3 full student lessons with complete teacher edition

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Measuring Up to the TEKS Sample Pack

Science | Grade 4 | Lessons 9, 30, 32 The sample pack features:

• 3 full student lessons with complete Teacher Edition lessons • 1 full Table of Contents for your grade level • Lesson Correlations

Developed to meet the rigor of the TEKS, Measuring Up

employs support for using and applying critical thinking skillswith direct standards instruction that elevate and engagestudent thinking.

TEKS-based lessons featureintroductions that set studentsup for success with:

Academic Vocabulary

Step-by-Step Problem Solving

Demonstrate Higher-OrderThinking Skills

Multi-Step and Dual-CodedQuestions

Focus on Financial Literacy

Guided Instruction and Independent Learning strengthen learning with:

Deep thinking prompts

Collaborative learning

Self-evaluation

Demonstration of problem-solving logic

Application of higher-order thinking

Flexible design meets the needs of whole- or small-group instruction.Use for:

Introducing TEKS

Reinforcement

Intervention

Saturday Program

Before or After School

Extend learning with online digital resources!

Measuring Up Live 2.0 blends instructional print resources with online, dynamic assessment and practice. Meet the needs of all students for standards mastery with resources that pinpointstudent needs with customized practice.

Understand the TEKSUse scientific evidence and information to judge how correct a scientific explanation is.

A theory is an explanation of obser vations in nature.

A hypothesis is an educated guess for an answer to a question that can be tested.

Obser vations support a theor y when they make it seem true.

Empirical evidence is data collected through personal obser vation or experience that can prove that a hypothesis is correct or incorrect.

Logical reasoning is a way of thinking that uses information to draw conclusions.

Guided Instruction

Read the following information and answer the questions. You probably have many ideas about the world. You might also ask many questions.

Sometimes, you might try to answer your questions and explain how the world works. Information you collect this way is called empirical evidence. By doing this, you are acting like a scientist. To try to answer a question, a scientist states a hypothesis. A hypothesis is an educated guess based on facts and observations.

Once you have a hypothesis, you need to try to find out if it is true. You can test it bydoing experiments. Sometimes, the results of an experiment show that a hypothesis is wrong.This can still teach you something! Scientists often learn a lot when they find out a hypothesisis wrong.

Words to Knowtheoryhypothesissupportempirical evidencelogical reasoning

TEKS 4.3(A) Analyze, evaluate, and critique scientific explanations by using evidence, logical reasoning, and experimental and observational testing.

How Can I Use Evidence to Analyze My Theories?Lesson9

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The data from your experiment might show that your hypothesis is correct. However, one test might not be enough. Sometimes, different scientists do the same experiment. They might test the hypothesis again and again. Testing a hypothesis many times can help you be sure you have not made any mistakes.

Sometimes, many scientists agree that a hypothesis is correct. The hypothesis might then become a theory. A theory explains why something happens in nature. For example, one theory explains how stars form. Another theory explains how types of animals and plants change over time. Most theories are very detailed. The work of many scientists is used to develop a theory.

You are learning new things all the time and so are scientists. Sometimes, new data support the scientists’ theories. A theory is the conclusion that scientists draw about a subject based on the information available at the time. Theories often change as technology improves and more data are collected. Data might make the theory seem true.

People should evaluate the scientific process, the data, and the conclusions drawn to decide if they are based on logical reasoning. If new data show a theory is wrong, the scientists have to change it. They might change the theory a little bit or a lot. Sometimes, scientists keep finding information that says their theories are wrong. Then they might have to start over witha new theory.

1. On what is a hypothesis based?

2. How many times might a hypothesis be tested?

3. What is a theor y?

4. What does it mean if new data suppor t a theor y?

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Lesson 9 How Can I Use Evidence to Analyze My Theories?


Critical Thinking

Answer the following questions.

1. What do scientists do if data show that a theor y is wrong?

2. What is the difference between an idea and a theor y?

3. Scientists have a theor y about what makes up matter. What does this theor y tell us?

4. Which is more likely to be true—a hypothesis or a theor y? Why?

5. What would scientists need to do if they discovered data that showed that Earth is more than 4.5 billion years old?


How Can I Use Evidence to Analyze My Theories? Lesson 9


★ Practice

DIRECTIONS Read each question. Then circle the letter for the correct answer.

1 What does a theory do?

A It provides new data.

B It becomes a hypothesis.

C It becomes a conclusion.

D It explains observations in nature.

2 You have a hypothesis that pill bugs prefer dark places to light places. However, the data from your experiment do not support your hypothesis. What should you do first?

F Change the data.

G Change the question.

H Change the conclusion.

J Change your hypothesis.

3 A scientist finds evidence of a plant that lived in the time of the dinosaurs. No one has ever seen this plant growing. What is true about the new evidence?

A It must be incorrect.

B It suggests the plant is extinct.

C It proves why dinosaurs are now extinct.

D It means scientists should change their idea about adaptations.

4 If you want to test an idea, what should you make first?

F A law

G A theory

H A hypothesis

J A conclusion

5 Which is true about a theory?

A A theory can never be changed.

B A theory can turn into a hypothesis.

C A theory is very general and vague.

D A theory might be altered with new information.

2

3

4


Lesson 9 How Can I Use Evidence to Analyze My Theories?


1 A student is trying to determine the temperature at which beans sprout the fastest. The student has collected data such as temperature, sprout height, size of bean, and numberof days to sprouting. What is this data called?

A Hypothesis

B Theory

C Logical reasoning

D Empirical evidence

2 A scientist forms a conclusion that a plant was not native to a desert because of the shape and size of its leaves. What did this scientist use to base this conclusion?

F A law

G A hypothesis

H Logical reasoning

J Support for a theory

3 What work is most often only carried out by scientists?

A Testing hypotheses

B Developing theories

C Using logical reasoning

D Collecting empirical evidence

4 You think that lemon juice will lower the boiling point of water. However, your evidence and data do not support this hypothesis. What could you do?

F Turn your hypothesis into a theory.

G Change your data to match your hypothesis.

H Test your hypothesis again to see if there was a mistake.

J Ignore your data and use logical reasoning to form a conclusion.

5 You think that bean plants grown from green seeds grow faster than those grown from yellow seeds. What is this thought called?

A A hypothesis

B Solid theory

C A conclusion

D Empirical evidence

3

4

5

★ Assessment



How Can I Use Evidence to Analyze My Theories? Lesson 9


Understand the TEKSYou can learn about the different properties of soil and why soil is an important material.

Soil is loose weathered material on Earth’s sur face in which plants can grow.

The texture of soil refers to how it feels and the size of its rock particles.

Humus is decayed plant and animal matter found in soil.

Decomposers are living things that break down dead plant and animal matter.

Guided Instruction

Read the following information and answer the questions.Soil is one of Earth’s most valuable materials. Grass, trees, and other plants use soil to grow.

Animals also use soil because they use plants for food and for shelter. Without soil, most plants would likely not exist on Earth.

Soil is made mostly of weathered rocks and minerals. It forms as rock is broken down and mixed with other materials. The other materials include dead plant and animal matter, air, and water.

An important property of soil is its texture. One part of soil texture is the size of the particles that make up the soil. The largest particles are gravel. Gravel is any rock particle that is 2 millimeters across or larger. Next in size are particles of sand. They are much smaller than gravel. Silt is even smaller than sand. The smallest soil particles are clay. They are too small to be seen without a microscope. The diagram below compares the sizes of soil particles. The particles have been enlarged so they can be seen easily.

gravel sand silt clay

Soil texture is important for plant growth. Empty spaces between soil particles hold air and water. If soil is made mostly of larger particles, like gravel or sand, its texture is very coarse. Coarse soil does not hold water well, and plants might not be able to get the water they need. Soils made mostly of clay particles have a very fine texture with tiny spaces. Water can get trapped in the spaces, and plants can drown or water will not go through the clay. Soils that are made up of equal parts of sand, silt, and clay have a good texture for growing most plants. Water can drain through the soil, but some water is held in place.

Words to Knowsoiltexturehumusdecomposer

TEKS 4.7(A) Examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants.

Why Is Soil Important?Lesson30



Another important property of soil is the amount of humus it contains. Humus is made up of once-living bits of plant and animal matter. Humus contains lots of plant nutrients and helps hold water. Plants need these nutrients and water to grow. Loam is a rich soil in which humus is mixed with sand and clay.

Small living things called decomposers live in soil. The earthworm is one example of a decomposer. Decomposers create humus by breaking down the remains of dead plants and animals. Burrowing insects mix the humus into the soil as they move.

1 . What materials are found in soil?

