7in05.pdf

Glencoe Science

Chapter Resources

Digestion, Respiration,and Excretion

Includes:

Reproducible Student Pages

ASSESSMENT

Chapter Tests

Chapter Review

HANDS-ON ACTIVITIES

Lab Worksheets for each Student Edition Activity

Laboratory Activities

FoldablesReading and Study Skills activity sheet

MEETING INDIVIDUAL NEEDS

Directed Reading for Content Mastery

Directed Reading for Content Mastery in Spanish

Reinforcement

Enrichment

Note-taking Worksheets

TRANSPARENCY ACTIVITIES

Section Focus Transparency Activities

Teaching Transparency Activity

Assessment Transparency Activity

Teacher Support and Planning

Content Outline for Teaching

Spanish Resources

Teacher Guide and Answers

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Glencoe Science

Photo CreditsSection Focus Transparency 1: Michelle Burgess/SuperStock (top), Joe McDonald/Visuals Unlimited (bottom)Section Focus Transparency 2: Food Pix (top left), Food Pix (top right), Food Pix (bottom),Section Focus Transparency 3: Animals Animals/Henry AusloosSection Focus Transparency 4: Eunice Harris/Science Source/Photo Researchers

Copyright by The McGraw-Hill Companies, Inc. All rights reserved.Permission is granted to reproduce the material contained herein on the conditionthat such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with theDigestion, Respiration, and Excretion program. Any other reproduction, for useor sale, is prohibited without prior written permission of the publisher.

Send all inquiries to:Glencoe/McGraw-Hill8787 Orion Place Columbus, OH 43240-4027

ISBN 0-07-867834-X

Printed in the United States of America.

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To the Teacher iv

Reproducible Student Pages Hands-On Activities

MiniLAB: Comparing the Fat Content of Foods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3MiniLAB: Try At Home Comparing Surface Area . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Lab: Identifying Vitamin C Content . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Particle Size and Absorption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Testing for Carbohydrates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: How Does Breathing Occur? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Foldables: Reading and Study Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Enrichment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Transparency ActivitiesSection Focus Transparency Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Teacher Support and PlanningContent Outline for Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T2Spanish Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T5Teacher Guide and Answers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T9

Table of Contents

Additional Assessment Resources available with Glencoe Science:

ExamView Pro Testmaker Assessment Transparencies Performance Assessment in the Science Classroom Standardized Test Practice Booklet MindJogger Videoquizzes Vocabulary PuzzleMaker at msscience.com Interactive Chalkboard The Glencoe Science Web site at: msscience.com An interactive version of this textbook along with assessment resources are available

online at: mhln.com

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This chapter-based booklet contains all of the resource materials to help you teachthis chapter more effectively. Within you will find:

Reproducible pages for Student Assessment Hands-on Activities Meeting Individual Needs (Extension and Intervention) Transparency Activities

A teacher support and planning section including Content Outline of the chapter Spanish Resources Answers and teacher notes for the worksheets

Hands-On ActivitiesMiniLAB and Lab Worksheets: Each of these worksheets is an expanded version of each laband MiniLAB found in the Student Edition. The materials lists, procedures, and questionsare repeated so that students do not need their texts open during the lab. Write-on rules areincluded for any questions. Tables/charts/graphs are often included for students to recordtheir observations. Additional lab preparation information is provided in the Teacher Guideand Answers section.

Laboratory Activities: These activities do not require elaborate supplies or extensive pre-labpreparations. These student-oriented labs are designed to explore science through a stimu-lating yet simple and relaxed approach to each topic. Helpful comments, suggestions, andanswers to all questions are provided in the Teacher Guide and Answers section.

Foldables: At the beginning of each chapter there is a Foldables: Reading & Study Skillsactivity written by renowned educator, Dinah Zike, that provides students with a tool thatthey can make themselves to organize some of the information in the chapter. Students maymake an organizational study fold, a cause and effect study fold, or a compare and contraststudy fold, to name a few. The accompanying Foldables worksheet found in this resourcebooklet provides an additional resource to help students demonstrate their grasp of theconcepts. The worksheet may contain titles, subtitles, text, or graphics students need tocomplete the study fold.

Meeting Individual Needs (Extension and Intervention)Directed Reading for Content Mastery: These worksheets are designed to provide studentswith learning difficulties with an aid to learning and understanding the vocabulary andmajor concepts of each chapter. The Content Mastery worksheets contain a variety of formatsto engage students as they master the basics of the chapter. Answers are provided in theTeacher Guide and Answers section.

To the Teacher

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Directed Reading for Content Mastery (in Spanish): A Spanish version of the DirectedReading for Content Mastery is provided for those Spanish-speaking students who are learning English.

Reinforcement: These worksheets provide an additional resource for reviewing the con-cepts of the chapter. There is one worksheet for each section, or lesson, of the chapter.The Reinforcement worksheets are designed to focus primarily on science content and lesson vocabulary, although knowledge of the section vocabulary supports understanding ofthe content. The worksheets are designed for the full range of students; however, they willbe more challenging for your lower-ability students. Answers are provided in the TeacherGuide and Answers section.

Enrichment: These worksheets are directed toward above-average students and allow themto explore further the information and concepts introduced in the section. A variety offormats are used for these worksheets: readings to analyze; problems to solve; diagrams to examine and analyze; or a simple activity or lab which students can complete in the classroom or at home. Answers are provided in the Teacher Guide and Answers section.

Note-taking Worksheet: The Note-taking Worksheet mirrors the content contained in theteacher versionContent Outline for Teaching. They can be used to allow students to takenotes during class, as an additional review of the material in the chapter, or as study notesfor students who have been absent.

AssessmentChapter Review: These worksheets prepare students for the chapter test. TheChapter Review worksheets cover all major vocabulary, concepts, and objectives

of the chapter. The first part is a vocabulary review and the second part is a concept review.Answers and objective correlations are provided in the Teacher Guide and Answers section.

Chapter Test: The Chapter Test requires students to use process skills and understand content.Although all questions involve memory to some degree, you will find that your students willneed to discover relationships among facts and concepts in some questions, and to use higherlevels of critical thinking to apply concepts in other questions. Each chapter test normallyconsists of four parts: Testing Concepts measures recall and recognition of vocabulary andfacts in the chapter; Understanding Concepts requires interpreting information and morecomprehension than recognition and recallstudents will interpret basic information anddemonstrate their ability to determine relationships among facts, generalizations, definitions,and skills; Applying Concepts calls for the highest level of comprehension and inference;Writing Skills requires students to define or describe concepts in multiple sentence answers.Answers and objective correlations are provided in the Teacher Guide and Answers section.

Transparency ActivitiesSection Focus Transparencies: These transparencies are designed to generate interestand focus students attention on the topics presented in the sections and/or to assess

prior knowledge. There is a transparency for each section, or lesson, in the Student Edition.The reproducible student masters are located in the Transparency Activities section. Theteacher material, located in the Teacher Guide and Answers section, includes TransparencyTeaching Tips, a Content Background section, and Answers for each transparency.

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Teaching Transparencies: These transparencies relate to major concepts that will benefitfrom an extra visual learning aid. Most of these transparencies contain diagrams/photosfrom the Student Edition. There is one Teaching Transparency for each chapter. The TeachingTransparency Activity includes a black-and-white reproducible master of the transparencyaccompanied by a student worksheet that reviews the concept shown in the transparency.These masters are found in the Transparency Activities section. The teacher material includesTransparency Teaching Tips, a Reteaching Suggestion, Extensions, and Answers to StudentWorksheet. This teacher material is located in the Teacher Guide and Answers section.

