4th grade science name - kippcharlotte.org · 3/17/2020 · 1 . 4th grade science . name ....

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4th Grade Science

Name

Directions: • Read the article assigned for the day.

• Don’t forget to use the Plan of Attack on each article! • Answer the questions using information from the article. • Only do one reading and one set of questions for each day.

Article Name Pages Day 1 Around the World with DNA 2-5 Day 2 What's the Big Idea About Genetics? 6-9 Day 3 Frogs at Risk 10-13 Day 4 A Plant Puzzle 14-18 Day 5 Magnetism 19-23 Day 6 Birds and the Japanese Bullet Train 24-27 Day 7 Weather- An Introduction to Weather 28-31 Day 8 Climates- An Introduction to Climates 32-36 Day 9 Animals in Africa 37-40 Day 10 Recycling and Conversation: Why Recycle? 41-44

If you finish your work and have access to a computer, tablet or phone, try some of these science, technology, engineering, and design activities and websites:

➢ www.code.org: pick a coding program and become a computer scientist! ➢ Explore the museum from your home; explore actual 3D images with the Smithsonian here:

https://3d.si.edu/cc0

➢ Try some science projects: https://www.sciencebuddies.org/stem-activities/cotton-ball- launcher?from=Blog#summary

➢ Design your own snazzy sneakers: https://www.teachengineering.org/makerchallenges/view/cub_sneaker_maker1

➢ Go to https://www.ixl.com/: click on ‘science’ at the top and pick any science topic in your grade to practice!

➢ Share this parent resource for science: https://www.nsta.org/parents/

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Around the World with DNA: We Want Future Generations to Inherit the Parrot

by American Museum of Natural History This text is provided courtesy of OLogy, the American Museum of Natural History's website for kids.

I'm Mike Russello, and I'm a graduate student. I also work at the American Museum of Natural History. I study a bird named the St. Vincent parrot. It's named the St. Vincent parrot because it makes its home on the island of St. Vincent in the West Indies.

Courtesy of Mike Russello

Many people want to keep these rare, colorful birds as pets. One bird can sell for $10,000! So, sometimes people try to smuggle them to countries around the world. The forest where

they live is also being destroyed. This illegal trade and habitat destruction have made the St. Vincent parrot an endangered species. Scientists now think that there are only about 500 individuals on the island.


Eric Hamilton

We want to conserve this precious animal. To do this, we need to protect the forest. We also need to help the St. Vincent parrot population increase. So, we breed them. But it's not that easy. Male and female parrots look exactly the same. In the past, the most common way scientists discovered whether a parrot was male or female was through surgery. But now we can study DNA from a bird's feathers to see whether it is male or female. DNA analysis can also tell us which birds are the best matches. We want to breed the birds so that there's variation in the gene pool. The greater the genetic differences within a species, the greater the chances that

it will survive - today and in the future.

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Around the World with DNA: We Want Future Generations to Inherit the Parrot - Comprehension Questions

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Name: Date:

1. What has made the St. Vincent parrot an endangered species?

2. Read this sentence from the text.

"Scientists now think that there are only about 500 [St. Vincent parrots] on the island.

"We want to conserve this precious animal."

What are people doing to help conserve the St. Vincent parrot?

Support your answer with evidence from the text.

3. What is the main idea of this text?

Around the World with DNA: We Want Future Generations to Inherit the Parrot - Comprehension Questions

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4. How does studying DNA from St. Vincent parrots help scientists conserve them?

Support your answer with evidence from the text.

What's the Big Idea about Genetics?

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What's the Big Idea about Genetics? This text is provided courtesy of OLogy, the American Museum of Natural History's website for kids.

Genetics Is Where It All Begins

Some scientists are curious about basic questions of life: Where did it come from? Why is it so varied? Why do children look like their parents?

To answer these questions, they study a type of biology called GENetics (juh-net-icks). "Gen" means beginning.

llustrations Credit: Kelvin Chan/AMNH

Genetics is the science of genes and how traits are passed on from one generation to the next.

People who study genes are geneticists (juh-net-i-sists).

Every Living Thing Has DNA

DNA is an amazing chemical present in every cell. It contains all the information cells need to make a fish a fish, or you YOU.

All humans start out as a single cell and grow into trillions of cells. DNA tells the single cell to divide into two cells, then four, then eight - until a whole body forms. It controls the growth of EVERYTHING, from your head to your toes.