2. What is soil texture?

3. What is humus made of?

4. Why are decomposers impor tant to soil?

5. Why is soil impor tant to plants and animals?

6. Why is good soil texture impor tant for plant growth?

7. How does humus make soil good for plants?

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Why Is Soil Impor tant? Lesson 30


Critical Thinking

Read the paragraph, study the table, and answer the questions.Two students worked together on a science project. They wanted to test the textures of three

different soils. They placed each sample of soil in a funnel with filter paper. Then they placed a beaker below the funnel. The students poured 250 milliliters of water into the funnel. They collected and measured the amount of water that moved through the soil in five minutes. They recorded their data in the table.

Soil Sample Amount of Water Collected (mL) in 5 minutes

A 100

B 245

C 15

1. Describe the texture and particles of soil sample C.


Lesson 30 Why Is Soil Impor tant?


2. Which soil sample likely contained a lot of gravel? Explain.

3. Which soil sample probably has the best texture for most plants? Explain.

4. What could the students do to improve the texture of the soil sample B?




★ Practice


1 In general, soil is made mostly of which material?

A Water

B Air

C Broken-down rocks

D Dead plant material

2 Which soil particle is the smallest?

F Gravel

G Clay

H Silt

J Sand

3 What are living things that break down dead plants and animals called?

A Humus

B Waste producers

C Decomposers

D Nutrients

4 What type of soil is best for most plant growth?

F Soil that is mostly sand

G Soil that is mostly sand with humus

H Soil that is a mixture of silt and clay with little humus

J Soil that is an even mixture of sand, silt, and clay with humus

4


Lesson 30 Why Is Soil Impor tant?


1 Which material will increase the amount of humus in soil?

A Rotting leaves

B Weathered rocks

C Water

D Minerals

2 Which kind of soil can hold so much water that it can drown plants?

F Sand

G Clay

H Silt

J Gravel

3 What would likely happen without soil?

A Animals would migrate to a new place.

B Plants would not exist.

C Erosion would increase.

D Water would not be good to drink.

4 Which sentence best describes soil particles?

F Soil particles vary in size.

G Soil particles all look alike.

H Soil particles are all very tiny.

J Soil particles must be enlarged to see.

1

2

★ Assessment





Understand the TEKSYou can learn about the sun and how it interacts with Earth.

The sun is a medium-sized star and the star that is closest to Earth.

The Northern Hemisphere of Earth is the area north of the equator.

The Southern Hemisphere of Earth is the area south of the equator.

The equator is an imaginar y circle halfway between the North Pole and South Pole.

Guided Instruction

Read the following information and answer the questions. All the planets, including Earth, revolve around the star we call the sun. Heat from the sun

reaches Earth from about 150 million km away. The sun’s heat makes Earth warm enough to support life. Different amounts of sunlight received by Earth give us the seasons.

Earth is divided into two sections. They are called the NorthernHemisphere and the Southern Hemisphere. These two sections are separated by an imaginary circle around Earth called the equator. It is halfway between the North Pole and South Pole. The image shows the way that Earth is divided into sections. The United States is located in the Northern Hemisphere.

Earth rotates on its axis as it revolves around the sun. However, Earth’s axis does not run in a straight up-and-down line. It is tilted, or turned, slightly on its side. Because of this tilt, some parts of Earth get more sunlight than other parts at any one time. The tilting of Earth’s axis is what gives us the four seasons of the year.

It takes Earth twelve months, or one year, to revolve around the sun. During the six months that the North Pole is titled toward the sun, the Northern Hemisphere gets more sunlight than the Southern Hemisphere. People living in the Northern Hemisphere experience the warmer seasons of late spring, summer, and early fall during this time. People living in the Southern Hemisphere, however, experience the colder seasons of late fall, winter, and early spring. The Northern Hemisphere experiences these colder seasons in the six months that the North Pole is titled away from the sun.

Equator

Northern Hemisphere

Southern Hemisphere

Words to KnowsunNorthern HemisphereSouthern Hemisphereequator

TEKS 4.8(C) Collect and analyze data to identify sequences and predict patterns of change in shadows, seasons, and the observable appearance of the moon over time.

How Does the Sun Affect Earth’s Seasons?Lesson32



1. W hat revolves around the sun?

2. Where is the equator?

3. Is the United States located in the Northern Hemispher e or the Southern Hemispher e?

4. Which hemisphere gets more sunlight when the North Pole is titled toward the sun?

Critical Thinking

Look at the drawing showing seasons in the Northern Hemisphere. Then read the paragraph and answer the questions.

Spring

First day of winterDecember 21

Autumn

First day of summerJune 21

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How Does the Sun Affect Earth’s Seasons? Lesson 32


As Earth revolves around the sun, Earth’s axis is tilted toward or away from the sun. In the Northern Hemisphere, the first day of summer occurs when Earth’s axis is tilted most toward the sun. It occurs on or around June 21. This day has the greatest number of daylight hours. The first day of winter occurs on or around December 21. On this day, Earth’s axis is tilted farthest away from the sun. This day has the fewest hours of daylight.

1. In which hemisphere is the United States located?

2. What causes the seasons?

3. What seasons occur in the Northern Hemispher e when the North Pole is tilted away from the sun?

4. On what date are you most likely to go to bed while it is still light outside? Explain.

5. When does the Northern Hemispher e experience the fewest hours of sunlight?

6. When the Northern Hemispher e is having summer, what season is the Southern Hemispher e having? Why?


Lesson 32 How Does the Sun Affect Earth’s Seasons?


★ Practice


1 What is the imaginary circle around Earth that is halfway between the North Pole and the South Pole?

A Tilt

B Axis

C Equator

D Northern Hemisphere

2 In the image, the Northern Hemisphere is tilted away from the sun more than any other time ofthe year.

What season is it in the Northern Hemisphere?

F Spring

G Summer

H Autumn

J Winter

3 Which of the following causes the seasons?

A The sun’s rotation

B The tilt of the Earth’s axis

C The rising and setting of the sun

D The summer solstice

4 Which season begins with the fewest hours of daylight?

F Winter

G Spring

H Summer

J Fall

5 Suppose daylight lasted for thirteen hours on June 21. How manyhours of nighttime would occuron that day?

A One

B Ten

C Eleven

D Nine

5


How Does the Sun Affect Earth’s Seasons? Lesson 32


1 What are the names of the two sections that make up the Earth?

A Atmosphere and crust

B Northern Hemisphere and Southern Hemisphere

C Spring and summer

D South Pole and North Pole

2 When it is summer in Texas, which part of Earth is closest to the sun?

F Southern Hemisphere

G Equator

H South Pole

J Northern Hemisphere

3 How would life on Earth be different if Earth’s axis were not tilted?

A The moon would not have phases.

B There would be no seasons.

C The year would be longer.

D Daylight would last 24 hours everywhere on Earth.

4 Which of the following revolves around the Earth?

F The North Star

G The planets

H The sun

J The moon

2

3

★ Assessment



Lesson 32 How Does the Sun Affect Earth’s Seasons?


Teacher Edition

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Lesson Correlation to the Grade 4 Texas Essential Knowledge and Skills . . . . . . . . . . . . . . . . . . . . . v

Letter to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

Letter to Parents and Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

What’s Ahead in Measuring Up® to the TEKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . x

What’s Inside: A Lesson Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xii

Safety First . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xv

Unit 1 What Steps Are Part of a Scientifi c Investigation?

TEKS Lesson

4.1(A) 1 How Do I Practice Safety in the Lab?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

4.1(B), 4.7(C) 2 How Do I Use Resources Wisely? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

4.2(A) 3 How Do I Set Up an Experiment?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

4.2(B), 4.2(D), 4.2(F) 4 How Do I Collect and Record Data?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

4.2(A), 4.2(B), 4.2(D), 4.2(F)

Lab Investigation: How Do I Conduct an Experiment? . . . . . . . . . . . . . . . . 20

★ Building Stamina®: Unit 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Unit 2 What Is Data?

TEKS Lesson

4.2(B), 4.4(A) 5 How Can I Use Tools to Help Me in the Lab? . . . . . . . . . . . . . . . . . . . . . . . . 31

4.2(E), 4.4(A) 6 How Can I Improve the Reliability of My Investigations? . . . . . . . . . . . . . . . 37

4.2(C), 4.4(A) 7 How Can Graphs Help Me Evaluate Data? . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

4.2(C), 4.4(A) 8 How Can Maps Help Me Evaluate Data? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

4.2(B), 4.2(C), 4.4(A) Lab Investigation: How Can I Best Record Observations and Organize Data? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

★ Building Stamina: Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Contents

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Unit 3 How Is Science Part of Our Daily Lives?

TEKS Lesson

4.3(A) 9 How Can I Use Evidence to Analyze My Theories? . . . . . . . . . . . . . . . . . . . . . 59

4.3(B) 10 How Can a Model Help Me Understand the Natural World? . . . . . . . . . . . . 64

4.3(C) 11 How Does Science Affect People’s Lives? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

4.3(C) Lab Investigation: How Do Scientists Affect Society? . . . . . . . . . . . . . . . . 72


Unit 4 How Does an Ecosystem Work?