Assessment Transparencies: An Assessment Transparency extends the chapter content andgives students the opportunity to practice interpreting and analyzing data presented incharts, graphs, and tables. Test-taking tips that help prepare students for success on stan-dardized tests and answers to questions on the transparencies are provided in the TeacherGuide and Answers section.

Teacher Support and PlanningContent Outline for Teaching: These pages provide a synopsis of the chapter by section,including suggested discussion questions. Also included are the terms that fill in the blanksin the students Note-taking Worksheets.

Spanish Resources: A Spanish version of the following chapter features are included in thissection: objectives, vocabulary words and definitions, a chapter purpose, the chapter Activi-ties, and content overviews for each section of the chapter.

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Digestion, Respiration, and Excretion 1

Reproducible Student Pages Hands-On Activities

MiniLAB: Comparing the Fat Content of Foods . . . . . . . . . . . . . . . . . . 3MiniLAB: Try at Home Comparing Surface Area. . . . . . . . . . . . . . . . . 4Lab: Identifying Vitamin C Content . . . . . . . . . . . . . . . . . . . . . . . . . . . 5Lab: Particle Size and Absorption . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7Laboratory Activity 1: Testing for Carbohydrates . . . . . . . . . . . . . . . . . 9Laboratory Activity 2: How Does Breathing Occur? . . . . . . . . . . . . . . 13Foldables: Reading and Study Skills. . . . . . . . . . . . . . . . . . . . . . . . . . 17

Meeting Individual NeedsExtension and Intervention

Directed Reading for Content Mastery . . . . . . . . . . . . . . . . . . . . . . . 19Directed Reading for Content Mastery in Spanish . . . . . . . . . . . . . . 23Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Enrichment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31Note-taking Worksheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

AssessmentChapter Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39Chapter Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Transparency ActivitiesSection Focus Transparency Activities . . . . . . . . . . . . . . . . . . . . . . . . 46Teaching Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Assessment Transparency Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

ReproducibleStudent Pages

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2 Digestion, Respiration, and Excretion

Hands-OnActivities

Hands-On Activities


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Name Date Class

Comparing the FatContent of Foods

Procedure 1. Collect three pieces of each of the following foods: potato chips; pretzels;

peanuts; and small cubes of fruits, cheese, vegetables, and meat.

2. Place the food items on a piece of brown grocery bag. Label the paperwith the name of each food. Do not taste the foods.

3. Allow foods to sit for 30 min.

4. Remove the items, properly dispose of them, and observe the paper.

Analysis1. Which items left a translucent (greasy) mark?

Which left a wet mark?

2. How are the foods that left a greasy mark on the paper alike?

3. Use this test to determine which other foods contain fats. A greasy mark means the food contains fat. A wet mark means the food contains a lot of water.

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Hands-On Activities

Comparing Surface AreaProcedure1. Stand a bathroom-tissue cardboard tube in an empty bowl.

2. Drop marbles into the tube, filling it to the top.

3. Count the number of marbles used.

4. Repeat steps 2 and 3 two more times. Calculate the average number ofmarbles needed to fill the tube.

5. The tubes inside surface area is approximately 161.29 cm2. Each marble hasa surface area of approximately 8.06 cm2. Calculate the surface area of theaverage number of marbles.

Data and Observations

Analysis1. Compare the inside surface area of the tube with the surface area of the average number of

marbles needed to fill the tube.

2. If the tube represents a bronchus, what do the marbles represent?

3. Using this model, explain what makes gas exchange in the lungs efficient.

1

2

3

Trial Number of Marbles

Surface Area of Average Number of

Marbles (cm2 )

Average Number ofMarbles Needed to

Fill Tube


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Name Date Class

Lab PreviewDirections: Answer these questions before you begin the Lab.

1. Why is the poisonous materials symbol necessary for this lab?

2. Why is vitamin C necessary?

Vitamin C is found in many fruits and vegetables. Oranges have a high vitaminC content. Try this lab to test the vitamin C content in different orange juices.

Real-World QuestionWhich orange juice contains the most vitamin C?

Identifying Vitamin C Content

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Materialstest tubes (4)*paper cupstest-tube rackmasking tapewooden stirrers (13)graduated cylinder*graduated container2% tincture of iodine

droppercornstarchtriple-beam balanceweighing paperwater (50 mL)glass-marking pencil*Alternative materials

dropper bottles (4) containing:(1) freshly squeezed orange

juice(2) orange juice made from

frozen concentrate(3) canned orange juice(4) dairy carton orange juice

Goals Observe the vitamin C content of different

orange juices.

Safety Precautions

WARNING: Do not taste any of the juices.Iodine is poisonous and can stain skin andclothing. It is an irritant and can cause damageif it comes in contact with your eyes. Notify yourteacher if a spill occurs.

Procedure1. Label four test tubes 1 through 4 and place

them in the test-tube rack.2. Measure and pour 5 mL of juice from

bottle 1 into test tube 1, 5 ml from bottle 2into test tube 2, 5 ml from bottle 3 into testtube 3 and 5 ml from bottle 4 into testtube 4.

3. Measure 0.3 g of cornstarch, then put it ina container. Slowly mix in 50 mL of wateruntil the cornstarch completely dissolves.

4. Add 5 mL of the cornstarch solution toeach of the four test tubes. Stir well.



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Name Date Class

Hands-On Activities Data and Observations

Conclude and Apply1. Compare and contrast the amount of vitamin C in the orange juices tested.

2. If the amount of vitamin C varies in the orange juices, suggest a reason why. Check the labelsof the containers.

Fresh juice

Frozen juice

Canned juice

Carton juice

1 2 3 AverageTrial

Drops of Iodine Needed to Change Color

(continued)

5. Add iodine to test tube 1, one drop at a time. Stir after each drop. In the table below, record thenumber of drops needed to change the juice to purple. The more vitamin C that is present, themore drops it takes to change color.

6. Repeat step 5 with test tubes 2, 3, and 4.7. Empty and clean the test tubes. Repeat steps 2 through 6 two more times, then average your

results.


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Name Date Class

Before food reaches the small intestine, it is digested mechanically in themouth and the stomach. The food mass is reduced to small particles. You canchew an apple into small pieces, but you would feed applesauce to a smallchild who didnt have teeth. What is the advantage of reducing the size of thefood material?

Real-World QuestionDoes reducing the size of food particles aid the process of digestion?

Materialsbeakers or jars (3) mortar and pestle sugar cubes warm waterthermometers (3) triple-beam balance weighing paper stopwatchsugar granules stirring rod

Goals Compare and contrast the dissolving rates of different sized particles. Predict the dissolving rate of sugar particles larger than sugar cubes. Predict the dissolving rate of sugar particles smaller than particles of ground sugar. Infer, using the lab results, why the body must break down and dissolve food particles.

Safety Precautions WARNING: Never taste, eat, or drink any materials used in the lab.

Procedure1. Place a sugar cube into your mortar and

grind up the cube with the pestle until thesugar becomes powder.

2. Using the triple-beam balance and weighingpaper, measure the mass of the powderedsugar from your mortar. Using separatesheets of weighing paper, measure the massof a sugar cube and the mass of a sample ofthe granular sugar. The masses of thepowdered sugar, sugar cube, and granularsugar should all be approximately equal.Record the three masses in the data table.

3. Place warm water into the three beakers. Usethe thermometers to be certain the water ineach beaker is the same temperature.

4. Place the sugar cube in a beaker, the powdered sugar in a second beaker, and thegranular sugar in the third beaker. Place allthe sugar samples in the beakers at thesame time, and start the stopwatch whenyou put the sugar samples in the beakers.

5. Stir each sample equally.6. Measure the time it takes each sugar

sample to dissolve and record the times inthe data table.

