science fusion student sampler grade 5

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Science!

Student Edition

SA

MPLER

Grade 5

hmheducation.com/sciencefusion

Write-in Student Edition

Complete Digital Curriculum

Leveled Labs and Activities

360°of

Inquiry

For more information visit, hmheducation.com/sciencefusion

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Contents

THE NATURE OF SCIENCE AND S.T.E.M.

Unit 1—How Scientists Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Lesson 1 What Is Science? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Inquiry Flipchart p. 2—Communicate Clearly/Classify Objects

Careers in Science: Ask a Zoologist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Inquiry Lesson 2 How Do Scientists Learn About the Natural World? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Inquiry Flipchart p. 3—How Do Scientists Learn About the Natural World?

Lesson 3 What Are Some Types of Investigations? . . . . . . . . . . . . . . . . 23Inquiry Flipchart p. 4—Think Like a Scientist/Compare Models

Inquiry Lesson 4 How Do You Perform a Controlled Experiment . . . . . 39Inquiry Flipchart p. 5—How Do You Perform a Controlled Experiment?

Lesson 5 What Tools Do Scientists Use? . . . . . . . . . . . . . . . . . . . . . . . . . .41Inquiry Flipchart p. 6—Making Measurements/Get Detailed

Inquiry Lesson 6 How Can Scientists Learn From Observations? . . . . 55Inquiry Flipchart p. 7—How Can Scientists Learn From Observations?

Unit 1 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

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Unit 2—The Engineering Process . . . . . . . . . . . . . . . . . . . . . . . . .61

Lesson 1 What Is the Design Process? . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Inquiry Flipchart p. 8—Technology in Our Lives/Invent Your Own Technology

Inquiry Lesson 2 How Can You Design a Solution to a Problem? . . . . 79Inquiry Flipchart p. 9—How Can You Design a Solution to a Problem?

Lesson 3 How Does Technology Improve Our Lives?. . . . . . . . . . . . . . . .81Inquiry Flipchart p. 10—Hello? Hello?/Charting a Solution

Careers in Science: Prosthetic Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Inquiry Lesson 4 How Can You Use Engineering to Solve a Problem?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Inquiry Flipchart p. 11—How Can You Use Engineering to Solve a Problem?

Unit 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

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Unit 2—The Engineering Process . . . . . . . . . . . . . . . . . . . . . . . . .61

Lesson 1 What Is the Design Process? . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Inquiry Flipchart p. 8—Technology in Our Lives/Invent Your Own Technology

Inquiry Lesson 2 How Can You Design a Solution to a Problem? . . . . 79Inquiry Flipchart p. 9—How Can You Design a Solution to a Problem?

Lesson 3 How Does Technology Improve Our Lives?. . . . . . . . . . . . . . . .81Inquiry Flipchart p. 10—Hello? Hello?/Charting a Solution

Careers in Science: Prosthetic Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Inquiry Lesson 4 How Can You Use Engineering to Solve a Problem?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Inquiry Flipchart p. 11—How Can You Use Engineering to Solve a Problem?

Unit 2 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

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Unit 3—Cells to Body Systems . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Lesson 1 What Are Cells? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103Inquiry Flipchart p. 12—Make a Model of a Cell/Track that Trait!

Engineering and Technology: Pumping Blood. . . . . . . . . . . . . . . . . . . . . . . . 121Inquiry Flipchart p. 13—Using a Microscope

Inquiry Lesson 2 How Can We Observe Cells? . . . . . . . . . . . . . . . . . . . . . .123Inquiry Flipchart p. 14—How Can We Observe Cells?

Lesson 3 How Do Cells Work Together? . . . . . . . . . . . . . . . . . . . . . . . . . .125Inquiry Flipchart p. 15—Making Scents of It/Act Fast!

Lesson 4 How Do Our Bodies Move, Breathe, and Circulate Blood? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .139

Inquiry Flipchart p. 16—Muscle Burnout/Circulate!

Lesson 5 How Do Our Bodies Digest Food, Remove Wastes, and Send Messages? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .153

Inquiry Flipchart p. 17—The Power of Chewing/Grow, Grow, Grow

People in Science: Henry Gray/Asa Gray . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .165

Inquiry Lesson 6 How Does the Body Stay Cool? . . . . . . . . . . . . . . . . . . .167Inquiry Flipchart p. 18—How Does the Body Stay Cool?

Unit 3 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .169

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Unit 4—How Living Things Grow and Reproduce. . . . . . .173

Lesson 1 How Are Living Things Grouped? . . . . . . . . . . . . . . . . . . . . . . .175Inquiry Flipchart p. 19—How Does a Dichotomous Key Work?/Grocery Grouping

Inquiry Lesson 2 What is a Dichotomous Key? . . . . . . . . . . . . . . . . . . . . .189Inquiry Flipchart p. 20—What is a Dichotomous Key?

Lesson 3 How Do Plants Grow and Reproduce? . . . . . . . . . . . . . . . . . . . 191Inquiry Flipchart p. 21—Comparing Cones and Fruits/Flowers in Hiding

Engineering and Technology: Tracking Animals . . . . . . . . . . . . . . . . . . . . . 205Inquiry Flipchart p. 22—Mimicking an Adaptation

Inquiry Lesson 4 What Factors Affect Germination Rate? . . . . . . . . . . 207Inquiry Flipchart p. 23—What Factors Affect Germination Rate?

Lesson 5 How Do Animals Grow and Reproduce? . . . . . . . . . . . . . . . . 209Inquiry Flipchart p. 24—How Can You Model a Backbone?/How Do they Change?

People in Science: Lisa Stevens and Susan Cobey . . . . . . . . . . . . . . . . . . . . . . . . . 223

Lesson 6 What Are Physical and Behavioral Adaptations?. . . . . . . . 225Inquiry Flipchart p. 25—Gobbling Up Your Greens/Animal Adaptations

Unit 4 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .241

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Unit 6—Energy and Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . 289

Lesson 1 What Are Roles of Organisms in Ecosystems? . . . . . . . . . . .291Inquiry Flipchart p. 31—True Colors/A “Super” Predator

People in Science: Erika Zaveleta and Peter and Rosemary Grant. . . . . . . . . . . . . . . 305

Lesson 2 How Does Energy Move Through Ecosystems? . . . . . . . . . . 307Inquiry Flipchart p. 32—Model a Food Web/Bring It Home

Engineering and Technology: Animal Modification . . . . . . . . . . . . . . . . . . . .319Inquiry Flipchart p. 33—Measuring Decomposer Activity

Inquiry Lesson 3 What Roles Do Decomposers Play? . . . . . . . . . . . . . . .321Inquiry Flipchart p. 34—What Roles Do Decomposers Play?