TEKS Lesson

4.9(A) 12 What Do Organisms Need to Survive? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

4.9(B) 13 How Does a Food Web Work? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

4.9(A), 4.9(B) Lab Investigation: How Can I Describe a Food Chain? . . . . . . . . . . . . . . . . . 90


Unit 5 What Tools Does Nature Provide Organisms to Survive?

TEKS Lesson

4.10(A) 14 What Kinds of Traits Do Animals Inherit? . . . . . . . . . . . . . . . . . . . . . . . . . . . 97

4.10(A) 15 What Kinds of Traits Do Plants Inherit?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

4.10(B) 16 How Do Organisms Grow and Change? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

4.10(A) 17 What Happens When Animals Are Unable to Adapt? . . . . . . . . . . . . . . . . . 112

4.10(B) Lab Investigation: What Is One Type of Life Cycle? . . . . . . . . . . . . . . . . . 117

★ Building Stamina: Unit 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119

Unit 6 What Is Matter?

TEKS Lesson

4.5(A), 4.5(B) 18 How Does Heat Affect Matter? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

4.5(A) 19 What Is Magnetism? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131

4.5(A) 20 What Floats? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136

4.5(A) Lab Investigation: How Can I Investigate the Properties of Matter? . . . 140


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Unit 7 How Do Energy, Electricity, and Forces Work?

TEKS Lesson

4.6(A) 21 What Forms Does Energy Take? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

4.6(C) 22 How Does Electricity Travel along a Single Path? . . . . . . . . . . . . . . . . . . . . . 151

4.6(C) 23 How Does Electricity Travel along Many Paths? . . . . . . . . . . . . . . . . . . . . . . 155

4.6(B) 24 How Does Electricity Travel Through Materials?. . . . . . . . . . . . . . . . . . . . . . 159

4.6(D) 25 How Does Force Affect Motion? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163

4.6(D) Lab Investigation: What Can Change How Force Moves an Object? . . . 168


Unit 8 How Does Water Change the Earth?

TEKS Lesson

4.8(B) 26 What Is Water’s Role on Earth? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176

4.8(A) 27 How Does Weather Change? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

4.7(B), 4.8(B) 28 How Does the Ocean Change the Earth’s Surfaces? . . . . . . . . . . . . . . . . . . . 186

4.8(B) Lab Investigation: What Is the Water Cycle? . . . . . . . . . . . . . . . . . . . . . . 190


Unit 9 What Affects the Surface of the Earth?

TEKS Lesson

4.7(B) 29 How Does Earth’s Surface Change over Time? . . . . . . . . . . . . . . . . . . . . . . . 197

4.7(A) 30 Why Is Soil Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202

4.7(A), 4.7(B) Lab Investigation: How Do Wind and Water Affect Soil? . . . . . . . . . . . . 208


Unit 10 Why Are the Sun and Moon Important to Earth?

TEKS Lesson

4.8(C) 31 How Does the Moon Affect the Earth? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215

4.8(C) 32 How Does the Sun Affect Earth’s Seasons? . . . . . . . . . . . . . . . . . . . . . . . . . . 220

4.3(C), 4.8(C) Lab Investigation: What Causes the Phases of the Moon? . . . . . . . . . . . 225

★ Building Stamina: Unit 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228

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End-of-Book ★ Building Stamina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262

Commonly Used Units. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263

Metric and English Conversions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264

Science Reference Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 265

Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 266

Measuring Up Supplements Practice TestsThese assessments, written to match the STAAR® blueprints, will help students prepare for the rigor of the STAAR® and are included as blackline masters in the Teacher Edition. They are also available in Measuring Up Insight®.

Measuring Up InsightThis Web-based formative assessment program allows teachers to administer pre-made tests (including the STAAR®-emulating Practice Tests), and create and assign custom tests. Analytic reports help monitor student results and customize instruction, review, and remediation.

Measuring Up MyQuest®

Student-centered, standards-based Web-based drill with integrated games makes mastering the TEKS fun. Optional linking to Insight makes practice purposeful.

TX4_MUD_Sci_SE_Book_8-19-17.indb ivTX4_MUD_Sci_SE_Book_8-19-17.indb iv 11/12/2018 4:59:40 PM11/12/2018 4:59:40 PM

vU = Unit Inv = Investigation

Texas Essential Knowledge and Skills Measuring UpLessons

TEKS 4.1 Scientifi c investigation and reasoning. The student conducts classroom and outdoor investigations, following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) demonstrate safe practices and the use of safety equipment as described in the TEA-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles and gloves, as appropriate

1

(B) make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic

2

TEKS 4.2 Scientifi c investigation and reasoning. The student uses scientifi c practices during laboratory and outdoor investigations. The student is expected to:

(A) plan and implement descriptive investigations, including asking well-defi ned questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions

3, U1 Inv

(B) collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps

4, 5, U1 Inv, U2 Inv

(C) construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data

7, 8, U2 Inv

(D) analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured

4, U1 Inv

(E) perform repeated investigations to increase the reliability of results 6

(F) communicate valid, oral, and written results supported by data 4, U1 Inv

TEKS 4.3 Scientifi c investigation and reasoning. The student uses critical thinking and scientifi c problem solving to make informed decisions. The student is expected to:

(A) analyze, evaluate, and critique scientifi c explanations by using evidence, logical reasoning, and experimental and observational testing

9

(B) represent the natural world using models such as the water cycle and stream tables and identify their limitations, including accuracy and size

10

(C) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists

11, U3 Inv, U10 Inv

TEKS 4.4 Scientifi c investigation and reasoning. The student knows how to use a variety of tools, materials, equipment, and models to conduct science inquiry. The student is expected to:

(A) collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, balances, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices, and materials to support observation of habitats of organisms such as terrariums and aquariums

5, 6, 7, 8, U2 Inv

TEKS 4.5 Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classifi ed, changed, and used. The student is expected to:

(A) measure, compare, and contrast physical properties of matter, including mass, volume, states (solid, liquid, gas), temperature, magnetism, and the ability to sink or fl oat

18, 19, 20, U6 Inv

(B) compare and contrast a variety of mixtures, including solutions 18

Lesson Correlation to the Revised TEKSThis worktext is customized to the Texas Essential Knowledge and Skills and will help you prepare

for the State of Texas Assessments of Academic Readiness (STAAR®) in Science.

TX4_MUD_Sci_SE_Book_8-19-17.indb vTX4_MUD_Sci_SE_Book_8-19-17.indb v 11/12/2018 4:59:41 PM11/12/2018 4:59:41 PM

viU = Unit Inv = Investigation

Texas Essential Knowledge and Skills Measuring UpLessons

TEKS 4.6 Force, motion, and energy. The student knows that energy exists in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

(A) differentiate among forms of energy, including mechanical, sound, electrical, light, and thermal

21

(B) differentiate between conductors and insulators of thermal and electrical energy 24

(C) demonstrate that electricity travels in a closed path, creating an electrical circuit 22, 23

(D) design a descriptive investigation to explore the effect of force on an object such as a push or a pull, gravity, friction, or magnetism

25, U7 Inv

TEKS 4.7 Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:

(A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants

30, U9 Inv

(B) observe and identify slow changes to Earth’s surface caused by weathering, erosion, and deposition from water, wind, and ice

28, 29, U9 Inv

(C) identify and classify Earth’s renewable resources, including air, plants, water, and animals; and nonrenewable resources, including coal, oil, and natural gas; and the importance of conservation

2

TEKS 4.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:

(A) measure, record, and predict changes in weather predictions 27

(B) describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process

26, 28, U8 Inv

(C) collect and analyze data to identify sequences and predict patterns of change in shadows, seasons, and the observable appearance of the Moon over time

31, 32, U10 Inv

TEKS 4.9 Organisms and environments. The student knows and understands that living organisms within an ecosystem interact with one another and with their environment. The student is expected to:

(A) investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food

12, U4 Inv

(B) describe the fl ow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web

13, U4 Inv

TEKS 4.10 Organisms and environments. The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environment. The student is expected to:

(A) explore and describe examples of traits that are inherited from parents to offspring, such as eye color and shapes of leaves and behaviors that are learned such as reading a book and a wolf pack teaching their pups to hunt effectively

14, 15, 17

(B) explore, illustrate, and compare life cycles in living organisms such as beetles, crickets, radishes, or lima beans

16, U5 Inv

TX4_MUD_Sci_SE_Book_8-19-17.indb viTX4_MUD_Sci_SE_Book_8-19-17.indb vi 11/12/2018 4:59:41 PM11/12/2018 4:59:41 PM

30 Science • Level D Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills

Und

erst

and

the

TEK

SU

se s

cien

tific

evi

denc

e an

d in

form

atio

n to

jud

ge h

ow c

orre

ct a

sci

entif

ic

expl

anat

ion

is.