Particle Size and Absorption

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Lab PreviewDirections: Answer these questions before you begin the Lab.

1. How do you represent the effects of chewing a food in this experiment?

2. Why is it important to have the same temperature water in all three beakers?



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Analyze Your Data1. Identify the experiments constants and variables.

2. Compare the rate at which the sugar samples dissolved. What type of sugar dissolved mostrapidly? Which was the slowest to dissolve?

Conclude and Apply1. Predict how long it would take sugar particles larger than the sugar cubes to dissolve. Predict

how long it would take sugar particles smaller than the powdered sugar to dissolve.

2. Infer and explain the reason why small particles dissolve more rapidly than large particles.

3. Infer why you should thoroughly chew your food.

4. Explain how reducing the size of food particles aids the process of digestion.Hands-On Activities

Communicating Your Data

Write a news column for a health magazine explaining to health-conscious people whatthey can do to digest their food better.

Size of Sugar Particles Mass Time Until Dissolved

Sugar cube

Sugar granules

Ground sugar particles


(continued)


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Name Date Class

Testing for Carbohydrates

Carbohydrates provide energy for the body. Your body needs more carbohydrates than fats and proteins each day. Foods that contain starch and foods that contain sugar are sources ofcarbohydrates.

Strategy You will test foods for starch by using iodine solution.You will test foods for sugar by using sugar test tablets.You will use your test results to determine which foods are sources of carbohydrates.

Materials 12 test tubes (18 150-mm) egg white (hard-boiled) honeytest-tube rack potato (cooked) milkwater iodine in dropper bottle molassesstarch labels forcepsbread glucose sugar test tabletsrice (cooked) syrup

ProcedureWARNING: Do not taste, eat, or drink anymaterials used in the lab.WARNING: Inform your teacher if you come incontact with any chemicals.1. Label six test tubes 1 through 6. Place them

in a test-tube rack.2. Fill the test tubes to about 1 cm with the

following.1Water 4Rice2Starch 5Egg White3Bread 6Potato

3. Add 5 drops of iodine to test tubes 16.WARNING: Iodine is poisonous. Do notinhale iodine fumes. Do not allow iodine toget on your hands. Wash immediately ifiodine comes in contact with your skin.Inform your teacher. Examine the color.A blue-black color means that starch ispresent. Record the colors in Table 1.(See Data and Observations.)

4. Label the remaining test tubes 7 through12. Place them in a test-tube rack.

5. Fill these test tubes to a depth of about 1 cm with the following:7Water 10Honey8Glucose 11Milk9Syrup 12Molasses

6. Use forceps to add one sugar test tableteach to test tubes 712. WARNING: Sugartablets are poisonous. DO NOT touch the tablet with your fingers. Wash handsimmediately if sugar test tablets or solutioncontaining them come in contact with yourskin. The test tubes will get hot as the tabletsdissolve. Do not remove the test tubes fromthe test tube rack. DO NOT TOUCH.

7. Observe the color of each of the six tubes.Green, yellow, or orange color means thatsugar is present. Record the colors in Table 2.

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Laboratory Activity 1 (continued)

Name Date Class


Table 1

Hands-On Activities

Table 2

Questions and Conclusions1. Which foods tested showed starch present?

Explain how you know.

1

2

3

4

5

6

TestTube

ContentsColor after

Adding IodineStarch Present?

(yes or no)Carbohydrate?

(yes or no)

Starch Test

7

8

9

10

11

12

TestTube

ContentsColor after AddingSugar Test Tablet

Sugar Present?(yes or no)

Carbohydrate?(yes or no)

Sugar Test


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2. Which foods tested showed sugar present?

Explain how you know.

3. Why was water tested for both starch and sugar?

4. Why was starch tested for starch?

5. Why was glucose tested for sugar?

6. Which foods are carbohydrates?

7. Explain how starch and sugar are related.

Strategy Check

Can you test foods for starch by using iodine solution?

Can you test foods for sugar by using test tablets?

Can you use the test results to determine which foods are sources of carbohydrates?


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Hand

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If you have ever tried to hold your breath, you know that breathing is automatic. Breathing ismoving air into and out of the lungs. Taking in air is called inhalation. Letting out air is calledexhalation. Your ribs and chest help with breathing. A muscle called the diaphragm also helps bycontracting as you inhale and relaxing as you exhale.

StrategyYou will compare a model of the human chest to a human chest.You will use the model to show how the diaphragm and chest help inhalation and exhalation.

Materialsmodel of the human chest

Procedure Part AModel Parts and How They Work1. Obtain a model of the human chest from

your teacher.2. Using Figure 1 as a reference, push up

gently on the rubber sheet and note thewater level change in the tube. Record the water level changes for both sides of thetube in Table 1.

3. Pull down gently on the rubber sheet andnote the water level change in the tube.Record your observations in Table 1.

Part BComparing Parts of Your Model withthe Human Chest

Compare Figures 1 and 2. Match the parts ofthe model (Figure 1) with the parts of thehuman chest (Figure 2) in Table 2.

Part CComparing Movement of Your ModelDiaphragm with the Human Chest

1. Gently pull up on the rubber sheet ofthe model. Record your observations inTable 3. Note that the diaphragm is in arelaxed condition when it pushes up inyour body.

2. Gently pull down on the rubber sheet andrecord your observations in Table 3. Notethat the diaphragm is in a contractedcondition when it pulls down in your body.

2-hole stopper

Plastic dome

Airinside

Coloredwater

Rubberband

Rubbersheet

Glasstube

Twist tie

Balloons

Y -shaped tube

Ribsandchestwall

Chestcavity

Trachea

Lungs

Diaphragm

Figure 2

Figure 1



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Hands-On Activities


Part DComparing Movement of Your ModelChest with the Human Chest

1. Gently squeeze in the sides of the bottomof the plastic dome (chest wall). Recordyour observations in Table 4. Note that thechest wall and the ribs in Figure 3A movedown slightly when the human chest wallmoves in.

2. Gently squeeze in the sides at the bottomof the plastic dome, and then let go. Recordyour observations in Table 4. Note that thechest wall and the ribs in Figure 3B moveslightly up when the human chest wallmoves out and that the size of the chestcavity gets larger.


Table 1

Chest moves in Chest moves out

Front Back Front Back A

Ribsmovedownslightly

Diaphragm

Ribsmoveupslightly

B

Table 2

Water Levels in the Chest Model

Rubber sheet

1. Pushed up

2. Pulled down

Water Level onLong Side

Water Level onShort Side

Change in InsideAir Pressure

Air Pressurein Model

Identifying Model Parts

Model parts Parts of the Human Chest

1. Balloons

2. Rubber sheet

3. Y-shaped tube

4. Air inside dome

5. Plastic sides of dome

Figure 3


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Hand

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Table 4


The Movement of the Diaphragm During Breathing

PersonBreathing(exhale/inhale)

Inside AirPressure(high/low)

DiaphragmPosition

(up/down)

Tube Sidein Which

Water Rises(long/short)

1. Pushedup

Rubbersheet

DiaphragmCondition(relaxed/

contracted)

Balloons(air sacs)

(empty/fill)

2. Pulleddown

1. Tube side in which water rises (long/short)

The Movement of the Chest During Breathing

Chest WallPushed in

Chest Wall backto Original Shape

2. Inside air pressure (falls/rises)

3. Air pressure (high/low)

4. Rib cage movement (up/down)

5. Chest cavity size (large/small)

6. Balloons or air sacs (empty/fill)

7. Person breathing (exhale/inhale)


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Hands-On Activities



Questions and ConclusionsDirections: Complete the following summary table based on the results of your activities.

