HMH Into Science Grade 2

Grade 2
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My b o o k
Look at the cover.

I notice
I wonder
.
I am a scientist
I question.
I observe.
I record.
I measure.
ii
What does your robot look like?
Science makes me feel …

I like science because …
iii
Consulting Authors
Michael A. DiSpezio Peter McLaren
Global Educator Executive Director of Next Gen
North Falmouth, Massachusetts Education, LLC
Providence, Rhode Island
Marjorie Frank
Science Writer and Content-Area Bernadine Okoro
Reading Specialist Social Emotional
Brooklyn, New York Learning Consultant
STEM Learning Advocate & Consultant
Michael R. Heithaus, PhD Washington, DC
Dean, College of Arts, Sciences &
Education Professor, Department Cary Sneider, PhD
of Biological Sciences Associate Research Professor
Florida International University Portland State University
Miami, Florida Portland, Oregon
Program Advisors
Paul D. Asimow, PhD Sten Odenwald, PhD
Eleanor and John R. McMillan Professor of Geology Astronomer
and Geochemistry NASA Goddard Spaceflight
California Institute of Technology Center
Pasadena, California Greenbelt, Maryland
Eileen Cashman, PhD Bruce W. Schafer

Professor of Environmental Resources Engineering Director of K-12 STEM Collaborations, Retired
Humboldt State University Oregon University System
Arcata, California Portland, Oregon
Mark B. Moldwin, PhD Barry A. Van Deman

Professor of Climate and Space Sciences and President and CEO
Engineering Museum of Life and Science © Houghton Mifflin Harcourt Publishing Company
University of Michigan Durham, North Carolina
Ann Arbor, Michigan
Kim Withers, PhD
Kelly Y. Neiles, PhD Assistant Professor
Associate Professor Texas A&M
of Chemistry University-Corpus Christi
St. Mary’s College of Maryland Corpus Christi, Texas
St. Mary’s City, Maryland
iv
Classroom Reviewers
Julie Ahern Roya Hosseini Craig Moss
Andrew Cooke Magnet School Junction Avenue K–8 School Mt. Gleason Middle School
Waukegan, Illinois Livermore, California Sunland, California
Amy Berke Rana Mujtaba Khan Joanna O’Brien
South Park Elementary School Will Rogers High School Palmyra Elementary School
Rapid City, South Dakota Van Nuys, California Palmyra, Missouri
Pamela Bluestein George Kwong Wendy Savaske
Sycamore Canyon School Schafer Park Elementary School Education Consultant
Newbury Park, California Hayward, California Wisconsin Department of
Public Instruction
Kelly Brotz Kristin Kyde
Cooper Elementary School Templeton Middle School Isabel Souto
Sheboygan, Wisconsin Sussex, Wisconsin Schafer Park Elementary School
Hayward, California
Andrea Brown Marie LaCross
HLPUSD Science and STEAM Sulphur Springs United Michelle Sullivan
TOSA, Retired School District Balboa Elementary School
Hacienda Heights, California Santa Clarita, California San Diego, California
Marsha Campbell Bonnie Lock April Thompson
Murray Elementary School La Center Elementary School Roll Hill School
Hobbs, New Mexico La Center, Washington Cincinnati, Ohio
Leslie C. Antosy-Flores Imelda Madrid Tina Topoleski
Star View Elementary School Assistant Principal District Science Supervisor
Midway City, California Montague Charter Academy for Jackson School District
the Arts and Sciences Jackson, New Jersey
Theresa Gailliout Pacoima, CA
James R. Ludlow Elementary Terri Trebilcock
School Susana Martinez O’Brien Fairmount Elementary School
Philadelphia, Pennsylvania Diocese of San Diego Golden, Colorado
San Diego, California
Emily Giles Emily R.C.G. Williams
Assistant Principal Kara Miller South Pasadena Middle School
White’s Tower Elementary School Ridgeview Elementary School South Pasadena, California
Independence, KY Beckley, West Virginia
Robert Gray Mercy D. Momary
Essex Elementary School Local District Northwest
Baltimore, Maryland Los Angeles, California
Stephanie Greene Dena Morosin
Science Department Chair Shasta Elementary School

Sun Valley Magnet School Klamath Falls, Oregon
Sun Valley, California These are
some smart
people!
v
Designing Solutions.......................................... xi
Claims, Evidence, and Reasoning................ xv
Safety in Science............................................ xvii
Unit 1 Engineering Design Process...... 1

Lesson 1 Compare Design Solutions.....................................2
Ha nds On Engineer It Design a Ramp.................................4
Ha nds On Engineer It Compare Features............................8
Unit Review......................................................................14
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©HMH
vi
Unit 2 Matter............................................................ 17
Lesson 1 Properties of Matter............................................ 18
Ha nds On Sort Objects.........................................................20
Ha nds On Engineer It Explore Properties..........................23
Lesson 2 Objects Can Be Put Together..............................30
Ha nds On Explore What Objects Are Made Of..................32
Ha nds On Build Objects from Smaller Pieces......................35
Lesson 3 Matter Can Change.............................................42
Ha nds On Explore Cooling....................................................44
Ha nds On Explore Heating....................................................48
Unit Review..................................................................... 54
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Peter Weber/
iStockPhoto.comiStockPhoto.com
vii
Unit 3 Earth’s Surface.....................................57
Lesson 1 Water on Earth.....................................................58
Ha nds On Observe Water All Around..................................60
Ha nds On Observe Temperature Changes to Water...........63
Lesson 2 Landforms on Earth.............................................70
Ha nds On Model Landforms.................................................72
Ha nds On Mapping Landforms and Bodies of Water.........75
Unit Review......................................................................82
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Sean Pavone/

Alamy
viii
Unit 4 Changes to Earth’s Surface......85
Lesson 1 Slow Changes on Earth........................................86
Ha nds On Try to Change Rocks.............................................88
Ha nds On Model Weathering and Erosion........................... 91
Lesson 2 Fast Changes on Earth........................................98
Ha nds On Model an Earthquake......................................... 100
Ha nds On Model a Volcano................................................ 103
Ha nds On Model Moving Water......................................... 107
Lesson 3
Prevent Wind and Water
from Changing Land....................................... 114
Ha nds On Explore Changing Land......................................116
Ha nds On Engineer It Prevent Water
from Changing Land.................... 119
Unit Review.................................................................... 126
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Aeriea/
Shutterstock
ix
Unit 5 Environments for
Living Things........................................ 129
Lesson 1 Plant Needs........................................................ 130
Ha nds On Explore Sunlight and Water.............................. 132
Ha nds On Explore Space for Plants.................................... 136
Lesson 2 Plants Depend on Animals.................................142
Ha nds On Engineer It Spread Seeds................................144
Ha nds On Model Moving Pollen..........................................148
Lesson 3
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Fomin Serhii/

Plants and Animals in Land Habitats................. 154
Ha nds On Model a Plant..................................................... 156
Ha nds On Model an Animal................................................ 159
Lesson 4 Plants and Animals in Water Habitats............... 166
Ha nds On Compare Water Habitats................................... 168
Ha nds On Model a Water Habitat......................................171
Unit Review.................................................................... 178
Shutterstock
Interactive Glossary........................................ G1
Index....................................................................I10
x
Designing Solutions
A ferry boat and a bridge help people cross

water. They are both solutions to the same
problem. A solution is something that fixes
a problem.
An engineer uses math and science to

solve problems, such as how to cross water.
Engineers use a design process to help them
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Felix
find good solutions to problems.
You can use a design process, too!

Mizioznikov/Adobe Stock; (r) ©dszc/E+/Getty Images
A design process is a set of steps that helps

you find a solution.
xi
Explore
Find out more about the
problem. You can find
better solutions when
you know more about a
problem.
Explore the problem in

the picture. Tell how you
can get more information
about the problem.
Make
Think of as many solutions as you can. Then
make a plan for how each solution might
solve the problem. You may make and test
many solutions.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: @HMH

What solution do you think will best solve
the problem in the picture?
xii
Test a solution to see how well it works. If it
does not work, choose another solution or
change the solution. Test again to see how
the changed solution worked.
More than one solution may solve a

problem. Compare the solutions to choose
which works better.
Observe the solutions. Fill in the chart.

Solution 1 Solution 2
Good
features
Flawed
features
xiii
Make It Better
Make a change you think will make a good
solution better. Test the changed solution.
Why might you change and test a solution

many times?

Sometimes you might go back to the
Explore or Make steps if you get new
information. You can repeat any
steps when you need to.
xiv
Claims, Evidence, and Reasoning
Make a Claim
A claim is a statement you think is true.
You can make a claim

about what you observe.
Some solid
things sink.
A claim can be made

before you investigate.
Both the lemon and

lime will sink.
A claim can be made

after you investigate.
Lemons float in water,

and limes sink.
xv
Use Evidence and Reasoning
Evidence is information that shows whether
or not your claim is true.
Data can be used as

evidence. Evidence can
come from things you
observe or read.
My claim was wrong.

A lemon will float,
and a lime will sink.
Reasoning tells how

or why the evidence
supports the claim. You

can tell why your claim is
true or not. You can tell
how you know.
My evidence showed that

the lemon floats and the
lime sinks. This proves my
first claim was not true and
my second claim was true.
xvi
Safety in Science
Doing science is fun. But a science lab
can be dangerous. Know the safety
rules and listen to your teacher.
Do not eat or drink anything.