DNA also influences many individual traits, such as whether you are a boy or a girl and whether you are tall or short.

Genes Are Made of DNA

Credit: courtesy of AMNH Department of Library Services K4508 [starfish], AMNH [ladybug],

courtesy of AMNH Department of Library Services PK241 [perch fish] (top image); AMNH

(bottom image)

Where do traits, such as eye color and shape, come from? Why do you look more like your relatives than other people? The parts of your cells that determine these traits are called genes.


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In the past, no one knew what genes were. In the 20th century, scientists figured out that they were actually made of DNA.

Genes come in pairs. You get half of your genes from your mother and the other half from your father.

We Gather Clues about Life by Studying Genes

As we discover more about how genes work, we will be able to understand how cells build complex organisms - like humans.

Today, scientists are studying human genes to learn about traits and diseases. There are so many genes in humans - at least 30,000 of them - that it will take a long time to study every one in detail and find out what it does.

Photos Credit: AMNH

Illustration Credit: Kelvin Chan

A Genome Is All the DNA in a Cell, Including All the Genes

Recently, new technology has enabled scientists to look closely at the entire human genome.

They have also been able to describe the

whole genomes of other animals, including those of bacteria, worms, flies, and mice. The science of genomics asks questions about all of these genes at once. Scientists can also compare genomes of

Credit: AMNH (top image); courtesy of Flybase (bottom image)

different animals and figure out how they are similar and different.

Why Isn't the Study of Genes Called Genealogy?

Well, the name was already taken.


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Genealogy is the study of family origins. It is how people trace their ancestry and create a family tree. It's not a biological science. Genealogy has been around for a long, long time - before we discovered genes.

The science of genetics began in the 1800s when Gregor Mendel figured out how traits are inherited by studying peas. Since scientists identified genes in the mid-1900s, the field of genetics has grown by leaps and bounds.

Photos Credit: AMNH

What's the Big Idea about Genetics? - Comprehension Questions

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Name: Date:

1. What is the science of genes and how traits are passed on from one generation to the next?

2. How are traits passed on from one generation to the next?

Support your answer with evidence from the text and images.


Frogs at Risk

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Frogs at Risk South America's frog populations are on the decline. That spells trouble for the environment.

The mountains and thick forests of Ecuador, in South America, are home to 417 types of frogs and toads. Tiny red-eyed tree frogs hide inside flowers. Bumpy-skinned toads use their sticky tongues to catch mosquitoes and other prey. Colorful poison dart frogs rest on tree branches. These brightly colored frogs are packed with poison, which protects them from their enemies.

Now, many species, or types, of frogs and toads in Ecuador are at risk of dying out. According to a recent report by the group NatureServe, eight frogs have become extinct, or died out, in North and South America in the last 100 years. "It's the same magnitude event as the extinction of the dinosaurs," says scientist Luis Coloma.

What Are Amphibians?

Leigh Haeger

Ecuador is home to hundreds of types of frogs and toads. But now scientists are worrying about their

health.

Salamanders, frogs, and toads are all amphibians. Amphibians are animals with backbones that spend part of their life in water and part on land. Frogs and toads lay jellylike eggs in water. The eggs hatch into tadpoles, which breathe through gills. As the tadpoles grow into frogs or toads, they develop lungs and live on land.

Like reptiles, such as lizards and snakes, amphibians are cold-blooded. That means their body temperature depends on the environment. Unlike reptiles, amphibians lack protective scales. Amphibians must live near water so that their skin stays moist.

Vanishing Species Over the last 50 years, many amphibian species have become extinct. Two of every five of the 3,046 species that live in North and South America are at risk of vanishing.

Why are these creatures in trouble? Their habitat is being destroyed as loggers cut down trees to make room for farms and roads. A habitat is a place in nature where a plant or an animal makes its home. Disease, weather changes, and pollution are other causes of the decline in amphibian populations.

Scientists are concerned about the decrease in the number of frogs. The health of frogs is closely linked to the health of the environment. "Amphibian extinction is an indicator of [a problem with the environment],"

Frogs at Risk

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scientist Jonathan Campbell told Weekly Reader.

Because amphibians breathe through their skin, they easily absorb pollution. They are usually the first to disappear when the environment is under threat. As a result, some frogs are born with deformed, or wrongly shaped, body parts, such as extra legs and eyes. When frogs with strange body parts are found in an area, it is a clue that the environment is polluted or suffering.