A th

eory

is a

n ex

plan

atio

n of

obs

erva

tions

in

natu

re.

A hy

poth

esis

is a

n ed

ucat

ed g

uess

for

an

answ

er t

o a

ques

tion

that

can

be

tes

ted.

Obse

rvat

ions

sup

port

a t

heor

y w

hen

they

mak

e it

seem

tru

e.

Empi

rical

evi

denc

e is

dat

a co

llect

ed t

hrou

gh p

erso

nal

obse

rvat

ion

or e

xper

ienc

e th

at c

an p

rove

tha

t a

hypo

thes

is i

s co

rrec

t or

inco

rrec

t.

Logi

cal r

easo

ning

is a

way

of

thin

king

tha

t us

es i

nfor

mat

ion

to d

raw

con

clus

ions

.

Gui

ded

Inst

ruct

ion

Rea

d th

e fo

llow

ing

info

rmat

ion

and

answ

er t

he q

uest

ions

. Yo

u pr

obab

ly h

ave

man

y id

eas

abou

t the

wor

ld. Y

ou m

ight

als

o as

k m

any

ques

tions

. So

met

imes

, you

mig

ht tr

y to

ans

wer

you

r qu

estio

ns a

nd e

xpla

in h

ow th

e w

orld

wor

ks. I

nfor

mat

ion

you

colle

ct th

is w

ay is

cal

led

empi

rica

l evi

denc

e. B

y do

ing

this

, you

are

act

ing

like

a sc

ient

ist.

T o

try

to a

nsw

er a

que

stio

n, a

sci

entis

t sta

tes

a hy

poth

esis

. A h

ypot

hesi

s is

an

educ

ated

gue

ss b

ased

on

fact

s an

d ob

serv

atio

ns.

Onc

e yo

u ha

ve a

hyp

othe

sis,

you

nee

d to

try

to fi

nd o

ut if

it is

true

. You

can

test

it b

ydo

ing

expe

rim

ents

. Som

etim

es, t

he r

esul

ts o

f an

expe

rim

ent s

how

that

a h

ypot

hesi

s is

wro

ng.

Thi

s ca

n st

ill te

ach

you

som

ethi

ng! S

cien

tists

oft

en le

arn

a lo

t whe

n th

ey fi

nd o

ut a

hyp

othe

sis

is w

rong

.

Wor

ds to

Kno

wth

eory

hypo

thes

issu

ppor

tem

piric

al ev

iden

celo

gica

l rea

soni

ng

TEKS

4.3

(A)

Analy

ze, e

valu

ate, a

nd c

ritiq

ue s

cient

ific

expl

anati

ons

by u

sing

evid

ence

, log

ical r

easo

ning

, and

exp

erim

ental

and

ob

serv

ation

al tes

ting.

How

Can

I U

se E

vide

nce

to A

naly

ze M

y Th

eori

es?

Less

on9

Mas

tery

Educ

atio

n.co

m

Copy

ing

is il

lega

l. Un

it 3

• H

ow Is

Sci

ence

Par

t of

Our

Dai

ly L

ives

?59

11/1

4/20

18

2:59

:24

PM

11/1

4/20

18

2:59

:24

PM


Crit

ical

Thi

nkin

g

Answ

er t

he f

ollo

win

g qu

estio

ns.

1.

Wha

t do

sci

entis

ts d

o if

data

sho

w t

hat

a th

eory

is w

rong

?

They

eith

er c

hang

e th

e th

eory

or

deve

lop

a n

ew t

heor

y.

2.

Wha

t is

the

diff

eren

ce b

etw

een

an id

ea a

nd a

the

ory?

A t

heor

y is

bas

ed o

n da

ta f

rom

exp

erim

ents

, bu

t an

idea

is n

ot.

3.

Scie

ntis

ts h

ave

a th

eory

abo

ut w

hat

mak

es u

p m

atte

r. W

hat

does

thi

s th

eory

tel

l us?

It g

ives

us

an e

xpla

natio

n of

the

mak

eup

of

mat

ter.

4.

Whi

ch is

mor

e lik

ely

to b

e tr

ue—

a hy

poth

esis

or

a th

eory

? W

hy?

a th

eory

bec

ause

it is

bas

ed o

n a

lot

of d

ata

and

obse

rvat

ions

5.

Wha

t w

ould

sci

entis

ts n

eed

to d

o if

they

dis

cove

red

data

tha

t sh

owed

tha

t Ea

rth

is

mor

e th

an 4

.5 b

illio

n ye

ars

old?

They

wou

ld n

eed

to c

hang

e th

eir

theo

ry.

Mas

tery

Educ

atio

n.co

m

Copy

ing

is il

lega

l. Un

it 3

• H

ow Is

Sci

ence

Par

t of

Our

Dai

ly L

ives

?61

How

Can

I Us

e Ev

iden

ce t

o An

alyz

e M

y Th

eorie

s?Le

sson

9

The

dat

a fr

om y

our

expe

rim

ent m

ight

sho

w th

at y

our

hypo

thes

is is

cor

rect

. How

ever

, one

test

m

ight

not

be

enou

gh. S

omet

imes

, diff

eren

t sci

entis

ts d

o th

e sa

me

expe

rim

ent.

The

y m

ight

test

the

hypo

thes

is a

gain

and

aga

in. T

estin

g a

hypo

thes

is m

any

times

can

hel

p yo

u be

sur

e yo

u ha

ve n

ot

mad

e an

y m

ista

kes.

Som

etim

es, m

any

scie

ntis

ts a

gree

that

a h

ypot

hesi

s is

cor

rect

. The

hyp

othe

sis

mig

ht th

en

beco

me

a th

eory

. A th

eory

exp

lain

s w

hy s

omet

hing

hap

pens

in n

atur

e. F

or e

xam

ple,

one

theo

ry

expl

ains

how

sta

rs fo

rm. A

noth

er th

eory

exp

lain

s ho

w ty

pes

of a

nim

als

and

plan

ts c

hang

e ov

er

time.

Mos

t the

orie

s ar

e ve

ry d

etai

led.

The

wor

k of

man

y sc

ient

ists

is u

sed

to d

evel

op a

theo

ry.

You

are

lear

ning

new

thin

gs a

ll th

e tim

e an

d so

are

sci

entis

ts. S

omet

imes

, new

dat

a su

ppor

t th

e sc

ient

ists

’ the

orie

s. A

the

ory

is th

e co

nclu

sion

that

sci

entis

ts d

raw

abo

ut a

sub

ject

bas

ed o

n th

e in

form

atio

n av

aila

ble

at th

e tim

e. T

heor

ies

ofte

n ch

ange

as

tech

nolo

gy im

prov

es a

nd m

ore

data

are

col

lect

ed. D

ata

mig

ht m

ake

the

theo

ry s

eem

true

. Pe

ople

sho

uld

eval

uate

the

sci

entif

ic p

roce

ss, t

he d

ata,

and

the

con

clus

ions

dra

wn

to d

ecid

e if

they

are

bas

ed o

n lo

gica

l re

ason

ing.

If

new

dat

a sh

ow a

the

ory

is w

rong

, the

sci

entis

ts

have

to

chan

ge it

. The

y m

ight

cha

nge

the

theo

ry a

litt

le b

it or

a lo

t. So

met

imes

, sci

entis

ts k

eep

findi

ng in

form

atio

n th

at s

ays

thei

r th

eori

es a

re w

rong

. The

n th

ey m

ight

hav

e to

sta

rt o

ver

with

a ne

w t

heor

y.

1.

On w

hat

is a

hyp

othe

sis

base

d?

fact

s an

d ob

serv

atio

ns

2.

How

man

y tim

es m

ight

a h

ypot

hesi

s be

tes

ted?

It m

ight

be

test

ed m

any

times

.

3.

Wha

t is

a t

heor

y?

a st

atem

ent

that

exp

lain

s w

hy s

omet

hing

hap

pen

s in

nat

ure

4.

Wha

t do

es i

t m

ean

if ne

w d

ata

supp

ort

a th

eory

?

The

data

mak

e th

e th

eory

see

m t

rue.

Scie

nce

• L

evel

D

Copy

ing

is il

lega

l.

Mea

surin

g U

p to

the

Tex

as E

ssen

tial

Know

ledg

e an

d Sk

ills

60

Less

on 9

How

Can

I Us

e Ev

iden

ce t

o An

alyz

e M

y Th

eorie

s?

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11/1

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18

2:59

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PM

11/1

4/20

18

2:59

:26

PM


1

A s

tude

nt is

try

ing

to d

eter

min

e th

e te

mpe

ratu

re a

t w

hich

bea

ns s

prou

t th

e fa

stes

t. T

he s

tude

nt h

as c

olle

cted

da

ta s

uch

as t

empe

ratu

re,

spro

ut

heig

ht,

size

of

bean

, an

d nu

mbe

rof

day

s to

spr

outin

g. W

hat

is t

his

data

cal

led?