Do not touch sharp things.
Wash your hands.
Wear goggles to keep your
eyes safe.
Be neat and clean up spills.
Tell your teacher if something breaks.
Show good behavior.
xvii
Circle the pictures where a safety rule is
being followed. Place an X on the pictures
where a safety rule is not being followed.
xviii
In this unit, you will use a design process to
define a problem by asking questions, making
observations, and gathering information. Then
you will use that information to develop and test
solutions to find the best solution to a problem.
UNI T
Engineering
1 Design Process
Lesson 1
Compare Design Solutions�� 2
Unit Review......................................... 14
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Mifflin Harcourt
UNIT 1 • Engineering Design Process 1

2
Lesson 1
Solutions
LESSON 1 • Compare Design Solutions

Compa re Design
Heavy!
© Houghton Mifflin Harcourt Publishing Company • Image Credits:
(c), (inset) ©Houghton Mifflin Harcourt
What do you notice about the problem of
moving the box?
What do you wonder about the problem of

moving the box?
Ca n You Explain It?
How can we use a design process to help

Emma’s dad solve his problem?
LESSON 1 • Compare Design Solutions 3

Engineer It
Design a Ramp
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Viesturs

This ramp solves a problem. Use a design
process to explore a problem. Then make and
test a model of a solution. A model shows
what an object looks like or how it works.
Kalvans/Dreamstime
Ask a question about how a design process

can help you solve a problem.
4 LESSON 1 • Compare Design Solutions

Materials Checklist
a toy truck a small block
construction paper W H AT ?
Explore
Step 1
Talk with a partner about
the problem you are solving.
Think about how to get more
information if needed.
Make
Step 2
How you can use the materials to solve the
problem? Draw or write one idea.
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Step 3
Make a model that you can test
to find out how well your
solution works. Record what
you observe.
Engineers do not expect to make

the best solution the first time. Talk
with a partner about what you will

do if your first solution does not
work well.
Step 4
Compare your solution with another group.
Write about what you find out.
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Make a claim about how a design process
helps you solve a problem.
What is your evidence? Talk with a partner

about your reasoning.
Making Sense
I explored

How does this help me explain how Emma’s

dad can use a design process to help him
solve his problem?

Engineer It
Compare Features
The shape and material of a ramp can
Camden/Houghton Mifflin Harcourt; (r) ©Steve Allen/Brand X Pictures/Getty

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Eric
change how it works. Compare the two
ramps shown. What is the same about
them? What is different?
Ask a question about what makes a

good ramp.
Images

Materials Checklist
a toy truck a small block craft materials
HMM.
Make It Better
Step 1
Observe the materials. How
can you use them to improve
your solution from the last
activity? Talk with a partner.
Step 2
Make a plan to test two
other materials.
Step 3
Follow your plan. Test

each model. Compare
the solutions.
Good features Flawed features
Solution 1
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Solution 2

Make a claim about how comparing
features of solutions can help you find a
better solution.

Making Sense
I explored


How does this help me explain how Emma’s
dad can use a design process to help him
solve his problem?

Name
Lesson Check
How can we use a design process to

help Emma’s dad solve his problem?
Be sure to describe how steps in a
design process can help in finding
a better solution.
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Self Check
1. Which would you do first when using a
design process to solve a problem?
A Explore the problem.
B Make a solution.
C Make the solution better.
2. Describe how the girl is using the drawing

as part of a design process.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Weronica

Ankarorn/Houghton Mifflin Harcourt

3. Which of the following is true? Choose all
correct answers.
A Only one solution can solve a problem.
B Multiple solutions can solve a problem.
C Some solutions are better than other solutions.
4. Manuel tests model cars he built for a race.

The table shows the data. Explain which
car Manuel should choose. Use evidence
and reasoning to support your claim.
Good features Flawed features

Car 1 looks nice slow
Car 2 fastest expensive
Car 3 medium speed does not look nice

Name
Unit Review
1. The problem with this grocery bag
is that its bottom is too _______.
A strong
B weak
C brown
2. Kayla tests model cars she built for a

race. What helps her decide which car
to choose for the race?
A color
B data
C feelings

3. Arum sees a boy with his pant leg
caught on a bike chain. How can she
help him solve this problem? (tr), (br) ©Houghton Mifflin Harcourt
14 UNIT 1 • Engineering Design Process

4. Explain why it is important to explore
a problem before you begin finding
a solution.
5. Which might you do next if a possible

solution does not solve the problem?
Choose all correct answers.
A Make and test new solutions.
B Test the same solution until it works.
C Change the solution and test again.
6. These children are

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Steve
designing a parachute.
What part of a design
process are they doing?
A planning
Williams/Houghton Mifflin Harcourt
B building
C testing
UNIT 1 • Engineering Design Process 15

7. Yolanda wants to keep the sun off her
face. Explain which hat she should choose
and why.
straw hat knit hat narrow brim hat
8. Explain two ways a model can be used in

a design process.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Plus69/

iStock/Getty Images Plus/Getty Images; (tc) ©Andy Crawford/Getty Images;
(tr) ©Stockbyte/Getty Images
16 UNIT 1 • Engineering Design Process

In Unit 1, you used a design process to find and
build the best solution to a problem. In Unit 2,
you will analyze information you gather from
tests on properties of materials to choose the
best materials to solve a problem.
UNI T
Matter
2 Lesson 1
Properties of Matter........................... 18
Lesson 2
Objects Can Be Put Together............. 30
Lesson 3
Matter Can Change........................... 42
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Houghton
Unit Review....................................... 54
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UNIT 2 • Matter 17
18
Lesson 1
of Matter
Properties
LESSON 1 • Properties of Matter

Game on!
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©real444/
E+/Getty Images; (cl) ©JLBarranco/iStock / Getty Images Plus/Getty Images; (br)
©Comstock / Getty Images; (bl) ©Igor Kovalchuk/Shutterstock
What do you notice about the different balls?
What do you wonder about the different balls?
Why do we use a basketball in one sport

and a baseball in a different sport?
LESSON 1 • Properties of Matter 19

20
is like.
Sort Objects
objects by their properties.

All these balls are matter.
LESSON 1 • Properties of Matter

Ask a question about how you can sort
Matter is anything that takes up space.
You can describe matter by its properties.
A property is one part of what something
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Mifflin Harcourt; (cl) ©Diana Taliun/Shutterstock; (cl) ©aodaodaod/iStockphoto.com/
Getty Images; (c) ©cscredon/E+/Getty Images; (cr) ©NickyBlade/iStockPhoto.com;
Materials Checklist
a cotton ball a rubber ball
a chenille stick a wooden block
Step 1
Record properties you observe
about the objects.
Step 2
Plan a way to sort the objects by their
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Houghton
properties. Follow your plan.

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Step 3
Explain your results. Look for patterns.
Make a claim about how you can sort

objects by their properties.

Making Sense
I explored

How does this help me explain why we use

a basketball in one sport and a baseball in
a different sport?
22 LESSON 1 • Properties of Matter

Engineer It
Explore Properties
Think about the properties of a pillow.

Should a pillow be soft? Should it be firm?
Pillows are filled with different materials,
making them good for resting your head or
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Cristim/
even pillow fights.
Ask a question about what properties make

the best filling for a pillow.
Dreamstime

Materials Checklist
a pillowcase cotton foam feathers
Explore
Step 1
Explore the problem.
Make
Step 2
Plan two ways to solve the
S;-)
problem. Build your solutions. CL O U D
Plan 1 Plan 2

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Why is it important to have a plan
before you start building your
solutions?
Make
Step 3
Test your solutions. Record
and compare the results of
each filling you tested.
Make It Better
Step 4
Choose one solution. Make it better. You can
try different materials.
Step 5
Share your solution with your classmates.
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Compare solutions.

Make a claim about what properties make
the best filling for a pillow.

Making Sense
I explored

How does this help me explain why we use

a basketball in one sport and a baseball in
a different sport?

Name
Lesson Check
Why do we use a basketball in one

sport and a baseball in a different
sport? Be sure to describe how
properties are connected to the
way things work.
(tr) ©JLBarranco/iStock / Getty Images Plus/Getty Images; (tr) ©Igor Kovalchuk/
Shutterstock; (tr) ©Comstock / Getty Images

Self Check
1. Dax sorts these materials by using a
property. Look for a pattern. Which
property does he sort by?
A color
B shape
C texture
2. Michael’s feet slip when he pedals his

bike. He tests three materials to help stop
his feet from slipping off the pedals.
Michael’s Test
Material Number of slips
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tc) ©Houghton

aluminum foil 7
Mifflin Harcourt; (tcr) ©Houghton Mifflin Harcourt; (tr) ©Houghton Mifflin

cardboard 5
sandpaper 2
Look closely at the data for patterns.

Which material works best?
A aluminum foil
Harcourt
B cardboard
C sandpaper

3. Mila wants to use clay to design a shape
that will roll across the floor. What kind of
properties should the shape have?
4. Mila’s first shape is a cube. It does not

roll well. What could she do to her shape
to help it roll better?