Strategy Check

Can you compare the model to a human chest?

Can you use the model to show how the diaphragm and chest wall help inhalation and exhalation?

Inhalation and Exhalation

Inhalation Exhalation

1. Diaphragm pulled up or down?

2. Diaphragm relaxed or contracted?

3. Chest wall pushed in or out?

4. Ribs pulled up or down?

5. Air pressure in chest high or low?

6. Pressure does or does not squeeze air sacs?

7. Chest cavity size increases or decreases?

8. Lungs filling or emptying?

9. Breathing in or out?


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Digestion, Respiration, and Excretion

Directions: Use this page to label your Foldable at the beginning of the chapter.

Know

Want

Learned

I breathe.

Why do I breathe?

I breathe to take in oxygen my body cells need and to expel carbon dioxide waste from my body cells.


Meeting Individual Needs




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OverviewDigestion, Respiration, and Excretion

Directions: Use the following terms to label the diagram below.

alveoli bronchi diaphragm pharynx

lungs nasal cavity trachea

Directions: Circle the organs that are involved in each of the three processes named below. Note that a processmay involve more than one organ.

8. ingestion

stomach small intestine mouth

pancreas large intestine liver

9. digestion



10. absorption



Directed Reading for

Content Mastery



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Section 1 The Digestive SystemSection 2 Nutrition

Directions: Indicate which of the following digestive processes is at work in each organ shown in the diagramby writing the correct letter in the space provided.


Content Mastery

1. Mouth

3. Liver

4. Gallbladder

7. Small intestine

2. Esophagus

5. Stomach

6. Pancreas

8. Large intestine

Directions: Identify the main type of nutrient found in the foods or substances listed below. Write in the space provided.

Just as this wall contains bricks, the foods our body needs contain these nutrients.If any of them are missing or in short supply, the body is weakened.

9. calcium

10. meat

11. fruit

12. vegetables

13. fish

14. bread

FatsWater Carbohydrates

Fats VitaminsWater

Proteins Carbohydrates Minerals

Proteins Vitamins Minerals

A. mechanical digestion C. both

B. chemical digestion D. none


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Nombre Fecha Clase

Section 3 The Respiratory SystemSection 4 The Excretory System

Directions: Use the diagrams to answer the questions below.


Content Mastery

Step 1 Step 2 Step 3

Oxygen suppliedto body

Carbon dioxideexhaled

Oxygen carriedto body cells

Carbon dioxideremoved from cells to lungs

Cellular Respiration

Breathing (inhale) Circulation Circulation Breathing (exhale)

1. Describe what happens to oxygen (O2) after it enters the lungs in Step 1.

2. Step 2 represents the use of oxygen by body cells. What is this process called?What is an important waste product of this process?

3. Describe what happens after the blood returns to the lungs in Step 3.

Directions: Answer the following questions on the lines provided.4. What is the function of the kidneys?

5. Where is the waste liquid, or urine, stored?


Nombre Fecha Clase


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Key TermsDigestion, Respiration, and Excretion

Directions: Use the following terms to complete the sentences below. You will not use all of the terms.

amino acids peristalsis carbohydrates larynx

trachea nephron enzymes villi

vitamins bronchi alveoli ureter

minerals nutrients chyme bladder

1. Thin-walled sacs in the lungs are ____________________.

2. ____________________ is the watery material that results from digestion in

the stomach.

3. Iron, potassium, and iodine are ____________________.

4. The ____________________ is the filtering unit of the kidney.

5. Tubes that connect the kidneys to the bladder are ____________________.

6. The organ that stores urine is the ____________________.

7. The airway that has the vocal cords attached is the ____________________.

8. Proteins are made up of smaller building blocks called ___________________.

9. The muscle contractions that move food through the digestive tract are

called ____________________.

10. ____________________ are tiny, fingerlike projections that cover the folds of

your small intestine.

11. Chemical digestion is possible because of certain kinds of proteins

called ____________________ .

12. There are six kinds of ____________________ available in food.

13. Three types of ____________________ are sugar, starch, and fiber.


Content Mastery



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Digestin, respiracin y excrecin 23

Nombre Fecha Clase

Satis

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Instrucciones: Encierra en un crculo los rganos que participan de cada uno de los tres procesos mencionados.Recuerda que un proceso puede involucrar ms de un rgano.

8. ingestin

estmago intestino delgado boca

pncreas intestino grueso hgado

9. digestin



10. absorcin



Lectura dirigida para

Dominio del contenido

Instrucciones: Usa los siguientes trminos para rotular el diagrama.

alveolo bronquio diafragma faringe

pulmones cavidad nasal trquea

SinopsisDigestin, respiracin y excrecin


Nombre Fecha Clase

24 Digestin, respiracin y excrecin

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Seccin 1 El sistema digestivo

Instrucciones: Indica cul de los siguientes procesos digestivos se lleva a cabo en cada rgano del diagramaescribiendo la letra correcta en el espacio provisto.

1. Boca

3. Hgado

4. Vescula

7. Intestino delgado

2. Esfago

5. Estmago

6. Pncreas

8. Intestino grueso

Seccin 2 Nutricin

Instrucciones: Identifica el principal tipo de nutriente de los alimentos o sustancias mencionadas acontinuacin. Escribe en el espacio provisto.

As como esta pared contiene ladrillos, los alimentos que nuestro cuerpo necesitacontienen estos nutrientes. Si alguno de ellos falta o es escaso, el cuerpo se debilita.

____________________ 9. calcio

____________________10. carne

____________________11. fruta

____________________12. verduras

____________________13. pescado

____________________14. pan

GrasasAgua Carbohidratos

Grasas VitaminasAgua

Protenas Carbohidratos Minerales

Protenas Vitaminas Minerales

A. digestin mecnica C. ambas

B. digestin qumica D. ninguna


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Digestin, respiracin y excrecin 25

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Seccin 3 El sistema respiratorioSeccin 4 El sistema excretorio

Instrucciones: Usa los diagramas para responder a las siguientes preguntas.

1. Describe lo que le pasa al oxgeno (O2) luego de que entra a los pulmones en el Paso 1.

2. El Paso 2 representa el uso que hacen del oxgeno las clulas del cuerpo. Cmose llama este proceso? Cul es un desecho importante de este proceso?

3. Describe lo que pasa despus de que la sangre regresa a los pulmones en el Paso 3.

Instrucciones: Responde a las siguientes preguntas en las lneas provistas.4. Cul es la funcin de los riones?

5. Dnde se almacena el lquido de desecho u orina?

Paso 1 Paso 2 Paso 3

oxgeno suministrado al cuerpo

dixido de carbonoexhaladooxgeno

transportado por las clulas

dixido de carbono extrado de las clulas hacia los pulmones

respiracin

respirar (inhalar) circulacin circulacin respirar (exhalar)


26 Digestin, respiracin y excrecin

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Trminos clavesDigestin, respiracin y excrecin

Instrucciones: Usa los trminos para completar las oraciones. No necesitas usar todos los trminos.

aminocidos peristalsis carbohidratos laringe

trquea nefrn enzimas microvellosidad

vitaminas bronquios alvolos urteres

minerales nutrientes quimo vejiga

1. Las bolsas delgadas que hay en los pulmones se llaman ___________________.

2. Los ____________________ son los materiales acuosos que llegan al estmago

como resultado de la digestin.

3. El hierro, el potasio y el yodo son ____________________.

4. El (La) ____________________ es la unidad de filtracin del rin.

5. Los tubos que conectan a los riones con la vejiga se llaman

____________________.

6. El rgano que almacena la orina se llama ____________________.

7. El paso de aire donde estn adheridas las cuerdas vocales se llama

___________________.

8. Las protenas estn compuestas de bloques ms pequeos llamados

___________________.

9. Las contracciones msculares que mueven la comida a travs del tracto diges-

tivo se llaman ____________________.

