science activity lab book fish

Test Your Prediction Observe Look at the prepared slide of a plant leaf under the microscope.. Materials • microscope • prepared slides of plant leaf cells • prepared slides of animal

Instructions for Copying

Answers are printed in non-reproducible blue Copy pages on a light

setting in order to make multiple copies for classroom use.

LIFE SCIENCE

Chapter 1 Cells 5

Chapter 2 Food Chains, Webs, and Pyramids 23

Chapter 3 Ecosystems 45

EARTH SCIENCE Chapter 4 Our Dynamic Earth 63

Chapter 5 Land and Water 89

PHYSICAL SCIENCE Chapter 6 Matter and Changes 111

Chapter 7 Using Forces 141

Everyday Science Activities 163

Learning Labs 183

Everyday Science Teacher Notes 199

Learning Lab Teacher Notes 204

Materials List 208

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 Perform only those experiments approved by your teacher If you are not

sure about something, ask your teacher.

3 Take great care when handling and moving chemicals and hot materials.

4 Conduct yourself in a responsible manner at all times.

5 Always clean up after you have fi nished an experiment.

6 Always wash your hands before and after an experiment.

7 Do not eat, drink, or chew gum in the laboratory.

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

vi Guía de actividades de laboratorio

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 Haz sólo los experimentos aprobados por tu maestro o maestra

Pregúntale a él o a ella si no estás seguro de algo

3 Ejercita sumo cuidado al manipular y transportar productos químicos y

materiales calientes.

4 Compórtate en todo momento de manera responsable.

5 No te olvides de limpiar cuando termines de realizar un experimento.

6 Lávate siempre las manos antes y después de hacer un experimento

7 No comas, bebas ni mastiques chicle en el laboratorio.

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:

Name Date

 How do people get sick?

Do other animals get sick, too?

! What are some of the same diseases that both people

and other animals get?

Name Date

How do diseases spread?

 How do mosquitoes spread disease?

Besides mosquitoes, what are three other ways that

diseases can spread?

! What are three ways you can help stop the spread of

disease?

" On a separate piece of paper, design and color a poster

that shows one way to stop the spread of disease

Plants and animals are living things Think about

a plant and an animal you have seen Do you think they are made of similar or different parts?

Test Your Prediction

 Observe Look at the prepared slide of a plant

leaf under the microscope For help using the microscope, ask your teacher

Record Data Draw what you see.

! Observe Look at the prepared slide of animal

blood under the microscope

" Record Data Draw what you see.

Materials

• microscope

• prepared slides of plant leaf cells

• prepared slides of animal blood cells

Name Date

Draw Conclusions

# Interpret Data How were the plant slide and animal slide

alike? How were they different?

$ Communicate Write a report explaining whether or not

your observations supported your prediction

Explore More

Examine the drawings you made and think about the living

things they came from Mushrooms are also living things

What do you think a mushroom slide looks like? Make a

prediction and plan an experiment to test it

Name Date

Alternative

Explore

How are plant cells and

animal cells similar?

Make a Prediction

Plants and animals are made of cells Do plant cells

and animal cells have similar structures?

Test Your Prediction

 Look for information about plant cells and animal cells in

reference materials Keep looking until you find written

descriptions and diagrams of the cells

On a separate piece of paper, draw a Venn diagram of

the parts of animal and plant cells In the center, write the

parts found in both List the parts and where they are in

your diagram here

! Compare What is different about plant cells and animal

cells?

Draw Conclusions

" Was your prediction about the structure of plant cells

and animal cells correct? Explain

Materials

• encyclopedias, Internet, or other reference materials

Quick Lab

Plant and Animal Cells

 Make a Model Put one plastic bag in a storage

container This is a plant cell Use another plastic bag as an animal cell

Using a spoon, carefully put gelatin in both bags until the bags are almost full

! Choose vegetables that look the most like the plant-cell and animal-cell organelles

" Place the vegetables that you have picked into the appropriate container and seal the bags

# Compare Try to stack your models How well

do the plant cells stack compared to the animal cells?

$ Communicate Discuss with your classmates which

vegetables you selected for your organelles and explain why Write about one of them

Materials

• sandwich bags

• storage containers with lids

• masking tape (optional)

