Answer Keys · 1 calvertschool.org 2 soccerfan 3 press the Shift key and 2 key at the same time 4 b 5 c 6 a Answer Keys Lessons 21–40 Computer Skills ... Look Ahead 1 Words will

Answer Keysfor Daily Work

Lessons 21–40

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Contents

Compter Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Reading Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

History Workbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

History Enrichment Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Geography Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Geography Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Grammar & Usage . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Science Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

Science Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Lessons 21–40 Computer skiLLs Answer key

C A LV E R T E D U C AT I O N

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ACTIVITY 2

Networks (Computer Skills Lesson 31)1 platform 2 peripheral 3 network 4 compatibility 5 a It is important to know the formats on both computers so I can pick a format that can be used on both computers. b This information would help me be able to access the file on either computer. 6 I can choose the COLOR PRINTER from the menu and dialog boxes when I am ready to print the document.

ACTIVITY 3

Sending E-mail(Computer Skills Lesson 39)1 calvertschool.org 2 soccerfan 3 press the Shift key and 2 key at the same time 4 b 5 c 6 a

Answer KeysLessons 21–40

Computer Skills

Compter Skills

Lessons 21–40 speLLing Answer key


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Note: The answers that follow a page number are from Everyday Spelling. The Activities are from Activity Pages.

LESSON 21

Page 30

Adding -er and -est Practice Order of words in each group may vary. 1 larger 2 largest 3 closer 4 closest 5 smaller 6 smallest 7 deeper 8 deepest 9 hotter 10 hottest 11 sadder 12 saddest 13 fatter 14 fattest 15 happier 16 happiest 17 scarier 18 scariest 19 funnier 20 funniestWrite Sentences will vary.

LESSON 22

Page 31

Think and Practice Antonym Alert 1 smaller 2 fatter 3 largest 4 hotter 5 deeper 6 happiest 7 hottest 8 smallest 9 closer 10 saddest 11 fattestHappy Endings 12 scariest 13 funnier 14 deepest 15 closest 16 sadder 17 larger 18 funniest 19 happier 20 scarier

Strategic SpellingBuilding New Words 21 busier, busiest 22 bigger, biggest 23 stranger, strangest

LESSON 23

Page 32

Proofreading and Writing Proofread an InvitationProofread an Invitation

Write an Invitation Invitations will vary.

LESSON 24

Page 33

Vocabulary Building

ReviewAnalogies 1 happiest 2 larger 3 smallest 4 saddest 5 hottest 6 happier 7 smaller 8 sadder 9 largest 10 hotter

Word StudyExaggeration 1 largest 2 funnier 3 smaller 4 hotter 5 fatter 6 scarier 7 happiest

OPTIONAL EXERCISES

Page 34Bakery Specials 1 scratch 2 strawberry 3 worrying 4 alphabet 5 snack

Page 35Get Out and Have Fun through; street; climb; rough; track; brake; stopping; careFairy Tales 1 scariest 2 scrub 3 scream 4 kneel 5 because 6 know 7 danced 8 knit 9 wren

Page 36Crafts 1 skyscraper 2 squirt 3 sign 4 wreath 5 dried 6 square 7 enough 8 designPairing Things and Places 1 elephant 2 Kansas 3 pocket 4 wrench 5 dolphin

Page 37Water Park 1 opening 2 squeal 3 photo 4 thrill 5 worried 6 cover 7 assignScience Fiction 1 wreck 2 studying 3 smallest 4 screen 5 squeeze 6 unknown 7 attack 8 writing

LESSON 26

Pages 38–39

Strategy Workshop

Divide and ConquerTry It Out 1 A/mer/i/ca 2 al/pha/bet 3 el/e/phant 4 un/happy 5 beauti/ful 6 re/write 7 every/body 8 after/noon 9 some/thing


Spelling©Addison-Wesley Educational Publishers Inc .

Spelling



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Look Ahead 1 Words will vary. 2 Words will vary.

Page 40

Words with sh, ch, tch, whPractice Order of the words in each group may vary. 1 shown 2 short 3 punish 4 shelter 5 flashlight 6 trash 7 watch 8 kitchen 9 pitcher 10 catcher 11 March 12 chapter 13 chocolate 14 church 15 whatever 16 anywhere 17 whenever 18 wheat 19 awhile 20 somewhereWrite Questions and answers will vary.

LESSON 27

Page 41

Think and Practice Buried Words 1 wheat 2 pitcher 3 whatever 4 punish 5 March 6 short 7 trash 8 shown 9 chapter 10 catcherMaking Associations 11 shelter 12 awhile 13 church 14 watch 15 chocolate 16 kitchen

Strategic SpellingThe Divide and Conquer Strategy 17 flash/light 18 some/where 19 any/where 20 when/ever 21 choc/o/late 22 pitch/er

LESSON 28

Page 42

Proofreading and Writing Proofread a Sign watch, jewelryCreate a Sign Responses will vary. Sign should include list words.

LESSON 29

Page 43

Vocabulary Building

ReviewRhymes 1 March 2 shown 3 kitchen 4 whatever 5 short 6 anywhere 7 watch 8 chapter 9 whenever 10 punish

Using a ThesaurusParts of an Entry 1 verb 2 demonstrate 3 point out 4 guide, turn up 5 conceal or hide

LESSON 30

Page 44

Words with Double ConsonantsPractice Order of words will vary.Write Rhymes will vary.

LESSON 31

Page 45

Think and Practice Antonym Argument 1 different 2 supper 3 borrow 4 hobby 5 current 6 written 7 odd Words in Context 8 suffer 9 lettuce 10 tomorrow 11 paddle 12 slippers 13 matter 14 bubble 15 bottle 16 ridden 17 grasshopper

Strategic SpellingBuilding New Words 18 worry, worried 19 offer, offered 20 shudder, shuddered

Pages 200–201

The Eyes and Ears Green box: Words will vary.