What Can Be Done? Scientists are fighting to save amphibians. Some scientists believe that South America's poison dart frogs have chemicals in their body that can be used to treat diseases, such as cancer. The scientists want governments to pass laws that will reduce pollution and to create parks that protect the amphibians' habitat.

"Almost half of the extinctions are happening for unknown reasons," scientist Robert Kaplan told Weekly Reader. "Scientists have a lot of work to do, and quickly."

Endangered Amphibians Here are some of Ecuador's threatened frogs and toads.

· Splendid leaf frogs live in top layers of trees and come down to the ground only once a year, on a moonless night, to lay eggs.

· Giant glass frogs live in trees and have translucent, or almost see-through, skin. The creature's red heart is visible from the outside.

· Harlequin toads have colorful, smooth skin, often with spots or streaks of orange, red, yellow, blue, or green.

Think Critically Why is it important for scientists to know whether an area is polluted?

Frogs at Risk - Comprehension Questions

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Name: Date:

1. According to the passage, there has been a decrease in the number of frogs in Ecuador. Which of the following is not a cause of the drop in Ecuador's frog populations?

A. pollution

B. drought

C. habitat loss

D. disease

2. How does the author organize the information in this passage?

A. The author describes the cause and effects of a problem affecting frogs.

B. The author compares and contrasts reptiles and amphibians.

C. The author describes events in chronological order.

D. The author provides solutions to a historic problem.

3. The reader can conclude that if Ecuador's frog environment were healthy, then

A. reptile populations would become extinct

B. frog populations would increase

C. frog populations would decrease further

D. reptile populations would also drop

4. Read the following sentence from the passage:

"The scientists want governments to pass laws that will reduce pollution and to create parks that protect the amphibians' habitat."

In this sentence, the word reduce means

A. spread

B. share

C. increase

D. lessen

Frogs at Risk - Comprehension Questions

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5. What is the main idea of this passage?

A. Many different types of frogs live in South America.

B. Frogs are amphibians that breathe through their skin.

C. Scientists are working to save amphibians.

D. South America's frogs are dying out.

6. Look at the Endangered Amphibians box. From what did giant glass frogs get their name?

7. What can be concluded from the scientist Luis Coloma's statement that the extinction of frogs is "the same magnitude event as the extinction of the dinosaurs?"

8. The question below is an incomplete sentence. Choose the answer that best completes the sentence.

The eggs hatch into tadpoles frogs lay the jellylike eggs in water.

A. instead

B. however

C. after

D. before

A Plant Puzzle

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A Plant Puzzle by Josh Adler

Living things like plants, animals, and people need energy to survive and grow. People eat food for energy, but most plants use energy that they get from sunlight.

When you look at plants such as a tree, flower, or grass, what do you see?

You might notice their stems, trunks, branches, leaves, roots, or flowers, but how do they grow? What are they made from? How did the plant make those parts?

Life is a puzzle in many ways. People don't all agree on how life started or why it exists. Yet a simple way of thinking about how plants grow is to think of the plant itself as a piece of a larger puzzle.

Each plant is a part of its unique environment. Different environments could be oceans, forests, deserts, or cities. Each environment also has its own climate, which is partially based on how much sun and rain an area receives every year.

Since only certain plants grow in hot, cool, wet, or dry climates, each environment is made up of different types of plant life. A desert may grow palm trees and cacti, while a forest may

A Plant Puzzle

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grow tall pines or oak trees.

In order for a plant to grow, it needs three very important puzzle pieces: water, carbon dioxide, and light. Plants use their roots to take in water from the ground. They use their leaves to take in sunlight and carbon dioxide from the air.

Plants use these three puzzle pieces to make their own food in a process called photosynthesis. Using the energy from the sun, plants convert water and carbon dioxide into sugar. This sugar feeds the plant's growth from a seedling into an adult. In the process, the plant releases oxygen into the air.

Another important piece to the growth of many plants is soil. Using their roots, plants take in nutrients from the soil that help them grow. Giving a plant a spot in clean soil is important to make sure it doesn't absorb anything harmful from the dirt.

Plants make their food from carbon dioxide, water and light. They use this food to grow stems, trunks, roots, branches, leaves, and flowers. Now when you look at a tree, flower, or even a blade of grass, you can see all the pieces of the plant and how the entire puzzle fits together.

