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Buckle Down 3–4 Science - Triumph Learning Down 3–4 Science. Unit 1 . The Nature ... that can be answered by observing, measuring, or experimenting. ... what they already know

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Page 1: Buckle Down 3–4 Science - Triumph Learning Down 3–4 Science. Unit 1 . The Nature ... that can be answered by observing, measuring, or experimenting. ... what they already know

P.O. Box 2180Iowa City, Iowa 52244-2180

PHONE: 800-776-3454FAX: 877-365-0111

www.BuckleDown.com

EMAIL: [email protected] 9 7 8 0 7 8 3 6 4 9 6 9 6

ISBN 0-7836-4969-X5 1 4 9 5

Buckle Down 3–4 Science

Unit 1 The Nature of Science

Review 1: Scientific Inquiry Review 2: Collecting Data Review 3: Reporting Results Review 4: Science and Technology

Unit 2 Physical Science

Review 5: Physical Properties and Changes Review 6: Energy Review 7: Light and Sound Review 8: Force and Motion

Unit 3 Earth and Space Science

Review 9: The Earth’s Water Review 10: Weather Review 11: Changes to the Earth’s Surface Review 12: The Earth’s Resources Review 13: Outer Space

Unit 4 Life Science

Review 14: Basic Needs of Living Things Review 15: Classifying Organisms Review 16: Life Cycles Review 17: Fossils and Changing Habitats

Review 18: Connections Among Living Things

Go to www.BuckleDown.com to review our complete line of State Test materials for Grades 2–12 READING • WRITING • MATHEMATICS • SCIENCE • ALGEBRA I • BIOLOGY

3–4

SC

IEN

CE

Scientists gather clues from fossils to learn more about animals, plants, and ecosystems that existed millions of years ago. The picture on the cover shows the fossils of two Diictodons, a species that lived 250 million years ago.

Science

2ND EDITION

Student Set US02100S2Includes: Student Workbook, Form A Practice Test, Form B Practice Test

Individual Products:Student Workbook US02100W2Form A Practice Test US02100A2Form B Practice Test US02100B2

3–4

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.TABLE OF CONTENTS

Introduction ................................................................................... 1

General Tips for Taking Science Tests .......................... 2

Unit 1 – The Nature of Science ................................................. 5

Review 1: Scientific Inquiry ............................................ 6Science Standards and Concepts: NS.A.1–5, NS.B.1–3, NS.B.6

Review 2: Collecting Data ........................................... 18Science Standards and Concepts: NS.A.5, NS.B.1, NS.B.4, NS.B.5

Review 3: Reporting Results ......................................... 30Science Standards and Concepts: NS.B.7–9

Review 4: Science and Technology ............................ 44Science Standards and Concepts: NS.C.1–4, NS.D.1–5

Unit 2 – Physical Science ......................................................... 55

Review 5: Physical Properties and Changes .............. 56Science Standards and Concepts: PS.A.1–4, NS.B.1

Review 6: Energy .......................................................... 70Science Standards and Concepts: PS.B.1, PS.B.2, NS.B.1

Review 7: Light and Sound .......................................... 82Science Standards and Concepts: PS.B.1, PS.B.2, NS.B.1

Review 8: Force and Motion ....................................... 92Science Standards and Concepts: PS.C.1–4, NS.B.1

Unit 3 – Earth and Space Science........................................ 101

Review 9: The Earth’s Water ..................................... 102Science Standards and Concepts: ESS.A.1, ESS.A.2, NS.B.1

Review 10: Weather ................................................... 110 Science Standards and Concepts: ESS.A.3, NS.B.1

Review 11: Changes to the Earth’s Surface ............. 126 Science Standards and Concepts: ESS.B.1, ESS.B.2, NS.B.1

iii

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Review 12: The Earth’s Resources ............................. 136 Science Standards and Concepts: ESS.B.3, ESS.B.4,

NS.B.1

Review 13: Outer Space ............................................ 149 Science Standards and Concepts: ESS.C.1–3, NS.B.1

Unit 4 – Life Science ................................................................ 161

Review 14: Basic Needs of Living Things ................. 162 Science Standards and Concepts: LS.A.1–3, NS.B.1

Review 15: Classifying Organisms ............................ 171 Science Standards and Concepts: LS.A.3, LS.A.4

Review 16: Life Cycles................................................ 183 Science Standards and Concepts: LS.B.1–3, LS.C.4

Review 17: Fossils and Changing Habitats .............. 193 Science Standards and Concepts: LS.C.1–4, LS.D.4,

NS.B.1

Review 18: Connections Among Living Things ....... 204 Science Standards and Concepts: LS.D.1–3, LS.D.5

Appendix ................................................................................... 211

Glossary ...................................................................... 212

iv

Table of Contents

To the Teacher:

Science Standards and Concepts codes are listed for each review in the table of contents and for each page in the shaded gray bars that run across the tops of the pages in the workbook (see the example at right). These codes identify the Standards and Concepts covered on a given page.