A

Hyp

othe

sis

B

Theo

ry

C

Logi

cal r

easo

ning

D

Empi

rica

l evi

denc

e[T

EKS

4.3(

A),

DO

K 1]

2

A s

cien

tist

form

s a

conc

lusi

on t

hat

a pl

ant

was

not

nat

ive

to a

des

ert

beca

use

of t

he s

hape

and

siz

e of

its

leav

es.

Wha

t di

d th

is s

cien

tist

use

to

base

thi

s co

nclu

sion

?

F A la

w

G

A h

ypot

hesi

s

H

Logi

cal r

easo

ning

J

Sup

port

for

a t

heor

y[T

EKS

4.3(

A),

DO

K 2]

3

Wha

t w

ork

is m

ost

ofte

n on

ly c

arried

ou

t by

sci

entis

ts?

A

Test

ing

hypo

thes

es

B

Dev

elop

ing

theo

ries

C

Usi

ng lo

gica

l rea

soni

ng

D

Col

lect

ing

empi

rica

l evi

denc

e[T

EKS

4.3(

A),

DO

K 3]

4

You

thin

k th

at le

mon

jui

ce w

ill lo

wer

th

e bo

iling

poi

nt o

f w

ater

. H

owev

er,

your

evi

denc

e an

d da

ta d

o no

t su

ppor

t th

is h

ypot

hesi

s. W

hat

coul

d yo

u do

?

F Tu

rn y

our

hypo

thes

is in

to a

th

eory

.

G

Cha

nge

your

dat

a to

mat

ch y

our

hypo

thes

is.

H

Test

you

r hy

poth

esis

aga

in t

o se

e if

ther

e w

as a

mis

take

.

J

Igno

re y

our

data

and

use

logi

cal

reas

onin

g to

for

m a

con

clus

ion.

[TEK

S 4.

3(A

), D

OK

3]

5

You

thin

k th

at b

ean

plan

ts g

row

n fr

om g

reen

see

ds g

row

fas

ter

than

th

ose

grow

n fr

om y

ello

w s

eeds

. W

hat

is t

his

thou

ght

calle

d?

A

A h

ypot

hesi

s

B

Sol

id t

heor

y

C

A c

oncl

usio

n

D

Empi

rica

l evi

denc

e[T

EKS

4.3(

A),

DO

K 3]

3

4

5

★ A

sses

smen

t

DIR

ECTI

ON

S

Rea

d e

ach

qu

esti

on.

Then

cir

cle

the

lett

er f

or t

he

corr

ect

answ

er.

Mas

tery

Educ

atio

n.co

m

Copy

ing

is il

lega

l. Un

it 3

• H

ow Is

Sci

ence

Par

t of

Our

Dai

ly L

ives

?63

How

Can

I Us

e Ev

iden

ce t

o An

alyz

e M

y Th

eorie

s?Le

sson

9

★ P

ract

ice

DIR

ECTI

ON

S

Rea

d e

ach

qu

esti

on.

Then

cir

cle

the

lett

er f

or t

he

corr

ect

answ

er.

1

Wha

t do

es a

the

ory

do?

A

It p

rovi

des

new

dat

a.

B

It b

ecom

es a

hyp

othe

sis.

C

It b

ecom

es a

con

clus

ion.

D

It e

xpla

ins

obse

rvat

ions

in n

atur

e.[T

EKS

4.3(

A),

DO

K 1]

2

You

have

a h

ypot

hesi

s th

at p

ill

bugs

pre

fer

dark

pla

ces

to li

ght

plac

es.

How

ever

, th

e da

ta f

rom

you

r ex

perim

ent

do n

ot s

uppo

rt y

our

hypo

thes

is.

Wha

t sh

ould

you

do

first

?

F Cha

nge

the

data

.

G

Cha

nge

the

ques

tion.

H

Cha

nge

the

conc

lusi

on.

J Cha

nge

your

hyp

othe

sis.

[TEK

S 4.

3(A

), D

OK

3]

3

A s

cien

tist

finds

evi

denc

e of

a

plan

t th

at li

ved

in t

he t

ime

of t

he

dino

saur

s. N

o on

e ha

s ev

er s

een

this

pl

ant

grow

ing.

Wha

t is

tru

e ab

out

the

new

evi

denc

e?

A

It m

ust

be in

corr

ect.

B

It s

ugge

sts

the

plan

t is

ext

inct

.

C

It p

rove

s w

hy d

inos

aurs

are

now

ex

tinct

.

D

It m

eans

sci

entis

ts s

houl

d ch

ange

th

eir

idea

abo

ut a

dapt

atio

ns.

[TEK

S 4.

3(A

), D

OK

3]

4

If y

ou w

ant

to t

est

an id

ea,

wha

t sh

ould

you

mak

e fir

st?

F A la

w

G

A t

heor

y

H

A h

ypot

hesi

s

J A c

oncl

usio

n[T

EKS

4.3(

A),

DO

K 3]

5

Whi

ch is

tru

e ab

out

a th

eory

?

A

A t

heor

y ca

n ne

ver

be c

hang

ed.

B

A t

heor

y ca

n tu

rn in

to a

hy

poth

esis

.

C

A t

heor

y is

ver

y ge

nera

l and

va

gue.

D

A t

heor

y m

ight

be

alte

red

with

ne

w in

form

atio

n.[T

EKS

4.3(

A),

DO

K 2]

2 3

4

Scie

nce

• L

evel

D

Copy

ing

is il

lega

l.

Mea

surin

g U

p to

the

Tex

as E

ssen

tial

Know

ledg

e an

d Sk

ills

62

Less

on 9

How

Can

I Us

e Ev

iden

ce t

o An

alyz

e M

y Th

eorie

s?

9781

6409

0129

2_M

U_T

X4_

Sci

ence

_AT

E_B

ook.

indb

32

9781

6409

0129

2_M

U_T

X4_

Sci

ence

_AT

E_B

ook.

indb

32

11/1

4/20

18

2:59

:26

PM

11/1

4/20

18

2:59

:26

PM


Ano

ther

impo

rtan

t pro

pert

y of

soi

l is

the

amou

nt o

f hum

us it

con

tain

s. H

umus

is m

ade

up o

f on

ce-li

ving

bits

of p

lant

and

ani

mal

mat

ter.

Hum

us c

onta

ins

lots

of p

lant

nut

rien

ts a

nd h

elps

hol

d w

ater

. Pla

nts

need

thes

e nu

trie

nts

and

wat

er to

gro

w. L

oam

is a

ric

h so

il in

whi

ch h

umus

is m

ixed

w

ith s

and

and

clay

.Sm

all l

ivin

g th

ings

cal

led

deco

mpo

sers

live

in s

oil.

The

ear

thw

orm

is o

ne e

xam

ple

of a

de

com

pose

r. D

ecom

pose

rs c

reat

e hu

mus

by

brea

king

dow

n th

e re

mai

ns o

f dea

d pl

ants

and

an

imal

s. B

urro

win

g in

sect

s m

ix th

e hu

mus

into

the

soil

as th

ey m

ove.

1 .

Wha

t m

ater

ials

are

fou

nd in

soi

l?

wea

ther

ed r

ock

and

min

eral

s, d

ead

pla

nt a

nd a

nim

al m

atte

r, ai

r,

and

wat

er

2.

Wha

t is

soi

l te

xtur

e?

how

the

soi

l fee

ls a

nd t

he s

ize

of it

s p

artic

les

3.

Wha

t is

hum

us m

ade

of?

dead

pla

nt a

nd a

nim

al m

atte

r

4.

Why

are

dec

ompo

sers

im

port

ant

to s

oil?

They

bre

ak d

own

the

rem

ains

of

dead

pla

nts

and

anim

als

into

pla

nt n

utrie

nts.

5.

Why

is s

oil

impo

rtan

t to

pla

nts

and

anim

als?

Plan

ts u

se s

oil t

o gr

ow.

Ani

mal

s ne

ed p

lant

s fo

r fo

od a

nd s

helte

r.

6.

Why

is g

ood

soil

text

ure

impo

rtan

t fo

r pl

ant

grow

th?

Goo

d so

il te

xtur

e al

low

s p

lant

s to

get

the

rig

ht a

mou

nt o

f w

ater

.

7.

How

doe

s hu

mus

mak

e so

il go

od f

or p

lant

s?

It a

dds

pla

nt n

utrie

nts

to s

oil.

Thes

e nu

trie

nts

help

pla

nts

grow

.