30
Lesson 2
Put Together
LESSON 2 • Objects Can Be Put Together

Building is fun!
Objects Ca n Be
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Houghton

Mifflin Harcourt; (b) ©Houghton Mifflin Harcourt
What do you notice about the toy truck and
toy boat?
What do you wonder about the toy truck

and toy boat?
How can a toy truck change shape to

become a toy boat?
LESSON 2 • Objects Can Be Put Together 31

Explore What Objects
Are Made Of
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Peter

You can make new objects from smaller
pieces. This house has windows, a door, and
a roof. It uses materials like glass, wood,
and stone. Each piece helps support the
building in different ways.
Weber/iStockPhoto.com
Ask a question about how each piece is used.
32 LESSON 2 • Objects Can Be Put Together

Materials Checklist N E AT !
pictures of buildings made of

different materials
Step 1
Observe the buildings in the pictures.
Choose one building. Tell about its parts.
What is each part made of?
Step 2
Design your own building. Label the parts.

Write about what the parts are made of.
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Step 3
Compare your buildings with others.
Make a claim about why buildings are made

of different pieces.

Making Sense
I explored

How does this help me explain how a toy

truck can become a toy boat?

Build Objects From
Smaller Pieces
Think about the pieces that make up these

two toy buildings. Each building uses the
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©Houghton
same set of pieces but in a different way.

Observe how one building can become
another building.
Mifflin Harcourt; (cl) ©Houghton Mifflin Harcourt
Ask a question about how objects can be

taken apart and put together in new ways.

Materials Checklist
non-hardening clay toothpicks paper clips
erasers a plastic zip bag
Step 1
Make a plan to find out how
many objects you can build
from the same set of pieces.
Step 2
Follow your plan. Draw to record each
object you build.

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What can you do if you struggle
to come up with different objects
to build?
Step 3
How are the objects you
build alike? How are they
different?
Alike Different
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Step 4
Compare your objects with objects that your
classmates make.

Make a claim about how you can build
objects from the same set of pieces.

Making Sense
I explored

How does this help me explain how a toy

truck can become a toy boat?

Name
Lesson Check
How can a toy truck change

shape to become a toy boat?
Be sure to explain how parts
of objects are connected to
how they are put together.
Mifflin Harcourt; (cr) ©Houghton Mifflin Harcourt

Self Check
1. Michelle takes apart an old toy. She
reuses the pieces to make a new one.
How could the toy have changed? Choose
all correct answers.
A It changed color.
B It changed shape.
C It changed size.
2. You can make new objects from smaller

pieces. How would you use the bricks,
the door, and the window to make a
new object?

3. How can you build this object from
smaller pieces? Number the pictures
1, 2, and 3 to show the correct order.
4. Zachary builds a house with blocks.

How can he use those blocks to build a
new object?
Mifflin Harcourt; (tc) ©Houghton Mifflin Harcourt; (tl) ©Houghton Mifflin Harcourt

42
Lesson 3
LESSON 3 • Matter Can Change

heat!
Matter Ca n Cha nge
Turn up the
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Elvira
Shamilova/Dreamstime; (br) ©Houghton Mifflin Harcourt
What do you notice about the icicles and
the bread?
What do you wonder about the icicles and

the bread?
How do icicles and bread change in

different ways?
LESSON 3 • Matter Can Change 43

Explore Cooling BRR
R!
S PLAS H !
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cl) ©Byvalet/

Cooling can cause matter to freeze, or
change from a liquid to a solid. Changes to
matter that can be undone are reversible.
Changes that cannot be undone are
Dreamstime; (cr) ©Deb Sankar/Shutterstock
irreversible.
Ask a question about how cooling may

change matter.
44 LESSON 3 • Matter Can Change

Materials Checklist
an ice cube a cup of water C O OL !
a wooden block a flower
Step 1
Observe the items. What
do you think will happen
to them when they are
put in a freezer?
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Step 2
Put all the items in a freezer overnight. Take
them out the next day.

Step 3
What effect does freezing have
on each item?
ice cube
water
block
flower

Step 4
Can the flower and the water go back to
what they were? How could you find out?
Talk with a partner about whether the
changes are reversible or irreversible.
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Why is it important to follow

the steps of your investigation
in order?

Make a claim about how cooling affects
different objects.

Making Sense
I explored

How does this help me explain how icicles

and bread change in different ways?

Explore Heating
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©stockcre-

Heat can cause matter to change. When a
solid melts, it changes to a liquid. Observe
how flames change the corn. Cooking and
burning can cause food and its properties
to change.
Ask a question about how heat affects

ations/Shutterstock
different objects.

Materials Checklist
an ice pop popcorn kernels
a brown bag paper plates LOOK!
Step 1
Observe the items and their
properties. Talk with a partner.
Step 2
Put the kernels in the bag. Keep the ice pop
on a plate. Your teacher will put each item in
the microwave.
Step 3
Record your observations. What effect does

heating have on the ice pop and the kernels?
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Step 4
Can the popcorn and the ice pop go back to
what they were? How could you find out? Talk
with a partner about whether each change is
reversible or irreversible.
Make a claim about how heat affects different

objects.
What is your evidence? Talk with

a partner about your reasoning.
Making Sense
I explored
How does this help me explain how icicles

and bread change in different ways?

Name
Lesson Check
How do icicles and bread

change in different ways? Be
sure to explain how heating and
cooling are connected to reversible and
irreversible changes.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Elvira
Shamilova/Dreamstime; (tr) ©Houghton Mifflin Harcourt

Self Check
1. Look at the snow and the wax. What
pattern do you see?
A The materials change from liquid to solid.

B The materials change from solid to liquid.
C The materials change to ashes.
2. Elizabeth places juice in a freezer. The

next day she observes that the juice is
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Wides &
Holl/Getty Images; (tcl) ©sot/Getty Images; (tcr) ©Houghton Mifflin Harcourt;
frozen. What evidence does Elizabeth
have to make the argument that the
juice froze?
A The juice changes from liquid to solid.
B The juice changes from solid to liquid.
(tr) ©Houghton Mifflin Harcourt
C The juice changes color only.

3. What evidence do the pictures give to
show that this change is reversible?
4. Which changes are reversible? Which

changes are irreversible? Write reversible
or irreversible to identify each change.
Cause Effect Change

Fire burns wood. Wood turns to ash.

Freezer freezes Lemonade turns
lemonade. solid.
Heat cooks Kernels turn white
popcorn kernels. and fluffy.

Name
Unit Review
1. What causes water to freeze?
A Heat is added to water.
B Water is cooked too much.
C Heat is taken away from water.
2. What pattern occurs when matter

is melted?
A It changes from a liquid to ashes.
B It changes from a solid to a liquid.
C It changes from a liquid to a solid.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bl) ©Houghton

3. Look at the wax and the muffin batter.
Mifflin Harcourt; (bcl) ©Houghton Mifflin Harcourt; (bcr) ©Houghton Mifflin

Which statements are true? Choose all
correct answers.
Before After Before After
Harcourt; (br) ©Houghton Mifflin Harcourt
A Heat causes the wax to melt.

B Heat causes the muffin batter to cook.
C Heat causes the wax and muffin batter to burn and
turn to ashes.
54 UNIT 2 • Matter
4. Describe a way you
could sort these objects
by their properties.
5. Emma wants to find out whether feathers

or foam make a better pillow filler. What
could she do?
A She could test only the feathers.
B She could test only the foam.
C She could test both the feathers and the foam.
6. Which change caused by heating is

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tc) ©Diana
Taliun/Shutterstock; (tcr) ©Pavel Hlystov/Shutterstock; (tr) ©Houghton Mifflin
irreversible?
A a crayon melting
B butter melting
C paper burning
Harcourt
UNIT 2 • Matter 55
7. How can you build the cube from smaller
pieces? Number the pictures 1, 2, and 3 to
show the correct order.
8. What caused the change? Is it reversible

or irreversible? Make a claim about it.
Use evidence to support your answer.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Houghton
Harcourt; (bl) ©Houghton Mifflin Harcourt; (bc) ©Houghton Mifflin Harcourt

Mifflin Harcourt; (tc) ©Houghton Mifflin Harcourt; (tr) ©Houghton Mifflin
56 UNIT 2 • Matter
In Unit 2, you explored properties of matter and
how it can change. In this unit, you will observe
how these changes cause patterns in the water
and land. You will develop maps that can model
these patterns on Earth’s surface.
UNI T
Earth’s Surface
3 Lesson 1
Water on Earth.................................. 58
Lesson 2
Landforms on Earth........................... 70
Unit Review........................................ 82
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (b) ©Houghton
Mifflin Harcourt
UNIT 3 • Earth’s Surface 57

58
Lesson 1
LESSON 1 • Water on Earth

Water on Ea rth
Go with the flow.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Sean
Pavone/Alamy; (b) ©Shelly Bychowski Shots/Shutterstock
What do you notice about the river?
What do you wonder about the river?

What causes the river to look different
during different times of the year?
LESSON 1 • Water on Earth 59

Observe Water All Around
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Emjaysea/

Water is all around us. In fact, most of Earth
is covered in water! Think about where you
have seen water on Earth. What bodies of
water can you see in the picture?
Ask a question about where water is found

on Earth.
Dreamstime
60 LESSON 1 • Water on Earth

Materials Checklist
nonfiction books a computer crayons or markers
Step 1
In your group, look up information about the
body of water your teacher gave you.
Step 2
Draw a picture of the body of
water you looked up. Label
the drawing.
Step 3
Compare your drawing with others’ drawings.
alike different
Mifflin Harcourt

Step 4
Analyze your results. Look for patterns.
Make a claim about bodies of water on Earth.
What is your evidence? Talk with a

partner about your reasoning.
Making Sense
I explored

How does this help me explain what causes

a river to look different during different
times of the year?