10. Las ____________________ son proyecciones pequeitas parecidas a dedos que

cubren los pliegues del intestino delgado.

11. Las(Los)____________________ se absorben directamente en el flujo sanguneo.

12. Hay seis tipos de ____________________ disponibles en los alimentos.

13. El azcar, el almidn y la fibra son tres tipos de ____________________.

Satisfac e las necesidades individuales


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The Digestive System

Directions: Listed below are organs that aid in the digestion of food. Describe the function of each organ andlabel the figure.

1. mouth:

2. esophagus:

3. stomach:

4. small intestine:

5. pancreas:

6. large intestine:

7. liver:

8. rectum:

Reinforcement11

9.

10.

11.

12.

13.

14.

15.

16.

17.


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Nutrition

Directions: Name the six nutrients available in food and briefly describe each.

1. ____________ ____________________________________________________________

____________________________________________________________

2. ____________ ____________________________________________________________

____________________________________________________________

3. ___________ ____________________________________________________________

____________________________________________________________

4. ____________ ____________________________________________________________

____________________________________________________________

5. ____________ ____________________________________________________________

____________________________________________________________

6. ____________ ____________________________________________________________

____________________________________________________________

Directions: Answer the following questions on the lines provided.

7. What foods supply saturated fats? Unsaturated fats?

8. How much of a human body is water? ____________________________________________

9. What are the five food groups?

10. What tools will help you make wise nutrition decisions?

Directions: Use the tables in your textbook to answer the following questions.

11. Which minerals help make strong bones?

12. Which vitamin is needed to make blood clot?

13. In what way do we lose the most water?

14. Through which organ is water lost as sweat?

15. Which two minerals are involved in nerve impulse conduction?

16. How does a person get iodine?

Reinforcement22


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The Respiratory SystemReinforcement33Directions: Label the parts of the respiratory system shown in the diagram below.

Directions: In the space provided below, write the name of the structure indicated.

8. warms and moistens air; filters dust particles

9. tube that transports air to the bronchi

10. prevents food from entering the trachea

11. oxygen passes into the capillaries that surround these sacs

12. organ made up of masses of alveoli

13. a sheet of muscle across the bottom of the chest cavity

14. a division of the trachea

Directions: Label each statement below as a description of either inhalation or exhalation. Write the wordinhale or exhale in the space provided below.

15. The diaphragm contracts.

16. Air pressure in the chest cavity increases.

17. The gases inside the lungs are pushed out through air passages.

18. Air pressure in the chest cavity decreases.

19. The volume of the chest cavity increases.

1.

2.

3.

4.

5.

6.

7.


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Directions: Answer the following questions on the lines provided.

1. What functions does the urinary system perform?

2. What are three of the excretory organs of the body?

3. What happens when the kidneys dont work?

4. Why is skin considered an excretory organ?

5. Why do you see your breath on a cold day?

The Excretory SystemReinforcement44

6. Number the following events to place themin the correct order.

______ a. Urine flows from ureters to thebladder.

______ b. Blood enters the nephrons.

______ c. Blood enters the kidneysthrough the renal artery.

______ d. Urine drains from each collecting tubule into funnel-shaped areas of the kidney.

______ e. Capillaries reabsorb most of the water,sugar, and salt.

______ f. Water, sugar, salt,and wastes in the blood enter a cuplike structure.

______ g. The renal vein returns purifiedblood to be circulated.

______ h. Urine flows from the bladderthrough the urethra and out ofthe body.

7. Label the parts of the urinary systemshown in the diagram below using the following terms: urethra, ureter, bladder,kidney, aorta, renal vein. (Arrows show thedirection of blood flow.)

a.

b.

c.

d.

e.

f.


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Heliobacter pylori Is a RealPain in the Stomach

1. What chemical causes indigestion?

2. In general, what is a peptic ulcer?

3. What is the preferred treatment for diagnosed cases of Heliobacter pylori infection?

Peptic ulcers are painful sores in themucous layer of the stomach and duodenum.Stomach liquids (gastric juice) includehydrochloric acid (HCl) and many differentenzymes, all of which are necessary for chemicaldigestion. The mucous layer of the digestivetract tissues usually protects tissues from thisacidic mixture. However, in some people, theacid breaks down the protective layer andmakes a sore in the stomach or duodenumlining. The result of this condition can bepain, indigestion, and potential weight loss.Millions of people suffer from peptic ulcers.

The Causes of UlcersUntil 1982, people thought stress or

heredity caused peptic ulcers. Then scientistsdiscovered a rod-shaped bacterium calledHeliobacter pylori living in the stomachs ofabout 8095% of the patients suffering frompeptic ulcers. It soon was learned that thesebacteria live and form colonies in the mucouslayers of the stomach where they are protectedagainst hydrochloric acid.

Studies revealed that this bacterium secretesan enzyme called urease that neutralizes thestomach acid around their colonies. Thebacteria cause the cells surrounding thecolonies to become inflamed and unhealthy.Eventually the colonies are so toxic to the tis-sues that sores form and the peptic ulcer iscreated. If left untreated, peptic ulcers can leadto stomach cancer.

Treating Heliobacter pyloriTreatment for the bacteria is simple. Once a

person is diagnosed by a doctor, antibioticsare prescribed along with tablet or liquidantacids. It is very easy to completely rid thestomach of this unhealthy hitchhiker. Themessage for people with painful indigestion isto see a doctor if it continues for a long time.Heliobacter pylori is a common and easilytreated bacterium, but it can be a real pain inthe stomach.

Enrichment11



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Do you eat too much fat?

Procedure1. Look at the nutritional information on the package. The amount of fat is usually listed in

grams per serving. Fat content may be divided into saturated fat and unsaturated fat. To findthe total amount of fat in a serving, add these two types of fat together.

2. Find the number of calories from fat per serving. Multiply total grams of fat by 9 calories.3. Find the total number of calories per serving on the label. Divide the number of calories from

the fat by the total number of calories. Multiply this number by 100 to get the percentage ofcalories from fat.

4. Record your answers in the table below.


Conclude and Apply1. Which of your favorite foods were high in fat?

2. How can you make sure you arent eating too much fat?

Carbohydrates, proteins, fats, vitamins, andminerals are nutrients that are important togood health and growth. To maintain health,you need to eat lots of carbohydrates. Proteinsand fats are needed in smaller amounts.

Most people dont realize that fats areimportant to your health. Doctors recommendthat 30 percent of the calories you eat comefrom fat. However, many people eat far toomany fatty foods. In most Americans diets,40 percent of the calories come from fat.

Many people like the way high-fat foodstaste. One gram of fat contains 9 calories. Onthe other hand, 1 gram of carbohydrate orprotein contains only 4 calories. So you can eatless fat than carbohydrate, but the total caloriesfrom fat could be higher.

Are you eating too much fat? Find out howmany calories come from fat in five of yourfavorite foods. Nutritional information can befound on the labels of packaged foods or innutrition or diet books at the library.

Enrichment22

Food 1

Food 2

Food 3

Food 4

Food 5

Percentageof Calories

from Fat

Caloriesper Serving

Fat (grams)per Serving


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ExhalingEnrichment33

Data and Observations1. What happened to the water in the jug?

Compare how much air you typically exhale in one breath to that of others. Include people ofdifferent ages, sizes, sexes, and activity levels. Use a different piece of clean tubing for each person.Develop a questionnaire for your test subjects. It should include some of the following questions: Do they live in a rural or urban setting? Do they exercise on a regular basis? Are they in good health? Any chronic bronchitis, asthma, emphysema, or other lung ailments? Have they ever smoked? Does anyone smoke at home?