A Plant Puzzle - Comprehension Questions

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Name: Date:

1. Where do plants get their energy from?

A. the moon

B. sunlight

C. their stem

D. their roots

2. What does the passage describe?

A. how plants make food using light, water, and carbon dioxide

B. how plants make food usingonly water and light

C. how plants make food using oxygen, sugar, and soil

D. how plants make food using sugar, light, and water

3. The climate determines which plants can grow in a particular environment.

What evidence from the passage best supports this conclusion?

A. "Each plant is a part of its unique environment. Different environments could be oceans, forests, deserts, or cities."

B. "Each environment also has its own climate, which is partially based on how much sun and rain an area receives every year."

C. "A desert may grow palm trees and cacti, while a forest may grow tall pines or oak trees."

D. "Since only certain plants grow in hot, cool, wet, or dry climates, each environment is made up of different types of plant life."

4. What would happen to a plant if it grew in polluted soil?

A. The plant would grow faster than in clean soil.

B. The plant would grow the same as in clean soil.

C. The plant would not be healthy and could die.

D. The plant would absorb more nutrients from the soil.


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5. What is this passage mostly about?

A. how plants grow

B. sunlight and water

C. energy sources

D. nutrients in soil

6. Read the following sentences: "Using their roots, plants take in nutrients from the soil that help them grow. Giving a plant a spot in clean soil is important to make sure it doesn't absorb anything harmful from the dirt."

As used in the passage, what does "absorb" most nearly mean?

A. use something

B. take something in

C. go under something

D. put something out

7. Choose the answer that best completes the sentence below.

Different environments have different plants. , deserts have cacti and rainforests have ferns.

A. However

B. Finally

C. Meanwhile

D. For example

8. With what process does a plant make its own food?


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9. What are the three puzzle pieces that a plant needs to grow?

10. Explain whether plants could make their own food without sunlight.

Magnetism

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Magnetism by ReadWorks

Has anyone ever told you that you have a magnetic personality? Well, if someone ever says that to you, thank him or her. It is a compliment. Having a magnetic personality means that people are drawn to you, just like how some metal objects may be drawn to magnets.

Magnetism is the force that electric currents exert on other electric currents. This force can be created by the motion of electrons in the atoms of certain materials, which are called magnets. Certain rocks and minerals are natural magnets. Magnetism may also be produced when an electric current flows through a coil of wire around a piece of metal, magnetizing the metal. The coil of wire and the metal together are called an electromagnet. In either case, magnetism can cause an attraction or a repulsion of two magnets. It may pull them together or push them apart.

Some objects have magnetic fields, which are magnetic forces near or around them. The earth has a magnetic field. So do many of the planets in our

electromagnet by scientist Joseph Henry in the 1830s

solar system, as well as some of their moons. The sun also has a magnetic field. Some scientists think that the earth's magnetic field pushes away the sun's solar wind.

For living things, some animals might naturally be able to detect the earth's magnetic field. For example, some scientists believe that dolphins and pigeons can sense the earth's magnetism. They use the earth's magnetism to find their way when traveling, especially for long distances.

Magnetism - Comprehension Questions

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Name: Date:

1. What is magnetism?

A. the force that attracts an object toward any physical body that has mass

B. the force that electric currents exert on the neutrons of atoms

C. the force that electric currents exert on other electric currents

D. the force that electric currents exert on planets, their moons, and the sun

2. What does the text list?

A. different technologies that use magnets

B. different ways magnetism can be measured

C. different physical forces that affect magnets

D. different objects that are magnetized


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3. Read these sentences from the text.

Magnetism is the force that electric currents exert on other electric currents. This force can be created by the motion of electrons in the atoms of certain materials, which are called magnets. Certain rocks and minerals are natural magnets. Magnetism may also be produced when an electric current flows through a coil of wire around a piece of metal, magnetizing the metal. The coil of wire and the metal together are called an electromagnet. In either case, magnetism can cause an attraction or a repulsion of two magnets.

Some objects have magnetic fields, which are magnetic forces near or around them. The earth has a magnetic field. ....... Some scientists think that the earth's magnetic field pushes away the sun's solar wind.

Based on this information, what can be concluded about the sun's solar wind?

A. Solar wind is cooler than the earth.

B. Solar wind does not have electric currents.

C. Solar wind does not have a magnetic force.

D. Solar wind has a magnetic force.

4. Based on the text, how might some animals be able to benefit from their ability to detect the earth's magnetic field?

A. They can locate their prey.

B. They can locate their predators.

C. They can sense powerful storms.

D. They can find their way around.


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5. What is the main idea of the text?