Observe Temperature
Changes to Water
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©meunierd/
Glaciers are slow moving sheets of ice. They

may be very large and take a long time to
form. Sometimes parts of a glacier can melt
even in cold areas where glaciers are found.
Ask a question about how water changes

with temperature.
Shutterstock

Materials Checklist
modeling clay a cup of water
refrigerator freezer
H M M ..
Step 1
Make a plan to find out how
temperature affects a body
of water. Think about how
you can use a model of a
body of water in your plan.
How could a refrigerator or
freezer help you?

Mifflin Harcourt
How do I decide what I do first,

next, and last?

Step 2
Follow your plan. Record how the
temperature changes affect the
water in your model.
before after
Step 3
Compare your observations with your
classmates. What patterns do you observe?

Mifflin Harcourt
Step 4
What do you think can happen to some
bodies of water during winter? Discuss with
your class.

Make a claim about how temperature may
affect a body of water.

Making Sense
I explored


How does this help me explain why a river
may look different during different times of
the year?

Name
Lesson Check
What causes the river to look different

during different times of the year?
(tl) ©Sean Pavone/Alamy; (tr) ©Shelly Bychowski Shots/Shutterstock

68
Self Check
the correct choice.
LESSON 1 • Water on Earth

of water? What is different? Explain.
1. Which picture shows frozen water? Circle
2. What is the same about these two bodies
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Jasper

Suijten/Shutterstock; (tc) ©David Silva/Flickr Flash/Getty Images; (tr) ©AsiaTravel/
Shutterstock; (cl) ©Gabriel Negron/Alamy; (cr) ©Everyday Artistry Photography/Alamy
3. The children see a body of
flowing water that has land
on both sides. What body
of water do they see?
A lake
B pond
C river
4. Makayla is making a model of an ocean

for her science class. What patterns do
oceans have that her model should show?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Hero
Images/Getty Images

70
Lesson 2
LESSON 2 • Landforms on Earth

Ye
l lo
w s to
ne Ri
ve
r
La ndforms on Ea rth
Map it!
W
River
Valley
S
N
Mountains
E
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Serjunco

Bon/Dreamstime
What do you notice about the landforms
and the body of water?
What do you wonder about the landforms

and the body of water?
How do people show patterns of land and

water on a map?
LESSON 2 • Landforms on Earth 71

Model Landforms
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Maciej

Mountains, like the ones in the picture, are a
type of landform. A landform is a natural
feature found on Earth’s surface. Other
landforms include hills, valleys, and canyons.
Ask a question about landforms and how you

Bledowski/Alamy
can model them.
72 LESSON 2 • Landforms on Earth

Materials Checklist
an aluminum pan a spray bottle with water
gloves sand markers safety goggles
WOW !
Step 1
Look online or in books to
obtain information on hills,
mountains, valleys, and
canyons. Discuss what you
find out with your classmates.
Step 2
Use the spray bottle to make the sand
damp. Mix the sand and water together.
Step 3
Use the damp sand to make models of two
different landforms. Draw your models.
Mifflin Harcourt

Step 4
Compare your drawings and models with a
classmate’s work. Identify any patterns you observe.
Make a claim about how making models

helps you better understand landforms.

Making Sense
I explored
How does this help explain how patterns of

land can be shown on a map?

Mapping Landforms
and Bodies of Water West
North
East
South
Key
mountains
valley
hills
river
lake
A map is a drawing or model of a place. It

shows where things are located. It can show
the shapes and kinds of land and water. A
map key shows what the map colors and
symbols mean. A compass rose shows the

directions north, south, east, and west.
Ask a question about how landforms and

bodies of water can be shown on a map.

Materials Checklist
H OW ?
maps markers or crayons
Step 1
Look at different maps. What
do you notice about them?
Step 2
Make a plan for a map of a real or made-up
place. Choose at least two landforms and

two bodies of water to show. Decide on a
map title, or what to name your map.
Include a map key and a compass rose.
Write your plan for your map. Mifflin Harcourt

Step 3
Draw your map.
What can you do if you have

trouble drawing your map?
Step 4
Compare maps with your classmates. What
did you find out about making and reading
maps? What patterns did you observe?
Mifflin Harcourt

Make a claim about how landforms and
bodies of water can be shown on a map.

Making Sense
I explored

How does this help explain how patterns of

land and water are shown on a map?

Name
Lesson Check
W E
r
ve
w s to ne Ri
Mountains
River
l lo
Valley
Ye
How do people show patterns of land and

water on a map?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Serjunco
Bon/Dreamstime

Self Check
1. Match each picture with the name of the
correct landform.
canyon
hill
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Byron W.

Moore/Shutterstock; (cl) ©toddarbini/Vetta/Getty Images; (bl) ©mariakraynova/
mountain
2. Explain why a map needs a map key and

a compass rose.
Fotolia;

3. Which of the following patterns is shown
on the map? Choose all correct answers.
North
West East
South
Key
mountains
river
hills
canyon
0 150 feet
A Rivers flow through canyons.

B Mountains are bigger than hills.
C Bodies of water are different colors.
4. Compare the two landforms. What is the

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bl) ©saimai
same? What is different?

saelim/Moment/Getty Images; (br) ©David Litman/Shutterstock
mountain hill

Name
Unit Review
1. What patterns can a map show? Choose
A shapes of land and water
B where things are located
C the time it takes to get to a place
2. Which of the following can a model show?

A shapes of landforms
B patterns of landforms
C how temperature affects bodies of water
3. Which is true of oceans? Choose all

correct answers.
A They are made up of salt water. © Houghton Mifflin Harcourt Publishing Company
B They are made up of fresh water.

C They hold most of Earth’s water.
82 UNIT 3 • Earth’s Surface

4. Explain what might cause a body of
water to freeze.
5. Look at the picture of the mountain.

Explain how you can use it to help
you make a model of a mountain
with sand.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©Alamy
6. Describe some ways you can use a map.
UNIT 3 • Earth’s Surface 83

7. Look at each body of water. Make a
claim about its patterns. Cite evidence to
support your claim.
ocean river
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Matthew

8. Draw a line to match each map part with
the words that describe it.
Williams-Ellis/robertharding/Getty Images; (tr) ©tefan/Adobe Stock

compass rose names the place the map shows
tells what map colors and symbols

key
mean
title shows directions
84 UNIT 3 • Earth’s Surface

In Unit 3, you observed patterns in landforms
and bodies of water and made a map to model
them. In this unit, you will make observations to
identify evidence that patterns in landforms and
bodies of water are a result of changes to
Earth’s surface that can happen slowly or
quickly. You will also design solutions to prevent
wind and water from changing the land.
UNI T
Changes to
4 Earth’s Surface
Lesson 1
Slow Changes on Earth..................... 86
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bl) ©Houghton
Lesson 2
Fast Changes on Earth ...................... 98
Lesson 3
Prevent Wind and Water from
Changing Land ................................. 114
Unit Review..................................... 126

Mifflin Harcourt
UNIT 4 • Changes to Earth’s Surface 85

86
Lesson 1
on Ea rth
LESSON 1 • Slow Changes on Earth

Slow Cha nges
This place rocks!

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Geoff
Tompkinson/one80/Getty Images; (b) ©Geoff Tompkinson/one80/Getty Images
What do you notice about the rocks?
What do you wonder about the rocks?
Why do the rocks slowly change over time?

LESSON 1 • Slow Changes on Earth 87

Try to Change Rocks
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Aeriea/

Observe the hole in the rock. It has a
very unusual shape. Think about whether
the change happened quickly or slowly
over time.
Ask a question about the change in the rock.

Shutterstock
88 LESSON 1 • Slow Changes on Earth

Materials Checklist
a rock sandpaper safety goggles

hand lens black construction paper NEAT!
Step 1
Use a hand lens to observe the
rock. Record what you observe.
Step 2
Can you change the shape of the rock? Use
the sandpaper. Rub the rock for 5 minutes.
Mifflin Harcourt
What happens to the rock?

Step 3
Rub the rock for 2 more minutes. Talk with a
partner about what you observe.
Make a claim about how a rock changes

over time.

Making Sense
I explored


How does this help me explain why rocks

may change slowly over time?

Model Weathering
and Erosion
Weathering is a process that breaks rock

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©TS
into smaller pieces. Erosion is the picking up

and moving of rocks, soil, or sand from one
place to another. Think about how erosion
has changed this valley.
Schofield/Adobe Stock
Ask a question about how weathering and

erosion change Earth’s surface.

Materials Checklist
a sugar cube blocks an eyedropper
a foil tray cup of water a hand lens
K! ??
LOO
Step 1
Use a hand lens to observe
the properties of the sugar
cube. Share what you
observe with a partner.
Step 2
Make a plan to model weathering and
erosion by using the sugar cube.

Mifflin Harcourt

What can I do if I struggle to
come up with a plan?
Step 3
Follow your plan. Compare
the sugar cube before
and after.
Before After
Step 4
Compare observations with your classmates.
How does this model show how weathering
and erosion slowly change Earth’s surface?
Mifflin Harcourt

Make a claim about how weathering and
erosion can cause changes to Earth’s surface.

Making Sense
I explored

How does this help me explain why rocks

may change slowly over time?

Name
Lesson Check
Why do the rocks slowly change

over time? Be sure to describe what
causes the rocks to change.
Tompkinson/one80/Getty Images; (cr) ©Geoff Tompkinson/one80/Getty Images
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Geoff

Self Check
1. What is the effect of wind slowly
weathering and eroding a rock?
A The rock does not change.
B The rock gets smaller.
C The rock gets larger.
2. How does erosion change the land?