Mas

tery

Educ

atio

n.co

m

Copy

ing

is il

lega

l. Un

it 9

• W

hat

Affe

cts

the

Surf

ace

of t

he E

arth

?20

3

Why

Is S

oil

Impo

rtan

t?Le

sson

30

Und

erst

and

the

TEK

SYo

u ca

n le

arn

abou

t th

e di

ffer

ent

prop

ertie

s of

soi

l and

why

soi

l is

an

impo

rtan

t m

ater

ial.

Soil

is lo

ose

wea

ther

ed m

ater

ial o

n Ea

rth’

s su

rfac

e in

whi

ch p

lant

s ca

n gr

ow.

The

text

ure

of s

oil

refe

rs t

o ho

w it

fee

ls a

nd t

he s

ize

of it

s ro

ck p

artic

les.

Hum

us is

dec

ayed

pla

nt a

nd a

nim

al m

atte

r fo

und

in s

oil.

Dec

ompo

sers

are

livi

ng t

hing

s th

at b

reak

dow

n de

ad p

lant

and

ani

mal

mat

ter.

Gui

ded

Inst

ruct

ion

Rea

d th

e fo

llow

ing

info

rmat

ion

and

answ

er t

he q

uest

ions

.So

il is

one

of E

arth

’s m

ost v

alua

ble

mat

eria

ls. G

rass

, tre

es, a

nd o

ther

pla

nts

use

soil

to g

row

. A

nim

als

also

use

soi

l bec

ause

they

use

pla

nts

for

food

and

for

shel

ter.

With

out s

oil,

mos

t pla

nts

wou

ld li

kely

not

exi

st o

n E

arth

.So

il is

mad

e m

ostly

of w

eath

ered

roc

ks a

nd m

iner

als.

It f

orm

s as

roc

k is

bro

ken

dow

n an

d m

ixed

with

oth

er m

ater

ials

. The

oth

er m

ater

ials

incl

ude

dead

pla

nt a

nd a

nim

al m

atte

r, ai

r, an

d w

ater

.A

n im

port

ant p

rope

rty

of s

oil i

s its

tex

ture

. One

par

t of s

oil t

extu

re is

the

size

of t

he p

artic

les

that

mak

e up

the

soil.

The

larg

est p

artic

les

are

grav

el. G

rave

l is

any

rock

par

ticle

that

is 2

m

illim

eter

s ac

ross

or

larg

er. N

ext i

n si

ze a

re p

artic

les

of s

and.

The

y ar

e m

uch

smal

ler

than

gra

vel.

Silt

is e

ven

smal

ler

than

san

d. T

he s

mal

lest

soi

l par

ticle

s ar

e cl

ay. T

hey

are

too

smal

l to

be s

een

with

out a

mic

rosc

ope.

The

dia

gram

bel

ow c

ompa

res

the

size

s of

soi

l par

ticle

s. T

he p

artic

les

have

be

en e

nlar

ged

so th

ey c

an b

e se

en e

asily

.

grav

elsa

ndsi

ltcl

ay

Soil

text

ure

is im

port

ant f

or p

lant

gro

wth

. Em

pty

spac

es b

etw

een

soil

part

icle

s ho

ld a

ir a

nd

wat

er. I

f soi

l is

mad

e m

ostly

of l

arge

r pa

rtic

les,

like

gra

vel o

r sa

nd, i

ts te

xtur

e is

ver

y co

arse

. Coa

rse

soil

does

not

hol

d w

ater

wel

l, an

d pl

ants

mig

ht n

ot b

e ab

le to

get

the

wat

er th

ey n

eed.

Soi

ls m

ade

mos

tly o

f cla

y pa

rtic

les

have

a v

ery

fine

text

ure

with

tiny

spa

ces.

Wat

er c

an g

et tr

appe

d in

the

spac

es, a

nd p

lant

s ca

n dr

own

or w

ater

will

not

go

thro

ugh

the

clay

. Soi

ls th

at a

re m

ade

up o

f equ

al

part

s of

san

d, s

ilt, a

nd c

lay

have

a g

ood

text

ure

for

grow

ing

mos

t pla

nts.

Wat

er c

an d

rain

thro

ugh

the

soil,

but

som

e w

ater

is h

eld

in p

lace

.

Wor

ds to

Kno

wso

iltex

ture

hum

usde

com

pose

r

TEKS

4.7

(A)

Exam

ine

prop

ertie

s of

soi

ls, in

cludi

ng c

olor

and

textu

re, c

apac

ity to

retai

n wa

ter, a

nd a

bilit

y to

sup

port

the

grow

th o

f plan

ts.

Why

Is

Soil

Impo

rtan

t?Le

sson

30 Scie

nce

• L

evel

D

Copy

ing

is il

lega

l.

Mea

surin

g U

p to

the

Tex

as E

ssen

tial

Know

ledg

e an

d Sk

ills

202

9781

6409

0129

2_M

U_T

X4_

Sci

ence

_AT

E_B

ook.

indb

10

297

8164

0901

292_

MU

_TX

4_S

cien

ce_A

TE

_Boo

k.in

db

102

11/1

4/20

18

3:01

:20

PM

11/1

4/20

18

3:01

:20

PM


2.

Whi

ch s

oil

sam

ple

likel

y co

ntai

ned

a lo

t of

gra

vel?

Exp

lain

.

Soil

sam

ple

B m

ost

likel

y co

ntai

ned

grav

el.

A lo

t of

wat

er m

oved

thro

ugh

sam

ple

B.

Gra

vel h

as lo

ts o

f sp

aces

, so

wat

er m

oves

thr

ough

it ea

sily

.

3.

Whi

ch s

oil

sam

ple

prob

ably

has

the

bes

t te

xtur

e fo

r m

ost

plan

ts?

Expl

ain.

Soil

sam

ple

A h

as t

he b

est

text

ure

for

pla

nts.

Som

e w

ater

mov

ed

thro

ugh,

but

som

e of

the

wat

er w

as h

eld

in t

he s

oil,

givi

ng t

he r

oots

a ch

ance

to

abso

rb t

he w

ater

.

4.

Wha

t co

uld

the

stud

ents

do

to im

prov

e th

e te

xtur

e of

the

soi

l sa

mpl

e B?

Add

ing

and

mix

ing

in s

mal

ler

soil

par

ticle

s, li

ke s

and

or s

ilt,

coul

d

imp

rove

the

tex

ture

.

Mas

tery

Educ

atio

n.co

m

Copy

ing

is il

lega

l. Un

it 9

• W

hat

Affe

cts

the

Surf

ace

of t

he E

arth

?20

5

Why

Is S

oil

Impo

rtan

t?Le

sson

30

Crit

ical

Thi

nkin

g

Rea

d th

e pa

ragr

aph,

stu

dy t

he t

able

, an

d an

swer

the

que

stio

ns.

Two

stud

ents

wor

ked

toge

ther

on

a sc

ienc

e pr

ojec

t. T

hey

wan

ted

to te

st th

e te

xtur

es o

f thr

ee

diff

eren

t soi

ls. T

hey

plac

ed e

ach

sam

ple

of s

oil i

n a

funn

el w

ith fi

lter

pape

r. T

hen

they

pla

ced

a be

aker

bel

ow th

e fu

nnel

. The

stu

dent

s po

ured

250

mill

ilite

rs o

f wat

er in

to th

e fu

nnel

. The

y co

llect

ed a

nd m

easu

red

the

amou

nt o

f wat

er th

at m

oved

thro

ugh

the

soil

in fi

ve m

inut

es. T

hey

reco

rded

thei

r da

ta in

the

tabl

e.

So

il S

amp

leA

mo

unt

of

Wat

er C

olle

cted

(m

L) in

5 m

inut

es

A10

0

B24

5

C15

1.

Des

crib

e th

e te

xtur

e an

d pa

rtic

les

of s

oil

sam

ple

C.

Soil

sam

ple

C h

as a

ver

y fin

e te

xtur

e be

caus

e m

ost

of t

he w

ater

did

not

mov

e th

roug

h th

e so

il sa

mp

le.

The

sam

ple

hel

d m

ost

of t

he w

ater

. It

s

par

ticle

s ar

e ve

ry s

mal

l. It

is p

roba

bly

clay

.

Scie

nce

• L

evel

D

Copy

ing

is il

lega

l.

Mea

surin

g U

p to

the

Tex

as E

ssen

tial

Know

ledg

e an

d Sk

ills

204Le

sson

30

Why

Is S

oil

Impo

rtan

t?

9781

6409

0129

2_M

U_T

X4_

Sci

ence

_AT

E_B

ook.

indb

10

397

8164

0901

292_

MU

_TX

4_S

cien

ce_A

TE

_Boo

k.in

db

103

11/1

4/20

18

3:01

:21

PM

11/1

4/20

18

3:01

:21

PM


★ P

ract

ice

DIR

ECTI

ON

S

Rea

d e

ach

qu

esti

on.

Then

cir

cle

the

lett

er f

or t

he

corr

ect

answ

er.