Name Date

Focus on

Skills

Experiment

All living things are made up of cells Every cell has a cell

membrane The cell membrane is a layer around the cell that

lets substances in and out

Substances move in or out of a cell depending on their

concentrations, or amounts Substances move from areas

where they are crowded to areas where they are less

crowded For example, if a cell has a higher concentration

of water than its environment, water will flow out of the cell

until the concentration on the inside and outside is balanced

One way to learn more about how cell membranes work is by

doing an experiment

▶ Learn It

An experiment is a test that supports or does not

support a hypothesis To carry out an experiment you

need to perform a test that examines the effects of one

variable on another using controlled conditions You can

then use your data to draw a conclusion about whether

or not the hypothesis has been supported

In the following experiment, you will test the effects of

various substances on a cell membrane You will gather

and analyze data to support or disprove the following

hypothesis: If the concentration of a substance is higher

outside the membrane, then the substance will move

inside the membrane to balance the concentration

Name Date Focus on

! Use a spoon to carefully remove the eggs

Rinse the eggs under water

" Measure each egg and record the data in your chart

# Pour 200 mL of water into a beaker and

200 mL of corn syrup into another beaker

Carefully lower an egg into each beaker

Leave the eggs inside for one day

$ Use the spoon to carefully remove the eggs Rinse the eggs under water

% Measure each egg and record the data in your chart

Egg in vinegar 2nd egg in vinegar

Name Date

Focus on

Skills

▶ Apply It

& Now it is time to analyze your data and observations

Use your chart to compare the masses of the eggs

Did the mass of both eggs change? Explain why the

• growing plant (a large-leafed plant will work best)

of them, so that no light reaches those parts?

Write your answer as a hypothesis in the form

“If parts of a plant’s leaves do not receive any light, then ”

Test Your Hypothesis

 Wrap small pieces of aluminum foil over parts of several leaves Wash your hands after handling the plant

Use Variables Cover at least four different leaves of the

plant in the same way

! Place the plant in a window where it will get lots of light

Water the plant with a measured amount of water

" Experiment After one day, carefully lift the foil and

check each leaf Write down your observations Gently replace the foil in the same position Continue your observations each day for one week Replace the foil in the same position each time How did the areas covered

by the foil differ from the other parts of the leaves?

Explore Name Date

Draw Conclusions

# Interpret Data How did the changes you observed

progress after one day? After two days? After a week?

How do light and darkness affect the growth of leaves?

$ Infer How do light and darkness affect the growth of

leaves?

Explore More

Remove the foil from the leaves Water the plant with the

same amount of water you used in the previous week, and

observe it each day for another week What happens when

the leaves remain uncovered?

Activity Lab Book Photosynthesis: The Basic Process of Life

Name Date

Alternative

Explore

• white carnation with stem split lengthwise

• 2 different colors

of food coloring

• 2 glasses or narrow jars

• water

Materials

How do plants absorb water?

Form a Hypothesis

How does water travel from a plant’s roots to its

stem, leaves, and flowers? Write your answer as

a hypothesis in the form “If water travels through

tubelike structures in a plant’s stem, then ”

Test Your Hypothesis

 Obtain from your teacher a white carnation that has

its stem cut in half lengthwise

Fill each glass with water Add a few drops of food

coloring to one Add a few drops of food coloring

in another color to the second glass Place them

next to each other

! Place one side of the flower stem in one glass

and the other side of the flower stem in the

second glass Record your observations

Draw Conclusions

" Interpret Data What does this tell you about the way

water is transported in plants?

Activity Lab Book Photosynthesis: The Basic Process of Life

Quick Lab

Leaves

 Collect a variety of leaves

Observe Examine each leaf with a hand

lens, and write down each structure that you can identify

! Place a piece of white paper over the leaf, and rub back and forth with a crayon, making a print of the leaf

" Classify On the rubbing, identify the leaf as simple or

compound, and label each structure

# Using two different-color crayons, trace the flow of water and food through the veins

Explore Name Date

What can you see through

a microscope?

Make a Prediction

What do you think you will see if you look at an

onion skin, sand, or yeast under a microscope?

Will you see living organisms moving? Write

your prediction in the form “If I look at an onion

skin, sand, or yeast under a microscope, then ”

Test Your Prediction

 Observe Place a piece of newspaper on a

microscope slide Place the slide on the stage

of the microscope, and observe it under low power Draw

what you see Look at it again under high power Record your

observations

Observe Prepare slides with samples of onion skin, sand and

yeast Repeat step 1 for each sample Record what you see

! Record Data Make a data table to record the details

of what you observed How many organisms did you

observe? How big were they? What colors were they?

• microscope

• 4 microscope slides

• dropper

• water

• toothpick

• small pieces of newspaper

Draw Conclusions

" Observe What did you learn about the way objects

appear when viewed through a microscope? What happened to your observations as you changed from low power to high power?

# Observe Describe the appearance of each of the

samples you observed

Explore Name Date

Open Inquiry

Think of your own question about the common characteristics

of cells Make a plan and design an experiment to answer your

Name Date Alternative

Test Your Prediction

 Collect some samples from your surroundings Using tweezers or cotton swabs, collect samples such as dust particles, carpet fibers, hair strands from a comb or brush, sand from a beach or sandbox, and potting soil from a houseplant Describe what these samples look like

Place each sample on a microscope slide Use a coverslip

if needed

! Observe Starting with low power, observe your samples

Record your observations by drawing circles on a piece

of paper to outline your field of view Label each circle with the name of the sample, and draw what you see

Switch to high power, and record your observations

• tweezers

• cotton swabs

• microscope

• microscope slides

Quick Lab Name Date

Observing Protists

Purpose

Your task is to use a microscope to examine

pond water and observe protists and other

microorganisms

Procedure

 Slide a metric ruler onto the stage of your

microscope, and focus on it, using the highest

power Measure the field of view, and record

your measurement in millimeters

Obtain a pond-water sample from your teacher Put a

drop of the water in the center of a microscope slide

Gently place a coverslip over it

! Observe Starting with the lowest power, focus the

microscope until you find microorganisms Switch to high

power, and focus Draw what you see

" Measure Estimate how much area one microorganism

you are observing takes up Multiply that number by

the size of your field of view to estimate the size of the

organism in millimeters For example, 31  21 mm  61 mm

• metric ruler

• pond-water sample

 Make a Model Working in groups of four, make

labels that read Sun, Plant, Plant Eater, and Meat Eater.