Write 1, 2, and 3 to show the correct
order.

3. Michelle is using a cube of salt to model
a rock. She has a cup of water. How can
she model weathering and erosion?
4. Observe the pictures of the valley. How

has it changed? Explain whether you think
this change happened slowly or quickly.

98
Lesson 2
Ea rth
LESSON 2 • Fast Changes on Earth

Fa st Cha nges on
What’s shaking?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Getty
Images; (b) ©Ted Foxx/Alamy
What do you notice about the volcano
and the earthquake?
What do you wonder about the volcano and

the earthquake?
How do these events quickly change

Earth’s surface?
LESSON 2 • Fast Changes on Earth 99

Model an Earthquake
An earthquake causes a sudden shaking of the
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Nigel

ground that makes land rise and fall. It can also
cause a landslide. A landslide is when rocks and
soil slide down a slope. Observe how the road
looks different after an earthquake. Think about Spiers/Dreamstime; (tr) ©Nigel Spiers/Dreamstime
whether this change is fast or slow.
Ask a question about how earthquakes can

change Earth’s surface.
100 LESSON 2 • Fast Changes on Earth

Materials Checklist ?
H OW
graham crackers a paper plate
Step 1
Record what you observe
about the graham crackers.
Step 2
Make a plan to use graham crackers to

model an earthquake. Follow your plan.
Mifflin Harcourt

Step 3
Discuss your results. Talk with a partner
about whether the change was fast or slow.
Make a claim about how an earthquake can

cause fast changes to Earth’s surface.

Making Sense
I explored
How does this help me explain how events

cause fast changes to Earth’s surface?

Model a Volcano
A volcano is an opening in Earth’s surface

where lava, gases, and bits of rock erupt.
Ash and dust burst from the opening at the
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Vadim
top. You can make a model to show what

happens when a volcano erupts.
Ask a question about how volcanoes can

Zakharishchev/Shutterstock

Materials Checklist
dish soap paint plastic cup safety goggles
baking soda water vinegar gloves
MHM
Step 1
Talk with a partner about
how you can model a
volcanic eruption.
Why is it important to listen when

other people are talking?
Step 2

Mix together dish soap, baking soda,
paint, and water in the cup. Record what
you observe.
Mifflin Harcourt

Step 3
Slowly pour the vinegar into the cup. Record
what you observe.
Step 4
Discuss your observations with your partner.

How does your volcano compare to a
real volcano?

Make a claim about how a volcano can

Making Sense
I explored



Model Moving Water
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©wachira
Moving water has flooded this area, which

is usually dry. The land is covered with water.
The water has knocked over trees. Think
about whether this happens quickly or slowly.
Ask a question about how moving water can

tasee/Shutterstock

Materials Checklist
soil a container safety goggles
sand water
NEAT
rocks gloves
Step 1
Make a model of land
using rocks, soil, and sand.
Draw your model.
Step 2
Mifflin Harcourt
Talk with a partner about what you think the

model will look like after you add water. Will
adding water be a fast change or a slow
change to the land?

Step 3
Quickly pour water onto the
model. Record what you
observe.
Step 4
Compare the model before and after you
added water. How does this help you
understand how moving water changes
an area?
Mifflin Harcourt

Make a claim about how moving water can

Making Sense
I explored



Name
Lesson Check
How do these events quickly change

Earth’s surface? Be sure to explain
what happens during each event to
cause these changes.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Getty
Images; (cr) ©Ted Foxx/Alamy

Self Check
1. How does moving water change Earth’s
surface? Write 1, 2, and 3 to show the
correct order.
2. Lava and ash have quickly covered the
Photolibrary/Getty Images; (tl) ©Utopia_88/iStock/Getty Images Plus/Getty Images

land. Which event caused this to happen?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Jason

Edwards/National Geographic Magazines/Getty Images; (tc) ©Nicole Duplaix/
A an earthquake
B moving water
C a volcano erupting

3. Compare the pictures. How did an
earthquake change Earth’s surface?
Explain if the change was fast or slow.
4. Mia’s teacher shared a picture of an

(tl) ©Hotshotstock/Shutterstock; (tr) ©Hotshotstock/Shutterstock
area with lots of trees. Then she shared

a picture of the same area covered by
water. How can moving water change
Earth’s surface?

114
Lesson 3
Prevent Wind
Cha nging La nd
a nd Water from
On a roll!
LESSON 3 • Prevent Wind and Water from Changing Land

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©pananba/
iStock/Getty Images Plus/Getty Images; (b) ©cunfek/iStock/Getty Images Plus/
Getty Images
What do you notice about the rocks
and the technology in use?
What do you wonder about the rocks

and the technology in use?
How can people help prevent fast changes

to Earth’s surface?
LESSON 3 • Prevent Wind and Water from Changing Land 115

Explore Changing Land
Crops can grow well in healthy soil.

Soil can become unhealthy. This can
happen quickly or slowly. For example,
wind can slowly blow away healthy soil.

Windbreaks are trees and shrubs used to
(cl) ©andRiU/Adobe Stock; (cr) ©Tanja Esser/Adobe Stock

block wind.
Ask a question about how wind can cause

soil to become unhealthy.
116 LESSON 3 • Prevent Wind and Water from Changing Land

Materials Checklist
YIKES!
pictures of farmland
pictures of windbreaks
Step 1
Observe the pictures of the
farmland. Talk with a partner
about what causes the soil of
the farmland to change.
Step 2
Study the pictures of the windbreaks. With

your partner, show how farmers can use
trees to help stop soil from blowing away.
Mifflin Harcourt

Step 3
Compare your models to your classmates’
models.
Make a claim about how windbreaks help

farmland.

Making Sense
I explored

How does this help me explain how people

help prevent fast changes to Earth’s surface?

Engineer It
Prevent Water from Changing Land
Rocks from landslides are not

the only things that can change
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cl) ©Heiko
Earth’s surface. Water can, too!

Kueverling/Shutterstock; (cr) ©Monkey Business Images/Dreamstime
Moving water can quickly flood

a place and cover large areas of land.
Ask a question about how people can slow

or prevent water from changing land.

Materials Checklist
sand rocks gloves safety goggles a container
soil ruler water craft materials
COOL!
Explore
Step 1
Define the problem. In small
groups, talk about how
water can change land.
Make
Step 2
Draw a way to prevent water from
changing the land. Build your model.

Mifflin Harcourt
Why is it important to draw your

solution before you build it?

Step 3
Test your solution by pouring water onto the
model. Observe and measure the height of
its banks. Record your observations.
Make It Better
Step 4
Make your solution better. Test it again.
Measure the height. Compare the two
solutions.
Mifflin Harcourt
Step 5
Compare your model with other groups.

Make a claim about how technology can be
used to help prevent changes to land.

Making Sense
I explored

How does this help me explain how people

can help prevent fast changes to Earth’s
surface?

Name
Lesson Check
How can people help prevent fast

changes to Earth’s surface? Be
sure to explain what causes the
changes and how technology can help.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©pananba/
iStock/Getty Images Plus/Getty Images; (cr) ©cunfek/iStock/Getty Images Plus/
Getty Images

Self Check
1. Why would a farmer add trees and shrubs
around his farm?
2. How can people prevent or slow

water from changing land? Circle
Loic/Photononstop/Getty Images; (bc) ©Don Johnston/Getty Images; (br) ©Karen

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bl) ©Jacques
Massier/E+/Getty Images

3. Circle all the pictures that show changes
caused by wind moving soil.
4. Maria has an idea for how to help her

town prevent water from changing the
land. How can she test her idea? What
should she do if her idea does not work?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©andRiU/
Adobe Stock; (tc) ©Tanja Esser/Adobe Stock; (tr) ©grafvision/Shutterstock

Name
Unit Review
1. How do canyons slowly change over time?
A They get deeper.
B They get rockier.
C They get smaller.
2. Identify two kinds of technology that

can slow or prevent moving water from
changing Earth’s surface. Explain which
solution you think is better.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bl) ©Nigel

Spiers/Dreamstime; (bc) © wsfurlan/iStockphoto/Getty Images; (br) ©Alamy
3. Does each event change Earth’s surface
quickly or slowly? Write quickly or slowly
on the line below each picture.
126 UNIT 4 • Changes to Earth’s Surface

4. How does the fence protect the sand
dune? Choose all correct answers.
A The fence allows animals to pass
through.
B The fence blocks some of the wind.
C The fence keeps the sand from moving a lot.
5. Lucas has a rock and some sandpaper.

He rubs the rock for 5 minutes, and
nothing happens. He tries again several
more times. The rock still does not
change. What question could Lucas
investigate further?
Alamy Images; (bl) ©Houghton Mifflin Harcourt; (bc) ©CGIBackgrounds.com/Getty
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©RFStock/
6. Which items can you use to build

something that will slow or stop moving
water? Circle all correct answers.
Images; (br) © Jiang Zhongyan/ Shutterstock
UNIT 4 • Changes to Earth’s Surface 127

7. Match each event to the effect.
The ground
earthquake
cracks and shifts.
Lava and gas

landslide
erupt.
Rocks rush down

volcano
a mountain.
8. Observe the farmland. Draw what could

happen to the farmland if a farmer did
not use windbreaks to protect the soil.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©oticki/Adobe

Stock
128 UNIT 4 • Changes to Earth’s Surface

In Unit 4, you used evidence to explain that
processes that cause changes to Earth’s surface
can happen quickly or slowly. In this unit, you will
plan and carry out investigations to describe
diversity of plant and animal life in land habitats
and water habitats, how living things find what
they need to grow and survive in these habitats,
and interrelationships between plants and
animals.
UNI T Environments for

5 Living Things
Lesson 1
Plant Needs.................................... 130
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Paul
Lesson 2
Plants Depend on Animals............ 142
Lesson 3
Plants and Animals in
Land Habitats................................ 154
Bradbury/OJO Images/Getty Images
Lesson 4
Plants and Animals in
Water Habitats.............................. 166
Unit Review.................................... 178
UNIT 5 • Environments for Living Things 129

130
Lesson 1
LESSON 1 • Plant Needs

Pla nt Needs
Let’s plant!
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Alekss/Adobe
Stock
What do you notice about the sunflowers in
the open field?
What do you wonder about the sunflowers in

the open field?
Why can these sunflowers grow here?