Getting at MeaningLabeling Diagrams 1 pupil 2 iris 3 lens 4 optic nerve 5 retina 6 outer ear 7 ear canal 8 eardrum 9 inner ear 10 middle ear

Spell WellPronouncing Words Carefully 11 retina 12 pupil

LESSON 32Page 46

Proofreading and Writing Proofread a Message

Write a Message Responses will vary. Message should include list words and personal words.



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LESSON 33Page 47

Vocabulary Building

ReviewContext Clues 1 borrow 2 ridden 3 bubble 4 matter 5 different 6 odd 7 written 8 bottle 9 tomorrow 10 supper

Word StudyAcrostics Words added will vary.

LESSON 35

Page 48

Short e and Long ePractice Order of words in each group may vary. 1 speak 2 reason 3 beat 4 least 5 steal 6 treat 7 season 8 money 9 valley 10 honey 11 monkey 12 hockey 13 alley 14 donkey 15 them 16 went 17 fence 18 credit 19 engine 20 contestWrite Paragraphs will vary.

LESSON 36Page 49

Think and Practice Words in Context 1 speak 2 honey 3 money 4 fence 5 least 6 them 7 donkey 8 valley 9 beat 10 steal 11 went Definitions 12 hockey 13 credit 14 monkey 15 reason 16 alley 17 engine 18 season 19 treat

Strategic SpellingSeeing Meaning Connections 20 contest 21 contestant 22 uncontested

Pages 188–189

Your BodyPink box: Words will vary.

Getting at MeaningLabeling Diagrams 1 cuspid 2 bicuspid 3 incisor 4 molar 5 enamel 6 pore 7 epidermis 8 dermis 9 oil gland 10 sweat gland

Page 189

Spell WellRoot Awareness 11 dermis 12 epidermis

LESSON 37Page 50

Proofreading and Writing Proofread a Letter

Answer a Letter Responses will vary. Letters should include spelling words.

LESSON 38

Page 51

Vocabulary Building

ReviewCrossword Puzzle Across: 3 valley 5 went 6 them 9 reason Down: 1 beat 2 fence 4 monkey 7 honey 8 money 10 speak

Multicultural ConnectionProverbs 1 You can lead a horse to water, but you can’t make it drink. 2 Good things come to those who wait. 3 In unity there is strength.

FOURTH REVIEW LESSON

Spelling Activity 21 scariest 2 alley 3 slippers 4 trash 5 anywhere 6 happier 7 lettuce 8 contest 9 church 10 odd 11 watch 12 closest 13 speak 14 offer 15 supper 16 funnier 17 shelter 18 treat 19 pitcher 20 beat

Lessons 21–40 reAding ACtivities Answer key


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ACTIVITY 9

The Chinese Zodiac(Reading Lesson 21)

1Place Animal

How it is described in the story

1 rat forgetful, excited, clever

2 ox strong, poor eyesight

3 tiger strong, powerful

4 rabbit lucky

5 dragon modest, kind, helpful

6 snake crafty

7 horse strong, surprised

8 goat clever

9 monkey clever

10 rooster clever

11 dog playful

12 pig (boar) hungry

2 The Jade Emperor decided there should be a way to measure time. The first twelve animals to cross the river would each have a year of the zodiac named after them.

ACTIVITY 12

Using Context Clues Part I(Reading Lesson 21)Your student’s definitions may not be exact. If you feel his prediction is on track with the definition, mark it as correct. The purpose of this activity is for the student to learn that as long as he can use context clues to create a general idea of the meaning of a word, he does not necessarily have to use the dictionary. The following are sample definitions from the dictionary: 1 Patriarch: the oldest male member or representative of a group 2 Matriarch: the oldest female member or representative of a group 3 dictum: a noteworthy statement or opinion 4 urn: a vessel that is typically an ornamental vase on a pedestal 5 brazier: a pan for holding burning coals 6 irate: angry 7 to squander: to spend foolishly or extravagantly 8 festoon: a string of garland or other decorative chain hanging between two points 9 laden: weighed down with a load 10 vied: struggled for superiority; competed with one another

ACTIVITY 13

Using Context Clues Part II(Reading Lesson 25)As in the previous activity, if you feel that your student’s prediction is on track with the definition of the word, mark it as correct. The following are sample definitions: 1 writhed: twisted into coils or folds 2 unperturbed: unruffled; calm and serene 3 queasiness: feeling sick to the stomach 4 bewitched: to cast a spell over 5 dapper: smart in dress and appearance 6 ogled: stared 7 rebuke: to express sharp, stern disapproval 8 queried: questioned, asked

ACTIVITY 14

A Changing Setting(Reading Lesson 26)Chungking, China Brooklyn, New York

- Winter: January

- year of the dog, 4645

- in Asia

- during the holiday season

- bamboo trees

- House of Wong: large estate for whole family to live

- Bandit shared a bedroom

- separate kitchen with woodpile and hanging meats

- Chinese New Year party: mahjongg and other games

- altar for prayer and story telling

- bicycles and rickshaws

- mules and carts

- markets and farmers’ stalls

- moon gates, fan windows, stone lions

- Winter: February

- year of the boar

- East coast of the United States

- tall buildings

- taxis and cars

- Brooklyn bridge

- short stone houses looking alike

- Shirley’s apartment: third floor of house

- no bedroom for Shirley—slept on cabinet drawers

- small kitchen with icebox and stove

- washing machine

- streets that look all alike

- no gardens, some trees

- stores a short distance from her house


Reading Activities

Reading Activities

Lessons 21–40 reAding ACtivities Answer key


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ACTIVITY 15

The Misunderstandings of Shirley Temple Wong(Reading Lesson 27)Answers will vary. Sample answers follow.