2. Use the answers to the questions on your questionnaire to write a conclusion on the lines below.

Procedure1. Use the measuring cup and water to fill the

milk jug. After adding each 0.5 liter of water,mark the volume on the side of the jug.

2. Fill the jug with water until it overflows.Push the stopper in the sink and fill it with10 cm of water.

3. Cover the opening of the jug with yourhand and turn the filled jug upside-downover the sink. Put the jug in the sink withthe opening under water. Have someonehold the jug for you throughout the activity.

4. Push one end of the plastic tubing throughthe opening of the jug, keeping the free endof the tube pointing up at all times. Take adeep breath and blow into the other end ofthe tube.

5. Use the markings on the side of the jug to esti-mate the volume of water remaining in the jug.

How much air do you exhale in one breath? One way to find out might be to blow up a balloonand see how big it gets. A better way to measure how much air you exhale in a single breath is tosee how much water is displaced by the air you exhale. Try the following activity.

Materialsplastic milk jug (3.79 liter)measuring cup (0.5 liter)watermarking pensink with stopperflexible plastic tubing (60 cm)

Air


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Water BalanceEnrichment44As you have learned, the kidneys maintain

the water and salt balance essential for life. Ifwe didnt have such an efficient system formaintaining this delicate balance, we wouldbecome dehydrated.

What about animals that live in the oceanor a river? Saltwater fish are always in dangerof drying out because their blood has a lowersalt concentration than seawater. As a result,saltwater fish constantly lose water because thewater in their cells moves out of their bodiesto the ocean. Water tends to move from areas of high concentration to areas of lowconcentration. Saltwater fish adjust to thewater loss by continuously drinking seawater.Then, they must get rid of the extra salt. Theirgills secrete this excess salt back into the oceanwater by active transport, which requiresenergy.

Sharks and rays have different adaptationsfor maintaining water and salt balance. Theyretain a substance called urea, which in otheranimals is excreted by the kidney. The urea intheir blood causes the salts and water to bevery much like the concentration of these substances in sea water. These animals, there-fore, are in osmotic equilibrium with the seawater. This means that these animals, onwhole, neither lose nor gain water.

Freshwater animals maintain an inside saltconcentration that is higher than the outsideenvironment. Water tends to flow into theseanimals. They get rid of excess water as urine.The kidney regulates salt loss. Any salt that islost can be added back in the diet. Someinvertebrates can actively absorb salt fromfresh water. Freshwater fish absorb saltsthrough their gills.

Directions: Read more about excretion and water balance to understand some of the mechanisms and behaviorsanimals use to survive in a wide range of environments. Answer the following questions based on what you learn.

SaltsSalts Diluted urine

Water + salts

Freshwater Fish Saltwater Fish

1. What compound do birds, insects, and reptiles living in dry habitats excrete? How does thishelp them conserve water?

2. How do kangaroo rats survive on so little water?

3. How can salmon maintain a salt and water balance when they migrate to water having a very

different salt concentration?


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Section 1 The Digestive System

A. Digestionbreaks food down into _________________ that can be absorbed by blood

1. ______________________food is chewed, mixed, and churned

2. ______________________chemical reactions break down food

B. Enzymes

1. Type of protein that _________________ the rate of a chemical reaction in your body

2. Many enzymes are involved in the ______________ of carbohydrates, proteins, and fats.

C. Organs of the digestive system

1. ______________ organsfood does not pass through them

a. Include the tongue, teeth, salivary glands, _______, _______, and _______

2. ________________

a. MouthHere, your ___________, __________, and saliva change food into a soft mass.

b. Esophagusmuscular tube moves food to the stomach using _______________, or

waves of muscle contractions

c. StomachHere, food is digested _______________ by peristalsis and ______________

by digestive solutions with the help of enzymes and hydrochloric acid. Food becomes a

thin, watery liquid called ______________.

d. Small intestine_________ increase the surface area to increase absorption. Blood

transports the absorbed nutrients to cells.

e. Large intestineAbsorbs _______________ from undigested chyme. The rectum and

anus control the release of _________________ from the body.

Section 2 Nutrition

A. Your body needs ___________________ found in foods.

1. Nutrients provide _______ and materials for ______________________________.

2. You need __________________ for every activity your body performs.

Digestion, Respiration, and ExcretionNote-takingWorksheet



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Note-taking Worksheet (continued)

B. Classes of Nutrients

1. Proteins

a. Used for _______________________ of body cells and for growth

b. Made up of _______________

2. Carbohydrates

a. The main source of ________________ for your body

b. Sugars are ________________ carbohydrates; starch and fiber are _________________carbohydrates.

3. Fats

a. Provide _______________ and help your body absorb _________________

b. Classified as _______________ or _______________ based on their chemical structure

4. Vitamins and Minerals Needed for ___________, regulating body functions, and

preventing some ___________

5. Water

a. The human body is about _____ percent water.

b. You lose water each day when you _____________, exhale, and get rid of wastes.

C. Food Groups

1. The _________________ helps people select foods that supply all the nutrients they need.

2. Foods that contain the same nutrients belong to a ________________.

3. Five food groups: _____________________, Vegetable, ____________________, Meat

Section 3 The Respiratory System

A. Functions of the respiratory systemsupply ___________ to the body

1. ______ is the movement of the chest that brings air into the lungs and removes waste gases.

2. ____________ ____________oxygen is used by the cells to release energy from glucose

3. The waste products of cellular respiration are ___________ and water.


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B. Organs of the respiratory system

1. The ____________ is a tubelike passageway used by food, liquid, and air.

2. Air passes through the ___________, which contains the vocal cords used to speak.

3. ____________tube held open by rings of cartilage; lined with cilia and mucous membranes

4. At the lower end of the trachea, two short tubes called ___________ branch into smaller tubes

5. Smallest tubes are bronchioles, which end in clusters of ____________.

6. The alveoli are surrounded by _____________; oxygen and waste products are exchanged here.

C. Why do you ____________?

1. Signals from your brain tell muscles in your chest and abdomen to _____________ and relax.

2. ______________muscle that contracts and relaxes to move gas into and out of the lungs

D. Diseases and Disorders of Respiratory System

1. Respiratory infectionscolds, flu, ______________

2. ____________ _______________bronchial tubes become irritated and swell

3. ______________disease of the alveoli, which enlarge and fail to function effectively

4. _________ ___________ uncontrolled cell growth in lung tissue

5. ___________bronchial tubes contract quickly, causing shortness of breath and wheezing

Section 4 The Excretory System

A. Functions of the ______________ systemto remove body wastes

1. ___________ __________gets rid of cell wastes in the blood and controls blood volume

2. ___________ of the urinary system

a. The blood passes through filtering units of the kidneys called _____________.

b. Urine drains from kidneys to the bladder through tubes called ____________.

c. The ____________ passes urine out of the body.

B. Urinary _____________ and disorders

1. _______________ often occur in the bladder but then spread to the kidneys

2. Ureters and urethra can become ___________, interrupting urine flow and damaging kidneys

3. Kidney failureIf both kidneys fail, the person might need a _____________ machine to

filter blood.