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Scientific InquiryFrom the time you wake up in the morning until you go to sleep at night, you are asking questions and solving problems. In other words, you are inquiring. As you go through the day, you will see many different puzzles in the world around you. Each puzzle requires a different set of questions and its own solution. Science is about inquiry, too. When you inquire, you ask questions to find out more about your topic. To be a good scientist means you have to be a good inquirer. With each new puzzle they see, scientists decide what questions to ask. Then they run an investigation, or careful study, to try to answer their questions. As you’ll see in this review, many kinds of questions help with scientific learning. You will learn how to recognize scientific information and run your own scientific investigations.

Asking QuestionsA scientific investigation is a controlled study of a natural event. When you answer a riddle, you might not think about how your brain tries to answer it. In a scientific investigation, however, it is important to think about the way we look for answers. Asking the right question is the first step. Asking the right questions helps you reach an answer.

In order to ask the right questions, you need to be able to observe. An observation is information you gather using your senses or through taking a measurement. Once you make an observation, you can often make an inference. An inference is an educated guess about how or why something happened. If you come home and observe that your new shoes are all chewed up and have teeth marks on them, then you might infer that the dog chewed up your shoes.

Science Standards and Concepts: NS.A.1, NS.A.3, NS.A.4, NS.B.1–3

fact

hypothesis

inference

inquiry

Wordsto Know

claim

data

evidence

experiment

investigation

observation

opinion

variable

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You don’t have proof that this is what happened, but you can guess that this is probably what happened.

Scientists ask different types of questions depending on what kind of evidence they’re looking for. When you begin a scientific investigation, it is a good idea to ask big, open questions. These questions should be based on your early observations of an event that interests you. Often, these will be Why questions, such as Why is the sky blue? or Why do birds suddenly appear in the springtime? Why questions are great for getting ideas.

Let’s look at one example of the beginning of a scientific investigation. In the following paragraph, find the early observation and come up with a Why question that could start a scientific investigation.

Last summer, Cliff spent a week with his grandparents, who live in Louisville, Kentucky. Cliff enjoyed falling asleep to the sound of all the crickets chirping. He noticed that the crickets chirped very quickly on Tuesday night, but they chirped much more slowly on Wednesday night.

Observation: ______________________________________________

_________________________________________________________

Why question: _____________________________________________

_________________________________________________________

Scientists use Why questions to start investigations, but those questions are usually too general to use later on. Instead, they ask more specific questions that can be answered by observing, measuring, or experimenting. These kinds of questions often begin with What happens when . . . ? or How many . . . ? or Where are . . . ? Asking these questions will help you design experiments, which are investigations that see how things affect each other. Questions also help you explain your observations.

Science Standards and Concepts: NS.A.1, NS.A.3, NS.A.4, NS.B.1–3

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Good scientists are also open-minded. They are able to change their ideas about how the world works when they learn something new. Plus, you must be able to ask questions about things that you think you already know. For example, most people used to think the world was flat. If everyone just accepted this idea, we might still think that way today. Instead, many people began to question the idea, and they soon showed that the world is round.

Whenever you hear or read explanations of scientific ideas, ask more questions! Asking questions doesn’t mean you don’t believe whoever is giving the explanation. It means that you are curious and want to know more. If someone makes an observation, compare it with your own observations. If the observation sounds different in some way, ask questions to find out about the differences. For an example of this kind of questioning, read the following conversation between two fourth graders.

“I just read about a place where the rain is an acid that can burn through metal,” said Allie.

“No way!” cried A.J. “Where?”

“On the planet Venus,” replied Allie.

“How is that possible?” said A.J. “Here on Earth, rain is made of water.”

“I’m not sure,” shrugged Allie. “It’s got something to do with the fact that Venus is a lot hotter than Earth.”

