instructions for copying - macmillan/mcgraw-hillactividad. 4. no te lleves nada a la boca ni lo...
TRANSCRIPT
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Instructions for CopyingAnswers are printed in non-reproducible blue. Copy pages on a light
setting in order to make multiple copies for classroom use.
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iiiActivity Lab Book
ContentsLIFE SCIENCE
Chapter 1 Plants Are Living Things . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Chapter 2 Plants Grow and Change . . . . . . . . . . . . . . . . . . . . . . . . . . .23
EARTH SCIENCE
Chapter 3 The Sky . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37
Chapter 4 Looking at Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .53
Chapter 5 Caring for Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65
PHYSICAL SCIENCE
Chapter 6 On the Move . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .75
Everyday Science Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
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Activity Lab Book v
Science Safety Contract
Dear Parent or Guardian,
Today our science class talked about how to work safely when doing
laboratory experiments. It is important that you be informed regarding the
school’s effort to promote a safe environment for students participating in
laboratory activities. Please review the safety rules and this entire Safety
Contract with your child. This contract must be signed by both you and your
child in order for your child to participate in laboratory activities.
Safety Rules:
1. Listen carefully and follow directions.
2. If you are not sure about doing something, ask your teacher.
3. Never run or throw anything except as part of an activity.
4. Never taste anything when doing a science activity.
5. Always wash your hands before and after an activity.
6. Cooperate with others when working in a group.
7. Always clean up when you have fi nished.
Date: __________
I have read and reviewed the science safety rules with my child. I consent to my child’s participation in science laboratory activities in a classroom environment where these rules are enforced.
Parent/Guardian signature:
I know that it is important to work safely in science class. I understand the rules and will follow them.
Student signature:
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Guía de actividades de laboratoriovi
Acuerdo de Seguridad para Ciencias
Estimados padres o tutor:
Hoy hemos hablado en nuestra clase de Ciencias sobre cómo mantener la
seguridad al realizar experimentos científi cos. Es importante que ustedes
estén informados del propósito de la escuela de promover un entorno
seguro para los estudiantes que participan en las prácticas de laboratorio.
Por favor, examinen cuidadosamente con su niño o niña las reglas siguientes
y el Acuerdo de Seguridad. El acuerdo debe ser fi rmado tanto por uno de
ustedes como por su niño o niña para que él o ella pueda participar en las
actividades de laboratorio.
Reglas de Seguridad:
1. Escucha con atención y sigue las indicaciones.
2. Si no estás seguro de algo pregúntale a tu maestro o maestra.
3. No corras ni arrojes ningún objeto a menos que sea parte de una
actividad.
4. No te lleves nada a la boca ni lo pruebes cuando estés realizando una
actividad de ciencias.
5. Lávate siempre las manos antes y después de una actividad.
6. Coopera con tus compañeros cuando estés trabajando en grupo.
7. No te olvides de limpiar cuando hayas terminado una actividad.
Fecha:
He leído y examinado las reglas de seguridad de ciencias con mi niño o niña. Doy mi consentimiento para su participación en las actividades del laboratorio de ciencias en un entorno donde se hagan cumplir estas reglas.
Firma de uno de los padres o tutor:
Sé la importancia que tiene trabajar con seguridad en la clase de Ciencias. Comprendo las reglas y me comprometo a seguirlas.
Firma del estudiante:
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ExploreName
What do you notice about these animals?What to Do
Look at the animals on this page.
How are the animals alike? How are they different?
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Be a Scientist Use with Lesson 1Activity Lab Book Science Skills
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Put the animals into groups. Tell a classmate why you put the animals in each group.
Explore More
Think of other animals that you could add to your groups.
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Be a Scientist Use with Lesson 1Activity Lab Book Science Skills
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Alternative Explore
Name
What can you learn from feet?What to Do
Observe. Look carefully at the pictures of the animals.
Record Data. Write or draw to record which animals have feet that look almost the same.
What Did You Find Out?
Infer. Why do you think these two animals’ feet look almost the same?
Communicate. Share your work with a partner. Discuss how your findings were alike or different.
You need
• pictures of animals, including an eagle and an owl, that show feet
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Explore Name
Where can snails live?What to Do
Observe. Snails can live in ponds or gardens. Look closely at the pictures of each one.
Compare. How is the pond the same as the garden? How is it different?
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Be a Scientist Use with Lesson 2Activity Lab Book Scientific Method
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Name
Record Data. Draw and label the things you see in the pond and the garden.
Draw a Conclusion. What do you think a garden snail might eat? What might a pond snail eat? Why?
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Be a Scientist Use with Lesson 2Activity Lab Book Scientific Method
A1_ALB_FM_BAS_SK07.indd 5 11/6/06 7:09:18 PM
Alternative Explore
Name
How are you like a cat?What to Do
Observe the picture of the cat. What do you notice?
What Did You Find Out?
Compare. How are you and a cat alike?
Compare. How are you different from a cat?
Communicate. Share your data with a partner. How did this help you learn more?
You need
• picture of a cat
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Date:
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Be a Scientist Use with Lesson 2Activity Lab Book Scientific Method
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Step
Explore
What is living and what is nonliving?What to Do
Compare. Look at a rock and a plant. How are they alike and different?