Note-taking Worksheet (continued)


Glencoe Indiana Science, Grade 7Contents in Brief Indiana Teacher Advisory BoardThe Glencoe FormulaIndiana's Academic Standards OverviewIndiana's Academic Standards Expanded and Correlated to Glencoe Indiana Science, Grade 7Teacher Wraparound EditionDynamic InstructionMulti-Level Review and AssessmentTime-Saving Teacher ResourcesTechnology SupportHelp Your Students with Reading and WritingFoldablesCourse Planning GuideAssessmentEducational PartnershipsDifferentiated InstructionResearch-Based Learning StrategiesField Research and TestingNational Education StandardsLearning in the LaboratorySafety in the LaboratoryChemical Storage and DisposalPreparation of SolutionsEquipment and Materials ListSuppliers

Student Edition Table of ContentsUnit 1: The Basis of LifeChapter 1 OrganizerChapter 1: Exploring and Classifying LifeLaunch Lab: Classify OrganismsFoldablesSection 1: What is science?Science OnlineMiniLAB: Analyzing DataApplying Science: Does temperature affect the rate of bacterial reproduction?

Section 2: Living ThingsScience OnlineIntegrate Social Studies

Section 3: Where does life come from?Visualizing the Origins of LifeIntegrate Earth Science

Section 4: How are living things classified?Science OnlineMiniLAB: Communicating IdeasLab: Classifying SeedsLab: Using Scientific MethodsScience and Society: Monkey Business

Chapter 1 Study GuideChapter 1 ReviewChapter 1 Indiana Standards Review

Chapter 2 OrganizerChapter 2: CellsLaunch Lab: Magnifying CellsFoldablesSection 1: Cell StructureMiniLAB: Modeling CytoplasmIntegrate EnvironmentApplying Math: Cell RatioLab: Comparing Cells

Section 2: Viewing CellsVisualizing MicroscopesMiniLAB: Observing Magnified ObjectsIntegrate Career

Section 3: VirusesScience OnlineScience OnlineLab: Comparing Light MicroscopesScience and History: Cobb Against Cancer


Chapter 3 OrganizerChapter 3: Cell ProcessesLaunch Lab: Why does water enter and leave plant cells?FoldablesSection 1: Chemistry of LifeScience OnlineMiniLAB: Observing How Enzymes WorkApplying Math: Calculate the Importance of Water

Section 2: Moving Cellular MaterialsMiniLAB: Observing DiffusionIntegrate HealthVisualizing Cell Membrane TransportLab: Observing Osmosis

Section 3: Energy for LifeIntegrate CareerScience OnlineLab: Photosynthesis and RespirationScience and Language Arts: from "Tulip"


Chapter 4 OrganizerChapter 4: Cell ReproductionLaunch Lab: Infer About Seed GrowthFoldablesSection 1: Cell Division and MitosisIntegrate CareerMiniLAB: Modeling MitosisLab: Mitosis in Plant Cells

Section 2: Sexual Reproduction and MeiosisIntegrate ChemistryApplying Science: How can chromosome numbers be predicted?Visualizing Polyploidy in Plants

Section 3: DNAMiniLAB: Modeling DNA ReplicationScience OnlineScience OnlineLab: MutationsOops! Accidents in Science: A Tangled Tale


Unit 2: The Interdependence of LifeChapter 5 OrganizerChapter 5: Digestion, Respiration, and ExcretionLaunch Lab: Breathing RateFoldablesSection 1: The Digestive SystemIntegrate Health

Section 2: NutritionScience OnlineMiniLAB: Comparing the Fat Content of FoodsIntegrate Social StudiesLab: Identifying Vitamin C Content

Section 3: The Respiratory SystemMiniLAB: Comparing Surface AreaVisualizing Abdominal ThrustsScience Online

Section 4: The Excretory SystemApplying Science: How does your body gain and lose water?Lab: Particle Size and AbsorptionScience and History: Overcoming the Odds


Chapter 6 OrganizerChapter 6: Circulation and ImmunityLaunch Lab: Transportation by Road and VesselFoldablesSection 1: BloodScience OnlineMiniLAB: Modeling Scab FormationIntegrate History

Section 2: CirculationScience Online

Section 3: ImmunityIntegrate Social StudiesMiniLAB: Determining Reproduction Rates

Section 4: DiseasesScience OnlineVisualizing Koch's RulesApplying Science: Has the annual percentage of deaths from major diseases changed?Lab: Microorganisms and DiseaseLab: Blood Type ReactionsScience and History: Have a Heart


Chapter 7 OrganizerChapter 7: Interactions of Living ThingsLaunch Lab: Space and InteractionsFoldablesSection 1: The EnvironmentIntegrate CareerScience OnlineLab: Delicately Balanced Ecosystems

Section 2: Interactions Among Living OrganismsScience OnlineMiniLAB: Observing Symbiosis

Section 3: Matter and EnergyVisualizing a Food ChainApplying Science: How do changes in Antarctic food webs affect populations?Integrate ChemistryMiniLAB: Modeling the Water CycleLab: Identifying a Limiting FactorScience and Language Arts: The Solace of Open Spaces


Chapter 8 OrganizerChapter 8: Conserving ResourcesLaunch Lab: What happens when topsoil is left unprotected?FoldablesSection 1: ResourcesMiniLAB: Observing Mineral Mining EffectsIntegrate Social StudiesVisualizing Solar Energy

Section 2: PollutionMiniLAB: Measuring Acid RainScience OnlineIntegrate HealthLab: The Greenhouse Effect

Section 3: The Three Rs of ConservationScience OnlineApplying Science: What items are you recycling at home?Lab: Solar CookingScience and Language Arts: Beauty Plagiarized


Unit 3: The Nature of MatterChapter 9 OrganizerChapter 9: Atoms, Elements, and the Periodic TableLaunch Lab: Observe MatterFoldablesSection 1: Structure of MatterIntegrate HistoryMiniLAB: Investigating the UnseenScience OnlineIntegrate Career

Section 2: The Simplest MatterScience OnlineVisualizing the Periodic TableLab: Elements and the Periodic Table

Section 3: Compounds and MixturesMiniLAB: Comparing CompoundsApplying Science: What's the best way to desalt ocean water?Science OnlineIntegrate Earth ScienceLab: Mystery MixtureScience and History: Ancient Views of Matter


Chapter 10 OrganizerChapter 10: Substances, Mixtures, and SolubilityLaunch Lab: Particle Size and Dissolving RatesFoldablesSection 1: What is a solution?Science Online

Section 2: SolubilityIntegrate EnvironmentMiniLAB: Observing Chemical ProcessesIntegrate CareerApplying Science: How can you compare concentrations?Lab: Observing Gas Solubility

Section 3: Acidic and Basic SolutionsMiniLAB: Observing a Nail in a Carbonated DrinkVisualizing Acid PrecipitationScience OnlineIntegrate Life ScienceScience OnlineLab: Testing pH Using Natural IndicatorsScience Stats: Salty Solutions


Unit 4: Motion, Forces, and EnergyChapter 11 OrganizerChapter 11: Motion and MomentumLaunch Lab: Motion After a CollisionFoldablesSection 1: What is motion?Integrate Life ScienceApplying Math: Speed of a SwimmerMiniLAB: Measuring Average SpeedScience Online

Section 2: AccelerationApplying Math: Acceleration of a BusMiniLAB: Modeling Acceleration

Section 3: MomentumIntegrate Social StudiesApplying Math: Momentum of a BicycleScience OnlineVisualizing Conservation of MomentumLab: CollisionsLab: Car Safety TestingOops! Accidents in Science: What Goes Around Comes Around


Chapter 12 OrganizerChapter 12: Force and Newton's LawsLaunch Lab: Forces and MotionFoldablesSection 1: Newton's First LawIntegrate Life ScienceScience OnlineMiniLAB: Observing Friction

Section 2: Newton's Second LawIntegrate HistoryApplying Math: Acceleration of a Car