Now, even though A.J. was surprised by Allie’s claim, he didn’t say that it was impossible for rain to burn through metal. Instead, he asked questions. He compared Allie’s strange idea with his own observations, and this led him to ask even more questions. Finally, Allie didn’t pretend to know why it rains acid on Venus: She left it open for more questions. The more questions you ask about the world around you, the better you’ll be able to understand the world.

Science Standards and Concepts: NS.A.1, NS.A.3, NS.A.4, NS.B.1–3

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Starting Your Investigation You make decisions every day, whether it’s deciding what to wear to the softball game or deciding where to sit in science class. You probably base your decisions on certain things. Scientists make decisions every time they have an investigation. They base their decisions on a few different things. They use evidence, or clues, they have gathered. They also make decisions based on what they already know about the topic they are studying. Lastly, they use the claims of others if those claims are based on solid evidence. A claim is a statement someone wants us to believe is true.

Scientists, then, do the same thing you do when you sort out facts from opinions. A fact is a piece of information that can be proven to be true. We say that facts have been established, which means that they have been proven again and again. Opinions, on the other hand, cannot be proven; they are statements about one’s personal feelings. Opinions are important, but they cannot be the basis of scientific knowledge.

Read the following statements. On the lines provided, write down whether each statement is a fact or an opinion, and explain why you think so.

The population of Minneapolis, MN, in 2005 was about 372,800 people.

_________________________________________________________

_________________________________________________________

Yellowstone National Park is the best place to go hiking in the United States.

_________________________________________________________

_________________________________________________________

Science Standards and Concepts: NS.A.1–4, NS.B.1, NS.B.6

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An important step in scientific investigations is coming up with the right questions to ask. Good questions help scientists focus their investigations. A hypothesis is a question or a statement about the natural world that can be scientifically tested. It is similar to a prediction, which is when you make an educated guess at what will happen. It is important to note that a hypothesis must be testable. In other words, you must be able to find an answer through testing and experimenting, but it doesn’t necessarily have to be correct.

Are the following hypotheses testable? Explain why or why not.

The average heartbeat of a hobbit at rest is 52 beats per minute.

_________________________________________________________

_________________________________________________________

Grasshoppers chirp more frequently as the temperature rises.

_________________________________________________________

_________________________________________________________

The Earth is flat.

_________________________________________________________

_________________________________________________________

In an investigation, a scientist will often change the hypothesis after observing the first set of results. The new hypothesis might lead to a different type of investigation, which produces new data, or information. Again, the new results are compared to the hypothesis, and the hypothesis might be changed a second time. This cycle can repeat itself many times, until the scientist finds a hypothesis that predicts the results of the investigation. Incorrect hypotheses can still help an investigation, because they help investigators improve their ideas.

Science Standards and Concepts: NS.A.1–4, NS.B.1, NS.B.6

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Variables are factors that can change the results of an experiment. There are many variables that can affect an experiment, and it is difficult to account for all the variables. For example, if two motor boats are racing, factors such as wind speed and direction, type of motor, and the experience of the driver are all variables that will affect how the race turns out. Scientists must often change their hypotheses and repeat experiments because they encounter variables.

If you are growing a potted plant, what variables could you change that might affect how quickly or how tall the plant grows?

_________________________________________________________

_________________________________________________________

_________________________________________________________

ExperimentingYou have already learned about the first three steps of scientific inquiry:

1. observing natural events and making general statements about them,

2. asking broad questions about the event to focus your mind, and

3. coming up with a testable hypothesis.

Science is all about finding the patterns in nature, so you want to end up with a hypothesis that can make predictions about those patterns. That’s what step 4 is about:

4. Make a prediction based on what you think will happen.

5. In step 5, you run an experiment and see whether your prediction was correct.

In most experiments, the first hypothesis did not predict things perfectly. This is normal. When this happens, you change your hypothesis to fit the new observations and then run the experiment again. The best scientific investigations go through this process many times. Repeating experiments is the only way to get hypotheses that work really well at predicting natural patterns.

Science Standards and Concepts: NS.A.1–5, NS.B.1–3, NS.B.6

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Hank wrote the following hypothesis in his notebook: “Magnets attract metal objects.” During his experiment, however, Hank found that magnets do not attract aluminum cans or copper wire. How would you change Hank’s hypothesis to continue the investigation?

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Keys to Keep Ask “why” questions to find out more about a scientific investigation.

Think about the ways in which you an investigate a topic. Come up with a plan for your experiment.

Remember that a hypothesis can be wrong. Do not be discouraged if your experiment does not produce the results that you expected.