Funny • Shirley thinks the pole is used to punish students (Ch. 3) • Shirley does not understand winking. (Ch. 3) • Shirley begins to run to her home in a stickball game.

(Ch. 5) • Shirley does not know the official words to the Pledge.

(Ch. 6)

Embarrassing • Shirley memorizes a Donald Duck song rather than a

poem. (Ch. 4) • Shirley thinks Jackie Robinson is a girl. (Ch. 6)

HurtfulShirley speaks to the new Chinese girl in her first language, only to realize that the girl does not speak Chinese. (Ch. 4)

ACTIVITY 16

Character Traits of Shirley Temple Wong(Reading Lesson 28)Answers will vary. Sample answers follow:

Character’s Actions, Words, Thoughts Character Trait

She does not play with the other children . After school she pretends to have somewhere to go .

lonely

Shirley’s voice sounds desperate when she replies to Joseph’s invitation with “Please . Please .”

desperate

When she sings her song and everyone laughs, tears well up in her eyes . sad, embarrassed

She tries to prove she can do something right, but she cannot even blow a bubble with her gum .

doubtful, discouraged

ACTIVITY 17

Using Context Clues(Reading Lesson 29)Sample context clues are shown in parentheses. 1 b (mean) 2 a (danced to the ground) 3 b (squashed tube) 4 c (frightened child hid) 5 b (enjoyed playing outside)

ACTIVITY 18

Four Types of Conflict(Reading Lesson 30)Accept any answer that the student can support. 1 B 2 A 3 D 4 C 5 B

ACTIVITY 19

Exploring the World of Idioms(Reading Lesson 32)Illustrations will vary.

Idiom Illustration Meaning

teacher’s petone of a teacher’s favorite students, often gets special treatment

run home (baseball)

A baseball player should run to home base, or home plate .

an apple shinera student who works hard to please the teacher

the dog days of summer

the hottest days of summer

Lend me your ear . to ask for someone’s full attention

raining cats and dogs

a very loud and rainy storm

when pigs fly something that will never happen

ACTIVITY 20

Quiz Time!(Reading Lesson 34)1 b 2 c 3 a 4 c 5 b

ACTIVITY 21

A Grand Slam of Comparisons(Reading Lesson 39)Answers will vary. Sample answers follow. 1 She was the first girl in her clan to move to America. 2 She was teased because she was Chinese. 3 Her first year in America was hard. 4 Whether in school or at home, Shirley was determined to learn American language and customs. 5 Shirley’s classmates, particularly Mabel, befriended Shirley after she proved to them that she could be a good friend. 6 Emily became Shirley’s one really good friend. 7 In 1947, Shirley had the honor of giving the key to Jackie Robinson.

Lessons 21–40 History workbook Answer key


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STORY 12

The King of the Jews(History Lesson 21)I Saul II David A Goliath B Psalms C Jerusalem III Solomon A Wisest B temple IV Solomon V 2000

STORY 13

The People Who Made Our ABC’s(History Lesson 23)I north II Hiram III letters, alphabet IV A Gold, silver B glassware C dye V business people and sailors A traders B harbors C traded D Carthage

STORY 14

Hard as Nails(History Lesson 25)I A Lycurgus B hard 1 Seven, to be good soldiers 2 be a good soldier, to suffer pain without whimpering II A mind, body B athletic, music, poetry C statues, painting, vases, buildings

STORY 15

The Crown of Leaves(History Lesson 26)I Olympia II Zeus III A discus B running C jumping D wrestling E boxing, chariot racing IV A Laurel wreath B Carried on shoulders or the throng V Wars VI four VII Greeks

STORY 16

A Bad Beginning(History Lesson 28)I boys A Romulus, Remus B put them in a basket and set them afloat on the Tiber River C wolf D shepherd II A city B Romulus, Remus C Romulus, 753, Tiber, seven D thieves and bad men 1 wives 2 stayed

STORY 17

Kings with Corkscrew Curls(History Lesson 30)I Assyria A Nineveh B corkscrew C Vicious D land E statues F Mesopotamia, Phoenicia, Egypt II A Sennacherib B Ashurbanipal 1 clay 2 floor III Babylonians, Medes, 612

STORY 18

A City of Wonders and Wickedness(History Lesson 31)I Babylon A wall 1 100 2 Euphrates 3 wicked B Media 1 homesick 2 The Hanging Gardens C Seven Wonders II Jerusalem, 70

STORY 19

A Surprise Party(History Lesson 33)I Cyrus II Croesus A money B gold, silver III A Lydia B 1 Euphrates 2 dried 3 walls 4 Babylon, 538

STORY 20

The Other Side of the World: India(History Lesson 35)I A Persia B Indus C wide, bathroom, writing D Indo-Europeans E learned II A Priests and scholars B Rulers and warriors C Farmers and merchants D Laborers E Untouchables III Gautama A try to make things better for his people B Buddha C Buddhism D Japan

STORY 21

All the Way Around the World in China(History Lesson 36)I Confucius A kings, parents, teachers; honor ancestors B Golden, others II A Huang B crops C 1 Himalaya 2 Gobi 3 Pacific 4 Mountains, seas III 1500 A characters B word C 600 IV A Silk B Porcelain C Paper D Printing, printing E Compass F immunize G powder

STORY 22

Rich Man, Poor Man(History Lesson 38)

I 600 A rules B severe, terrible II Solon’s III 560 A ruler B Solon C Athens IV 500 A vote, women B ostracism


History Workbook

History Workbook

Lessons 21–40 History enriCHment ACtivities Answer key


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ACTIVITY 15

Spartan Boy(History Lesson 25) born; examined; strong; perfect; weaklings.seven; home; school; trained; soldier; pain; crying.tired; hungry; cold; complain; Spartan; discipline.