Be Careful. Wash your hands.
Water the rock and the plant for a week.
Observe. What happens?
Name
You need
• rock
• plant
• water
• clear bin
Chapter 1 • Plants Are Living Things Use with Lesson 1Activity Lab Book Learning About Living Things 7
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Explore Name
Infer. How do you know if something is living?
Explore MoreClassify. Sort living and nonliving objects.
Living Nonliving
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Chapter 1 • Plants Are Living Things Use with Lesson 1Activity Lab Book Learning About Living Things
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Alternative Explore
Name
Is it living? In this activity, you will sort pictures of living and nonliving things.
What to Do
Classify. Look at the pictures and sort them into two groups.
Draw a picture of one of the living things and a picture of one of the nonliving things.
Living Nonliving
Communicate. Write about how the living and nonliving things you drew are different.
You need
• crayons
• pictures from magazines
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Chapter 1 • Plants Are Living Things Use with Lesson 1Activity Lab Book Learning About Living Things
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Quick Lab Name
Living and Nonliving ThingsFind living and nonliving things in your classroom.
Look around the classroom for living and nonliving things.
Draw or find clippings of what you see.
Paste your pictures below, or on another sheet of paper.
Living Nonliving
You need
• paper
• crayons
• magazines
• paste
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Chapter 1 • Plants Are Living Things Use with Lesson 1Activity Lab Book Learning About Living Things
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Focus on Skills
Name
ObserveYou use your senses to observe. You can see, hear, taste, touch, or smell to find out about things.
▶ Learn It
Sam wrote what he observed about a rose in this chart.
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Chapter 1 • Plants Are Living Things Use with Lesson 1Activity Lab Book Learning About Living Things
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Focus on Skills
Name
▶ Try It
Observe a plant.
What shape are the plant’s leaves?
What does the plant feel like?
Here is a chart like Sam’s. Fill in the chart with what you observed.
My Plant
see
touch
smell
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Chapter 1 • Plants Are Living Things Use with Lesson 1Activity Lab Book Learning About Living Things
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ExploreName
What are the parts of a plant?What to Do
Gently pull the plant from the soil.
Observe. Use a hand lens to look at the plant’s stems, leaves, and roots.
Be Careful. Wash your hands.
Step
You need
• plant
• hand lens
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Chapter 1 • Plants Are Living Things Use with Lesson 2Activity Lab Book Parts of Plants
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Communicate. Draw the plant and its parts.
Explore More
Infer. Why do you think the plant has different parts?
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Chapter 1 • Plants Are Living Things Use with Lesson 2Activity Lab Book Parts of Plants
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Alternative Explore
Name
What plant parts are these? In this activity, you will observe and taste edible plant parts.
What to Do
Observe. In the first row of boxes, write what you observe.
Root Stem Leaf
After your teacher cuts the plants, use a hand lens to observe more closely. In the second row of boxes, draw what you see.
Compare. Taste each plant. Compare how they taste.
You need
• carrot
• lettuce leaves
• celery stalk
• hand lens
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Chapter 1 • Plants Are Living Things Use with Lesson 2Activity Lab Book Parts of Plants
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Quick Lab Name
Stems Look at a celery stalk. What parts of the plant do you see?
Communicate. Look at the end of the stalk. Draw what you see.
Place the celery stalk in a clear container with colored water.
What will happen to the celery stalk?
Observe the celery the next day. Share what you observed with a classmate.
Infer. Why did the leaves change color?
You need
• celery stalks
• cup
• water
• food coloring
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Chapter 1 • Plants Are Living Things Use with Lesson 2Activity Lab Book Parts of Plants
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Be aScientist
Name
How does sunlight affect leaves?Find out what happens when leaves get different amounts of light.
What to Do
Cover three leaves with black paper. Put the plant in a sunny place for one week.
Predict. What do you think will happen to the leaves?
You need
• plant
• black paper
• paper clips
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Chapter 1 • Plants Are Living Things Use with Lesson 2Activity Lab Book Parts of Plants
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Be aScientist
Name
Compare. Take the paper off the leaves. Do they look different from the other leaves?
Communicate. Write about what happened to the leaves.
Investigate More
Classify. Repeat this experiment using a different type of plant. What happens?
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Chapter 1 • Plants Are Living Things Use with Lesson 2Activity Lab Book Parts of Plants
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Step
ExploreName
How are plants different?What to Do
Observe. Find some plants around your school. How many different plants can you find?
Record Data. Draw two different plants that you find.
You need
• paper
• crayons
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Chapter 1 • Plants Are Living Things Use with Lesson 3Activity Lab Book Different Plants
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Explore Name
Compare. How are the plants alike? How are they different?
Explore More
Communicate. How could you find out more about the plants you saw?
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Chapter 1 • Plants Are Living Things Use with Lesson 3Activity Lab Book Different Plants
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Alternative Explore
Name
How are plants different and the same?What to Do
In this activity, you will observe and compare plants.
Observe. Look at the plants or pictures of plants.
Record data. Use the chart to write or draw what you observed about five different plants.
Name of Plant What I See
Compare. How are the plants different and the same?
