A - ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_112_img_1.jpeg) **Text in image:** d. Plants need (sunlight / wind / animals) to grow. e. There are (many / ten / two) stars in the sky. 3. Match each picture in Box A with its definition in Box B. Box A - Deer - Sun Box B - a huge ball of gases - a dark area formed when light is blocked - Box B - a huge ball of gases - a dark area formed when light is blocked --- # الصفحة 113 6.3 Earth's Rotation Explore Day and Night Procedure 1. In a dark room, turn the flashlight on. 2. Have a partner hold the globe. 3. Shine the flashlight on the globe and let your partner rotate the globe slowly. Draw Conclusions ① Interpret: What does the globe represent? __________________________________________________________ ② Interpret: What does the flashlight represent? __________________________________________________________ ③ Infer: Is it daytime on all sides of Earth at the same time? __________________________________________________________ ④ Conclude: How does this model explain why there is day and night? __________________________________________________________ __________________________________________________________ __________________________________________________________ ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_113_img_1.jpeg) **Text in image:** 6.3 Earth’s Rotation Explore Day and Night Procedure 1. In a dark room, turn the flashlight on. 2. Have a partner hold the globe. 3. Shine the flashlight on the globe and let your partner rotate the globe slowly. Draw Conclusions ① Interpret: What does the globe represent? __________________________________________________________ ② Interpret: What does the flashlight represent? __________________________________________________________ ③ Infer: Is it daytime on all sides of Earth at the same time? __________________________________________________________ ④ Conclude: How does this model explain why there is day and night? __________________________________________________________ __________________________________________________________ __________________________________________________________ --- # الصفحة 114 1. What causes daytime and nighttime? 2. Fill in the blanks. a. It is ________________ on the side of Earth that faces the sun. b. It is ________________ on the side of Earth that faces away from the sun. c. Daytime and nighttime repeat every ________________. 3. Fill in the blanks. a. The sun seems to move because of the ___________ of Earth. b. The sun seems to _________ in the morning. c. The sun seems highest in the sky at __________. d. The sun seems to _________ in the evening. 4. True or False. ____ a. Earth's rotation makes the moon seem to move in the sky. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_114_img_1.jpeg) **Text in image:** Learning Points Practice 1. What causes daytime and nighttime? 2. Fill in the blanks. a. It is ________________ on the side of Earth that faces the sun. b. It is ________________ on the side of Earth that faces away from the sun. c. Daytime and nighttime repeat every ________________. 3. Fill in the blanks. a. The sun seems to move because of the ___________ of Earth. b. The sun seems to __________ in the morning. c. The sun seems highest in the sky at __________. d. The sun seems to __________ in the evening. 4. True or False. ___ a. Earth's rotation makes the moon seem to move in the sky. --- # الصفحة 115 ____ b. Earth's rotation makes the stars seem to move in the sky. ____ c. The position of the sun in the sky stays the same during the different seasons. ____ d. The position of the stars in the sky changes during the different seasons. Section Exercises 1. Color the part of Earth where it is nighttime. The sun → Earth 2. Circle the word that best completes each sentence. a. The sun seems to (rise / set / grow) in the morning. b. The sun appears (highest / lowest / cool) at noon. c. The sun seems to (rise / set / sleep) late in the afternoon. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_115_img_1.jpeg) **Text in image:** _____ b. Earth's rotation makes the stars seem to move in the sky. _____ c. The position of the sun in the sky stays the same during the different seasons. _____ d. The position of the stars in the sky changes during the different seasons. Section Exercises 1. Color the part of Earth where it is nighttime. The sun Earth 2. Circle the word that best completes each sentence. a. The sun seems to (rise / set / grow) in the morning. b. The sun appears (highest / lowest / cool) at noon. c. The sun seems to (rise / set / sleep) late in the afternoon. --- # الصفحة 116 d. The position of the sun and stars changes with the seasons. The change in their position forms a (pattern / movement / rotation). e. The sun seems to change place in the daytime sky because of Earth's (rotation / pattern / size). 3. Match each term in Box A with its description in Box B. | Box A | Box B | |-------|------| | to rotate | changes with the seasons | | the sun | seems to move in the nighttime sky | | the position of the stars | seems to move in the daytime sky | | the moon | to spin | ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_116_img_1.jpeg) **Text in image:** d. The position of the sun and stars changes with the seasons. The change in their position forms a (pattern / movement / rotation). e. The sun seems to change place in the daytime sky because of Earth's (rotation / pattern / size). 3. Match each term in Box A with its description in Box B. | Box A | Box B | |-------|------| | to rotate | changes with the seasons | | the sun | seems to move in the nighttime sky | | the position of the stars | seems to move in the daytime sky | | the moon | to spin | --- # الصفحة 117 Chapter Review Exercises 1. Which of the following is a full moon? A B C 2. Which of the following is evidence that the sun provides heat? A. water B. book C. melting ice cream 3. Which of the following is true about the sun? A. The sun is seen in the sky during daytime. B. The sun seems to set in the morning. C. The sun seems to set at noon. D. The sun appears lowest in the sky at noon. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_117_img_1.jpeg) **Text in image:** Chapter Review Exercises 1. Which of the following is a full moon? A B C 2. Which of the following is evidence that the sun provides heat? A. water B. book C. melting ice cream 3. Which of the following is true about the sun? A. The sun is seen in the sky during daytime. B. The sun seems to set in the morning. C. The sun seems to set at noon. D. The sun appears lowest in the sky at noon. --- # الصفحة 118 4. Identify the objects in the sky and complete the diagram with words from the box below. sun moon clouds stars planes birds The sky objects in the sky for a short time objects in the sky each day 5. Circle the word "true" if the sentence is correct and the word "false" if the sentence is incorrect. a. On a sunny day, the air is warm because the moon heats it. True | False b. Earth spins like a top. True | False c. The traces that appear after a plane passes by stay in the sky for a long time. True | False ![diagram](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_118_img_1.jpeg) **Diagram:** ### Description The diagram is a flowchart titled "The sky" that categorizes objects in the sky into two main groups: those that appear in the sky for a short time and those that appear each day. The objects from the box below—sun, moon, clouds, stars, planes, birds—are used to fill in the boxes under each category. ### Structure ```mermaid graph LR The sky[The sky] -->|objects in the sky for a short time| | | | | | | | | -->|objects in the sky each day| | | | | | | | | objects in the sky for a short time[objects in the sky for a short time] -->|birds| | | | | | | -->|planes| | | | | | | -->|clouds| | | | | | | -->|stars| | | | | | | objects in the sky each day[objects in the sky each day] -->|birds| | | | | | | -->|planes| | | | | | | -->|clouds| | | | | | | -->|stars| | | | | | | -->|moon| | | | | | | -->|sun| | | | | | | ``` --- # الصفحة 119 d. If you stand in the sun, you will feel cooler. True | False e. The sunlight helps plants grow. True | False f. It is nighttime on the side of Earth that faces the sun. True | False g. The movement of the sun forms a pattern that repeats each day. True | False h. Earth's rotation makes the moon and stars look like they are moving across the night sky. True | False i. The stars in the sky can easily be counted one by one. True | False 6. Apply: How long does it take for daytime and nighttime to form a pattern? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_119_img_1.jpeg) **Text in image:** d. If you stand in the sun, you will feel cooler. True | False e. The sunlight helps plants grow. True | False f. It is nighttime on the side of Earth that faces the sun. True | False g. The movement of the sun forms a pattern that repeats each day. True | False h. Earth’s rotation makes the moon and stars look like they are moving across the night sky. True | False i. The stars in the sky can easily be counted one by one. True | False 6. Apply: How long does it take for daytime and nighttime to form a pattern? _____________________________________________________________________________________ _____________________________________________________________________________________ 7. One night, the moon could not be seen in the night sky. a. After how long will the moon look like a circle? _____________________________________________________________________________________ _____________________________________________________________________________________ --- # الصفحة 120 b. After how long will the moon not be seen again? c. How many days need to pass for the phases of the moon to repeat? 8. Research: Find the name of a star bigger than the sun and the name of a star smaller than the sun. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_120_img_1.jpeg) **Text in image:** b. After how long will the moon not be seen again? c. How many days need to pass for the phases of the moon to repeat? 8. Research: Find the name of a star bigger than the sun and the name of a star smaller than the sun. --- # الصفحة 121 Credits Cover: Gergo Orban/Shutterstock.com; Anna ART/Shutterstock.com; Kevin Eaves/Shutterstock.com; Serhius/Shutterstock.com; Chapter 1: p. 5: Young green plant on a white background, Allstars/Shutterstock.com; p. 6: Little farmer, Catalin Petolea/Shutterstock.com; Redwood tree, Kavram/Shutterstock.com; Red mangrove trees, Rudy Umans/Shutterstock.com; pp. 8, 9, 10, 13, 14: Illustration of a bare rooted plant, GraphicsRF/Shutterstock.com; p. 11: Organic carrots growing in rich dark dirt, David P. Smith/Shutterstock.com; Oak tree in winter devoid of leaves, Marilyn Barbone/Shutterstock.com; Beetroot with leaves, fresh whole beet isolated on white background, Valentina Razumova/Shutterstock.com; Pine twig, marekuliasz/Shutterstock.com; Red flower isolated, New Vibe/Shutterstock.com; Sunflower seeds, Garsyo/Shutterstock.com; pp. 19, 22: The seed of a maple, Laboko/Shutterstock.com; p. 19: Cherries, MarcoFood/Shutterstock.com; Sprout of coconut tree, suradech123jim/Shutterstock.com; pp. 21, 22: Burdock, Klorio/Shutterstock.com; Dandelion, Viktoria Reuto/Shutterstock.com; p. 21: Coconut tree, Paakotas/Shutterstock.com; Flying parachute from dandelion, Kadetofoto/Shutterstock.com; p. 22: Cedar Waxwing eating berries, Ronald Caswell/Shutterstock.com; Herbarium of six tree leaves in fall colors, pryzmat/Shutterstock.com; Sunflower, harmpel/Shutterstock.com; Trunk of a tree, Sarawut Opkhonbur/Shutterstock.com; Chapter 2: p. 28: Cute boy on his way to school, Yayoyogo/Shutterstock.com; pp. 29, 38: Magnifying glass. Vector illustration, Vjom/Shutterstock.com; Telescope, Aleks VF/Shutterstock.com; Thermometer with fall colors, Ixking/Shutterstock.com; p. 32: Muscle power, phil Holmes/Shutterstock.com; p. 33: Human heart, Arcady/Shutterstock.com; Brain, Speedesign/Shutterstock.com; Male child anatomy, Sebastian Kaultik/Shutterstock.com; Lungs, A Alekssi/Shutterstock.com; p. 37: Portrait of a senior Asian woman, Apollofoto/Shutterstock.com; Asian