A. Magnetism can cause two magnetized objects to react to each other. There are even some living things that can sense magnetism.

B. When people tell you that you have a magnetic personality, you should thank them because they are complimenting you.

C. An electromagnet is a metal magnetized by an electric current flowing through a coil of wire around it.

D. The earth, the sun, and some moons in our solar system have magnetic fields, which are magnetic forces near or around the objects.

6. What are two ways that magnetism is created? Use evidence from the text to support your answer.

7. Based on the text, what can happen when put a natural magnet near an electromagnet?


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Some objects are natural magnets. , certain rocks and minerals are natural magnets.

A. Consequently

B. For example

C. However

D. Above all


For living things, some animals might naturally be able to detect the earth's magnetic field. For example, some scientists believe that dolphins and pigeons can sense the earth's magnetism.

Which question does the phrase "some scientists" best answer?

A. Who?

B. What?

C. Where?

D. Why?

Birds & the Japanese Bullet Train

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Birds & the Japanese Bullet Train by ReadWorks

Bullet train

Eiji Nakatsu was an engineer who was working to improve a bullet train in Japan. A bullet train is a train that travels incredibly fast. But Japan's bullet train design had a problem. The Japanese bullet train could travel at 200 miles per hour, but it created too much noise. For example, when it left a tunnel, the train would create a booming noise because it would make direct impact with the air outside the tunnel.


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Photo by Laitche [CC BY-SA 4.0]

Photograph of a kingfisher bird

To solve this problem, Nakatsu turned to nature. After all, he was not just an engineer. He was a birdwatcher, too! As a birdwatcher, he had observed kingfisher birds with fascination. Kingfisher birds must efficiently fly into water to catch food. The kingfisher's beak allows it to enter into the water without feeling a great deal of impact. The kingfisher does not hit the water directly. Instead, it glides through the water, because its beak is shaped in a way that lets water flow past it. Nakatsu also observed owls. The owl fascinated Nakatsu because it is able to travel silently. Owls' feathers have tiny little cuts. These minimize the noise made by an owl's wings while it is flying.

Nakatsu realized that these two birds held the answers for Japan's bullet train problem. Nakatsu saw that the kingfisher birds could travel from air to water effortlessly, so he decided to mimic their beak shape. The beak shape became the inspiration for the front of the bullet train. In order to minimize the train's noise, Nakatsu decided to replace the pantograph. This is the device that brings electricity to the train. Nakatsu decided to mimic owl feathers by


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making small cuts in the pantograph. Because of these changes, the Japanese Bullet train is now much quieter and faster than it once was.

Photo Credit: Parag.naik, CC BY-SA 3.0

Photograph of a Japanese bullet train

Birds & the Japanese Bullet Train - Comprehension Questions

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Name: Date: 1. What was the engineer Eiji Nakatsu working to improve?

A. a bullet train in Japan

B. a tunnel in Japan

C. a birdhouse

D. a kind of weapon

2. What was the main problem with Japan's bullet train?

A. It was too slow, especially when it went into and out of tunnels.

B. It was too expensive to make and took too long to design and build.

C. It made too much noise, especially when it left a tunnel and made impact with the air.

D. It was too quiet and made passengers riding the train uncomfortable.

3. Before Nakatsu changed the pantograph, the pantograph was one of the reasons why the bullet train made a lot of noise. What evidence from the text supports this conclusion?

A. Owls' feathers have tiny little cuts that minimize the noise made by an owl's wings while it is flying.

B. The pantograph is the device that brings electricity to the bullet train.

C. While the Japanese bullet train could travel 200 miles per hour, it could be very noisy.

D. Since Nakatsu made small cuts in the pantograph, the bullet train is much quieter than it once was.

4. Why might Nakatsu have used the kingfisher's beak shape as inspiration for the front of the bullet train?

A. because he wanted to minimize the speed of the train as it left a tunnel and made impact with the air, and a kingfisher's beak allows it to slow down as it enters the water

B. because he wanted to minimize the amount of noise made by the train when it left a tunnel and made impact with the air, and a kingfisher's beak allows it to enter water without a lot of impact C. because he wanted to minimize the amount of noise made by the train when it traveled, and a

kingfisher's beak allows it to travel silently

D. because he wanted to maximize the speed of the train, and a kingfisher's beak allows it to travel at very high speeds


A. Eiji Nakatsu improved the Japanese bullet train by mimicking birds in his train design.

B. Eiji Nakatsu was an engineer who also loved watching and studying birds.

C. The Japanese bullet train has always been fast, but it was not always quiet.

D. Eiji Nakatsu improved the Japanese bullet train by trying out many different solutions.

Weather - An Introduction to Weather

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Weather - An Introduction to Weather by ReadWorks

What does the word "weather" mean to you? Everyone knows how to describe the weather. There are beautiful, sunny days with blue skies and then there are gray, rainy days perfect for staying in bed. But do you know what actually causes weather? The pictures above show the forecast for a week. Soon you will know what causes different types of weather!