• plants or photos of plants from a book about plants
You need
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Chapter 1 • Plants Are Living Things Use with Lesson 3Activity Lab Book Different Plants
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Quick Lab Name
Plant PartsFind out which plant parts your classmates ate today.
Ask your classmates which plant parts they ate today.
Record what you found with tally marks. Make a bar graph with your results.
Root
Stem
Fruit
Leaf
Which plant part was the most common food? Which was the least common?
You need
• paper
• crayons
• pencil
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Chapter 1 • Plants Are Living Things Use with Lesson 3Activity Lab Book Different Plants
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ExploreName
How can you classify seeds?What to Do
Observe. Look at seeds with a hand lens.
Classify. Sort the seeds into groups. How did you sort the seeds?
Record Data. Use the chart on the next page to show how you sorted the seeds. Glue your seed groups onto it.
You need
• seeds
• hand lens
• glue
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Chapter 2 • Plants Grow and Change Use with Lesson 1Activity Lab Book Flowers, Fruits, and Seeds
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Explore Name
Seed Groups
How I
Sorted the
Seeds
Explore More
Compare. Which group has the most seeds? Which group has the fewest seeds?
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Chapter 2 • Plants Grow and Change Use with Lesson 1Activity Lab Book Flowers, Fruits, and Seeds
A1_ALB_C02_SK07.indd 24 11/6/06 9:17:14 AM
Alternative Explore
Name
How are seeds alike and different?What to Do
Observe. Use your senses to see and feel the fruits and seeds.
Complete the chart below to compare the seeds.
Peach Apple Orange
Size
Shape
Number of Seeds
Feel
Communicate. Write about how seeds are alike and different.
You need
• apple
• peach
• orange
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Chapter 2 • Plants Grow and Change Use with Lesson 1Activity Lab Book Flowers, Fruits, and Seeds
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Quick Lab Name
Look Inside a SeedMany seeds have a hard covering that keeps the seeds inside safe. Inside is a tiny plant that will grow into a new plant and food for the tiny plant.
What did the water do to the seed?
Split open a lima bean. Draw and label its parts.
You need
• dry lima beans
• lima beans soaked overnight
• paper
• pencil
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Chapter 2 • Plants Grow and Change Use with Lesson 1Activity Lab Book Flowers, Fruits, and Seeds
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Focus on Skills
Name
ClassifyWhen you classify, you group things by how they are alike.
▶ Learn It
Susan and her mom bought some peppers. When she got home she sorted them into groups. Susan made a chart to show how she classified her peppers.
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Chapter 2 • Plants Grow and Change Use with Lesson 1Activity Lab Book Flowers, Fruits, and Seeds
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Focus on Skills
Name
▶ Try it
Look at the fruit.
How can you classify the fruit into different groups?
How many fruits do you have in each group?
Make a chart like Susan’s to show how you classified the fruit.
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Chapter 2 • Plants Grow and Change Use with Lesson 1Activity Lab Book Flowers, Fruits, and Seeds
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ExploreName
What do seeds need to grow?What to Do
Put some seeds on a wet paper towel. Put some on a dry towel. Put each paper towel in a bag.
Classify. Label the bags “Dry” and “Wet.” Place both bags in a warm place.
Record Data. Look at your seeds. Draw what happens to them.
You need
• seeds
• paper towels
• water
• ziplock bags
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Chapter 2 • Plants Grow and Change Use with Lesson 2Activity Lab Book How Plants Grow and Change
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Explore Name
Record Data. Look at your seeds. Write about what happens to them.
Explore More
Investigate. What will happen if you water both seeds but let only one seed have light?
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Chapter 2 • Plants Grow and Change Use with Lesson 2Activity Lab Book How Plants Grow and Change
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Alternative Explore
Name
Why do seeds grow in spring?What to Do
Observe. Look at the pictures of plants and the weather during spring. Talk about the pictures as a class. What happens in spring?
Infer. Use what you know about spring to find out what seeds need to grow. What things do seeds need to grow?
On another sheet of paper, draw pictures of a seed. Show how it grows into a plant.
You need
• pictures of plants in spring
• paper
• pencil
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Chapter 2 • Plants Grow and Change Use with Lesson 2Activity Lab Book How Plants Grow and Change
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Quick Lab Name
Can you grow a plant without a seed?Grow a new sweet potato plant from a piece of sweet potato.
You need
• sweet potato pieces
• paper plates
• crayons
Put a piece of sweet potato on a paper plate. Put the plate in a dark place.
Observe. Look how your potato changed every day for a week.
Draw Conclusions. How did the potato grow?
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Chapter 2 • Plants Grow and Change Use with Lesson 2Activity Lab Book How Plants Grow and Change
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ExploreName
What happens if a plant does not get water?What to Do
Put two plants in a sunny place. Water only one of the plants.
Predict. What will happen to each plant?
Observe. Watch your plants for a week.
You need
• two labeled plants
• water
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Chapter 2 • Plants Grow and Change Use with Lesson 3Activity Lab Book Plants Live in Many Places
A1_ALB_C02_SK07.indd 33 11/6/06 9:17:51 AM
Explore Name
Record Data. Draw what happens to the plants.
Explore More
Classify. What kinds of plants live in dry or wet places?