girl walking, zsefie/Shutterstock.com; Asian female adult, zsefie/Shutterstock.com; p. 38: Kid eyes closeup grass plant, Zurijeta/Shutterstock.com; Human ear closeup, Ninell/Shutterstock.com; Girl's nose, kzzw/Shutterstock.com; Chapter 3: p. 45: Measuring tape, Skobrik/Shutterstock.com; Student's ruler, Fotastic/Shutterstock.com; pp. 45, 55: Two pan balance, Dragomatev/Shutterstock.com; p. 50: Three glasses on dark blue background, Mihai Simonia/Shutterstock.com; Blue jet spa pool, Tono Balaguer/Shutterstock.com; pp. 53, 54: Thermometer, Tamas Raging/Shutterstock.com; p. 54: Little girl blowing up a green balloon, Beth Van Trees/Shutterstock.com; p. 55: Rulers, kontur-vid/Shutterstock.com; Garden hose, Jim Barber/Shutterstock.com; Ice sculptures, Karkos/Shutterstock.com; Waterfall, Room's Studio/Shutterstock.com; Chapter 4: p. 60: Pinwheel, LHF Graphics/Shutterstock.com; p. 60: Car symbol, byedust/Shutterstock.com; Boy swinging, Bannykh Alexey Vladimirovich/Shutterstock.com; Snail, Mackey Creations/Shutterstock.com; Train toy, Studio_G/Shutterstock.com; Clock icon, Vector/Shutterstock.com; p. 61: Fruity cocktail on a beach table, Malbert/Shutterstock.com; p. 62: Two snails moving upward on a green leaf, Sebastian Knight/Shutterstock.com; Two racing horses competing, Gergo Orban/Shutterstock.com; Boys playing on a seesaw, Sergey Lavrentev/Shutterstock.com; p. 65: Boy with a kite, Bannykh Alexey Vladimirovich/Shutterstock.com; Woman pushing a cart, iconic bestfry/Shutterstock.com; Man fishing, Buravtsov/Shutterstock.com; pp. 66, 72: Child pushing a wheelbarrow, ER_09/Shutterstock.com; Girl pulling a wagon, Jacob Lund/Shutterstock.com; p. 66: Hand pours the sand, KonstantinChristian/Shutterstock.com; p. 68: Magnet, DM-studio/Shutterstock.com; p. 69: Horseshoe magnet, vector illustration, creat0R76/Shutterstock.com; Magnet, GraphicsRF/Shutterstock.com; Bar magnet, GraphicsRF/Shutterstock.com; p. 71: Horseshoe magnet with iron filings, Milan8/Shutterstock.com; Magnet over a white background, minfilm/Shutterstock.com; p. 72: Carousel, Andrei Nekrassov/Shutterstock.com; Cars, Peter Albreksten/Shutterstock.com; Skier, Artur Didyk/Shutterstock.com; Ski trails in snow powder, tedlyme/Shutterstock.com; Kids enjoying a sleigh ride, FamVeld/Shutterstock.com; p. 73: Home office desk, Maglara/Shutterstock.com; Chapter 5: p. 78: Nature scene, Chef/Shutterstock.com; p. 79: Fish, PavloArt Studio/Shutterstock.com; Octopus, onime/Shutterstock.com; Dog, Evgeniya Chertova/Shutterstock.com; Cat, Pushkin/Shutterstock.com; p. 83: Boulder, Orxy/Shutterstock.com; Sand, Sinelev/Shutterstock.com; Pebbles, Vides/Shutterstock.com; p. 87: Stones and sand, MrVitkin/Shutterstock.com; Earthworm in soil, D. Kucharski K. Kucharska/Shutterstock.com; p. 90: River and green landscape, djdarkflower/Shutterstock.com; p. 91: Boy riding bicycle, Banitha Alexey Vladimirovich/Shutterstock.com; Man throwing trash in the river, Moriz/Shutterstock.com; Hiker, Big Boy/Shutterstock.com; People recycling and cleaning trash, Denis Cristo/Shutterstock.com; Car emitting smoke, GraphicsRF/Shutterstock.com; p. 95: Reading on a laptop, Crepesoles/Shutterstock.com; Woman carrying a grocery bag, ausmadams/Shutterstock.com; Recycle bin, Mike Flippo/Shutterstock.com; p. 96: Rice Grass, ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_121_img_1.jpeg) **Text in image:** Credits Cover: Gergo Orban/Shutterstock.com; Anna ART/Shutterstock.com; Kevin Eaves/Shutterstock.com; Serhius/Shutterstock.com; Chapter 1: p. 5: Young green plant on a white background, Allstars/Shutterstock.com; p. 6: Little farmer, Catalin Petolea/Shutterstock.com; Redwood tree, Kavram/Shutterstock.com; Red mangrove trees, Rudy Umans/Shutterstock.com; pp. 8, 9, 10, 13, 14: Illustration of a bare rooted plant, GraphicsRF/Shutterstock.com; p. 11: Organic carrots growing in rich dark dirt, David P. Smith/Shutterstock.com; Oak tree in winter devoid of leaves, Marilyn Barbone/Shutterstock.com; p. 16: Maple tree leaves Close-Up, idiz/Shutterstock.com; Sunflower, harmpeti/Shutterstock.com; Pine