Unit 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323

Unit 5—Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245

Lesson 1 What Is an Ecosystem?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247Inquiry Flipchart p. 26—The Population Puzzle/Compare Climates

Careers in Science: Wildlife Surveyor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259

Inquiry Lesson 2 What Makes Up a Land Ecosystem?. . . . . . . . . . . . . . .261Inquiry Flipchart p. 27—What Makes Up a Land Ecosystem?

Lesson 3 How Do Environmental Changes Affect Organisms?. . . . . 263Inquiry Flipchart p. 28—Hunting for Beans/Compost in a Bag

Engineering and Technology: Maintaining Artificial Environments. . . . . . . . . .281Inquiry Flipchart p. 29—Design a Mobile Ecosystems Lab

Inquiry Lesson 4 How Does Drought Affect Plants? . . . . . . . . . . . . . . . . 283Inquiry Flipchart p. 30—How Does Drought Affect Plants?

Unit 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285

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Unit 6—Energy and Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . 289

Lesson 1 What Are Roles of Organisms in Ecosystems? . . . . . . . . . . .291Inquiry Flipchart p. 31—True Colors/A “Super” Predator

People in Science: Erika Zaveleta and Peter and Rosemary Grant. . . . . . . . . . . . . . . 305

Lesson 2 How Does Energy Move Through Ecosystems? . . . . . . . . . . 307Inquiry Flipchart p. 32—Model a Food Web/Bring It Home

Engineering and Technology: Animal Modification . . . . . . . . . . . . . . . . . . . .319Inquiry Flipchart p. 33—Measuring Decomposer Activity

Inquiry Lesson 3 What Roles Do Decomposers Play? . . . . . . . . . . . . . . .321Inquiry Flipchart p. 34—What Roles Do Decomposers Play?

Unit 6 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 323

Unit 5—Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245

Lesson 1 What Is an Ecosystem?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 247Inquiry Flipchart p. 26—The Population Puzzle/Compare Climates

Careers in Science: Wildlife Surveyor . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259

Inquiry Lesson 2 What Makes Up a Land Ecosystem?. . . . . . . . . . . . . . .261Inquiry Flipchart p. 27—What Makes Up a Land Ecosystem?

Lesson 3 How Do Environmental Changes Affect Organisms?. . . . . 263Inquiry Flipchart p. 28—Hunting for Beans/Compost in a Bag

Engineering and Technology: Maintaining Artificial Environments. . . . . . . . . .281Inquiry Flipchart p. 29—Design a Mobile Ecosystems Lab

Inquiry Lesson 4 How Does Drought Affect Plants? . . . . . . . . . . . . . . . . 283Inquiry Flipchart p. 30—How Does Drought Affect Plants?

Unit 5 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 285

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Unit 7—Natural Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 327

Lesson 1 How Do People Use Resources?. . . . . . . . . . . . . . . . . . . . . . . . 329Inquiry Flipchart p. 35—Catch That Dirt!/What’s in Your Water

Engineering and Technology: Oil Pumping . . . . . . . . . . . . . . . . . . . . . . . . .341Inquiry Flipchart p. 36—Separating Waste Materials

Lesson 2 How Do People Conserve Resources? . . . . . . . . . . . . . . . . . . 343Inquiry Flipchart p. 37—Hydroponics for the Future!/Recycling Rates

Careers in Science Alternative Energy Engineer . . . . . . . . . . . . . . . . . . . . . . . . . . 355

Inquiry Lesson 3 How Can We Conserve Natural Resources? . . . . . . . 357Inquiry Flipchart p. 38—How Can We Conserve Natural Resources?

Unit 7 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 359

Unit 8—Changes to Earth’s Surface . . . . . . . . . . . . . . . . . . . . 363

Lesson 1 How Do Weathering and Erosion Shape Earth’s Surface? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 365

Inquiry Flipchart p. 39—Grooving with Glaciers/Which Will Weather Faster?

Engineering and Technology: Extreme Weather Gear. . . . . . . . . . . . . . . . . . 383Inquiry Flipchart p. 40—Build a Seismograph

Inquiry Lesson 2 How Does Water Change Earth’s Surface?. . . . . . . . 385Inquiry Flipchart p. 41—How Does Water Change Earth’s Surface?

Lesson 3 How Do Movements of the Crust Change Earth? . . . . . . . . 387Inquiry Flipchart p. 42—Make a Scale Model of Earth’s Interior/Model a Volcanic Eruption

Careers in Science: What Does a Seismologist Do? . . . . . . . . . . . . . . . . . . . . . . . . 403

Inquiry Lesson 4 How Do Plates Move? . . . . . . . . . . . . . . . . . . . . . . . . . . . 405Inquiry Flipchart p. 43—How Do Plates Move?

Unit 8 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407

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Unit 9—The Rock Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 411

Lesson 1 What Are Minerals?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .413Inquiry Flipchart p. 44—Sorting Minerals/Growing Crystals

People in Science: Bernard Hubbard and Florence Bascom . . . . . . . . . . . . . . . . . . . 423

Inquiry Lesson 2 What Are Properties of Minerals?. . . . . . . . . . . . . . . . 425Inquiry Flipchart p. 45—What Are Properties of Minerals?

Lesson 3 How Can Rocks Be Classified? . . . . . . . . . . . . . . . . . . . . . . . . . 427Inquiry Flipchart p. 46—Making A Sedimentary Rock/Rock Dichotomous Key

Engineering and Technology: Tools that Rock . . . . . . . . . . . . . . . . . . . . . . 443Inquiry Flipchart p. 47—Separating By Size

Inquiry Lesson 4 How Can We Model Changes in Rock? . . . . . . . . . . . 445Inquiry Flipchart p. 48—How Can We Model Changes in Rock?

Unit 9 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447

Unit 10—Fossils . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .451

Lesson 1 What Are Fossils?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 453Inquiry Flipchart p. 49—What Made It?/All of that Came from OIL?

Engineering and Technology: Dino Movement . . . . . . . . . . . . . . . . . . . . . . 463Inquiry Flipchart p. 50—Design a Fossil Exhibit Hall

Lesson 2 What Was Ancient Earth Like? . . . . . . . . . . . . . . . . . . . . . . . . . 465Inquiry Flipchart p. 51—Footprints in the Sand/A Place for a Vacation?