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Chapter 2 • Plants Grow and Change Use with Lesson 3Activity Lab Book Plants Live in Many Places
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Alternative Explore
Name
What happens to plants during a drought?What to Do
Look at the pictures of crops and plants during a drought. Why is water important to plants and people?
Look at the pictures of plants in the desert. Why can some plants live in dry places and other plants can not?
Make a poster with your classmates showing how desert plants save water.
You need
• pictures of plants
• paper
• markers
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Chapter 2 • Plants Grow and Change Use with Lesson 3Activity Lab Book Plants Live in Many Places
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Quick Lab Name
What happens when you freeze a plant?
Observe. Look at both plants and describe what you see.
Put one plant in the freezer. Leave the other plant on a counter.
Predict. Draw what you think each plant will look like after one day.
Compare. Describe what happened to each of the plants after one day.
You need
• small potted plant
• paper
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Chapter 2 • Plants Grow and Change Use with Lesson 3Activity Lab Book Plants Live in Many Places
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Step
ExploreName
What can you see in the sky?What to Do
Observe. Look at the sky during the day. Then look at a picture of the sky at night.
Be Careful. Do not look directly at the Sun.
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Chapter 3 • The Sky Use with Lesson 1Activity Lab Book The Sky Above
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Explore Name
Record Data. Make a list of what you see in the day sky and the night sky. Do you see the same things?
Night Sky Day Sky
Explore More
Infer. What do you think happens to stars during the day?
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Chapter 3 • The Sky Use with Lesson 1Activity Lab Book The Sky Above
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Day Sky Night SkyDay and Night Sky
Alternative Explore
Name
What can you see in the sky?What to Do
Classify. List the objects your teacher shows you in the Venn diagram below. Objects that you can see both during the day and at night go in the middle.
What Did You Find Out?
Infer. Why can you see some objects in the sky during the day and at night?
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Chapter 3 • The Sky Use with Lesson 1Activity Lab Book The Sky Above
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Quick Lab Name
In the Sky Observe. List some objects that you see in the sky.
Classify. Which objects are made by people? Which objects are not made by people?
Human-made Natural
Which objects are always in the sky?
You need
• chart paper
• markers
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Chapter 3 • The Sky Use with Lesson 1Activity Lab Book The Sky Above
A1_ALB_C03_SK07.indd 40 10/30/06 6:34:07 PM
Focus on Skills
Name
Record DataWhen you record data, you write down information. You can keep track of the information you find.
Learn It
Toby made a chart. He recorded data about what it feels like outside at different times of the day.
Try It
Look at the pictures below.
You need
• paper
• crayon
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Chapter 3 • The Sky Use with Lesson 1Activity Lab Book The Sky Above
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Focus on Skills
Name
Look at the previous page. Where do you think the Sun is in the picture on the left?
Where is the Sun in the other picture?
Use the chart below. Record data about what the temperature could feel like in each picture.
Where is the Sun?What it feels like
outside
Left Picture
Right Picture
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Chapter 3 • The Sky Use with Lesson 1Activity Lab Book The Sky Above
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Step
ExploreName
What causes shadows?What to Do
Observe. Put a craft stick in clay on a piece of paper. Shine a flashlight on the craft stick.
Record Data. Trace the shadow and label it. Move the flashlight to another spot. Trace and label the new shadow.
• craft stick
• modeling clay
• flashlight
• paper
• pencil
You need
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Chapter 3 • The Sky Use with Lesson 2Activity Lab Book Earth Moves
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Explore Name
Communicate. How did the shadow change?
Explore More
Investigate. How can you make a short shadow? How can you make a long shadow?
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Chapter 3 • The Sky Use with Lesson 2Activity Lab Book Earth Moves
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Alternative Explore
Name
What makes shadows change?What to Do
Observe. As your teacher holds an object in front of a light, look at the paper at the front of the class to see if there is a shadow. Draw what you see on another sheet of paper.
Infer. Use the shape of the shadow to help you infer what object your teacher was holding. Label each drawing. What were the objects?
What Did You Find Out?
What makes shadows?
You need
• pencil
• paper
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Chapter 3 • The Sky Use with Lesson 2Activity Lab Book Earth Moves
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Quick Lab Name
How Earth Moves Face the sun.
Be Careful! Do not look directly at the Sun.
Use tape to mark the position and direction of your feet.
Trace your partner’s shadow with chalk.
Return at least an hour later and stand on your tape marks.
Observe. Where was your shadow?
What made your shadow move?
You need
• masking tape
• marker
• chalk
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Chapter 3 • The Sky Use with Lesson 2Activity Lab Book Earth Moves
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Be aScientist
Name
You need
• newspapers
• paper
• pencil
How many hours of sunlight are there in a day?Find out how the amount of sunlight each day changes over one week.
What to Do
Find the chart in a newspaper that tells what time the Sun will rise and set.
Date Sunrise Sunset
Monday 7:00 A.M. 6:16 P.M.
Tuesday 7:00 A.M. 6:14 P.M.
Wednesday 7:01 A.M. 6:13 P.M.
Thursday 7:02 A.M. 6:12 P.M.
Friday 7:03 A.M. 6:11 P.M.