Let's start with a scientific definition of weather. Weather is the state of the atmosphere at a given time and place. Four main factors determine the weather: temperature, humidity, wind speed and direction, and air pressure.

Temperature is the measure of how hot or cold the air is. When the sun shines down on Earth, it warms up the Earth's surface. But that is not all that happens. The warmth of the sun also heats up the water on Earth. This process is responsible for many changes in weather and weather patterns. A thermometer measures temperature.

Humidity is the amount of water in the air. The air always has water in it, even though we cannot always see it. Most of the weather conditions that we can observe come from humidity. Clouds, rain, and snow all have to do with humidity.

Wind speed and direction carry the weather. They also help forecasters predict the weather. Forecasters can measure wind speed and direction to determine how fast a storm is moving. Often the winds blowing far up in the Earth's atmosphere are different than the winds we feel on Earth.

Air pressure has to do with the thickness of air. To understand air pressure, imagine you are standing in a room packed with people. There is a lot of pressure in the room. You can feel the person behind you hitting your elbow. If someone opens up a door into an empty room, people will start moving into the empty room until there are about the same number of people

Weather - An Introduction to Weather

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in both rooms. Air particles spread out in the same way. They always move from an area of high pressure to an area of low pressure. A barometer measures air pressure.

All of the weather's four main factors interact with each other. As air particles respond to changes in pressure, they move and create wind. On a very humid day, there may be many clouds in the sky. When it is cloudy, many of the sun's rays never reach the Earth. What does this do to the temperature?

Weather - An Introduction to Weather - Comprehension Questions

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Name: Date:

1. What is this passage mostly about?

A. Temperature

B. Barometers

C. What causes weather

D. The atmosphere

2. You know that clouds are made up of water particles. On a day that is cloudy, you would expect:

A. High temperatures

B. High humidity

C. High wind speeds

D. A lot of air pressure

3. When you look up in the sky and see storm clouds moving your way, you are observing

A. temperature

B. pressure

C. wind speed and direction

D. air pressure

4. All of the following cause weather, except

A. the Weather Channel

B. the sun warming up the water on Earth

C. clouds moving across the sky

D. humidity

5. What is humidity?

A. The amount of water in the air

B. When people are pushed to another room

C. The temperature of the air

D. The main cause of weather

Weather - An Introduction to Weather - Comprehension Questions

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6. When it is cloudy, many of the sun's rays never reach the Earth. What does this do to the temperature?

7. What are the four main ingredients of weather?

8. The question below is an incomplete sentence. Choose the word that best completes the sentence.

Weather is caused by a few things, air pressure.

A. always

B. including

C. excluding

D. but

Climates - An Introduction to Climates

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Climates - An Introduction to Climates by ReadWorks

Australia climate map

Climate is the pattern of weather a place has over a long period of time. People who study climate are called climatologists. What do these scientists look for when they study a region's climate? Some of what they measure include average rainfall, sunshine, winds, and temperature. They also look at how each weather condition changes from month to month and year to year. For example, are there cold and hot seasons in the region? Or do the temperatures stay pretty much the same all year long? Does it rain more during certain months than others?

There are five big factors that can make climates vary from place to place. How does each factor influence temperature or rainfall?

1. Latitude: This is the distance of a place north or south from the equator. The closer a

region is to the equator, the hotter it is on average all year long. The farther away it is, the cooler it is.

2. Altitude: This is the height of a place above sea level. Higher elevations tend to be

Climates - An Introduction to Climates

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colder than lower elevations. 3. Distance from Oceans and Large Lakes: Water rises and drops in temperature more

slowly than land. Areas near water tend to have milder winters and cooler summers than places at the same latitude that are away from water.