People in Science: Luis and Walter Alvarez and Karen Chin. . . . . . . . . . . . . . . . . . . .481

Inquiry Lesson 3 How Can Scientists Use Fossils?. . . . . . . . . . . . . . . . . 483Inquiry Flipchart p. 52—How Can Scientists Use Fossils?

Unit 10 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 485

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Unit 11—Earth’s Oceans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 489

Lesson 1 What Are the Oceans Like? . . . . . . . . . . . . . . . . . . . . . . . . . . . .491Inquiry Flipchart p. 53—Model the Ocean Floor/Desalinization

Engineering and Technology: Seeing the Sea Floor . . . . . . . . . . . . . . . . . . . 503Inquiry Flipchart p. 54—Build a Working Submarine Model

Lesson 2 How Does Ocean Water Move? . . . . . . . . . . . . . . . . . . . . . . . . 505Inquiry Flipchart p. 55—Kitchen El Niño/Model Waves and Currents

Inquiry Lesson 3 How Can We Model the Ocean Floor? . . . . . . . . . . . . .517Inquiry Flipchart p. 56—How Can We Model the Ocean Floor?

Lesson 4 What Are Some Ocean Ecosystems? . . . . . . . . . . . . . . . . . . . .519Inquiry Flipchart p. 57—Catch of the Day/Model Blubber

People in Science: Evan B. Forde and Eugenie Clark. . . . . . . . . . . . . . . . . . . . . . . . .531

Unit 11 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 533

Unit 12—The Solar System and the Universe . . . . . . . . . 537

Lesson 1 What Objects Are Part of the Solar System? . . . . . . . . . . . . 539Inquiry Flipchart p. 58—Make a Scale Model/First Sightings

People in Science: Kalpana Chawla and Claudia Alexander. . . . . . . . . . . . . . . . . . . 557

Inquiry Lesson 2 How Do We Observe Objects in the Solar System?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 559

Inquiry Flipchart p. 59—How Do We Observe Objects in the Solar System?

Lesson 3 What Are Stars and Galaxies? . . . . . . . . . . . . . . . . . . . . . . . . . .561Inquiry Flipchart p. 60—A Small Slice of the Universe/Colorful Stars

Engineering and Technology: Tools in Space . . . . . . . . . . . . . . . . . . . . . . . .571Inquiry Flipchart p. 61—How High Is That Star?

Unit 12 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 573

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Unit 13—Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 577

Lesson 1 What Are Solids, Liquids, and Gases?. . . . . . . . . . . . . . . . . . 579Inquiry Flipchart p. 62—Find the Freezing Point/Playing with Properties

Engineering and Technology: Object Materials. . . . . . . . . . . . . . . . . . . . . . 593Inquiry Flipchart p. 63—Getting the Salt Out

Inquiry Lesson 2 How Does Water Change? . . . . . . . . . . . . . . . . . . . . . . . 595Inquiry Flipchart p. 64—How Does Water Change?

Lesson 3 How Does Matter Change? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 597Inquiry Flipchart p. 65—Observe Some Chemical Changes/Shhhh! Secret Messages

Lesson 4 What Are Mixtures and Solutions. . . . . . . . . . . . . . . . . . . . . . .613Inquiry Flipchart p. 66—An Inky Mixture/Does It Dissolve?

Inquiry Lesson 5 What Affects the Speed of Dissolving? . . . . . . . . . . . 627Inquiry Flipchart p. 67—What Affects the Speed of Dissolving?

Lesson 6 What Is Atomic Theory? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 629Inquiry Flipchart p. 68—Model an Atom and a Compound/Research Is Elemental

People in Science: Marie Curie and Inés Triay. . . . . . . . . . . . . . . . . . . . . . . . . . . . 639

Unit 13 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .641

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Unit 13—Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 577

Lesson 1 What Are Solids, Liquids, and Gases?. . . . . . . . . . . . . . . . . . 579Inquiry Flipchart p. 62—Find the Freezing Point/Playing with Properties

Engineering and Technology: Object Materials. . . . . . . . . . . . . . . . . . . . . . 593Inquiry Flipchart p. 63—Getting the Salt Out

Inquiry Lesson 2 How Does Water Change? . . . . . . . . . . . . . . . . . . . . . . . 595Inquiry Flipchart p. 64—How Does Water Change?

Lesson 3 How Does Matter Change? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 597Inquiry Flipchart p. 65—Observe Some Chemical Changes/Shhhh! Secret Messages

Lesson 4 What Are Mixtures and Solutions. . . . . . . . . . . . . . . . . . . . . . .613Inquiry Flipchart p. 66—An Inky Mixture/Does It Dissolve?

Inquiry Lesson 5 What Affects the Speed of Dissolving? . . . . . . . . . . . 627Inquiry Flipchart p. 67—What Affects the Speed of Dissolving?

Lesson 6 What Is Atomic Theory? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 629Inquiry Flipchart p. 68—Model an Atom and a Compound/Research Is Elemental

People in Science: Marie Curie and Inés Triay. . . . . . . . . . . . . . . . . . . . . . . . . . . . 639

Unit 13 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .641

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Unit 14—Light and Sound . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 645

Lesson 1 What Is Sound?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 647Inquiry Flipchart p. 69—Good Vibrations/Thick or Thin?

Careers in Science: Sound Designer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 663

Inquiry Lesson 2 How Are Different Sounds Made?. . . . . . . . . . . . . . . . 665Inquiry Flipchart p. 70—How Are Different Sounds Made?

Lesson 3 What Is Light? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 667Inquiry Flipchart p. 71—Telling Time With the Sun/Light Up Your Life

Lesson 4 What Are Some Properties of Light? . . . . . . . . . . . . . . . . . . . 677Inquiry Flipchart p. 72—Coins in a Fountain/Bending Light

Engineering and Technology: Sound Playback Devices . . . . . . . . . . . . . . . . 689Inquiry Flipchart p. 73—Looking Around a Corner

Lesson 5 What Happens When Light Is Reflected? . . . . . . . . . . . . . . . .691Inquiry Flipchart p. 74—What Happens When Light Is Reflected?

Unit 14 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 693

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Unit 15—Forces and Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 697

Lesson 1 What Are Forces? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 699Inquiry Flipchart p. 75—On a Roll/Make It Easier

Engineering and Technology: Football Safety Equipment . . . . . . . . . . . . . . . .717Inquiry Flipchart p. 76—Balloon Racer

Inquiry Lesson 2 How Do Forces Affect Motion? . . . . . . . . . . . . . . . . . . . .719Inquiry Flipchart p. 77—How Do Forces Affect Motion?