Record Data. Write the times of sunrise and sunset each day for a week. Use the chart on the next page.
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Chapter 3 • The Sky Use with Lesson 2Activity Lab Book Earth Moves
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Be aScientist
Name
Date Sunrise Sunset
Monday
Tuesday
Wednesday
Thursday
Friday
Draw Conclusions. How did the amount of sunlight change in one week?
Investigate More
Predict. Will sunrise happen earlier or later next week? Why?
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Chapter 3 • The Sky Use with Lesson 2Activity Lab Book Earth Moves
A1_ALB_C03_SK07.indd 48 10/30/06 6:34:34 PM
ExploreName
Does the Moon always look the same?What to Do
Record Data. Go outside with an adult at night. Look at the Moon. Draw a picture of what it looks like.
Compare. Take your picture to school. Compare it with the pictures below.
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Chapter 3 • The Sky Use with Lesson 3Activity Lab Book Earth’s Neighbors
A1_ALB_C03_SK07.indd 49 10/30/06 6:34:36 PM
Explore Name
Communicate. Does your Moon drawing look like one of these? How is it the same? How is it different? Share your drawing with a classmate.
Explore More
Investigate. Look at and draw the Moon each night for one month. How does it change? Do you see a pattern?
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Chapter 3 • The Sky Use with Lesson 3Activity Lab Book Earth’s Neighbors
A1_ALB_C03_SK07.indd 50 10/30/06 6:34:37 PM
Alternative Explore
Name
What are Moon symbols?What to Do
Look at the calendar that shows symbols of the Moon. What do these symbols show?
Observe. Look at the pictures of the Moon. Draw them on a separate sheet of paper. Put the symbol that goes with each picture in each drawing.
What Did You Find Out?
How are the pictures and symbols alike? How are they different?
You need
• monthly calendar that shows Moon phases
• pictures of the new, quarter, half, and full Moon
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Chapter 3 • The Sky Use with Lesson 3Activity Lab Book Earth’s Neighbors
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Quick Lab Name
Moon CratersYour teacher will use sand and water to make a model of the Moon’s surface.
Drop marbles into a tub full of damp sand.
Observe. How do the marbles change the sand?
Compare. How were craters made by bigger marbles different from those made by smaller marbles?
Infer. What do you think made the craters on the Moon?
You need
• plastic tub
• sand
• spray bottle
• marbles of different sizes
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Chapter 3 • The Sky Use with Lesson 3Activity Lab Book Earth’s Neighbors
A1_ALB_C03_SK07.indd 52 10/30/06 6:34:42 PM
ExploreName
You need
• modeling clay
• clear bin
What can an island look like?What to Do
Make a Model. Use clay to make an island in a clear bin. Add water.
Step
Be Careful. Remember to wash your hands!
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Chapter 4 • Looking at Earth Use with Lesson 1Activity Lab Book What Earth Looks Like
A1_ALB_C04_SK07.indd 53 11/6/06 9:21:11 AM
Explore Name
Observe. Describe the shape that the water takes. Is the land on your island flat or high?
Explore More
Compare. How do the island and the water feel different?
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Chapter 4 • Looking at Earth Use with Lesson 1Activity Lab Book What Earth Looks Like
A1_ALB_C04_SK07.indd 54 11/6/06 9:21:13 AM
Alternative Explore
Name
How do water and land form islands?In this activity, you will explore how islands look above and below the water.
What to Do
Draw a shape like a mountain. That is your island. Now draw a wavy line across the middle—that’s the ocean. Show the plants and animals that live on the island and in the water.
If the water level fell, what might happen to some of the plants and animals?
If the water level rose, what might happen to some of the plants and animals?
You need
• drawing paper
• colored pencils
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Chapter 4 • Looking at Earth Use with Lesson 1Activity Lab Book What Earth Looks Like
A1_ALB_C04_SK07.indd 55 11/6/06 9:21:15 AM
Quick Lab Name
The Water Near YouLook at a map of the area where you live.
What is the water like?
On another sheet of paper, draw a picture of the water and the land that is near the water.
What does the land look like?
Label your picture with words about the water and land.
You need
• crayons
• paper
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Chapter 4 • Looking at Earth Use with Lesson 1Activity Lab Book What Earth Looks Like
A1_ALB_C04_SK07.indd 56 11/6/06 9:21:17 AM
Focus on Skills
Name
Make a ModelWhen you make a model, you make something to show how it looks or works.
Learn It
▶ Juan wanted to find out how a river flows into a lake. He used clay and water to make a model. He saw how a river flows.
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Chapter 4 • Looking at Earth Use with Lesson 1Activity Lab Book What Earth Looks Like
A1_ALB_C04_SK07.indd 57 11/6/06 9:21:22 AM
Focus on Skills
Name
Try It
Look at the map below.
What kind of body of water is shown in this map?
Make a model of the body of water shown on the map.
Write about why people make models.
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Chapter 4 • Looking at Earth Use with Lesson 1Activity Lab Book What Earth Looks Like
A1_ALB_C04_SK07.indd 58 11/6/06 9:21:26 AM
ExploreName
How can you classify rocks?What to Do
Observe. Use a hand lens to look closely at some rocks.