twig, marekuliasz/Shutterstock.com; Red flower isolated, New Vibe/Shutterstock.com; Sunflower seeds, Garsya/Shutterstock.com; pp. 19, 22: The seed of a maple, Laboko/Shutterstock.com; p. 19: Cherries, MarcoFood/Shutterstock.com; Sprout of coconut tree, suradech123ym/Shutterstock.com; pp. 21, 22: Burdock, Klorio/Shutterstock.com; Dandelion, Viktorija Reuta/Shutterstock.com; p. 21: Coconut tree, Pakatos/Shutterstock.com; Flying parachute from dandelion, Kadetoff/Shutterstock.com; p. 22: Cedar Waxwing eating berries, Ronald Caswell/Shutterstock.com; Herbarium of six tree leaves in fall colors, pryzmatt/Shutterstock.com; Sunflower, harmpeti/Shutterstock.com; Trunk of a tree, Sarawut Opkhorburi/Shutterstock.com; Chapter 2: p. 28: Cute boy on his way to school, Yayayoyo/Shutterstock.com; pp. 29, 38: Magnifying glass. Vector illustration, Vjoms/shutterstock.com; Telescope, Aleks vf/Shutterstock.com; Thermometer with fall colors, Tkixing/Shutterstock.com; p. 32: Muscle power, phil Holmes/Shutterstock.com; p. 33: Human heart, Arcady/Shutterstock.com; Brain, Spreaddesign/Shutterstock.com; Male child anatomy, Sebastian Kaulitzki/Shutterstock.com; Lungs, A Aleksei/Shutterstock.com; p. 37: Portrait of a senior Asian woman, Apollofoto/Shutterstock.com; Asian girl walking, szefei/Shutterstock.com; Asian female adult, szefei/Shutterstock.com; p. 38: Kid eyes closeup grass plant, Zurijeta/Shutterstock.com; Human ear closeup, Ninell/Shutterstock.com; Girl's nose, kzwu/Shutterstock.com; Chapter 3: p. 45: Measuring tape, Skobri/Shutterstock.com; Student's ruler, Photastic/Shutterstock.com; pp. 45, 55: Two pan balance, Drogaitev/Shutterstock.com; p. 50: Three glasses on dark blue background, Mihai Simonia/Shutterstock.com; Blue jet spa pool, Tono Balaguer/Shutterstock.com; pp. 53, 54: Thermometer, Tomas Ragina/Shutterstock.com; p. 54: Little girl blowing up a green balloon, Beth Van Trees/Shutterstock.com; p. 55: Rulers, konfur-vid/Shutterstock.com; Garden hose, Jim Barber/Sutterstock.com; Ice sculptures, Karkas/Shutterstock.com; Waterfall, Room's Studio/Shutterstock.com; Chapter 4: p. 60: Pinwheel, LHF Graphics/Shutterstock.com; p. 60: Car symbol, bytedust/Shutterstock.com; Boy swinging, Bannykh Alexey Vladimirovich/Shutterstock.com; Snail, Mackey Creations/Shutterstock.com; Train toy, Studio_G/Shutterstock.com; Clock icon, Vector/Shutterstock.com; p. 61: Fruity cocktail on a beach table, Malbert/Shutterstock.com; p. 62: Two snails moving upwards on a green leaf, Sebastian Knight/Shutterstock.com; Two racing horses competing, Gergo Orban/Shutterstock.com; Boys playing on a seesaw, Sergey Lavrentev/Shutterstock.com; p. 65: Boy with a kite, Bannykh Alexey Vladimirovich/Shutterstock.com; Woman pushing a cart, Iconic Bestiary/Shutterstock.com; Man fishing, Buravtsoff/Shutterstock.com; pp. 66, 72: Child pushing a wheelbarrow, ER_09/Shutterstock.com; Girl pulling a wagon, Jacob Lund/Shutterstock.com; p. 66: Hand pours the sand, KonstantinChristian/Shutterstock.com; p. 68: Magnet, DM-studio/Shutterstock.com; p. 69: Horseshoe magnet; vector illustration, creatORT76/Shutterstock.com; Magnet, GraphicsRF/Shutterstock.com; Bar magnet, GraphicsRF/Shutterstock.com; p. 71: Horseshoe magnet with iron filings, MilanB/Shutterstock.com; Magnet over a white background, minifilm/Shutterstock.com; p. 72: Carousel, Andrei Nekrasov/Shutterstock.com; Cars, Peter Albrechtsen/Shutterstock.com; Skier, Artur Didyk/Shutterstock.com; Ski trails in snow powder, tedbyme/Shutterstock.com; Kids enjoying a sleigh ride, FamVeld/Shutterstock.com; p. 73: Home office desk, Maglara/Shutterstock.com; Chapter 5: p. 78: Nature scene, Chet/Shutterstock.com; p. 79: Fish, PavloArt Studio/Shutterstock.com; Octopus, onime/Shutterstock.com; Dog, Evgeniya Chertova/Shutterstock.com; Cat, Pushkin/Shutterstock.com; p. 83: Boulder, Oxy/Shutterstock.com; Sand, Sinelev/Shutterstock.com; Pebbles, Vitdes/Shutterstock.com; p. 87: Stones and sand, MrVitkin/Shutterstock.com; Earthworm in soil, D. Kucharski K. Kucharska/Shutterstock.com; p. 90: River and green