Inquiry Lesson 3 What Are Balanced and Unbalanced Forces? . . . . . .721Inquiry Flipchart p. 78—What Are Balanced and Unbalanced Forces?

Lesson 4 What Are Newton’s Laws? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 723Inquiry Flipchart p. 79—Forces of Loose Change/Blast Off

Careers in Science: Safety Engineer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 735

Unit 15 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 737

Interactive Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R�Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R23

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Unit 15—Forces and Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 697

Lesson 1 What Are Forces? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 699Inquiry Flipchart p. 75—On a Roll/Make It Easier

Engineering and Technology: Football Safety Equipment . . . . . . . . . . . . . . . .717Inquiry Flipchart p. 76—Balloon Racer

Inquiry Lesson 2 How Do Forces Affect Motion? . . . . . . . . . . . . . . . . . . . .719Inquiry Flipchart p. 77—How Do Forces Affect Motion?

Inquiry Lesson 3 What Are Balanced and Unbalanced Forces? . . . . . .721Inquiry Flipchart p. 78—What Are Balanced and Unbalanced Forces?

Lesson 4 What Are Newton’s Laws? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 723Inquiry Flipchart p. 79—Forces of Loose Change/Blast Off

Careers in Science: Safety Engineer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 735

Unit 15 Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 737

Interactive Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R�Index. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . R23

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Big Idea

Scientists answer questions by carrying out careful investigations.

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I Wonder WhyWhy are most observatories built far from

large cities? Turn the page to find out.

Earth is part of a solar system which is made up of many different objects orbiting the Sun.

The Solar System and the Universe

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UN

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Now I Get the Big Idea!

T

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Before you begin each lesson, be

sure to write your thoughts about

the Essential Questions.

Lesson 1 What Objects Are Part of the Solar System? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .539

Inquiry Flipchart p. 58—Make a Scale Model/First Sightings

People in Science: Kalpana Chawla and Claudia Alexander . . . . . . .557

Inquiry Lesson 2 How Do We Observe Objects in the Solar System? . . . . . . . . . . . . . . . . . . . . . . . . .559

Inquiry Flipchart p. 59—How Do We Observe Objects in the Solar System?

Lesson 3 What Are Stars and Galaxies? . . . . . . . . . . . . . .561Inquiry Flipchart p. 60—A Small Slice of the Universe/Colorful Stars

Engineering & Technology: Tools in Space . . . . . . . . . . . . . . .571Inquiry Flipchart p. 61—Improvise It: How High Is That Star?

Unit 12 Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .573

Essential Questions

Big Idea Earth is part of a solar system which is made up of many different objects orbiting a sun.

Here’s why Most observatories are built far from cities to avoid the brightening of the night sky caused by artificial outdoor lighting which can make it impossible to see dim lights from stars.

In this unit, you will explore this Big Idea, Essential Questions, and investigations on the Inquiry Flipchart.

538538 Unit 12

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Active ReadingActive Reading

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Essential Question

What Objects Are Part of the Solar System?

Compare and ContrastMany ideas in this lesson are connected because they explain comparisons and contrasts—how things are alike and different. Active readers stay focused on comparisons and contrasts when they ask themselves, How are these things alike? How are they different?

Lesson VocabularyList the terms. As you learn about each one, make notes in the Interactive Glossary.

Find the answer to the following question in this lesson and record it here.

Which planets have rings, and what are the rings made of?

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Essential Question

What Objects Are Part of the Solar System?

Compare and ContrastMany ideas in this lesson are connected because they explain comparisons and contrasts—how things are alike and different. Active readers stay focused on comparisons and contrasts when they ask themselves, How are these things alike? How are they different?



Which planets have rings, and what are the rings made of?

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The sun, Earth, and its moon form a system in space. Earth revolves around the sun. That means Earth travels around the sun in a path called an orbit. The moon revolves around Earth. Read on to learn about other objects in space.

Active ReadingActive Reading As you read this page, underline two details that tell how all planets are alike.two details that tell how all planets are alike.

Earth and its moon are part of a larger system in space called a solar system. A solar system is made up of a star

and the planets and other space objects that revolve around it. A planet is a large, round body that revolves around a star. In our solar system, the planets and other objects revolve around a star we call the sun.

There are eight planets in our solar system. All of them rotate, or spin, about an axis. This is an imaginary line that goes through the center of a planet. Earth rotates on its axis once every 24 hours. This is the length of one day on Earth.

Unlike planets, some objects don’t revolve directly around the sun. Moons are small natural objects that revolve around other objects. Many planets have moons. Earth has only one. It revolves once around Earth about every 27 days.

Earth is about 150 million kilometers from the sun!

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Some planets have many moons. Earth has only one. Venus and Mercury have none!

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Around and AroundDraw an orbit for the planet. Then draw a moon and its orbit.

The orbits of the planets in our solar system are not perfect circles. They are oval-shaped, or elliptical [eh•LIP•tuh•kuhl].

The planets in our solar system are very far from each other.

planet

The orbits of the planets in our

sun

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At times, the brightest object in the night sky is not the moon or a star. It is Venus, one of Earth’s closest neighbors in space.

Active ReadingActive Reading As you read this page, underline ways in which the inner planets are alike.

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Planets in our solar system can be classified based on their distance from the sun. The

four inner planets are the closest to the sun. In order from closest to farthest, the inner planets are Mercury, Venus, Earth, and Mars.

The inner planets are very dense and rocky. They have thin atmospheres and small diameters. A planet’s diameter is the distance from one side of the planet, through its center, to the other side. The inner planets have large solid cores at their centers. They

have few moons, and their revolution times are short compared to the

other planets in the solar system.

MercuryMercury, the smallest planet in our solar system, is less than half the size of Earth. Its surface is filled with craters, much like Earth’s moon. Mercury is the closest planet to the sun. On Mercury, the sun would look three times as large as it does on Earth.

VenusVenus is so hot that lead would melt at its surface! Thick clouds surround Venus, and its atmosphere is made up mostly of carbon dioxide. Lava flows from more than 1,000 volcanoes on Venus’s surface.

Planets not to scale.

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EarthEarth is the third planet from the sun. It has an atmosphere made of mostly nitrogen, oxygen, and carbon dioxide. Earth is the only planet known to have abundant liquid water, which helps to keep Earth at temperatures that allow life.

No Home for MeList three reasons why people could not live on Venus.

1.

2.

3.