Step
Compare. Do the rocks look or feel the same? How are they different?
You need
• rocks
• hand lens
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Chapter 4 • Looking at Earth Use with Lesson 2Activity Lab Book Rocks and Soil
A1_ALB_C04_SK07.indd 59 11/6/06 9:21:32 AM
Explore Name
Classify. Sort the rocks into groups. Explain your groups to a classmate.
My Rock Groups
Explore More
Make a Model. Use clay to make a model of a rock. Include as many details as you can.
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Chapter 4 • Looking at Earth Use with Lesson 2Activity Lab Book Rocks and Soil
A1_ALB_C04_SK07.indd 60 11/6/06 9:21:33 AM
Alternative Explore
Name
How are rocks similar and different?In this activity, you will compare rocks.
What to Do
Observe. Look carefully at each rock. How are the rocks similar? How are they different?
Compare. Draw a picture of each rock. Write words to describe each rock.
You need
• 2 rocks
• crayons
• pencil
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Chapter 4 • Looking at Earth Use with Lesson 2Activity Lab Book Rocks and Soil
A1_ALB_C04_SK07.indd 61 11/6/06 9:21:35 AM
Quick Lab Name
Can you classify rocks and sand?Compare how hard different rocks are.
Observe. Look at the different rocks. List one feature of each rock.
Touch the samples of sand and describe what each feels like.
Classify. Classify the rocks and sands based on what they feel like.
You need
• 6 different rocks
• 3 different types of sand
• paper
• crayons
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Chapter 4 • Looking at Earth Use with Lesson 2Activity Lab Book Rocks and Soil
A1_ALB_C04_SK07.indd 62 11/6/06 9:21:37 AM
Be aScientist
Name
How do earthworms use soil?What to Do
Make a Model. Put layersof moist soil and sand in a jar. Add earthworms and put a screen on top.
Be Careful. Remember to wash your hands.
Record Data. On a piece of paper, draw a picture of what it looks like inside the jar.
You need
• soil
• sand
• clear jar
• earthworms
• dark paper
• screen
Cover the jar with dark paper. Wait one week.
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Chapter 4 • Looking at Earth Use with Lesson 2Activity Lab Book Rocks and Soil
A1_ALB_C04_SK07.indd 63 11/6/06 9:21:53 AM
Be aScientist
Name
Observe. Uncover the jar. How have the things inside the jar changed? How are they the same?
Draw Conclusions. What do you think the earthworms do to soil where they live?
Investigate More
Experiment. Add small pieces of fruits and vegetables to the jar. Cover the jar with dark paper again. What do you think will happen inside the jar?
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Chapter 4 • Looking at Earth Use with Lesson 2Activity Lab Book Rocks and Soil
A1_ALB_C04_SK07.indd 64 11/6/06 9:21:57 AM
ExploreName
What things are made from plants or animals?What to Do
Write the words “Plant” and “Animal” on sticky notes.
Classify. Look around the classroom. Put the sticky notes on objects that are made from either plants or animals.
You need
• sticky notes
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Chapter 5 • Caring for Earth Use with Lesson 1Activity Lab Book Earth’s Resources
A1_ALB_C05_SK07.indd 65 11/6/06 9:26:40 AM
Explore Name
Communicate. Make a list of objects that can come from plants or animals.
Animals Plants
Explore More
Investigate. Pick an object from your classroom or house. Make a plan to find out what it is made from.
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Chapter 5 • Caring for Earth Use with Lesson 1Activity Lab Book Earth’s Resources
A1_ALB_C05_SK07.indd 66 11/6/06 9:26:42 AM
Alternative Explore
Name
What are things made from?What to Do
Observe. Look at a magazine and pick a picture that has a lot of things we use every day.
Classify. Make a chart. Draw or write the name of each thing that is made from plants under the heading, “Plants.” Draw or write the name of each thing that is made from animals under the heading, “Animals.”
Plants Animals
• pictures from a magazine
• pencil
You need
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Chapter 5 • Caring for Earth Use with Lesson 1Activity Lab Book Earth’s Resources
A1_ALB_C05_SK07.indd 67 11/6/06 9:26:44 AM
Quick Lab Name
My Soil Home Find out about an animal that uses soil for its home. Write about it. Look at pictures or read about the animal. Where does the animal live?
Draw a picture of the animal and its home.
Communicate. Share your picture with the class. Tell how the animal uses soil.
You need
• paper
• pictures of animals
• crayons
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Chapter 5 • Caring for Earth Use with Lesson 1Activity Lab Book Earth’s Resources
A1_ALB_C05_SK07.indd 68 11/6/06 9:26:47 AM
ExploreName
When do you use water every day?What to Do
Investigate. Find out ways you use water.
Make a class chart showing the different ways you all use water throughout the day.
You need
• paper
• crayons
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Chapter 5 • Caring for Earth Use with Lesson 2Activity Lab Book Using Earth’s Resources
A1_ALB_C05_SK07.indd 69 11/6/06 9:26:55 AM
Explore Name
Record Data. Use tally marks to record how many times water was used for each activity.
Wash Hands Brush Teeth Drink Water
Explore More
Infer. Are there times when you could use less water?