LESSON 1 • Plant Needs 131

Explore Sunlight
and Water
Gardening is an activity that is often done in

spring and summer. People buy seeds to

grow all types of plants, such as flowers and
vegetables. Most plants get nutrients from
soil. A nutrient is anything that living things ©WavebreakmediaMicro/Adobe Stock
need as food.
Ask a question about whether plants need

sunlight and water to grow.
132 LESSON 1 • Plant Needs

Materials Checklist
several plants of measuring cup HMMM
the same type water
Step 1
Observe the plants. Record
what you observe.
Step 2
With the group, make a plan to find out
whether plants need sunlight or water.
Mifflin Harcourt
Why is it important to follow the

order of the steps in your plan?

Step 3
Follow your plan. Record your
observations for your group
every two to three days.
Sunlight Water

Step 4
Talk with a classmate to complete the other half of the
table. What causes the plants to grow differently?
Mifflin Harcourt

Make a claim about whether plants
need sunlight and water to grow.

Making Sense
I explored

How does this help me explain why

sunflowers grow where they do?

Explore Space for Plants
Look at the plants growing close together.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©ehrlif/

Each plant has roots that grow in the soil.
Roots take in water and nutrients. They also
hold a plant in place.
Adobe Stock; (inset) ©Sami Sarkis/Alamy
Ask a question about whether plants need
space to grow.

Materials Checklist
pictures of plants W H OA !
Step 1
Observe the pictures.
Talk with a small group.
Step 2
Draw how plants look with
different amounts of space. Label the plants.
Mifflin Harcourt
Step 3
What was the effect of growing plants too
close to each other? Talk with a partner.

Make a claim about whether plants need
space to grow.

Making Sense
I explored

How does this help me explain why

sunflowers grow where they do?

Name
Lesson Check
Why can sunflowers grow here?

Be sure to describe all the
things that plants need to live
and grow.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Alekss/Adobe
Stock

Self Check
1. What do plants need to grow? Circle all
correct answers.
2. Tyler and his family go away for two

weeks. No one waters his plant while they
are gone. What will the plant look like
when they get home?
Nordell/Photolibrary/Getty Images; (tc) Liquidlibrary/Jupiterimages/Getty Images;

(tr) ©Nastco/iStock/Getty Images; (bl), (bc), (br) ©Houghton Mifflin Harcourt
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©John

3. What would happen to this plant if it
stopped getting sunlight and water?
4. Jen observes that only one of the plants

in her pot is bright green. All the other
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Getty Images
plants have droopy, yellow leaves. What is

causing her plants to look this way?

142
Lesson 2
Animals
LESSON 2 • Plants Depend on Animals

Pla nts Depend on
Let’s help plants!

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Andrea
Calandra/Getty Images; (b) ©Margaret M Stewart/Shutterstock
What do you notice about the bee and
the chipmunk?
What do you wonder about the bee and

the chipmunk?
How do animals help plants?

LESSON 2 • Plants Depend on Animals 143

Engineer It
Spread Seeds
!
WOW
Plants have seeds that can grow into new

plants. These seeds need sunlight, water,

air, and space. Because plants cannot move,
(l) ©johncparham/Adobe Stock; (r) ©Pim Leijen/Adobe Stock

they depend on animals to move seeds from
place to place. Think about how the body
parts of animals are shaped to move seeds.
Ask a question about how animals move seeds.
144 LESSON 2 • Plants Depend on Animals

Materials Checklist
animal covering materials H OW ?
burdock seeds
Explore
Step 1
Explore the materials. Talk with a
partner about what you observe.
Step 2
Choose three materials. Predict which
ones will pick up seeds. Then lightly
drag each material across the seeds.
Record your results.
Material Prediction Test Results

Yes No Yes No
Yes No Yes No
Yes No Yes No
Step 3
Mifflin Harcourt
What are some properties of materials that

pick up seeds? Talk with a partner.

Make
Step 4
Design a tool to help people move
seeds. Draw a picture of your tool,
and label each part.
Step 5

Compare your tool with a
partner’s tool. Tell how you
got an idea from observing
an animal or seeds.
Tell how working with a partner

Mifflin Harcourt
helps you get ideas about how

animals move seeds.

Make a claim about how animals
move seeds.

Making Sense
I explored

How does this help me explain how animals

help plants?

Model Moving Pollen
Pollen is a light, sticky powder that flowers

need to make seeds. Animals such as bees
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©blickwinkel/

and ladybugs help move pollen as they feed
on nectar deep within the flower. Think
about how the body parts of animals are
shaped to move pollen.
Ask a question about how animals move

pollen.
Alamy

Materials Checklist
3 colors of chalk powder 3 cotton balls
3 small cups cotton swabs water
N
E AT !
Step 1
Place each powder in a
different cup with a cotton ball.
Dip a cotton swab in water. Roll
it over each cotton ball. Record
what you observe.
Step 2
Repeat two more times. Compare your
results with a partner.
Step 3
What parts of an animal can help move
Mifflin Harcourt
pollen from plant to plant?

Make a claim about how animals
move pollen.

Making Sense
I explored


How does this help me explain how animals
help plants?

Name
Lesson Check
How do animals help plants? Be

sure to explain how the parts of
animals help plants move seeds
or pollen.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Andrea
Calandra/Getty Images; (b) ©Margaret M Stewart/Shutterstock

Self Check
1. What causes a bee to move pollen?
A The pollen is light and sticky.
B The pollen has structures like wings.
C The pollen has hooks that catch onto the bee.
2. What can you find out from a model of © Houghton Mifflin Harcourt Publishing Company • Image Credits: ©kojihirano/
a seed?
A the shape of the seed
B the size of the seed
Fotolia
C the structure of the seed

3. Explain how this type of seed can
be moved from place to place.
4. A farmer sees that his strawberry crop is

not as large as it was last year. He reads
in the newspaper that there are fewer
bees in the area. What conclusion can
you draw about why his crop is smaller?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©shantyboys/
iStock/Getty Images Plus/Getty Images

154
Lesson 3
in La nd Habitats
LESSON 3 • Plants and Animals in Land Habitats

Pla nts a nd Animals
In a rain forest!
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©hsvrs/
iStockPhoto.com; (b) ©Fomin Serhii/Shutterstock
What do you notice about the iguana and
the zebra plant?
What do you wonder about the iguana and

the zebra plant?
Why can an iguana and a zebra plant live

in a rain forest and not in a desert?
LESSON 3 • Plants and Animals in Land Habitats 155

Model a Plant
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Smileus/

In a forest, some trees are tall. They get a
lot of sunlight. Other plants grow in the
shady areas low to the ground. Cacti live in
dry, hot deserts. They do not need a lot of Shutterstock; (r) ©Anton Foltin/Shutterstock
water to grow. Other plants grow in rain

forests and savannas.
Ask a question about why different plants

grow in different places.
156 LESSON 3 • Plants and Animals in Land Habitats

Materials Checklist
nonfiction books craft materials
C O OL !
a computer
Step 1
Use nonfiction books or a
computer to find out about
different plants. Where do they
grow? Why do they grow there?
Step 2
Draw one plant you found out about, and
show a place where it grows.
Mifflin Harcourt
Step 3
Use craft materials to make a model of the
plant and where it grows. Compare your
model with your classmate’s models.

Step 4
Think about all the models your classmates
shared. What pattern do you observe?
Make a claim about why different plants

grow in different places.

Making Sense
I explored

How does this help me explain why an

iguana and a zebra plant live in a rain
forest and not in a desert?

Model an Animal
African elephants live in a savanna. Sloths live

in a rain forest. These animals live in different
habitats. A habitat is a place where a living
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Byrdyak/
thing can get the food, water, and shelter it

needs to live and grow. Some habitats can be
found in trees or in tall grasses.
Adobe Stock; (r) ©Marco Díaz/Dreamstime
Ask a question about why different animals

live in different places.

Materials Checklist
nonfiction books a computer
craft materials shoebox N E AT !
Step 1
Use nonfiction books or a
computer to find out about
different types of animals.
Where do they live? Why do
they live there?
Step 2
Draw the animal you found out about.
Include its habitat in your picture. Tell about
where your animal lives.

Mifflin Harcourt

Step 3
Use craft materials to make a model of the
animal and the place where it lives. Compare
your model with your classmate’s models.
How can you show respect to your

classmates when they are sharing
their models?
Step 4
shared. What could happen if an animal
were moved to a different place with a
different habitat?
Mifflin Harcourt

Make a claim about why different animals
live in different places.