landscape, djdarkflower/Shutterstock.com; p. 91: Boy riding bicycle, Bannykh Alexey Vladimirovich/Shutterstock.com; Man throwing trash in the river, Monz/Shutterstock.com; Hiker, Big Boy/Shutterstock.com; People recycling and cleaning trash, Denis Cristo/Shutterstock.com; Car emitting smoke, GraphicsRF/Shutterstock.com; p. 95: Reading on a laptop, Crepesoles/Shutterstock.com; Woman carrying a grocery bag, ausinadams/Shutterstock.com; Recycle bin, Mike Flippo/Shutterstock.com; p. --- # الصفحة 122 Exploring the World of Science Workbook Exploring the World of Science Book Series includes three strands: Earth and Space, Life Science, and Physical Science. These books provide students with valuable scientific information that is explained in a clear and engaging manner. They contain interactive activities that encourage students to use scientific process skills, allowing the world of science to become both accessible and tangible to students. The books are accompanied by workbooks rich in different types of questions that support every lesson and chapter found in the student textbook. ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_122_img_1.jpeg) **Text in image:** Exploring the World of Science Workbook Exploring the World of Science Book Series includes three strands: Earth and Space, Life Science, and Physical Science. These books provide students with valuable scientific information explained in a clear and engaging manner. They contain interactive activities that encourage students to use scientific process skills, allowing the world of science to become both accessible and tangible to students. The books are accompanied by workbooks rich in different types of questions that support every lesson and chapter found in the student textbook. --- # الصفحة 123 # Science Inquiry What Scientists Do Try This Play "How Do You Know?" Use data like a scientist. Tell something you know about nature. A partner will say, "How do you know?" Then you tell how you learned it. Use the chart to record how you talk about science with your partner. | What You Know | How You Know It | |---------------|----------------| | | | | | | | | | | | | | | | | | | ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_123_img_1.jpeg) **Text in image:** Science Inquiry What Scientists Do Try This Play "How Do You Know?" Use data like a scientist. Tell something you know about nature. A partner will say, "How do you know?" Then you tell how you learned it. Use the chart to record how you talk about science with your partner. | What You Know | How You Know It | |---------------|----------------| | | | | | | | | | | | | | | | --- # الصفحة 124 # Science Inquiry Science Investigations Try This Plan an Investigation 1. Write a "What happens when ____" question. 2. What kind of investigation will you use to answer it? Check one box. [ ] Make observations [ ] Make a model [ ] Experiment 3. Write or draw the steps you will follow. 4. How will you share what you learn? [ ] Draw a picture [ ] Take a photo [ ] Write [ ] Talk to others ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_124_img_1.jpeg) **Text in image:** Science Inquiry Science Investigations Try This Plan an Investigation 1. Write a "What happens when ___" question. 2. What kind of investigation will you use to answer it? Check one box. [ ] Make observations [ ] Make a model [ ] Experiment 3. Write or draw the steps you will follow. 4. How will you share what you learn? [ ] Draw a picture [ ] Take a photo [ ] Write [ ] Talk to others --- # الصفحة 125 # Science Inquiry Science Safety Try This Make a Poster 1. What safety rule will you put on your poster? 2. Plan how your poster will look. Draw a sketch. 3. Why is the rule you chose important? ![text_in_image](./assets/media/7ba0f4b9da814b4a5c6eeafb8121d7951dcbe64b15e85e694e8622e4b605c063/page_125_img_1.jpeg) **Text in image:** Science Inquiry Science Safety Try This Make a Poster 1. What safety rule will you put on your poster? 2. Plan how your poster will look. Draw a sketch. 3. Why is the rule you chose important?