1

In g

ener

al,

soil

is m

ade

mos

tly o

f w

hich

mat

eria

l?

A

Wat

er

B

Air

C

Bro

ken-

dow

n ro

cks

D

Dea

d pl

ant

mat

eria

l[T

EKS

4.7(

A),

DO

K 1]

2

Whi

ch s

oil p

artic

le is

the

sm

alle

st?

F G

rave

l

G

Cla

y

H

Silt

J San

d[T

EKS

4.7(

A),

DO

K 1]

3

Wha

t ar

e liv

ing

thin

gs t

hat

brea

k do

wn

dead

pla

nts

and

anim

als

calle

d?

A

Hum

us

B

Was

te p

rodu

cers

C

Dec

ompo

sers

D

Nut

rien

ts[T

EKS

4.7(

A),

DO

K 1]

4

Wha

t ty

pe o

f so

il is

bes

t fo

r m

ost

plan

t gr

owth

?

F Soi

l tha

t is

mos

tly s

and

G

Soi

l tha

t is

mos

tly s

and

with

hu

mus

H

Soi

l tha

t is

a m

ixtu

re o

f si

lt an

d cl

ay w

ith li

ttle

hum

us

J Soi

l tha

t is

an

even

mix

ture

of

sand

, si

lt, a

nd c

lay

with

hum

us[T

EKS

4.7(

A),

DO

K 3]

4

Scie

nce

• L

evel

D

Copy

ing

is il

lega

l.

Mea

surin

g U

p to

the

Tex

as E

ssen

tial

Know

ledg

e an

d Sk

ills

206Le

sson

30

Why

Is S

oil

Impo

rtan

t?

1

Whi

ch m

ater

ial w

ill in

crea

se t

he

amou

nt o

f hu

mus

in s

oil?

A

Rott

ing

leav

es

B

Wea

ther

ed r

ocks

C

Wat

er

D

Min

eral

s[T

EKS

4.7(

A),

DO

K 3]

2

Whi

ch k

ind

of s

oil c

an h

old

so m

uch

wat

er t

hat

it ca

n dr

own

plan

ts?

F San

d

G

Cla

y

H

Silt

J

Gra

vel

[TEK

S 4.

7(A

), D

OK

3]

3

Wha

t w

ould

like

ly h

appe

n w

ithou

t so

il?

A

Ani

mal

s w

ould

mig

rate

to

a ne

w p

lace

.

B

Plan

ts w

ould

not

exi

st.

C

Eros

ion

wou

ld in

crea

se.

D

Wat

er w

ould

not

be

good

to

drin

k.[T

EKS

4.7(

A),

DO

K 2]

4

Whi

ch s

ente

nce

best

des

crib

es

soil

part

icle

s?

F Soi

l par

ticle

s va

ry in

siz

e.

G

Soi

l par

ticle

s al

l loo

k al

ike.

H

Soi

l par

ticle

s ar

e al

l ver

y tin

y.

J Soi

l par

ticle

s m

ust

be e

nlar

ged

to s

ee.

[TEK

S 4.

7(A

), D

OK

2]

1

2

★ A

sses

smen

t

DIR

ECTI

ON

S

Rea

d e

ach

qu

esti

on.

Then

cir

cle

the

lett

er f

or t

he

corr

ect

answ

er.

Mas

tery

Educ

atio

n.co

m

Copy

ing

is il

lega

l. Un

it 9

• W

hat

Affe

cts

the

Surf

ace

of t

he E

arth

?20

7

Why

Is S

oil

Impo

rtan

t?Le

sson

30

9781

6409

0129

2_M

U_T

X4_

Sci

ence

_AT

E_B

ook.

indb

10

497

8164

0901

292_

MU

_TX

4_S

cien

ce_A

TE

_Boo

k.in

db

104

11/1

4/20

18

3:01

:21

PM

11/1

4/20

18

3:01

:21

PM


1.

W ha

t re

volv

es a

roun

d th

e su

n?

All

the

pla

nets

2.

Whe

re is

the

equ

ator

?

Hal

fway

bet

wee

n th

e N

orth

Pol

e an

d th

e So

uth

Pole

3.

Is t

he U

nite

d St

ates

loc

ated

in

the

Nor

ther

n H

emis

pher

e or

the

Sou

ther

n H

emis

pher

e?

Nor

ther

n H

emis

phe

re

4.

Whi

ch h

emis

pher

e ge

ts m

ore

sunl

ight

whe

n th

e N

orth

Pol

e is

titl

ed t

owar

d th

e su

n?

Nor

ther

n H

emis

phe

re

Crit

ical

Thi

nkin

g

Look

at

the

draw

ing

show

ing

seas

ons

in t

he N

orth

ern

Hem

isph

ere.

The

n re

ad

the

para

grap

h an

d an

swer

the

que

stio

ns.

Spr

ing

Firs

t da

y of

win

ter

Dec

embe

r 21

Aut

umn

Firs

t da

y of

sum

mer

June

21

Mas

tery

Educ

atio

n.co

m

Copy

ing

is il

lega

l. Un

it 10

• W

hy A

re t

he S

un a

nd M

oon

Impo

rtan

t to

Ear

th?

221

How

Doe

s th

e Su

n Af

fect

Ear

th’s

Sea

sons

?Le

sson

32

Und

erst

and

the

TEK

SYo

u ca

n le

arn

abou

t th

e su

n an

d ho

w it

inte

ract

s w

ith E

arth

.

The

sun

is a

med

ium

-siz

ed s

tar

and

the

star

tha

t is

clo

sest

to

Eart

h.

The

Nor

ther

n H

emis

pher

e of

Ear

th is

the

are

a no

rth

of t

he e

quat

or.

The

Sout

hern

Hem

isph

ere

of E

arth

is t

he a

rea

sout

h of

the

equ

ator

.

The

equa

tor

is a

n im

agin

ary

circ

le h

alfw

ay b

etw

een

the

Nor

th P

ole

and

Sout

h Po

le.

Gui

ded

Inst

ruct

ion

Rea

d th

e fo

llow

ing

info

rmat

ion

and

answ

er t

he q

uest

ions

. A

ll th

e pl

anet

s, in

clud

ing

Ear

th, r

evol

ve a

roun

d th

e st

ar w

e ca

ll th

e su

n. H

eat f

rom

the

sun

reac

hes

Ear

th fr

om a

bout

150

mill

ion

km a

way

. The

sun

’s he

at m

akes

Ear

th w

arm

eno

ugh

to

supp

ort l

ife. D

iffer

ent a

mou

nts

of s

unlig

ht r

ecei

ved

by E

arth

giv

e us

the

seas

ons.

Ear

th is

div

ided

into

two

sect

ions

. The

y ar

e ca

lled

the

Nor

ther

nH

emis

pher

e an

d th

e So

uthe

rn H

emis

pher

e. T

hese

two

sect

ions

are

se

para

ted

by a

n im

agin

ary

circ

le a

roun

d E

arth

cal

led

the

equa

tor.

It i

s ha

lfway

bet

wee

n th

e N

orth

Pol

e an

d So

uth

Pole

. The

imag

e sh

ows

the

way

that

Ear

th is

div

ided

into

sec

tions

. The

Uni

ted

Stat

es is

loca

ted

in

the

Nor

ther

n H

emis

pher

e.E

arth

rot

ates

on

its a

xis

as it

rev

olve

s ar

ound

the

sun.

How

ever

, E

arth

’s ax

is d

oes

not r

un in

a s

trai

ght u

p-an

d-do

wn

line.

It i

s til

ted,

or

turn

ed, s

light

ly o

n its

sid

e. B

ecau

se o

f thi

s til

t, so

me

part

s of

Ear

th g

et

mor

e su

nlig

ht th

an o

ther

par

ts a

t any

one

tim

e. T

he ti

lting

of E

arth

’s ax

is

is w

hat g

ives

us

the

four

sea

sons

of t

he y

ear.

It ta

kes

Ear

th tw

elve

mon

ths,

or

one

year

, to

revo

lve

arou

nd th

e su

n. D

urin

g th

e si

x m

onth

s th

at th

e N

orth

Pol

e is

title

d to

war

d th

e su

n, th

e N

orth

ern

Hem

isph

ere

gets

mor

e su

nlig

ht th

an th

e So

uthe

rn H

emis

pher

e. P

eopl

e liv

ing

in th

e N

orth

ern

Hem

isph

ere

expe

rien

ce th

e w

arm

er s

easo

ns

of la

te s

prin

g, s

umm

er, a

nd e

arly

fall

duri

ng th

is ti

me.

Peo

ple

livin

g in

the

Sout

hern

Hem

isph

ere,

ho

wev

er, e

xper

ienc

e th

e co

lder

sea

sons

of l

ate

fall,

win

ter,

and

earl

y sp

ring

. The

Nor

ther

n H

emis

pher

e ex

peri

ence

s th

ese

cold

er s

easo

ns in

the

six

mon

ths

that

the

Nor

th P

ole

is ti

tled

away

fr

om th

e su

n.