Making Sense
I explored

How does this help me explain why an

iguana and a zebra plant live in a rain
forest and not in a desert?

Name
Lesson Check
Why can an iguana and a zebra

plant live in a rain forest and not
in a desert? Be sure to compare
the features of a rain forest
and a desert.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©hsvrs/
iStockPhoto.com; (b) ©Fomin Serhii/Shutterstock

Self Check
1. These animals live on the rain forest floor.
Which patterns explain why they live
there? Choose all correct answers.
A They have claws for climbing trees.

B They do well in a wet habitat.
C They can find the food they need in this habitat.
2. A zebra lives in a savanna. How does

it get what it needs there? Choose all
correct answers.
A It can find the food it needs.
B It can get the water it needs.
C It can find the shelter it needs.

3. This elephant lives in a savanna. Could it
live in a forest? Explain why or why not.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Mark Levy/
4. Amy makes a model of a cactus. Tarek

makes a model of a desert tortoise. Both
these living things live in a desert. What
pattern can the children observe?
Alamy Stock Photo

166
Lesson 4
LESSON 4 • Plants and Animals in Water Habitats

in Water Habitats
Salty or fresh?
Pla nts a nd Animals
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©John E

Marriott/All Canada Photos/Getty Images; (b) ©blickwinkel/Alamy
What do you notice about the sea urchin
and the catfish?
What do you wonder about the sea urchin

and the catfish?
Why does a sea urchin live in a different

place than a catfish?
LESSON 4 • Plants and Animals in Water Habitats 167

Compare Water Habitats
Ponds and river deltas are different places

that have different habitats within them.
(l) ©lanapopoudi/Adobe Stock; (r) ©Steve Bower/iStockphoto.com/Getty Images

A habitat is the place where a living thing

can get the food, water, and shelter it needs
to live and grow. Water habitats are under
the water or near the water’s edge.
Ask a question about why different plants and

animals are found in different water habitats.
168 LESSON 4 • Plants and Animals in Water Habitats

Materials Checklist
pictures of animals and plants
in water habitats WOW !
Step 1
Observe the pictures. Talk with
a partner about the living things
found in each water habitat.
Think about why they live there.
Step 2
Choose two water habitats. Draw the living
things in each one. Label your drawings.
Compare with your partner.
Mifflin Harcourt

Step 3
What might happen if a living thing from one
habitat were moved to a different habitat?
Make a claim about why different living

things are found in different water habitats.

Making Sense
I explored
How does this help me explain why a sea

urchin lives in a different place than a catfish?

Model a Water
Habitat
This aquarium has salty water. Some

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Pixel-Shot/
aquariums have fresh water, which is water

that is not salty. Plants and animals that live
in saltwater aquariums cannot live in
freshwater aquariums.
Ask a question about living things in

an aquarium.
Adobe Stock

Materials Checklist
a small tank water aquarium soil snails
safety goggles gloves local freshwater plants
S WE E T !
Step 1
Observe the materials. With
a partner, draw a plan to
set up a freshwater habitat.
Think about the type of
water your habitat will need.

Mifflin Harcourt
Why is it important to finish the

task before starting another?

Step 2
Follow your plan. Build
your model. Be sure to
include all the materials
your teacher gave you.
Step 3
Record what you observe. Compare
your observations with others.
Day 1 Day 2 Day 3 Day 4

Mifflin Harcourt
Step 4
made. What pattern did you observe?

Make a claim about living things in
an aquarium.

Making Sense
I explored

How does this help me explain why a

sea urchin lives in a different place than
a catfish?

Name
Lesson Check
Why does a sea urchin live in

a different place than a
catfish? Be sure to explain
the differences between where a sea
urchin lives and where a catfish lives.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©John E
Marriott/All Canada Photos/Getty Images; (br) ©blickwinkel/Alamy

Self Check
1. This plant lives in a small body of
fresh water. The water is still so it
doesn’t move very much. Where does
the plant live?
A in a pond
B in a river
C in an ocean
2. Melissa and Elizabeth are comparing

water habitats. Elizabeth thinks that a
fish from the ocean could live in a lake.
Explain why or why not.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Darlyne

A. Murawski/National Geographic/Getty Images

3. This alligator lives in a river. Could
it live in the ocean? Explain why or
why not.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Getty Images
4. Different water habitats have different

living things. What is one thing that all
habitats have in common?
A All habitats are large in size.
B All habitats have fresh water.
All habitats have the food and water that living
News
C
things need.

Name
Unit Review
1. What can cause a plant’s leaves to be
yellow and droopy? Choose all correct
answers.
A not enough sunlight
B not enough water
C not enough wind
2. Sammy plants some flowers in

the garden. He puts them very close
together. What may happen to
the flowers?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: © David Cook/

3. Sadie’s plant does not look healthy. What blueshiftstudios/Alamy Stock Photo
does it need?
A soil
B shelter
C water
178 UNIT 5 • Environments for Living Things

4. Observe the deer in the forest. Why
does the deer live there?
5. How do plants depend on animals?

A They move plants from place to place.
B They move pollen so plants can make seeds.
C They move seeds so new plants can grow.
6. Look at these pond plants. What pattern

do you observe?
(tr) ©B Christopher/Alamy; (bl) © Patti McConville / Alamy Stock Photo;
(br) © samarttiw/ Shutterstock, Inc.
A Both plants do not need sunlight.

B Both plants have leaves that are above the water.
C Both plants live underwater.
UNIT 5 • Environments for Living Things 179

7. Observe the cypress trees in the river
delta. A river delta has fresh water
or a mix of fresh and salty water.
Could cypress trees seeds grow near
an ocean? Explain why or why not.
8. Susie observes burrs stuck to her socks.

When she walks, the seeds fall off in
different places. How can Susie build a
tool to spread seeds?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Steve

Bower/Shutterstock
180 UNIT 5 • Environments for Living Things

Interactive Glossary
This Interactive Glossary will help you learn how to spell and define
a vocabulary term. The Glossary will give you the meaning of the
term. It will also show you a picture to help you understand what
the term means.
Where you see write your own words or draw your

own picture to help you remember what the term means.
Glossary Pronunciation Key

With every Glossary term, there is also a phonetic respelling. A
phonetic respelling writes the word the way it sounds, which can
help you pronounce new or unfamiliar words. Use this key to help
you understand the respellings.
Phonetic Phonetic
Sound As in Sound As in
Respelling Respelling
a bat (BAT) oh over (OH•ver)
ah lock (LAHK) oo pool (POOL)
air rare (RAIR) ow out (OWT)
ar argue (AR•gyoo) oy foil (FOYL)
aw law (LAW) s cell (SEL)
ay face (FAYS) sit (SIT)
ch chapel (CHAP•uhl) sh sheep (SHEEP)
e test (TEST) th that (THAT)
metric (MEH•trik) thin (THIN)
ee eat (EET) u pull (PUL)
feet (FEET) uh medal (MED•uhl)

ski (SKEE) talent (TAL•uhnt)
er paper (PAY•per) pencil (PEN•suhl)
fern (FERN) onion (UHN•yuhn)
eye idea (eye•DEE•uh) playful (PLAY•fuhl)
i bit (BIT) dull (DUHL)
ing going (GOH•ing) y yes (YES)
k card (KARD) ripe (RYP)
kite (KYT) z bags (BAGZ)
ngk bank (BANGK) zh treasure (TREZH•er)
G1
C
compass rose (KUHM·puhs ROHZ)
A part of a map that shows
directions north, south, east, and
west. (p. 75)
North
West East
South
D
design process (dih·ZYN PRAHS·es)
A set of steps that helps you find a
solution. (p. xi)
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©HMH;

E
earthquake (ERTH·kwayk)
Causes a sudden shaking of the
ground that makes land rise and
fall. (p. 100)
(b) ©SDubi/Shutterstock
G2
G2
engineer (en·juh·NEER)
A person who uses math and science
to solve problems. (p. xi)
erosion (uh·ROH·zhuhn)
The process of picking up and moving
rocks, soil, or sand from one place to
another. (p. 91)
Business Images/Shutterstock; (c) ©Katrina Brown/Fotolia; (b) ©Manish/RooM/
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Monkey
F
freeze (FREEZ)
A change in matter from liquid to
solid. (p. 44)
Getty Images
G3
H
habitat (HAB·ih·tat)
A place where a living thing can get
the food, water, air, and shelter
needed to live. (pp. 159, 168)
I
irreversible (ir·ih·ver·suh·buhl)
A change that cannot be
undone. (p. 44)
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Getty

Images News; (c) ©HMH; (b) ©Davel5957/iStock/Getty Images Plus
L
landform (land·fohrm)
A natural feature found on Earth’s
surface. (p. 72)
G4
G4
landslide (LAND·slyd)
The sliding down of rocks and soil
on or from a hill, mountain, or other
slope. (p. 100)
M
map key (MAP KEE)
A part of a map that shows what the
colors and symbols mean. (p. 75)
Key
Road
Lake
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Medford
Trees
0 100 feet
matter (MAT·er)
Anything that takes up space. (p. 20)
Taylor/Getty Images; (b) ©HMH
G5
melt (MELT)
A change in matter from solid to
liquid. (p. 48)
model (mahd·l)
Something that shows what an object
looks like or how it works. (p. 4)
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©HMH;