MarsSometimes you can see Mars in the night sky. Mars is known as the “Red Planet” because of its red, rocky surface. Giant dust storms often cover the entire planet, forming huge sand dunes. Mars, like the other inner planets, has many volcanoes.

1.

2.

3.

sun

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On a clear night, Jupiter might appear to be a large, bright star in the night sky. But in fact, Jupiter is one of the outer planets in our solar system.

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Jupiter, Saturn, Uranus, and Neptune are the outer planets. In that order, they

are the farthest planets from the sun. The outer planets are also called the gas giants, because they are huge and made up mostly of gases. They don’t have a solid surface, and their cores are very small.

Because the gas giants are so far away from the sun, their surfaces are much colder than the inner planets. All of the outer planets have many moons and ring systems. Saturn’s ring system is more visible than those of the other outer planets.

bright star in the night sky. But in fact, Jupiter is one of the outer planets in our solar system.

Active ReadingActive Reading As you read this page, underline ways in which the outer planets are alike.

JupiterJupiter is the largest planet in the solar system. In fact, all of the other planets would fit inside Jupiter! Its Great Red Spot is about as wide as three Earths. The red spots are massive, spinning storms. Jupiter’s faint rings were discovered by the Voyager 1 space probe in 1979.

SaturnSaturn, the second largest planet, has thousands of rings around it. The rings are made up of ice and chunks of rock. Some of Saturn’s moons are found inside these rings. Like Jupiter, Saturn has large storms.

Planets not to scale.

Great Red Spot

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UranusThe axis of Uranus is tilted so far that, compared to other planets, it rotates on its side. This makes seasons on Uranus last more than 20 years! Deep inside Uranus, heated gases bubble and burst onto the surface, causing bright clouds to form. Uranus has a system of at least 13 faint rings.

NeptuneNeptune is the windiest planet in our solar system. Its winds move at speeds of about 2,000 km/hr (1,243 mi/hr). These winds blow Neptune’s Great Dark Spot around the planet. This spot is a storm, about the size of Earth, known to vanish and reform! Neptune has nine rings around it.

What Makes Them Unique?Write one thing that is unique about each of the outer planets.

Jupiter

Saturn

Uranus

Neptune

sun

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Size, surface features, and distance from the sun are just some differences between the inner and outer planets. Look at this chart to learn about other differences.

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Planet

Period of Revolution (in Earth days and years)

Period of Rotation (in Earth

hours and

days)

Temperature (ºC) (inner planets: surface range; outer planets: top of the clouds)

Number of Moons

Density(g/cm3) Diameter

INNER PLANETS

Mercury 88 days 59 days –173 to 427 0 5.434,878 km (3,031mi)

Venus 225 days 243 days 462 0 5.2412,104 km (7,521 mi)

Earth 365 days 1 day –88 to 58 1 5.5212,756 km (7,926 mi)

Mars 687 days about 1 day –87 to –5 2 3.946,794 km (4,222 mi)

OUTER PLANETS

Jupiter 12 yearsabout 10 hours

–148 63 1.33142,984 km (88,846 mi)

Saturn 29 yearsabout 10 hours

–178 61 0.70120,536 km (74,898 mi)

Uranus 84 yearsabout 17 hours

–216 27 1.3051,118 km (31,763 mi)

Neptune 165 yearsabout 16 hours

–214 13 1.7649,528 km (30,775 mi)

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bis Patterns in Data

Look at the data table on the previous page. Describe two trends in the data between the inner and outer planets.

The density of water is 1 gram per cubic centimeter (g/cm3). Saturn would float because its density is less than the density of water. Earth would sink.

In the space below, find the average density of the four inner planets. Repeat for the four outer planets.

Inner planets:

Outer planets:

How do the average densities compare?

Find an Average

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Besides planets, there are many other bodies that orbit the sun. Let’s find out more about some of them.

Active ReadingActive Reading As you read these two pages, find and underline two facts about asteroids.

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Dwarf Planets

Pluto was once called a planet. But in 2006, it was reclassified as a dwarf planet. Dwarf planets are nearly round bodies whose orbits cross the orbits of other bodies. Most are found in a region of the solar system beyond Neptune’s orbit called the Kuiper belt. These objects are far away and hard to study. Quaoar, shown above, was discovered in 2002.

MoonsOther moons are very different from Earth’s moon. Europa, one of Jupiter’s moons, may have a liquid ocean under a layer of ice. Another of Jupiter’s moons, Io [EYE•oh], has the most active volcanoes of any body in the solar system.

Asteroids

Asteroids are rock and iron objects that orbit the sun. Millions of them are found in the wide region between Mars and Jupiter known as the asteroid belt. Some asteroids are as small as a city block. Others could fill up an ocean. Some asteroids even have their own moons!

Io

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Where’s the Sun?In the drawing of a comet, put an S to indicate the direction toward the sun. Put a T over each tail.

CometsA comet is a chunk of frozen gases, rock, ice, and dust. Comets have long orbits around the sun. As comets pass close to the sun, part of their frozen surface begins to break away and turn into gases and dust. These particles reflect the sun’s light and become visible as long tails. A comet’s tails always point away from the sun.

Meteoroids, Meteors,and Meteorites

Each day, tons of meteoroids hit Earth’s atmosphere. Meteoroids are pieces of rock that break off of asteroids and travel through space. Most meteoroids burn up in Earth’s atmosphere, causing a streak of light called a meteor. Meteoroids that reach Earth’s surface are called meteorites.

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Some objects in space cross each others’ orbits. Often, nothing happpens. But sometimes the objects hit each other. Scientists look out for objects that may cross Earth’s orbit.

Pictures of the surface of the moon tell a story. Over millions of years, space objects

such as comets, meteoroids, and asteroids have impacted, or hit, the moon. Impact craters of all sizes can be found on the moon’s surface.

Space objects have also hit other bodies in the solar system. A comet named Shoemaker-Levy 9 impacted Jupiter in 1994. Pictures of the impact were taken by the Galileo space probe.

Scientists know that large objects have also hit Earth. In fact, a huge one impacted Earth about 65 million years ago. Many scientists think it caused changes in the environment that killed all the dinosaurs. Luckily, impacts like that one do not happen often.

Scientists use telescopes to scan space for near-Earth asteroids. These are objects that may cross Earth’s orbit. Scientists keep track of their size, position, and motion. They analyze this data to determine if the objects could impact Earth.

Why It Matters

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The impact of Shoemaker-Levy 9 caused bubbles of hot gas to rise into Jupiter’s atmosphere, as well as dark spots to form on its surface.