Section 3: Newton's Third LawScience OnlineVisualizing Newton's Laws in SportsMiniLAB: Measuring Force PairsLab: Balloon RacesLab: Modeling Motion in Two DirectionsScience and Society: Air Bag Safety


Chapter 13 OrganizerChapter 13: Energy and Energy ResourcesLaunch Lab: Analyze a Marble LaunchFoldablesSection 1: What is energy?Section 2: Energy TransformationsScience OnlineMiniLAB: Analyzing Energy TransformationsVisualizing Energy TransformationsIntegrate HistoryLab: Hearing with Your Jaw

Section 3: Sources of EnergyIntegrate Earth ScienceScience OnlineApplying Science: Is energy consumption outpacing production?MiniLAB: Building a Solar CollectorLab: Energy to Power Your LifeScience Stats: Energy to Burn


Chapter 14 OrganizerChapter 14: Waves, Sound, and LightLaunch Lab: Wave PropertiesFoldablesSection 1: WavesApplying Math: Speed of SoundMiniLAB: Refraction of Light

Section 2: Sound WavesIntegrate HealthLab: Sound Waves in Matter

Section 3: LightScience OnlineMiniLAB: Separating WavelengthsVisualizing Common Vision ProblemsLab: Bending LightOops! Accidents in Science: Jansky's Merry-Go-Round


Chapter 15 OrganizerChapter 15: Electronics and ComputersLaunch Lab: Electronic and Human CalculatorsFoldablesSection 1: ElectronicsScience OnlineLab: Investigating Diodes

Section 2: ComputersMiniLAB: Using Binary NumbersApplying Science: How much information can be stored?Science OnlineMiniLAB: Observing MemoryIntegrate CareerIntegrate EnvironmentScience OnlineVisualizing a Hard DiskScience OnlineLab: Does your computer have a virus?Science and Society: E-Lectrifying E-Books


Unit 5: Galaxies, Stars, and EarthChapter 16 OrganizerChapter 16: Stars and GalaxiesLaunch Lab: Why do clusters of galaxies move apart?FoldablesSection 1: StarsMiniLAB: Observing Star PatternsApplying Science: Are distance and brightness related?

Section 2: The SunScience OnlineLab: Sunspots

Section 3: Evolution of StarsScience OnlineIntegrate ChemistryIntegrate History

Section 4: Galaxies and the UniverseMiniLAB: Measuring Distance in SpaceVisualizing the Big Bang TheoryLab: Measuring ParallaxScience Stats: Stars and Galaxies


Chapter 17 OrganizerChapter 17: MineralsLaunch Lab: Distinguish Rocks from MineralsFoldablesSection 1: MineralsMiniLAB: Inferring Salt's Crystal SystemVisualizing Crystal SystemsIntegrate PhysicsLab: Crystal Formation

Section 2: Mineral IdentificationApplying Science: How can you identify minerals?MiniLAB: Observing Mineral Properties

Section 3: Uses of MineralsScience OnlineIntegrate Social StudiesLab: Mineral IdentificationScience and History: Dr. Dorothy Crowfoot Hodgkin


Chapter 18 OrganizerChapter 18: RocksLaunch Lab: Observe and Describe RocksFoldablesSection 1: The Rock CycleMiniLAB: Modeling RockVisualizing the Rock Cycle

Section 2: Igneous RocksScience OnlineIntegrate ChemistryLab: Igneous Rock Clues

Section 3: Metamorphic RocksScience Online

Section 4: Sedimentary RocksMiniLAB: Classifying SedimentsIntegrate CareerApplying Math: Coal FormationLab: Sedimentary RocksScience and Society: Australia's Controversial Rock Star


Unit 6: Processes that Shape EarthChapter 19 OrganizerChapter 19: Forces Shaping EarthLaunch Lab: Model Earth's InteriorFoldablesSection 1: Earth's Moving PlatesIntegrate ChemistryScience OnlineVisualizing Rift ValleysMiniLAB: Modeling Tension and CompressionLab: Earth's Moving Plates

Section 2: Uplift of Earth's CrustMiniLAB: Modeling MountainsScience OnlineIntegrate Language ArtsApplying Science: How can glaciers cause land to rise?Lab: IsostasyScience Stats: Mountains


Chapter 20 OrganizerChapter 20: Earthquakes and VolcanoesLaunch Lab: Construct with StrengthFoldablesSection 1: EarthquakesMiniLAB: Observing DeformationScience OnlineVisualizing Tsunamis

Section 2: VolcanoesMiniLAB: Modeling an EruptionScience OnlineLab: Disruptive Eruptions

Section 3: Earthquakes, Volcanoes, and Plate TectonicsIntegrate ChemistryIntegrate Language ArtsApplying Math: P-wave Travel TimeLab: Seismic WavesScience and History: Quake


Chapter 21 OrganizerChapter 21: ClimateLaunch Lab: Tracking World ClimatesFoldablesSection 1: What is Climate?MiniLAB: Observing Solar RadiationIntegrate PhysicsApplying Science: How do cities influence temperature?

Section 2: Climate TypesSection 3: Climatic ChangesMiniLAB: Modeling El NioVisualizing El Nio and La NiaScience OnlineIntegrate CareerScience OnlineLab: The Greenhouse EffectLab: MicroclimatesScience and History: The Year There Was No Summer


Chapter 22 OrganizerChapter 22: Clues to Earth's PastLaunch Lab: Clues to Life's PastFoldablesSection 1: FossilsMiniLAB: Predicting Fossil PreservationIntegrate Social StudiesIntegrate Life Science

Section 2: Relative Ages of RocksScience OnlineVisualizing UnconformitiesScience OnlineLab: Relative Ages

Section 3: Absolute Ages of RocksMiniLAB: Modeling Carbon-14 DatingScience OnlineApplying Science: When did the Iceman die?Lab: Trace FossilsOops! Accidents in Science: The World's Oldest Fish Story


Student ResourcesScience Skill HandbookScientific MethodsSafety SymbolsSafety in the Science Laboratory

Extra Try at Home LabsTechnology Skill HandbookComputer SkillsPresentation Skills

Math Skill HandbookMath ReviewScience Applications

Reference HandbookUse and Care of a MicroscopeRocksMineralsPhysical Science Reference TablesPeriodic Table of the Elements

English/Spanish GlossaryIndexCredits

Feature ContentsCross-Curricular ReadingsNational GeographicUnit OpenersVisualizing

TIME Science and SocietyTIME Science and HistoryOops! Accidents in ScienceScience and Language ArtsScience Stats

LABSLaunch LABMiniLABMiniLAB Try at HomeOne-Page LabsTwo-Page LabsDesign Your Own LabsModel and Invent LabsUse the Internet Labs

ActivitiesApplying MathApplying ScienceIntegrateScience OnlineStandards Review

ResourcesChapter ResourcesChapter 1: Exploring and Classifying LifeChapter 2: CellsChapter 3: Cell ProcessesChapter 4: Cell ReproductionChapter 5: Digestion, Respiration, and ExcretionChapter 6: Circulation and ImmunityChapter 7: Interactions of Living ThingsChapter 8: Conserving ResourcesChapter 9: Atoms, Elements, and the Periodic TableChapter 10: Substances, Mixtures, and SolubilityChapter 11: Motion and MomentumChapter 12: Force and Newton's LawsChapter 13: Energy and Energy ResourcesChapter 14: Waves, Sound, and LightChapter 15: Electronics and ComputersChapter 16: Stars and GalaxiesChapter 17: MineralsChapter 18: RocksChapter 19: Forces Shaping EarthChapter 20: Earthquakes and VolcanoesChapter 21: ClimateChapter 22: Clues to Earth's Past

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