ACTIVITY 16

Laconic Speech for Beginners (History Lesson 25) a 2 b 1 c 3

ACTIVITY 17

The Crown of Leaves(History Lesson 26)Across 1 sport 3 Olympia 5 wreath 6 five 7 Zeus Down 1 sports 2 war 4 Athens 6 four

ACTIVITY 18

The Story of Romulus and Remus(History Lesson 28)• Twins named Romulus and Remus

were born.• A man who had stolen the

kingdom feared the boys would grow up and take it away from him.

• He put the twins in a basket and set it afloat on the Tiber River.

• The basket drifted ashore instead of going out to sea.

• A mother wolf found the twins.

• She took care of the babies.• They could not agree which one

should build a city.• They quarreled.• Romulus killed Remus.• Romulus built the city by the Tiber

River in 753 B.C.• He named the city Roma.

LESSON 31Enrichment: Possible answers: Chad; had; haze; hare; bare; care; Deb; red; Ned; bed; head; read; bad; bud; char; cherub; zebra; bran; bread; Ben; hen; den; bar; car; are; Abe; a; an; ban; ran; can; Dan; bean; barn; darn; earn; ear; reach; beach; cab; nab; dab; buzz; Zeus; race; ace; cad; dear; ear; been; cheer; near

ACTIVITY 21

A Surprise Party(History Lesson 33)Across 4 Zoroaster 7 Magi 8 Light 9 Cyrus 10 Darkness 11 CroesusDown 1 richest 2 gardens 3 Euphrates 5 Oracle 6 gold

ACTIVITY 23

Map of Indus Region(History Lesson 35)Clockwise from upper left: Indus River, Ganges River, Himalayan Mountains, Bay of Bengal, Indian Ocean


History Enrichment

Activities

History Enrichment Activities

Lessons 21–40 geogrApHy textbook Answer key


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Page 20 1 railroad and highway 2 Albuquerque, because it has an airport, railroad, and major highway 3 Highway 25 4 Socorro, Albuquerque, Rio Rancho

Page 215 Answers will vary. 6 18 7 41; more 8 Answers will vary, but predictions should be greater than 41. Explanations will vary.

Page 22▶ bakery; B2 ▶ swimming pool; B4 ▶ north

Page 23▶ D1 ▶ D3 ▶ C2; Zoo and Sacramento River ▶ south

Page 24Map Attack!Title: Kansas Read the grid: 4, 8 1 Topeka 2 Mt. Sunflower 3 Wichita 4 Arkansas River 5 Garden City (C2), Dodge City (D3), or Wichita (D5)

Page 251 Check that student has followed directions. 2 Mt. Rushmore: South Dakota; Cedar Rapids: Iowa; McCook: Nebraska; Grand Forks: North Dakota 3 Bismarck: North Dakota; Des Moines: Iowa; Jefferson City: Missouri; Loncoln: Nebraska; Pierre: South Dakota; Topeka: Kansas

Page 26

1 See map. 2 Old Faithful Geyser: SW; Yellowstone Lake: S; Mammoth Hot Springs: NW; Fountain Paintpots: SW; Amethyst Mountain: NE; Bechler Ranger Station: SW 3 See map. 4 Eagle Peak

Page 27Word Check 1 index 2 grid

Map Check 1 Check that student has followed directions. 2 B5 3 C3, southwest 4 C7, southeast

Page 28▶ MI, KM

Page 29▶ 210 miles (340 km)

Page 30Map Attack!Title: The Denver Area Read the legend: Ensure student makes check marks as directed.


Geography Textbook

© Harcourt Achieve Inc .

Geography Textbook

Lessons 21–40 geogrApHy textbook Answer key


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Read the compass rose:

Read the map scale: 3 1 6 2 8 1/2 3 4 1/2 4 7 1/2 5 12

Page 311–4

All answers are approximate. 1 about 225 miles 2 about 140 miles 3 about 85 miles 4 about 105 miles 5 about 555 miles (total of 1–4)

Page 32 All answers are approximate. Day 2: southwest, about 350; Day 3: southeast, about 230; Day 4: north, about 175; Day 5: northwest, about 350

Page 33Word Check 1 miles 2 kilometers 3 map scale

Map Check Answers are approximate. 1 50 2 80 3 160 4 85

Lessons 21–40 geogrApHy ACtivities Answer key


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ACTIVITY 4

Build a Grid Map(Geography Lesson 27)1, 4

1 2 3 4 5

A house hill

B store park

C house store

D school lake

E house park

2

3 Symbols will vary. 5 a north b west c northeast

ACTIVITY 5

Measuring Distances with a Ruler(Geography Lesson 37)1 10 miles, 5 miles 2 20 miles 3 40 miles 4 30 miles 5 35 miles Answer to fill-in-the-blank question: 5 6 5 miles 7 25 miles 8 20 miles 9 40 miles 10 30 miles


Geography Activities

Geography Activities

Lessons 21–40 grAmmAr & usAge Answer key


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LESSON 22

Unit 9 Lesson s, i, es Practice 1 dairies 2 pulleys 3 journeys 4 pennies 5 flies 6 valleys 7 rays 8 keys 9 puppies 10 days

LESSON 24

Unit 10 Review 3 donkeys 4 parties 5 ladies 6 valleys 7 pennies 8 bays Lesson v, es

LESSON 27

Unit 11 Practice 1 purr 2 bark 3 fell 4 cheered 5 swam 6 sings 7 ate 8 sank More Practice Answers may vary; possible verbs given. 1 jumped 2 wagged 3 went 4 sat 5 followed 6 did 7 went 8 gave Review: Practice 1 cats/purr 2 dogs/bark 3 tree/fell 4 boys/cheered 5 Fish/swam 6 bluebird/sings 7 David/ate 8 boat/sank Review: More Practice Check your student’s work to see if a slash mark is between each noun (cow, puppy, Old Mother Hubbard, Humpty Dumpty, lamb, seal, Kelli, Alex) and the action verb that he wrote in the blank space.