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Some objects in space cross each others’ orbits. Often, nothing happpens. But sometimes the objects hit each other. Scientists look out for objects that may cross Earth’s orbit.

Pictures of the surface of the moon tell a story. Over millions of years, space objects

such as comets, meteoroids, and asteroids have impacted, or hit, the moon. Impact craters of all sizes can be found on the moon’s surface.

Space objects have also hit other bodies in the solar system. A comet named Shoemaker-Levy 9 impacted Jupiter in 1994. Pictures of the impact were taken by the Galileo space probe.

Scientists know that large objects have also hit Earth. In fact, a huge one impacted Earth about 65 million years ago. Many scientists think it caused changes in the environment that killed all the dinosaurs. Luckily, impacts like that one do not happen often.

Scientists use telescopes to scan space for near-Earth asteroids. These are objects that may cross Earth’s orbit. Scientists keep track of their size, position, and motion. They analyze this data to determine if the objects could impact Earth.

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The impact of Shoemaker-Levy 9 caused bubbles of hot gas to rise into Jupiter’s atmosphere, as well as dark spots to form on its surface.

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Observatories have powerful telescopes that enable scientists to track the movement of objects in space.

Impact Crater Diameter

10–25 km 25–50 km greater than 50 km

Impacts can happen anywhere on Earth! This map shows some impact crater sites from around the world.

The Barringer Meteor Crater, in Arizona, was formed by a meteorite that struck Earth about 50,000 years ago.

On these pages, underline effects of impacts. Then circle a picture that shows evidence of an impact on Earth.

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Sum It Up!Sum It Up!

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Read the summary, and then place the information in the list into the correct box below.

The sun is at the center of the solar system. Planets, dwarf planets, moons, and other

smaller objects make up the solar system. The eight planets in the solar system can be

divided into inner planets and outer planets. Each group has different characteristics.

small and dense longer revolutions

giant size closest to sun

rings rocky surface

many moons few moons

gaseous surface low density

Inner Planets

a. Object Type:

b. Space Neighbors:

c. Key Feature:

d. How It’s Different from Earth:

Outer Planets

Fill in the missing information to describe the object shown below.

Answer Key: 1. Inner Planets: small and dense, rocky surface, few moons, closest to sun2. Outer Planets: gaseous surface, giant size, rings, many moons, low density, longer revolutions3a. moon 3b. Jupiter and its other moons 3c. active volcanoes 3d. Io orbits a planet. Earth is a planet, so it orbits the sun. Io is farther from the sun than Earth.

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Name

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Word PlayUse each of the terms in the box to label the objects in the diagram below.

planet comet asteroid solar system dwarf planet

moon orbit gas giant sun * Key Lesson Vocabulary

1. 9.

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Apply Concepts

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In the space below, draw pictures to show the key physical characteristics of an inner planet and an outer planet. Then describe your drawings.

Describe the features of a comet.

What is a meteoroid, and how does it become a meteorite?

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Identify each of the following large objects in the solar system. Write how you are able to identify each one.

A scientist discovers an object in the solar system. She describes it as bigger than an asteroid, smaller than Mercury, and farther from the sun than Neptune. What kind of object could it be? Explain.

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Many newspapers give the location of Venus, Mars, and Jupiter in the sky. Find out where in the sky these planets may appear. See if you can find them. They are among the brightest objects in the night sky.

Complete the Venn diagram in order to compare and contrast an asteroid and a comet.

Draw a picture of an object that might impact a planet. Label and describe the object. What evidence is there that these objects collide with planets and moons?

Asteroid CometBoth

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Many newspapers give the location of Venus, Mars, and Jupiter in the sky. Find out where in the sky these planets may appear. See if you can find them. They are among the brightest objects in the night sky.

Complete the Venn diagram in order to compare and contrast an asteroid and a comet.

Draw a picture of an object that might impact a planet. Label and describe the object. What evidence is there that these objects collide with planets and moons?

Asteroid CometBoth

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Space ExplorersMeet Two

Claudia Alexander

Claudia Alexander explores outer space, too. But she never leaves Earth! She studies the moons of the planet Jupiter. She was in charge of NASA’s Galileo mission. The mission sent an unmanned spacecraft to Jupiter. The spacecraft left Earth in 1989. It took six long years to reach Jupiter. Claudia Alexander directed it over 385 million miles! Under her command, Galileo was the first spacecraft to take detailed photos of Jupiter and its moons.

On her first mission, Kalpana Chawla traveled more than six million miles in 15 days!

Kalpana Chawla

space probeGalileo

As a little girl in India, Kalpana Chawla dreamed about flying airplanes. She came to the United States and studied hard. She soon earned her degree as an aerospace engineer. Kalpana Chawla could fly many kinds of airplanes. Her dreams had come true! But she kept dreaming. She wanted to fly in space. She went to work for NASA and became an astronaut. Soon, Kalpana Chawla became the first Indian-born woman in space!

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Two Ways to Study Space Kalpana Chawla and Claudia Alexander study space in different ways. Write the statements that apply to each scientist in the correct circle.

• I lead space missions without leaving Earth.

• I traveled on the space shuttle.• I study the moons of Jupiter.• I grew up in India and learned

to fly many types of airplanes.• I study objects in space.

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

_____________________

Kalpana Chawla

Claudia Alexander

The Hubble Space Telescope sends scientists pictures of space from its orbit high above Earth.

Many scientists study space from Earth by using a telescope, such as this one, in an observatory.

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How Do We Observe Objects in the Solar System?

Use binoculars to observe the same object. Record your observations.

Materialsposter of solar system objectsbinoculars

In this activity, you will investigate ways scientists observe and record data about objects in the solar system. You will model di� erent kinds of observations.

Have one member of your group walk to the poster and record observations. After a moment, have another student gather those observations and return them to the group.

As a group, review the observations and write new questions about the object. Send the questions to the student standing by the object. Review the answers.

Observe your assigned object from far away. Make as many observations as possible. Record your observations in your Science Notebook.

A Word for the WiseA space probe is a crewless space vehicle used to explore objects in space and send data back to Earth.

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How Do We Observe Objects in the Solar System?

Name

Set a PurposeWhat do you think you will learn from this investigation?

Think About the ProcedureWhy do you think you will observe the object in different ways?

Why is it important that you work together as a team in this investigation?

Record Your DataIn the space below, record the observations you made using all three methods.

Essential Question

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Draw Conclusions

Think about how scientists view objects in space. What did observing the object from far away represent?