Measure Cut out a 1 m strip of butcher paper

Be Careful Mark off ten sections, each 10 cm long

This represents energy that can be used by living things

! The “Sun” starts by passing the energy strip to the

“plant.” The “plant” should cut off 10 cm from the strip

The “plant” should hold the larger section and pass the smaller section to the “plant eater.” This represents the passing of food energy

Explore Name Date

" Measure The “plant eater” should cut off 1 cm from the

strip and pass it to the “meat eater.” The “plant eater”

should hold onto the larger section

Draw Conclusions

# Infer Why do you think the energy strip is cut into pieces

before it is passed on?

$ Why is the smallest amount of energy passed to the

“meat eater”?

Explore More

What might happen if the plant could not make its own

food energy? Design a test to find out

Chapter 2 • Food Chains, Webs, and Pyramids Use with Lesson 1

24

Name Date

Alternative

Explore

How does energy flow

in a pond food chain?

Purpose

Show how energy flows in a pond food chain

Procedure

 Make a Model Draw and label pictures of the

Sun, a hawk, a frog, a grasshopper, and grass

Cut out the drawings of the Sun, hawk, frog, grasshopper,

and grass Be careful.

! Arrange your cutouts into a food chain in the correct

Chapter 2 • Food Chains, Webs, and Pyramids Use with Lesson 1

26

Quick Lab

Find a Food Chain

 Take a walk with a partner around the schoolyard Use the chart below to list the plants and animals that you see

Classify Which organisms are producers? Why?

! Classify Which organisms are consumers? Why?

" Communicate Circle organisms that might belong to the

same food chain and link them together What organisms are in your food chain?

Name Date

Be a

Scientist

Can an environment have

more than one food chain?

Form a Hypothesis

Energy from the Sun helps grass grow A mouse

eats the grass A coyote eats the mouse Is this the

only food chain that can be found in a grassland?

What happens when one environment has many

producers and consumers? Write a hypothesis in the

form, “If different producers and consumers can be

found in an environment, then ”

Test Your Hypothesis

 Make a Model Write Sun, grass, mouse, and coyote each

on an index card Use tape to connect the cards in the

order of a food chain

Use library books and the Internet to research another

grassland food chain Find a new producer, a new

herbivore, and a new carnivore that can be linked

together in a food chain

Chapter 2 • Food Chains, Webs, and Pyramids Use with Lesson 1

28

Name Date Be a

Scientist

! Write the names of the new organisms on index cards

Find pictures of each plant and animal to put on the cards, or draw your own pictures

" Make a Model Assemble the second set of index cards in

the order of a food chain You will now have two separate food chains

What will happen to the organisms in your food chain

if the producer is taken out of the chain? Answer in the

form, “If the producer is taken out of the food chain,

then ”

Test Your Hypothesis

Design an experiment to investigate what will happen

if the producer is removed from a food chain Write

out the steps you will follow Record your results and

observations

Draw Conclusions

Did your test support your hypothesis? Why or why not?

Compare your results with a classmate’s

Chapter 2 • Food Chains, Webs, and Pyramids Use with Lesson 1

30

Explore Name Date

How can living things be part

of more than one food chain?

Make a Prediction

Can an animal be a part of more than one food

chain?

Test Your Prediction

 Use the chart to make organism cards On each

card, list an organism and what it eats

Draw a “Sun” card Tape the card to the top of your

poster board Tape the cards of the organism that depend

on it for food directly underneath it Draw arrows to show

the flow of energy between the organisms

What Animals Eat

California poppy makes own food from

sunlight mustard plant makes own food from

sunlight yucca plant makes own food from

sunlight

California quail insects, seeds

pocket gopher yucca plant spotted skunk mice, birds, insects gopher snake rodents such as gophers

32 Chapter 2 • Food Chains, Webs, and Pyramids Use with Lesson 2

! Continue to add cards to the poster Draw arrows to link each organism to the organisms it directly depends on for food

Draw Conclusions

" Interpret Data How many food chains does the spotted

skunk belong to?

# What can you conclude about food chains from this poster?

Explore More

What might happen if the pocket mouse were taken off the poster? Make a prediction and make a plan to test your prediction

Explore Name Date

34 Chapter 2 • Food Chains, Webs, and Pyramids Use with Lesson 2