LESSON 29

Unit 12Review 1 studied 2 enjoyed 3 sits 4 wentPractice 1 are 2 were 3 are 4 is 5 was 6 were

More Practice 3 do (A) 4 are (B) 5 swim (A) 6 sits (A); stands (A)

LESSON 32

Unit 13 Review 1 B 2 A 3 A 4 A 5 BPractice 1 hoped 2 looked 3 lived 4 tasted 5 loved 6 painted 7 allowed 8 burned 9 changed More Practice Answers vary.

LESSON 34

Unit 14 Review 1 present 2 d, edPractice 1 was (H), walking (M) 2 were (H), standing (M) 3 has (H), opened (M) 4 have (H), bought (M) 5 had (H), visited (M) More Practice 1 H 2 M 3 M 4 H 5 H 6 M 7 M 8 H 9 H 10 M

LESSON 37

Unit 15 Review 1 false 2 true 3 true Practice 2 blew 3 come 4 eaten 5 done 6 drew 7 drawn 8 flown 9 grown 10 written 11 known 12 eaten, knew

LESSON 39

Unit 16

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Grammar & Usage

Grammar & Usage

Lessons 21–40 sCienCe textbook Answer key


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Page 125

Write About ItPossible ecosystems that your student can research include swamps, deserts, and rain forests. Student’s report should describe the relationships between different plants and animals, and how they depend on each other to survive.

CHAPTER 3

Lesson 1 Introduction to Ecosystems

Page 128

Look and Wonderpossible answers: palm trees, turtle, coral, fish, sand, water, sky

Page 129

ExplorePossible prediction: Insects, plants, rocks, and soil can found in the environment. 5–7 Answers will vary.

Page 131Read a Diagram possible answers: biotic—frogs, turtles, fish, ducks, bugs, reeds, trees; abiotic—rock, soil, water, air

Quick Lab5 Light is the controlled variable. Student should determine that the shady plant needs the same biotic and abiotic factors as the plant in the sunlight.

Quick CheckFact and Opinion Opinion; People have different opinions about what they think is interesting.Critical Thinking biotic: animals and plants as a source of food; abiotic: air

to breathe, water to stay hydrated; rocks to build houses and buildings

Page 132Read a Photo parrots, ferns, trees, bears, grasses

Quick Check Fact and Opinion It is an opinion. All biotic and abiotic factors in an ecosystem work together and are of equal importance.Critical Thinking If one population dies out, the populations that depend on that species for food may also die out. A change in one population affects the entire community because all the populations of a community depend on each other.

Page 133

Lesson ReviewThink, Talk, and Write 1 A population is all the members of one type of organism living in an ecosystem. Communities are made of several populations. 2 Fact Opinion

Any environment can be considered an ecosystem if its biotic and abiotic parts function together as a unit .

3 Light affects the type and number of plants in an ecosystem. Temperature affects the kinds of organisms that can survive. 4 A 5 C 6 The parts of an ecosystem interact with one another in many ways. If an abiotic or biotic factor should change, disappear, or appear, the entire ecosystem would change.Math Link 9 × 155 = 1,395 lbArt Link Drawings will vary depending on which ecosystem your student chooses.

Pages 134–135

Focus on SkillsTry It Possible answer: A seed will not grow well in polluted soil. 3 Possible answer: The seeds grew better in carton A, because the soil was not polluted. My prediction was correct. 4 Student should observe that the seeds in carton B, or those that were saturated with the “pollution” solution, did not grow as fast as the seeds in carton A, which received only water. 5 Pollution slows seed germination.

Lesson 2 Biomes

Page 136

Look and WonderDifferent ecosystems have different environmental conditions. Different organisms are suited for survival in different environmental conditions.

Page 137

Explore4 The light that reaches the forest floor is not as intense or as bright as the light that reaches the tops of the trees. Less light reaches the floor than the tops of trees. 5 Plants that do not need much sunlight could grow on the forest floor. Mosses and ferns grow well in dimly lighted areas.

Page 139Read a Map deciduous forest, grassland, desert, taiga

Quick CheckSummarize A biome is a large ecosystem that has its own kinds of plants, animals, soil, and patterns of temperature and rainfall. Possible biome descriptions: A grassland has grass and few trees, a deciduous forest


Science Textbook

© Macmillan/McGraw-Hill

Science Textbook



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has trees that change color in the fall; a rain forest has lots of trees and rain; a desert is dry; a taiga is cold and has pine trees; and the tundra is very cold with no treesCritical Thinking Answers will vary.

Page 141Read a Photo Its roots grow onto the trees, not in the ground.

Quick CheckSummarize Possible answers: Two types of forest biomes are tropical rain forests and deciduous forests. Tropical rain forests are hot and humid. They also have a high amount of rainfall and great diversity in plant and animal life. Deciduous forests do not have as much rainfall as tropical rain forests, and are drier and cooler.Critical Thinking Soil provides nutrients for the trees and plants that inhabit grasslands and forests.

Page 143

Quick Lab5 Ecosystems with soils that retain water will have more plants than ecosystems that do not retain water.

Quick CheckSummarize The taiga and tundra are both cold, northern biomes. The tundra receives little rain and has no trees; the taiga receives more rain and has many trees. The desert biome is usually hot and dry with little plant life.Critical Thinking Both deserts and tundras have little vegetation. Both have dry climates with little rainfall.