What did using binoculars represent?

What did viewing the object up close represent?

Analyze and Extend1. How did your observations from far

away differ from those made using binoculars? Give an example.

2. How did your observations made using binoculars differ from the observations made when a student walked to the poster? Give an example.

3. How do space probes help scientists learn about objects in space?

4. Think about objects in the solar system. How do scientists use time and space relationships to observe them?

5. Think of other questions you would like to ask about how scientists study objects in space. Write your questions.

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Essential Question

What Are Stars and Galaxies?


Space is not completely empty. There are small particles in space. What happens when these particles come together?


Signal Words: DetailsSignal words show connections between ideas. For example, for instance, and such as signal examples of an idea. Also and in fact signal added facts. Active readers remember what they read because they are alert to signal words that identify examples and facts about a topic.

A nebula, such as the Pelican Nebula shown here, is a giant cloud of gas and dust.

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You see stars as tiny points of white light in the night sky. Stars are not tiny, and they are not all white. Find out how scientists study stars.

Active ReadingActive Reading As you read these two pages, draw boxes around words or phrases that signal a detail or an added fact.

People have always looked at objects in the sky. Astronomy is the study of

objects in space and their characteristics. Astronomers are scientists who study space and everything in it. They use many types of telescopes to observe objects in space, such as stars and planets.

Stars are huge balls of hot, glowing gases that produce their own heat and light. The sun is the star you know the most about. It seems much larger than other stars only because it is much closer to Earth.

A small telescope magnifies objects 150 times. A large observatory telescope magnifies an object 3,300 times. How many times as great is the magnification of the observatory telescope than the small telescope?

Dividing by 3-digit Numbers

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The sun is a medium-size yellow star. Many stars are larger or hotter than the sun. A supergiant, for example, can be more than 100 times the size of the sun.

A STAR IS BORNStars form when gravity causes gas

and dust particles found in space to pull together. These particles are squeezed together under great pressure. Eventually, energy stored in the particles is released as heat and light. A star is born.

Stars are classified by their color, temperature, brightness, and size. The color of a star can tell us about its temperature.

For example, blue stars are the hottest. A blue star’s average temperature is about 15,000 ºC.

Stars have a wide range of sizes. White dwarf stars, for instance, can be as small as a planet. Giant and supergiant stars are many times bigger than the average-size star. The largest stars are also usually the brightest. A star’s brightness is related to the amount of visible light it gives off.

Super Hot and Just HotDraw a rectangle around the hottest stars in the diagram. Draw a circle around the brightest stars.

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GOING

Our solar system is huge. Yet it is only a tiny part of a much larger system in space. Our sun is one star in a group of billions of stars found in the Milky Way galaxy.

Active ReadingActive Reading As you read the next four pages, circle details about the ages of stars in each type of galaxy.

Once, people thought Earth was at the center of the universe. The universe is everything that

exists. Now we know that we are not even at the center of

our own galaxy!

YOU ARE HERE

GOING GALACTIC

Milky Way Galaxy

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A galaxy is a group of billions of stars, the objects that orbit the stars, gas, and dust. A galaxy is held together by gravity. There are billions of galaxies in the universe. Galaxies are separated by large distances. On a cloudless night, you might see what looks like a faint band of clouds among the stars. This is a part of our home galaxy, the Milky Way. Most other galaxies can be seen only by using powerful telescopes.

TYPES OF GALAXIESIn the 1920s, astronomer Edwin Hubble

was the first to study galaxies. He classified them by shape. Through his telescope, Hubble observed pinwheel-like groups of stars that he called spiral galaxies.

Some spiral galaxies, called barred spiral galaxies, have a center shaped like a long bar. Recent evidence suggests that the Milky Way is a barred spiral galaxy.

FEATURES OF GALAXIES

SPIRAL GALAXIESSpiral galaxies consist of a rotating disk of young stars, gas, and dust and a central bulge made of older stars.

BARRED SPIRAL GALAXIESBarred spiral galaxies may have two or more spiral arms. Unlike regular spirals, there are young stars at the center of barred spiral galaxies.

In the space below, describe the position of the solar system within the Milky Way.

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MORE TYPES OF GALAXIESMost of the brightest galaxies in the universe have spiral shapes. But spiral galaxies are not the only

type of galaxy. In fact, they make up only about 20 percent of all galaxies. The dimmer irregular

galaxies and elliptical galaxies make up about 80 percent of all galaxies in the universe.

IRREGULAR GALAXIESIrregular galaxies do not have any particular shape. The stars are randomly scattered. There is lots of gas and dust to form new stars. About 20 percent of all galaxies are irregular. Some astronomers think that gravity from nearby galaxies causes irregular galaxies to form.

ELLIPTICAL GALAXIESElliptical galaxies are brightest at their center. About 60 percent of all galaxies in the universe are

elliptical. They can be shaped like a perfect sphere or a flattened

globe. Large ellipticals are made up of old stars and

have too little dust or gas to form

new ones.

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Galaxies do not stand still. They are always moving. Galaxies can move away from each other or toward each other.

COSMIC CRASHESSometimes galaxies collide, or crash

together, in space! Why? Gravity pulls galaxies toward each other. Although galaxies may collide, single stars and planets almost never do.

Many things can happen when galaxies collide. Often, large amounts of dust and gas are pressed together. This causes a starburst, or rapid formation of many new stars. Sometimes, a smaller galaxy becomes part of a larger galaxy. A collision of galaxies can also form a large, irregular galaxy. Scientists believe that many irregular galaxies were once spiral or elliptical galaxies that were involved in a cosmic crash.

Look at pictures 1–5. Draw a picture to show what you think will happen next to these two galaxies. Write a sentence to describe it.

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Sum It Up!Sum It Up!

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When you’re done, use the answer key to check and revise your work.

The universe is composed of billions of galaxies. Dust, gas, and billions of stars make up a galaxy. The idea web below summarizes information about stars and galaxies. Complete it using the words and phrases from the box.

Answer Key: 1–3 (in any order): Spiral; Elliptical; Irregular 4. Types of Galaxies 5. Characteristics of Stars 6–8 (in any order): Color; Size; Temperature

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Barred spiral

Brightness

Types of Galaxies Elliptical Temperature

Spiral Characteristics of Stars Size

Color Irregular

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Word PlayComplete the puzzle. If you need help, use the words in the box below the clues.