4. Mountain Ranges: Air cannot go through mountains. Instead, it rises and cools as it travels up the side of a mountain. The cool air causes water in the air to cool. Then the water falls as rain, which removes most of the water. All of the rain stays on the same side of the mountain! The other side of the mountain is drier and may even become as dry as a desert.

5. Wind: Several major belts of wind blow around the earth. They blow from different directions. As they do, they distribute cool air, heat, and moisture to different parts of the world.

The world is divided into different climate zones based on similar weather patterns. The weather patterns in a climate zone affect the types of vegetation and animals found there. For example, roses could never survive at the South Pole, which has an icecap climate. It is too cold there. Penguins could never survive in a region with arid climate. It is very dry there with very hot summers. As a result, places that have similar climates also have similar types of vegetation and animals.

People worry that human activity may be changing the global climate, which could cause big problems. The temperature differences between summer and winter may become more extreme for some places. Animals and vegetation may become extinct. Keeping track of climates is important work.

Climates - An Introduction to Climates - Comprehension Questions

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Name: Date:

1. According to the text, what is climate?

A. the distance of a place north or south from the equator

B. the pattern of weather a place has for a season

C. the pattern of weather a place has over a long period of time

D. the height of a place above sea level

2. What does the text list and explain?

A. the studies of different climatologists

B. human activities that may be changing the global climate

C. different types of climates around the world

D. factors that can make climates vary from place to place

3. Read the following sentences from the text:

"The weather patterns in a climate zone affect the types of vegetation and animals found there. For example, roses could never survive at the South Pole, which has an icecap climate. It is too cold there. Penguins could never survive in a region with arid climate. It is very dry there with very hot summers."

Based on this information, what can be concluded about places that have similar climates?

A. They have similar types of vegetation and animals.

B. They have similar types of vegetation, but different types of animals.

C. They have different types of vegetation, but similar types of animals.

D. They have different types of vegetation and animals.

4. Which statement correctly pairs the climate factor with its effect on temperature?

A. A region with a latitude close to the equator is cold all year.

B. A region with a high altitude is warmer than lower altitude.

C. A region near an ocean is extremely cold in the winter.

D. A region on top of a mountain is cooler than at the base.


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5. What is a main idea of this text?

A. The world is divided into different climate zones based on similar weather patterns.

B. The closer a region is to the equator, the hotter it is on average all year long.

C. There are five big factors that can make climates vary from place to place.

D. Areas near water tend to have milder winters and cooler summers than places at the same latitude that are away from water.

6. Identify two factors that can make climates vary from place to place. Explain their effect on temperature or rainfall. Use evidence from the text to support your answer.

7. The North and South Poles are the farthest places from the equator. They are very cold.

Explain why the North and South Poles have very cold climates. Use evidence from the text to support your answer.


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8. Choose the word that best completes the sentence.

Several major belts of wind blow around the earth. , they distribute cool air, heat, and moisture to different parts of the world.

A. However

B. Consequently

C. Although

D. Namely

Animals of Africa

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Animals of Africa

Africa is home to some of the most majestic animals on Earth. Let's take a close look at some of these animals.

African Elephants African elephants are the largest animals on Earth that live on land. They travel in groups called herds. These herds are usually made up of related female elephants and their calves. Males normally travel by themselves. But sometimes they also form small groups with other males.

Like all elephants, African elephants have very long noses called trunks. They suck in water through their trunks and spray it over their bodies. This helps them stay cool in the heat. They also breathe and grab things with their trunks.

African elephants eat roots, grasses, fruit, and tree bark. They can eat up to 300 pounds of food in a day!

African Elephants

Giraffes

Animals of Africa

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Giraffes are beautiful spotted animals. They have very long necks. They're also the tallest animals to walk the earth. Giraffes live in areas covered by grass. These areas are called grasslands.

Giraffes have great vision. With the help of their height and vision, they can easily spot predators, such as lions, from a distance. It's believed that other animals such as zebras form groups near giraffes for this reason! They know if danger is coming, giraffes will see it.

Giraffe

Lions Everyone knows lions are the kings of the jungle, right? Well, they don't actually live in jungles! They live in grasslands, just like giraffes. They also live in deserts.

Lions form groups called prides. Anywhere from 3 to 40 lions may live in one pride. Female lions (called lionesses) raise the cubs and hunt for food. They hunt mainly at night in small groups. Male lions defend the area where the pride is staying. They use their loud roars to scare off other animals trying to get too close.