Page 144

Quick CheckSummarize freshwater ecosystems, wetlands, estuaries, oceansCritical Thinking Yes, estuary contains salt water. An estuary is an ecosystem where ocean water and freshwater mix. The water will not be as salty as most of the ocean.

Page 145

Lesson ReviewThink, Talk, and Write 1 tundra 2

Has a canopy, understory, and forest floor

Has hot, humid weather and lots of rainfall

Has unique plants, such as orchids

Tropical rain forest

3 The seed from the rain forest comes from a plant that needs plenty of water to grow. The desert is too dry for it to grow. 4 C 5 Biomes are different because of different abiotic factors, such as amount of rainfall, temperature, and soil. They also have different plant and animal life.Social Studies Link Answers will vary.

Page 147

Write About It Possible answers: They may die out; there will be fewer plants and animals in Florida’s wetlands.

Lesson 3 Relationships in Ecosystems

Page 148

Look and WonderAnimals obtain the energy they need to live and grow by eating food, which can be plants or other animals.

Page 149

Explore6 The energy strip is cut before it gets passed along to indicate that energy has been transferred from the sun to plants, from plants to plant eaters, and from plant eaters to meat eaters. 7 There is less energy available to the meat eater compared to the plant and the plant eater because the meat eater is last in the food chain. Much of the energy has already been used by the plant and the plant eater.

Explore MoreStudent should determine that plants will die without the ability to convert the sun’s energy into food. Without plants no other organisms would survive.

Page 151

Quick CheckDraw Conclusions All other life would die out. Producers are the only organisms capable of converting sunlight into energy.Critical Thinking Consumers cannot obtain energy directly from the sun like plants. Consumers get energy by eating other animals that eat plants.

Quick Lab3 Student should observe that the food decomposing and may also see signs of fungi or bacteria on the food.

Page 152Read a Diagram Food travels from the algae, to the mayfly, to the sunfish, to the heron.



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Page 153

Quick CheckDraw Conclusions A chain is made of links connected to one another in a line. The term food chain is a good name for the relationships because it shows that all organisms are linked to, and dependent upon, one another.Critical Thinking Answers will vary. The answer should include at least five organisms.

Page 154Read a Diagram The orca; it preys on salmon, seals, and seagulls.

Page 155

Quick CheckDraw Conclusions In a typical ocean food web, sea lions and seagulls compete with killer whales for fish. In this food web, the seagull, salmon, and sea lion compete for herring.Critical Thinking Possible answers: The eagle eats the snake, the snake eats the mouse, the mouse eats the grains; the eagle eats the small bird, the small bird eats seeds from the bushes; the fox eats the rabbit, the rabbit eats grass; the fox eats the mouse, the mouse eats grass.

Page 156

Quick CheckDraw Conclusions Herbivore consumers can only use 1/10 of energy they get from producers. Carnivore consumers can only use 1/10 of the energy they get from eating herbivores. There are fewer and fewer consumers at each level as you move up the energy pyramid.Critical Thinking Possible answer: An ocean food chain can have more carnivores than a land food chain because there is a greater number of producers in oceans. More producers means more consumers, which means more carnivores.

Page 157

Lesson ReviewThink, Talk, and Write 1 An omnivore is an animal that eats both plants and other animals. Raccoons, bears, and humans are omnivores. 2 Text Clues Conclusions

Most ecosystems have more herbivores than carnivores .

Not all herbivores have been included . The survey is incomplete .

3 As hunters and meat eaters, carnivores need sharp teeth to tear at the flesh of their prey. Herbivores have dull teeth, which are effective in grinding fibrous plants and other vegetation. 4 B 5 Plants make their own food using energy from the sun. Animals get their energy from food. They eat plants, other animals.Math Link 4,250/10 = 425 carnivores

Page 158

Write About It Student’s report should have an area where the sources of information are listed.

Page 159

Solve It1,958,033

Pages 160–161

Chapter 3 ReviewVocabulary 1 food web 2 desert 3 consumer 4 biome 5 habitat 6 producer 7 taiga 8 ecosystem 9 population 10 decomposersSkills and Concepts 11 This is an opinion. There are many plants and animals that are able to survive in the desert. 12 Answers will vary. Student should discuss how all organisms in an ecosystem depend on abiotic factors, such as water, rocks, soil, and sunlight. For example, producers use water, soil, and sunlight to produce energy in the form of food.

Consumers also use abiotic factors, such as rocks, for shelter and water. 13 Possible answers: oak and maple trees, ferns, shrubs, squirrels, skunks, and deer 14 There will be less grass and the animals that eat the grass might not have enough food. This may lead to fewer plant eaters. Without plant eaters, predators might not be able to find prey. Some animals may leave the grassland or become extinct. 15 Possible answer: A food chain shows how energy is passed from one organism to another. A food web shows the connection of all food chains in an ecosystem. 16 Consumers: animals in the top three levels; producers: plants in the bottom level 17 A 18 False. An energy pyramid shows the amount of energy at each level of the food web. 19 False. Deserts are biomes that receive very little rainfall. Deserts can be cold, warm, or hot. 20 They live in ecosystems. Plants depend on animals to carry pollen or seeds so that new plants can grow. Animals depend on plants for food.Performance Assessment 4 points: Student has identified the six major biomes; listed at least four organisms that live in each biome; illustrated the biome’s organisms; assembled a mobile showing the biomes. 3 points: Student has completed 3 out of 4 parts correctly. 2 points: Student has completed 2 out of 4 parts correctly. 1 point: Student has completed 1 out of 4 parts correctly.