Science Standards and Concepts: NS.A.1, NS.A.3–5, NS.B.1–3

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Explore It Yourself

The purpose of this activity is to show how important it is for a scientist to gather accurate information and then use that information.

In this exercise, you will do some simple tests on glass beakers that contain water. You will need five 600-mL beakers (all the same size and shape), a graduated cylinder, a metal teaspoon, and some water. You will need a partner for this activity.

Step 1: Fill the five 600-mL beakers with the following amounts of water: 100 mL, 150 mL, 300 mL, 400 mL, and 450 mL.

Step 2: Each of the beakers will make a different sound when it is tapped lightly on the side by the metal spoon. Do you think the beaker with 100 mL of water in it will make a higher-pitched sound than the beaker with 400 mL of water in it? Why do you think so?

_______________________________________________________

_______________________________________________________

_______________________________________________________

Step 3: Use the metal spoon to lightly tap the beaker with 100 mL of water and the beaker with 400 mL of water. Notice the difference in the sounds made by the two beakers. Which beaker has the higher pitch when tapped?

Amount of Water High Pitch orin Beaker (mL) Low Pitch

���

���

Science Standards and Concepts: NS.A.1, NS.A.4, NS.B.1, NS.B.2

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Step 4: If two identical beakers have different amounts of water in them, will the beaker with more water make a higher-pitched sound or a lower-pitched sound than the beaker with less water?

_______________________________________________________

_______________________________________________________

_______________________________________________________

_______________________________________________________

Step 5: Have your partner sit facing away from the beakers so that he or she cannot see them. Lightly tap the other three beakers with the metal spoon. Ask your partner if he or she can tell a difference in the pitch of the sounds made by the beakers.

Step 6: If your partner can tell a difference in the sounds, tap the beakers again with the metal spoon. Ask your partner to tell which beaker has 150 mL of water, which beaker has 300 mL of water, and which beaker has 450 mL of water. Write your partner’s guess on the lines below.

_______________________________________________________

_______________________________________________________

_______________________________________________________

Science Standards and Concepts: NS.A.1, NS.A.4, NS.B.1, NS.B.2

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What Does It Mean?

1. Why did your partner need to listen to the first two beakers being tapped before listening to the other beakers being tapped?

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

2. In Step 4, you said how the amount of water affects the pitch. If you were wrong in Step 4, how would that affect your answer to Step 6?

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

3. A 600-mL beaker with 200 mL of water in it will make a lower-pitched sound than a 250-mL beaker with 200 mL of water in it. If you had a 1,000-mL beaker with 200 mL of water in it, would it make a sound higher or lower than the 600 mL beaker with 200 mL of water in it? How do you know this?

_________________________________________________________

_________________________________________________________

_________________________________________________________

_________________________________________________________

Science Standards and Concepts: NS.A.1, NS.A.4, NS.B.1, NS.B.2

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Science Practice

1. Scientists ask questions that can be answered with facts. Which of the following is not a scientific question that a scientist might try to answer?

A. How many frogs are in a pond?

B. How do birds learn their songs?

C. Are skateboards more fun than bicycles?

D. Which plant needs more water to live?

2. A hypothesis is an idea that can be tested by observation and experiment. Which of the following is the best example of a hypothesis?

A. Owls are the meanest birds in all the forest.

B. A rabbit’s diet affects how fast it runs.

C. Albert Einstein was probably the smartest scientist of all time.

D. There is no way to improve the way that science is done.

3. Which of the following is an inference?

A. The drought probably caused that plant to die.

B. Honolulu is the capital of Hawaii.

C. Humans are vertebrates.

D. A panda’s main food source is bamboo.

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4. Tamika did an experiment and got one set of results. She did the same experiment again and got very different results. What should Tamika do next?

A. Ignore the results of the second experiment.

B. Decide that there were mistakes in the first experiment.

C. Give up on the experiment and perform a new one.

D. Repeat the experiment and compare all three sets of results.

5. What is a claim?

A. a law of nature that everyone knows

B. a clue that helps you solve a problem

C. an animal with a two-piece shell that lives in the water

D. a statement that someone wants you to believe is true

6. Jackie and James each have a different remote control car. They want to run an experiment to see which car is faster. If they are given equal driving conditions, which of the following is not a variable that might favor one car over the other?

A. the person driving

B. the texture of the driving surface

C. the size of the wheels

D. the amount of battery power available

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