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Chapter 5 • Caring for Earth Use with Lesson 2Activity Lab Book Using Earth’s Resources
A1_ALB_C05_SK07.indd 70 11/6/06 9:26:57 AM
Alternative Explore
Name
How do we use water?What to Do
With a partner choose one way you use water during the day.
Survey your classmates about how many times they use water in the same way.
What did you learn about how you and your classmates use water?
How can we use less water?
You need
• paper
• pencil
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Chapter 5 • Caring for Earth Use with Lesson 2Activity Lab Book Using Earth’s Resources
A1_ALB_C05_SK07.indd 71 11/6/06 9:26:59 AM
Quick Lab Name
What is in the air?Use a sticky lid to catch what is in the air. Your teacher will punch holes in the plastic lids.
Put yarn through the hole in the lid. Spread petroleum jelly on one side of the lid and hang it outside.
Predict. What do you think will happen when the lids are hung outside?
Observe. Look at the lids after two days. What do you see?
Infer. What does this tell you about air pollution?
You need
• plastic lids
• yarn
• petroleum jelly
• craft sticks
• hand lens
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Chapter 5 • Caring for Earth Use with Lesson 2Activity Lab Book Using Earth’s Resources
A1_ALB_C05_SK07.indd 72 11/6/06 9:27:02 AM
Focus on Skills
Name
Put Things in OrderYou put things in order when you tell what comes first, next, and last.
→ Learn It
Peggy cooked spaghetti. She made a chart to show the steps.
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Chapter 5 • Caring for Earth Use with Lesson 2Activity Lab Book Using Earth’s Resources
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First
Last
Next
Focus on Skills
Name
→ Try It
Look at the picture.
What is happening in this picture?
What do you think will happen next?
Use the chart. Tell what happened first, next, and last.
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Chapter 5 • Caring for Earth Use with Lesson 2Activity Lab Book Using Earth’s Resources
A1_ALB_C05_SK07.indd 74 11/6/06 9:27:13 AM
Step
ExploreName
You needHow do you know something moved?What to Do
Put three objects on a table.
Observe. Look closely at the objects. Where are they on the table?
Cover your eyes. Have your partner move one object.
• classroom objects
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Chapter 6 • On the Move Use with Lesson 1Activity Lab Book Position and Motion
4/c 2/c 1/c
spot
spot
First Pass Second Pass Confi rming Pass PDF Proof
A1_ALB_C06_SK07.indd 75 11/1/06 9:54:01 AM
Explore Name
Infer. Open your eyes. Which object did your partner move? How can you tell?
Explore More
Investigate. Can making a map of the table and objects help you find out which object moved? Try it.
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Chapter 6 • On the Move Use with Lesson 1Activity Lab Book Position and Motion
4/c 2/c 1/c
spot
spot
MMH Des: ___________
Date:
MMH Editorial: ___________
Date: ___________
First Pass Second Pass Confi rming Pass PDF Proof Des: __________
Date: _________
Editorial: _______
Date: ________
Prod. Art.: __________
Date: ___________
Prod. Mgr.: __________
Date: ___________
A1_ALB_C06_SK07.indd 76 11/1/06 9:54:03 AM
Alternative Explore
Name
Where did it go?What to Do
Write some words you use to describe the position of an object.
Look at the two objects your teacher put on the table.
What Did You Find Out?
Compare. Which object moved? Which stayed the same?
Chapter 6 • On the Move Use with Lesson 1Activity Lab Book Position and Motion 77
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Quick Lab Name
Moving on a Playground Draw a playground with a slide, a swing, and a carousel.
How do you move on a swing?
How do you move on a carousel?
How do you move on a slide?
How could you move through the playground to make each of the motions on the board in order?
You need
• paper
• colored pencils
Chapter 6 • On the Move Use with Lesson 1Activity Lab Book Position and Motion78
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A1_ALB_C06_SK07.indd 78 11/1/06 9:54:08 AM
Focus on Skills
Name
InferWhen you infer, you use what you know to figure something out.
→ Learn It
Mark looked at a picture of cheetahs. He used what he knew about cheetahs’ legs to infer which one could run faster. He recorded his ideas on a chart.
Chapter 6 • On the Move Use with Lesson 1Activity Lab Book Position and Motion 79
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A1_ALB_C06_SK07.indd 79 11/1/06 9:54:15 AM
Focus on Skills
Name
→ Try It
Look at the pictures of the lamb and the horse below.
What do you observe about the body of each animal?
Which animal do you think can move faster? Why?
Make a chart like Mark’s. Tell what clues you used to figure out which animal moves faster.
Chapter 6 • On the Move Use with Lesson 1Activity Lab Book Position and Motion80
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A1_ALB_C06_SK07.indd 80 11/1/06 9:54:23 AM
ExploreName
How can you make something move? What to Do
Fold an index card.
Step
Investigate. Try different ways to make the card move. How can it move?
• index card
• tissue
You need
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Chapter 6 • On the Move Use with Lesson 2Activity Lab Book Pushes and Pulls
A1_ALB_C06_SK07.indd 81 11/1/06 9:54:27 AM
Explore Name
Observe. What changes about the card? What stays the same?