Pages 161A–161B

Test Preparation1 C 2 B 3 D 4 C 5 A 6 A 7 C 8 Owls: The owl population would decrease. It would decrease because the owl’s food source—snakes—would have fewer prey to eat, causing many snakes to die or leave the ecosystem. Owls, then, would also have fewer prey and would die or leave the ecosystem. Mantises: The mantis



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population would increase. It would increase because, in the absence of warblers, mantises would have fewer predators.

CHAPTER 4Lesson 1 Animal Adaptations

Page 164

Look and WonderNo, it would not be able to reach the nectar that it needs for food.

Page 165

Explore1 The spoon works best for picking up water. The fork works best for picking up the foam packing material. The straw works best for picking up the rice grains. 2 Answers will vary. The spoon can pick up the rice grains, foam material, and the water. The straw can pick up rice grains and water, but not the foam packing material. The foam packing material can be picked up by the fork and the chopsticks. Rice grains and water fall through the fork, but the chopsticks can pick up rice grains individually. Student should use results of the experiment to infer how beak size and shape would affect a bird’s ability to pick up various foods.

Explore MoreAnswers will vary. Student may think of several ways to model claw shapes and characteristics.

Page 167Read a Photo the fennec fox, because it has shorter fur and larger ears, which help it to stay cool in a hot environment

Quick CheckPredict It might not survive because it is adapted to live in a hot environment. The tundra is very cold.Critical Thinking Both are adaptations that help the animals to get food.

Page 168Read a Photo It uses camouflage to blend into its surroundings, making it difficult for prey to detect it. It also has fur to keep it warm in the cold environment.

Page 169

Quick Lab1 Student should notice differences in the patterns of colors on the snakes, even if the colors are similar. 2 Possible answers: The snakes can be different in colors, patterns, and size. They are alike in their general shape. 3 Someone who remembers this saying could be saved if it helps him or her to recognize the poisonous snake, which has patterns of red next to yellow. It will also help the person to remember that the nonpoisonous snake has red and yellow bands that do not touch.

Quick CheckPredict No, most animals hibernate to avoid the cold.Critical Thinking Poisonous animals do not usually need to blend in because predators avoid attacking them.

Page 170

Quick CheckPredict The mammals that fleas depend on would survive without fleas.Critical Thinking Answers will vary, but should explain why the interaction is harmful to at least one of the animals.

Page 171

Lesson ReviewThink, Talk, and Write 1 mimicry 2 My Prediction What Happens

The bear would shed most of its fur and fat because the rain forest is very warm .

It would take a very long time for a polar bear to adapt to this environment . The polar bear would not survive .

3 Answers will vary. 4 B 5 B 6 Animals survive in their environments by having adaptations that help them hunt prey, avoid predators, and adjust to their climate changes.Writing Link Make sure that student include descriptions of the environment in his story.Social Studies Link Possible answers: Breakfast cereals often mimic one another; one type of boot or sneaker mimics one another. Companies mimic products that people want and that have sold well in the past.

Page 172

Focus on SkillsTry It 7 Answers will vary. Student should notice that it takes predators longer to spot prey with coloring or markings that blend in with objects in the classroom than prey without distinct features.

Page 173

Apply It If the prey was spotted quickly, your student’s design did not help the prey to hide in the given environment; if the prey took longer to spot, the design was successful for this environment.

Lesson 2 Plants and Their Surroundings

Page 174

Look and WonderMangrove roots provide support in unstable soil. They allow the mangrove trees to withstand currents and storms. They grow in the air to obtain nutrients for photosynthesis because the mud that they grow in does not contain enough nutrients.

Page 175

ExplorePossible prediction: A plant will grow around something that is blocking sunlight.



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5 The plant grows toward the light source to obtain sunlight for photosynthesis. 6 The plant grew around the divider to get sunlight. Plants on a forest floor must grow around obstacles to reach patches of light.

Page 176Read a Diagram The variable tested in the experiment is light.

Page 177

Quick Lab2 Student should observe that the rolled paper towel takes longer to dry than the flat paper towel. 3 The flat paper towel is like the maple leaf. The rolled paper towel is like the pine needle. 4 The maple leaf has more surface area to absorb sunlight. The pine needle holds more water. It has less surface area for transpiration. Maple leaves fall off the tree in the winter; they do not need to be adapted to conserve moisture or heat. Pine needles need to survive through the winter; their compact structure minimizes water and heat loss.

Quick CheckProblem and Solution Give the plant vinegar instead of water. Observe the plant over a period of time. Note any changes in its leaves, its color, and its rigidity.Critical Thinking Test two plants. Grow one in a musical environment and the other in silence. The two environments should be otherwise identical. See which plant grows better.

Page 178Read a Photo The prickly pear cactus has spines to protect it from animals, and thick, waxy skin to retain water.

Quick CheckProblem and Solution Plants have adaptations that help them to survive in their environments.

Critical Thinking The plant would probably die because it does not have the right adaptations for the new environment.

Page 179

Lesson ReviewThink, Talk, and Write 1 A stimulus is something in the environment that causes a living thing to react.2 Grow plants in different

temperatures, with all other conditions being equal .

Observe the plants to determine how different temperatures affect

growth .

Record your data and place plants in temperatures where they grow

best .

3 Desert plants are adapted to survive long periods of heat and dryness. Plants in the rain forest have adaptations for humid, rainy conditions. 4 B 5 Plants have adaptations to help them survive in their environments. Their adaptations help them get water and sunlight, reproduce, and survive in their climates.Math Link after 1 week: 9.5 centimeters; after 3 weeks: 16.5 centimeters

Page 180

Write About ItDescription should be well organized and use sensory words.

Page 181

Solve It1 diagram 2; diagram 1; 2 no, because none of the angles form a square corner

Lesson 2 Changes in Ecosystem

Page 182

Look and WonderPossible answers: Other plants do not grow here because they cannot survive in such dry conditions.