Equa

tor

Nor

ther

n H

emis

phe

re

Sou

ther

n H

emis

phe

re

Wor

ds to

Kno

wsu

nNo

rther

n H

emisp

here

Sout

hern

Hem

isphe

reeq

uato

r

TEKS

4.8

(C)

Colle

ct an

d an

alyze

data

to id

entif

y se

quen

ces

and

pred

ict p

atter

ns o

f cha

nge

in s

hado

ws, s

easo

ns, a

nd th

e ob

serv

able

appe

aran

ce o

f the

moo

n ov

er ti

me.

How

Doe

s th

e Su

n Af

fect

Ear

th’s

Sea

sons

?Le

sson

32 Scie

nce

• L

evel

D

Copy

ing

is il

lega

l.

Mea

surin

g U

p to

the

Tex

as E

ssen

tial

Know

ledg

e an

d Sk

ills

220

9781

6409

0129

2_M

U_T

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8164

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18

3:01

:34

PM

11/1

4/20

18

3:01

:34

PM


★ P

ract

ice

DIR

ECTI

ON

S

Rea

d e

ach

qu

esti

on.

Then

cir

cle

the

lett

er f

or t

he

corr

ect

answ

er.

1

Wha

t is

the

imag

inar

y ci

rcle

aro

und

Eart

h th

at is

hal

fway

bet

wee

n th

e N

orth

Pol

e an

d th

e Sou

th P

ole?

A

Tilt

B

Axi

s

C

Equa

tor

D

Nor

ther

n H

emis

pher

e[T

EKS

4.8(

C),

DO

K 1]

2

In t

he im

age,

the

Nor

ther

n H

emis

pher

e is

tilt

ed a

way

fro

m t

he

sun

mor

e th

an a

ny o

ther

tim

e of

the

year

.

W

hat

seas

on is

it in

the

Nor

ther

n H

emis

pher

e?

F Spr

ing

G

Sum

mer

H

Aut

umn

J W

inte

r[T

EKS

4.8(

C),

DO

K 2]

3

Whi

ch o

f th

e fo

llow

ing

caus

es t

he

seas

ons?

A

The

sun’

s ro

tatio

n

B

The

tilt

of t

he E

arth

’s a

xis

C

The

risi

ng a

nd s

ettin

g of

the

sun

D

The

sum

mer

sol

stic

e[T

EKS

4.8(

C),

DO

K 2]

4

Whi

ch s

easo

n be

gins

with

the

few

est

hour

s of

day

light

?

F W

inte

r

G

Spr

ing

H

Sum

mer

J Fa

ll[T

EKS

4.8(

C),

DO

K 1]

5

Sup

pose

day

light

last

ed f

or t

hirt

een

hour

s on

Jun

e 21

. H

ow m

any

hour

s of

nig

httim

e w

ould

occ

uron

tha

t da

y?

A

One

B

Ten

C

Elev

en

D

Nin

e[T

EKS

4.8(

C),

DO

K 3]

5

Mas

tery

Educ

atio

n.co

m

Copy

ing

is il

lega

l. Un

it 10

• W

hy A

re t

he S

un a

nd M

oon

Impo

rtan

t to

Ear

th?

223

How

Doe

s th

e Su

n Af

fect

Ear

th’s

Sea

sons

?Le

sson

32

As

Ear

th r

evol

ves

arou

nd th

e su

n, E

arth

’s ax

is is

tilte

d to

war

d or

aw

ay fr

om th

e su

n. I

n th

e N

orth

ern

Hem

isph

ere,

the

first

day

of s

umm

er o

ccur

s w

hen

Ear

th’s

axis

is ti

lted

mos

t tow

ard

the

sun.

It o

ccur

s on

or

arou

nd J

une

21. T

his

day

has

the

grea

test

num

ber

of d

aylig

ht h

ours

. The

firs

t da

y of

win

ter

occu

rs o

n or

aro

und

Dec

embe

r 21

. On

this

day

, Ear

th’s

axis

is ti

lted

fart

hest

aw

ay

from

the

sun.

Thi

s da

y ha

s th

e fe

wes

t hou

rs o

f day

light

.

1.

In w

hich

hem

isph

ere

is t

he U

nite

d St

ates

loc

ated

?

The

Uni

ted

Stat

es is

loca

ted

in t

he N

orth

ern

Hem

isp

here

.

2.

Wha

t ca

uses

the

sea

sons

?

The

tilt

of E

arth

’s a

xis

caus

es t

he s

easo

ns.

3.

Wha

t se

ason

s oc

cur

in t

he N

orth

ern

Hem

isph

ere

whe

n th

e N

orth

Pol

e is

tilt

ed a

way

fro

m t

he s

un?

Late

fal

l, w

inte

r, an

d ea

rly s

prin

g oc

cur

whe

n th

e N

orth

Pol

e is

tilt

ed

away

fro

m t

he s

un.

4.

On w

hat

date

are

you

mos

t lik

ely

to g

o to

bed

whi

le it

is s

till

light

out

side

? Ex

plai

n.

On

June

21,

the

Nor

ther

n H

emis

phe

re r

ecei

ves

the

grea

test

num

ber

of d

aylig

ht h

ours

. It

may

stil

l be

light

out

side

at

bedt

ime

on t

his

day.

5.

Whe

n do

es t

he N

orth

ern

Hem

isph

ere

expe

rienc

e th

e fe

wes

t ho

urs

of s

unlig

ht?

It is

the

firs

t da

y of

win

ter,

whi

ch is

aro

und

Dec

embe

r 21

.

6.

Whe

n th

e N

orth

ern

Hem

isph

ere

is h

avin

g su

mm

er, w

hat

seas

on i

s th

e So

uthe

rn

Hem

isph

ere

havi

ng?

Why

?

It is

hav

ing

win

ter

beca

use

the

Sout

hern

Hem

isp

here

is t

ilted

aw

ay

from

the

sun

.

Scie

nce

• L

evel

D

Copy

ing

is il

lega

l.

Mea

surin

g U

p to

the

Tex

as E

ssen

tial

Know

ledg

e an

d Sk

ills

222Le

sson

32

How

Doe

s th

e Su

n Af

fect

Ear

th’s

Sea

sons

?

9781

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:36

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11/1

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:36

PM


1

Wha

t ar

e th

e na

mes

of

the

two

sect

ions

tha

t m

ake

up t

he E

arth

?

A

Atm

osph

ere

and

crus

t

B

Nor

ther

n H

emis

pher

e an

d Sou

ther

n H

emis

pher

e

C

Spr

ing

and

sum

mer

D

Sou

th P

ole

and

Nor

th P

ole

[TEK

S 4.

8(C

), D

OK

1]

2

Whe

n it

is s

umm

er in

Tex

as,

whi

ch p

art

of E

arth

is c

lose

st

to t

he s

un?

F Sou

ther

n H

emis

pher

e

G

Equa

tor

H

Sou

th P

ole

J N

orth

ern

Hem

isph

ere

[TEK

S 4.

8(C

), D

OK

3]

3

How

wou

ld li

fe o

n Ea

rth

be d

iffer

ent

if Ea

rth’

s ax

is w

ere

not

tilte

d?

A

The

moo

n w

ould

not

hav

e ph

ases

.

B

Ther

e w

ould

be

no s

easo

ns.

C

The

year

wou

ld b

e lo

nger

.

D

Day

light

wou

ld la

st 2

4 ho

urs

ever

ywhe

re o

n Ea

rth.

[TEK

S 4.

8(C

), D

OK

3]

4

Whi

ch o

f th

e fo

llow

ing

revo

lves

ar

ound

the

Ear

th?

F Th

e N

orth

Sta

r

G

The

plan

ets

H

The

sun

J Th

e m

oon

[TEK

S 4.

8(C

), D

OK

2]

2

3

★As

sess

men

t

DIR

ECTI

ON

S

Rea

d e

ach

qu

esti

on.

Then

cir

cle

the

lett

er f

or t

he

corr

ect

answ

er.

Scie

nce

• L

evel

D

Copy

ing

is il

lega

l.

Mea

surin

g U

p to

the

Tex

as E

ssen

tial

Know

ledg

e an

d Sk

ills

224Le

sson

32

How

Doe

s th

e Su

n Af

fect

Ear

th’s

Sea

sons

?

9781

6409

0129

2_M

U_T

X4_

Sci

ence

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E_B

ook.

indb

11

397

8164

0901

292_

MU

_TX

4_S

cien

ce_A

TE

_Boo

k.in

db

113

11/1

4/20

18

3:01

:37

PM

11/1

4/20

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3:01

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PM

3 full student lessons with complete teacher edition

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