Animals of Africa

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Lionesses

Animals of Africa - Comprehension Questions

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Name: Date:

1. According to the text, what is home to some of the most majestic animals on Earth?

A. Africa

B. South America

C. Asia

2. What does the text list and describe?

A. three kinds of environments in Africa

B. three kinds of animals that live in Africa

C. three kinds of ways African elephants are like Asian elephants

3. Please read these sentences from the text: "Lions form groups called prides. Anywhere from 3 to 40 lions may live in one pride.

Female lions (called lionesses) raise the cubs and hunt for food. They hunt mainly at night in small groups. Male lions defend the area where the pride is staying. They use their loud roars to scare off other animals trying to get too close."

What can you conclude from this information about members of a pride?

A. Members of a pride all have to help defend the area where the pride is staying.

B. Members of a pride have different roles based on whether they're male or female and on their age.

C. Members of a pride all have to find food for the pride to eat.

4. How is a giraffe's vision similar to an African elephant's trunk?

A. They're both used to spot danger from a distance.

B. They're both used to scare away other animals that could be a threat.

C. They're both used to help animals survive in their environments.


A. African elephant herds are usually made up of related female elephants and their calves.

B. African elephants, giraffes, and lions are some of the majestic animals that live in Africa.

C. It's believed that animals such as zebras form groups near giraffes so that they can be warned if danger is coming.

Recycling & Conservation: Why Recycle?

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Recycling & Conservation: Why Recycle? by ReadWorks

Recycling is a process where something is reused rather than thrown away. Common items that are recycled include aluminum and steel cans, glass, and newspapers. Recycling can be time-consuming and dirty work. For example, recyclable objects have to be sorted from trash. Then the objects have to be cleaned. Afterwards, the objects are turned into materials that can be used by people and companies. Why should people bother to recycle even though it takes a lot of work?

Recycling helps protect the earth. Recycling means less garbage in landfills. These are places where garbage is taken and buried. Recycling also helps conserve the earth's resources. For example, factories use less energy by recycling steel cans than by making new ones. Recycling paper saves trees from being cut down. Trees are used to make paper.

Every time you are about to drop a plastic bottle in the garbage, stop and think. Is it worth harming the earth? Your actions now can help preserve the environment for generations to come. All you have to do is throw that bottle into a recycling bin.

Get in the habit. Be proud of recycling. Encourage others to recycle. You can make a difference!

Recycling & Conservation: Why Recycle? - Comprehension Questions

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Name: Date:

1. What is recycling?

A. a process where something is reused

B. a process where something is thrown away

C. a process where something is taken and buried

D. a process where something harms the earth

2. How does the author organize the information in this passage?

A. The author explains the problems with recycling and suggests different solutions.

B. The author describes similarities and differences between recycling and throwing things away.

C. The author lists information about recycling in order of importance, from most to least important.

D. The author describes recycling and shares an argument about why it's important.

3. Read these sentences.

". . . recyclable objects have to be sorted from trash. Then the objects have to be cleaned."

These sentences can be used to support which conclusion below?

A. ". . . the objects are turned into materials that can be used by people and companies."

B. "Recycling can be time-consuming and dirty work."

C. "Recycling helps protect the earth."

D. "Be proud of recycling."

4. What can be concluded from this passage?

A. The author works for a recycling plant.

B. The author does not believe in recycling.

C. The author believes that all you have to do to save the environment is throw a bottle in a bin.

D. The author believes that everyday people can help the earth.


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5. What is the main idea of this passage?

A. Recycling helps protect the earth and conserve its resources.

B. Many people avoid recycling because it is too difficult.

C. People must make decisions what to recycle.

D. Only certain things can be recycled.

6. At the end of paragraph one, the author asks, "Why should people bother to recycle even though it takes a lot of work?" Why does the author include this question?

A. to transition the reader to the next paragraph, which answers the question

B. to question the reader's knowledge about recycling

C. to summarize the major points in paragraph one

D. to allow the reader to demonstrate understanding


Recycling takes work, it is good for the environment.

A. instead

B. before

C. so

D. but

8. What does the author suggest you do when you are about to throw a plastic bottle in the garbage?


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9. What examples does the author provide to show that recycling helps conserve the earth's resources?


"Get in the habit. Be proud of recycling. Encourage others to recycle."

How can these actions make a difference? Use evidence from the text to support your answer.

4th grade science name - kippcharlotte.org · 3/17/2020 · 1 . 4th grade science . name ....

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