Explore More
Infer. Do you think a tissue will move in the same way as the card? Why or why not? Try it.
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Chapter 6 • On the Move Use with Lesson 2Activity Lab Book Pushes and Pulls
A1_ALB_C06_SK07.indd 82 11/1/06 9:54:29 AM
Alternative Explore
Name
What needs the least push?In this activity, you will compare pushing different objects.
What to Do
Predict. Which object do you think will be easiest to push?
Observe. Gently push each object with your finger.
Put in Order. Which was easiest to push? Write its name first. Write the names of the other objects in order from easiest to hardest to push.
You need
• plate
• counting cube
• book
• stapler
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Chapter 6 • On the Move Use with Lesson 2Activity Lab Book Pushes and Pulls
A1_ALB_C06_SK07.indd 83 11/1/06 9:54:31 AM
Quick Lab Name
Big Push, Small Push
Make two lines with the tape.
Predict. How much force will you need to push a checker from the first line to the second line?
Now push a wooden block and a marble from the first line to the second line. Were your pushes different?
Put in order. Now you have pushed each of the objects from the first line to the second line. Write them in order from smallest to biggest push.
You need
• checkers or counting chips
• marbles
• wooden blocks
• masking tape
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Chapter 6 • On the Move Use with Lesson 2Activity Lab Book Pushes and Pulls
A1_ALB_C06_SK07.indd 84 11/1/06 9:54:34 AM
Step
Be aScientist
Name
You need
• honey
• dish soap
• mustard
• ketchup
• cardboard
Which liquid flows the fastest?Observe the speeds of different liquids.
What to Do
Predict. Which liquid will flow the fastest? Which will flow the slowest?
Measure. Place the same amount of each liquid on one end of a sheet of cardboard.
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Chapter 6 • On the Move Use with Lesson 2Activity Lab Book Pushes and Pulls
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StepStep
Be aScientist
Name
Compare. Slowly lift the edge of the cardboard. Compare the positions of the liquids as they move.
Record Data. Use the chart below to record the speed of each liquid.
Fast Slow
Infer. Why did some liquids flow faster than others?
Investigate More
Investigate. Repeat this experiment. Did you get the same results?
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Chapter 6 • On the Move Use with Lesson 2Activity Lab Book Pushes and Pulls
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Step
ExploreName
Can you make sound with a rubber band?What to Do
Put a rubber band across a bowl. Be Careful. Remember to wear
safety goggles.
• goggles
• rubber band
• plastic bowl
Observe. Pull the rubber band. Let go. What do you see and hear?
You need
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Chapter 6 • On the Move Use with Lesson 3Activity Lab Book Sound
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Explore Name
Pull it again. Stop the rubber band from moving. What happens?
Draw Conclusions. What do you think made the sound?
Explore More
Investigate. Find out if a thicker rubber band makes the same sound.
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Chapter 6 • On the Move Use with Lesson 3Activity Lab Book Sound
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Alternative Explore
Name
What happens when you pluck a rubber band?
Hold one end of a rubber band. Your partner will hold the other end.
Stretch the rubber band between you.
Pluck the rubber band as you watch and listen.
What did you see and feel?
What did you hear?
You need
• rubber band
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Chapter 6 • On the Move Use with Lesson 3Activity Lab Book Sound
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Quick Lab Name
Making Sound Use the materials to build an instrument that will make sounds.
Investigate. What sounds can you make with your instrument?
Observe. What parts of each instrument vibrate?
• paper towel rolls
• shoe boxes
• jars
• dry beans
• rubber bands
• string
You need
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Chapter 6 • On the Move Use with Lesson 3Activity Lab Book Sound
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Everyday Science
Name
How Water Travels Through a PlantPlants have different parts. Their roots take water and nutrients from the soil. Their stems carry water from the roots to the leaves. Stems also carry food from the leaves to the roots and the rest of the plant.
Purpose
Observe how water travels through a plant.
Predict
What happens if you put a celery stalk in a cup of colored water?
Test Your Prediction
Have an adult cut a celery stalk in half.
You need
• celery stalk
• blue colored water
leaves
stem
roots
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Chapter 1 • Plants Are Living Things Activity Lab Book
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Step
Everyday Science
Name
Put each celery stalk in a cup of colored water.
Record Data. Look at the celery stalk. Draw what you observe.
Draw Conclusions
What happened? Why?
Critical Thinking
Can you think of any stems you can eat?
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Everyday Science
Name
Step
Paper in the SunThe Sun heats the land, air, and water.
Purpose
Find out if a white sheet of paper or a black sheet of paper will get hotter in the Sun.
Predict
Do light colors or dark colors get hotter in the Sun?
Test Your Prediction
Put a black sheet of paper and a white sheet of paper in the Sun.
You need
• white paper
• black paper
• thermometer
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Chapter 3 • The Sky Activity Lab Book
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Step
Everyday Science
Name
Measure. Wait one hour. Use a thermometer to take the temperature of each sheet of paper.
Record Data. Write down the temperature for each sheet of paper.
Draw Conclusions
Which sheet of paper had a higher temperature? Why?
Critical Thinking
Why would people rather wear white clothing in the summer?
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Chapter 3 • The Sky Activity Lab Book
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