Page 183

ExploreMake a Prediction Possible prediction: A drought affects living things by reducing the community of organisms. During a drought the number of prey that predators rely on is reduced.5 As rounds progress, student should observe that the amount of prey varies. During a drought prey are not added to the population as frequently as they are in normal conditions. A decrease in prey affects the survival of predators that depend on prey for food. 6 The model represented a community of living things in an ecosystem. All living things in the ecosystem are affected by changes caused by drought.

Explore MoreStudent should see that it will be easier to get prey if there are fewer predators. Explain to student that if two predators compete for the same prey there will be fewer prey for the predators to catch. An example would be owls and hawks both competing for small prey, such as mice.

Page 184Read a Photo The first photo was taken after the eruption of Mount Saint Helens; the second photo was taken after the ecosystem had recovered. The volcanic eruption caused a change to the ecosystem.



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Page 185

Quick CheckCause and Effect Wetlands might be changed or destroyed. Organisms that live in the wetland might die or move away.Critical Thinking During a drought other animals might come to the gator hole looking for water. These animals will become prey for the alligator.

Page 186

Quick Lab3 The pot with the seedling held on to the dirt and made it harder to shake out the dirt. 4 Plants hold onto the soil and keep it from being blown away.

Page 187Read a Photo By lowering old planes and train cars into the water, people can create artificial reefs. Once these objects are underwater, they provide a surface for marine organisms, such as algae, corals, and barnacles, to grow. Other organisms, such as fish, will come to these artificial reefs to feed.

Quick CheckCause and Effect When forests are removed from an area, organisms lose their homes. Their habitat has been destroyed.Critical Thinking If there is human overpopulation, people may clear forested areas to build homes, factories, and roads.

Page 189Quick CheckCause and Effect The plants and animals are forced to accommodate, move, or die.Critical Thinking Plants are producers. Once plants are established in a new area, they become a food source for consumers that will follow them to the new area.

Page 190Quick CheckCause and Effect If an organism does not adapt to change, lacks food, and does not reproduce, it will become extinct. When an organism becomes extinct, there are none of its kind left.Critical Thinking Pandas would remain endangered or become extinct.

Page 191

Lesson ReviewThink, Talk, and Write 1 extinct 2 Cause Effect

A forest is cut down to build a power plant .

Organisms that live in the forest must move to a new ecosystem, accommodate the power plant, or become extinct .

3 Animals and plants that are accidentally shipped abroad may have no natural enemies in the new ecosystem. These foreign organisms could experience out-of-control growth that threatens native organisms. 4 C 5 Animals have adaptations that help them survive their environments. When the environment changes, their adaptations might not help them survive any longer.

Page 193Write About It Possible answers: The chaparral might be full of plants, shrubs, and animals next year, or it might have been burnt by another wildfire. If a drought affected the chaparral environment, it might lead to an increased number of wildfires.

Pages 194–195

Chapter 4 ReviewVocabulary 1 adaptation 2 extinct 3 hibernate 4 camouflage 5 stimulus 6 mimicry 7 tropism 8 accommodation 9 migrate 10 endangered

Skills and Concepts 11 Possible answer: No, they will bloom first in the greenhouse because it is warmer there. 12 Student should demonstrate an understanding of the animal’s place in the food chain, and of ways in which its presence has an impact on the environment. 13 possible answers: long, thin legs; oversized ears; nostrils that close; food and/or water storage in hump, tail, or other body part 14 Possible answers: by farming, mining, logging, and building on the land; pollution from cars and power plants damages the environment; our use of natural and human-made resources also changes ecosystems 15 Possible answers: Camouflage and mimicry can help predators hunt prey and can help prey hide from predators. For example, an arctic fox has white fur in winter to help it blend in with the snowy winter environment. 16 True. A tropism is and adaptation because it helps a plant survive. 17 False. Many birds survive winter by migrating. 18 False. Although living things may be harmed by environmental changes, the changes may help other organisms. 19 Organisms have different adaptations to help them to survive in their environments. If the environment changes, organisms can adapt to the change or they may become extinct.Performance Assessment 4 points: Student has identified five animals that have one of the required adaptations; drawn each animal on a card and described each animal’s adaptation on a card; exchanged matching games with a partner and completed the game; listed other ways that the animals are adapted to their environments. 3 points: Student has correctly completed 3 of the 4 possible activities. 2 points: Student has correctly completed 2 of the 4 possible activities. 1 point: Student has correctly completed 1 of the 4 possible activities.



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Pages 195A–195B

Test Preparation 1 C 2 B 3 A 4 D 5 A 6 C 7 D 8 Possible answer: Hibernation helps the bear save energy during winter, when there is less food available. Some animals migrate when the weather turns cold. This helps them find food. 9 Possible answer: A tropism is a plant’s response to something in the environment. A plant growing toward the sun is an example of a tropism. 10 Possible answer: It can help the plant get sunlight so the plant can make food.

Lessons 21–40 sCienCe ACtivities Answer key


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ACTIVITY 9

My Ecosystem(Science Lesson 21)Sample chart follows.

ACTIVITY 10

How Much Energy Is Needed to Feed Different Organisms?(Science Lesson 29)

Procedure1 plants 2 Five hundred energy dollars can feed 500 plants, 50 plant eaters, and 5 meat eaters.

Draw Conclusions3 Possible answer: I would grow plants, have plant eaters eat the plants, and then have the meat eaters eat the plant eaters.


Science Activities

Science Activities

Answer Keys · 1 calvertschool.org 2 soccerfan 3 press the Shift key and 2 key at the same time 4 b 5 c 6 a Answer Keys Lessons 21–40 Computer Skills ... Look Ahead 1 Words will

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