Name

Across 1. A person who studies the universe

4. A galaxy with no particular shape

8. Characteristic that is related to a star’s temperature

9. A ball of hot, glowing gases

Down 2. A pinwheel-like galaxy

3. A group of stars, dust, and gases

5. A galaxy shaped like a flattened globe

6. Everything that exists—planets, stars, dust, and gases

7. The study of the objects in space and their properties

spiral elliptical astronomy* irregular galaxy* star*

astronomer color universe* * Key Lesson Vocabulary

1 2

3

4 5 6 7

8

9

569

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Look at this picture of a spiral galaxy. Draw a picture of a barred spiral galaxy.

What are some ways in which galaxies differ?

Tell how the two galaxies are alike and different.

Look at these two stars. Compare and contrast them using at least two properties.

How do these stars compare to the sun?

Find out which are the brightest stars that are visible this time of year in your area. With an adult, observe the stars. Make a diagram of the night sky showing where to find the brightest stars.

red giant

blue star

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An astronaut often has to use screwdrivers or drills to fix things in space. The astronaut’s tools are specially designed for a person wearing bulky gloves and floating in orbit. Hand tools must work in the extreme cold vacuum of space and be tethered so they don’t float away. A robotic arm helps the astronaut move around outside. However, the astronaut’s most important tool is the spacesuit that maintains an environment in which the astronaut can live.

Tools in Space

Circle the astronaut’s drill. How is it similar to a drill used on Earth? How is it different?

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What made this task difficult?

How do engineers account for microgravity when designing the inside of a space station?

Turn your book so that the top of this page is closest to you.

Hold your pencil near the eraser. Write your name on the line above so that it reads properly when you turn the page right side up again.

Rise to the engineering design challenge—Complete Improvise It: How High is That Star? in the Inquiry Flipchart.

continued

You are used to doing everything under the pull of Earth’s gravity. That’s what makes it possible for you feel motions as up, down, and side-to-side. There is no “right side up” in space! It is harder than you might think to work in such an unfamiliar environment.

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6. Scientists use models to represent or explain things in the natural world. Why are models useful for the study of the solar system?

A because models cannot be proved wrong

B because models are always accepted by all scientists

C because models describe the way things actually are

D because models can be used to describe how things work

7. On a clear night, Ram correctly identified some clouds among the stars as the Milky Way. What part of the Milky Way was most visible to Ram?

F asteroids

G dust

H planets

I stars

Science ConceptsFill in the letter of the choice that best answers the question.

asteroidcometgalaxysolar systemstar

Vocabulary ReviewUse the terms in the box to complete the sentences.

1. Together, a star and all the planets and other objects orbiting it

form a(n) .

2. A chunk of rock or iron that is less than 1,000 km (621 mi) in diameter and that orbits the sun is called

a(n) .

3. A huge ball of very hot, glowing gases in space that can produce

its own heat and light is called a(n) .

4. A group of solar systems that are held together by gravity and

classified by shape is called a(n) .

5. The picture shows an example of a(n) .

Unit 12 Review

573573573Unit 12

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8. Astronomers use the term brightness to describe the amount of light a star produces, not how bright a star appears from Earth. The diagram below compares the color, temperature, and brightness of some stars that can be seen from Earth.

Which of these stars produces the most light?

A Betelgeuse

B Proxima Centauri

C our sun

D Vega

9. During a school field trip to an observatory, Smita used a telescope to observe stars of different colors. Based on the diagram in Question 8, which factor determines a star’s color?

F its size

G its brightness

H its temperature

I its distance from Earth

10. Ming is doing a project on planets in other solar systems. She learns about a planet called Planet Z. Planet Z is very large and has a thick atmosphere and a low density. Which planet is Planet Z most similar to?

A Earth C Mercury

B Mars D Saturn

11. The diagram below shows planets orbiting a star.

What type of group is the diagram illustrating?

F a constellation H a solar system

G the Milky Way I a universe

12. Some elliptical galaxies appear to be perfect spheres. How are the stars distributed within this kind of galaxy?

A The stars are evenly distributed throughout the galaxy.

B The center is very dense with many stars, and density decreases farther out.

C Most of the stars are near the outside of the sphere with dust clouds in the center.

D The stars are spread throughout the sphere in bands that look like the arms of spiral galaxies.

Science ConceptsFill in the letter of the choice that best answers the question.

White dwarfs sun

Spica

Vega

Proxima Centauri

Supergiants

GiantsAldebaran

Betelgeuse

Temperature

ColorBlue White Yellow Orange Red

High

Low

Hot Cool

Brig

htne

ss

574574 Unit 12


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13. There are many different types of stars. Each picture below shows two stars of the same color. Which picture and statement is true?

F

G

H

I

14. All the planets in the solar system orbit the sun. What is the main difference between the orbits of the inner and outer planets?

A The inner planets and outer planets orbit in different directions.

B The inner planets travel a greater distance than the outer planets do.

C The outer planets take longer to orbit the sun than the inner planets do.

D The outer planets rotate as they orbit the sun, and the inner planets do not.

15. The diagram below shows the orbit of Earth and the orbit of Borrelly.

Which of these types of space objects is Borrelly most likely to be?

F an asteroid

G a comet

H a moon

I a planet

16. When Galileo observed Jupiter, he saw four objects in line with the planet. These four objects moved from night to night and sometimes disappeared in front of or behind the planet. What kind of space object was Galileo observing?

A dwarf planets

B solar systems

C meteoroids

D moons

G5_EC_00009_5_CFLAEAG365800_85Apass: 1st

Dartmouth Publishing11/09/09

The larger star must be brighter.

The smaller star must be hotter.

The smaller star must be closer to Earth.

Stars that are the same color are usuallly the same size.







































SunEarth

Borrelly

575575Unit 12


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17. When Galileo used his telescope to observe the Milky Way, the stars appeared as small points of light. What did Galileo’s observations demonstrate about stars?

18. On a cloudless night, a milky band known as the Milky Way is visible from Earth. Explain how the structure of our galaxy and the position of our solar system within our galaxy relate to this observation.

19. Sofia observes an object in the night sky. What questions and observations can she use to determine whether the object is a planet or a star?

Questions

Observations

20. People have developed models of the universe for thousands of years. Identify two observations that a model of the universe would need to explain in order to be useful.

a.

b.

Apply Inquiry and Review the Big IdeaWrite the answers to these questions.

576576 Unit 12

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52 Unit 1 The Nature of Science

DO NOT EDIT--LO Number changes must be made through “File info”LOnumber=NC98102

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6K_CNLAESE589343_U01AS 52 12/18/10 3:07:08 AM

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