N
nutrient (NOO·tree·uhnt) (b) ©iStock/Getty Images Plus/Getty Images
Anything that living things need as
food. (p. 132)
G6
G6
P
pollen (PAHL·uhn)
A light, sticky powder that flowers
need to make seeds. (p. 148)
property (PRAHP·er·tee)
One part of what something is
like. (p. 20)
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©HMH
R
reversible (rih·VER·suh·buhl)
A change that can be
undone. (p.44)
G7
G7
S
solution (suh·LOO·shuhn)
Something that fixes a problem. (p. xi)
V
volcano (vahl·KAY·noh)
An opening in Earth’s surface where
lava, gases, and bits of rock erupt.
(p. 103)
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©HMH;

(c) ©Universal History Archive/Getty Images; (b) ©Getty Images
W
weathering (WETH·er·ing)
A process that breaks rock into
smaller pieces. (p. 91)
G8
G8
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Jochen
Schlenker/Robert Harding World Imagery/Getty Images
the wind. (p. 116)

windbreak (WIND·brayk)
Trees or shrubs planted to help block
G9
Index
162, 170, 174
A C compass rose, 57, 70,
air, 136, 144 Can You Explain It? 3, 75
animal, 167, 171. See 11, 19, 27, 31, 39, 43, cooking, 48
also fish; insect 51, 59, 67, 71, 79, 87,
African elephant, 159 95, 99, 111, 115, 123, D
body parts, 144, 148, 131, 139, 143, 151,
desert, 155, 158, 162,
151 155, 163, 167, 175
163
chipmunk, 142, 143 change, 100, 107
design process, 3, 4, 7,
help plants, 142, in Earth’s surface,
10, 11
143, 147, 150, 151 86, 91, 98, 99, 100,
steps, 11
iguana, 154, 155, 102, 103, 106, 107,
158, 162, 163 110, 111, 115, 118,
in land habitats, 154 119, 122, 123 E
live in different explore, 116 Earth, 60
places, 159, 167, fast, 98, 106, 110, fast changes, 98
170, 174, 175 115, 118, 122, 123 landforms, 70, 72
move pollen, 148 irreversible, 44, 51 slow changes, 86
move seeds, 144 prevention from wind earthquake, 98, 99,
sloth, 159 and water, 114 100
in water habitats, quick, 88, 99, 100, Earth’s Surface
166, 168, 171 103, 111, 116 causes of change,
aquarium, 171 reversible, 44, 51 91, 123
ash, 103 to rocks, 90 change, 99, 100, 102,
slow, 87, 88, 90, 94, 103, 106, 107, 110,

B 95, 116 111, 115, 118, 119,
temperature, 63 122, 123
ball, 17, 19, 20
claim, xv engineer, xi
baseball, 18, 19, 26, 27
claim, evidence, and erosion, 91
basketball, 18, 19, 26,
reasoning, in Hands evidence, xvi
27
On! 7, 10, 22, 26, 34,
body of water, 60, 71
bread, 42, 43, 47, 50, 51
38, 47, 50, 62, 66, 74, F
78, 90, 94, 102, 106,
build objects, 35 fast change, 106,
110, 118, 122, 135,
burning, 48 110, 115, 118, 122,
138, 147, 150, 158,
123. See also quick
I10
change Properties, 23–26 72–74
fish Engineer It • Prevent Model Moving
catfish, 166–167, 170, Water from Pollen, 148–150
174, 175 Changing Land, Model Moving
sea urchin, 166, 167, 119–122 Water, 107–110
170, 174, 175 Engineer It • Spread Model Weathering
flood, 107, 119 Seeds, 144–147 and Erosion, 91–94
flower, 148 Explore Changing Observe
food, 132 Land, 116–118 Temperature
forest, 156, Explore Cooling, Changes to Water,
freeze, 44 44–47 63–66
fresh water, 166, 171 Explore Heating, Observe Water All
48–50 Around, 60–62
G Explore Space for Sort Objects, 20–22
Plants, 136–138 Try to Change Rocks,
gardening, 132
Explore Sunlight 88–90
gas, 103
and Water, 132– heat, 42, 48, 51
glacier, 63
135 heavy, 2
glass, 32
Explore What hole in rock, 88
Objects Are Made house, 32
H Of, 32–34
habitat, 159, 168 Mapping Landforms I
Hands On! 75–78 and Bodies of
ice, 63
Build Objects from Water, 75–78
icicle, 42, 43, 47, 50, 51
Smaller Pieces, Model an Animal,
insect
35–38 159–162
bee, 142, 143, 148
Compare Water Model an Earthquake,
ladybug, 148
Habitats, 168–170 100–102
irreversible change,
Engineer It • Model a Plant, 156–
44, 51
Compare 158
Features, 8–10 Model a Volcano,
Engineer It • Design 103–106 L
a Ramp, 4–7 Model a Water land, 75, 79
Engineer It • Habitat, 171–174 landform, 71, 72, 74
Explore Model Landforms, canyon, 72
I11
Index
on Earth, 70 moving a box, 3 prevent changes, 115,
hill, 72 moving water, 107, 119 119, 122, 123
on a map, 74 problem, xi, 3, 4
mountain, 72 N property, 20, 27
valley, 72, 91 of matter, 20
nutrient, 132, 136
landslide, 100, 119 of a pillow, 23
lava, 103
P
Lesson Check, 11, 27, Q
39, 51, 67, 79, 95, 111, pattern
quick change, 88, 99,
123, 139, 151, 163, 175 of land, 71, 78, 79
100, 103, 111, 116. See
liquid, 44 on a map, 78, 79
also fast change
living thing, 159 of water, 71, 78, 79
in an aquarium, 171 pillow, 23, 26
needs, 132, 159, 168 properties, 23 R
plant, 136, 144, 151, 171 rain forest, 154, 155,
M cactus, 156 156, 158, 159, 162,
flower, 148 163
Making Sense, in
grow in different ramp, 4, 8
Hands On! 7, 10, 22,
places, 156 reasoning, xvi
26, 34, 38, 47, 50, 62,
in land habitats, 154 reversible change, 44,
66, 74, 78, 90, 94,
need animals, 144 51
102, 106, 110, 118,
needs, 130, 132, 136, river, 58, 59
122, 135, 138, 147,
139, 156 delta, 168
150, 158, 162, 170,
pollen, 148, 151 look different, 58,
174
root, 136 62, 66, 67

map, 57, 70, 71, 74, 75,
seed, 132, 144, 148, rock, 86, 87, 90, 91, 94,
78, 79
151 103, 114, 115, 119
map key, 70, 75
sunflower, 130 causes of change, 95
material, 23
sunflowers grow, 131, hole in, 88
matter, 20
135, 138, 139 root, 136
can change, 42, 48
in water habitats, 166
properties, 20
melt, 48, 63
zebra, 154, 155, 158, S
162, 163
melting, 48 safety, xvii,xviii
pollen, 148, 151
model, 4 salty water, 166, 171
pond, 168
mountain, 72 sand, 91
I12
savanna, 156, 159 truck, 30, 31, 38, 39
seed, 132, 144, 148, 151 tree
Self Check, 12–13, blocks wind, 116
28–29, 40–41, 52–53, knocked over, 107
68–69, 80–81, 96–97,
112–114, 124–125, U
140–141, 152–153,
unhealthy soil, 116
164–165, 176–177
Unit Review, 14–16,
shaking, 98, 100
54–56, 82–84, 126–
shrubs block wind, 116
128, 178–180
slow change, 87, 88,
90, 94, 95, 116
soil, 91, 132, 136 V
unhealthy, 116 volcano, 98, 99, 103
solid, 44 eruption, 103
solution, xi, 4
solve a problem, 3, 4, W
7, 10, 11
water
space to grow, 136,
body of, 71
144
on Earth, 58, 60
spring, 132
fresh, 166, 171
stone, 32
habitat, 168, 171
summer, 132
on a map, 75, 79
sunlight, 144
moving, 107, 119
plants need, 132
plants need, 132, 136

salty, 166, 171
T seeds need, 144
technology, 115, 123 weathering, 91
temperature change, windbreak, 116
63
test, xii, xiii, xiv
toy
boat, 30, 31, 34, 38,
39
building, 35
I13
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Science makes me feel …

I like science because …

Eileen Cashman, PhD Bruce W. Schafer

Mark B. Moldwin, PhD Barry A. Van Deman

Science Department Chair Shasta Elementary School

Unit 1 Engineering Design Process...... 1

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A ferry boat and a bridge help people cross

An engineer uses math and science to

find good solutions to problems.

You can use a design process, too!

A design process is a set of steps that helps

Explore the problem in

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More than one solution may solve a

Observe the solutions. Fill in the chart.

Why might you change and test a solution

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You can make a claim

A claim can be made

Both the lemon and

lime will sink.

A claim can be made

Lemons float in water,

Data can be used as

My claim was wrong.

Reasoning tells how

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My evidence showed that

Do not eat or drink anything.

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UNIT 1 • Engineering Design Process 1

LESSON 1 • Compare Design Solutions

What do you wonder about the problem of

Ca n You Explain It?

How can we use a design process to help

LESSON 1 • Compare Design Solutions 3

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Ask a question about how a design process

4 LESSON 1 • Compare Design Solutions

LESSON 1 • Compare Design Solutions 5

Engineers do not expect to make

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6 LESSON 1 • Compare Design Solutions

What is your evidence? Talk with a partner

How does this help me explain how Emma’s

LESSON 1 • Compare Design Solutions 7

The shape and material of a ramp can

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Ask a question about what makes a

8 LESSON 1 • Compare Design Solutions

Follow your plan. Test

Good features Flawed features

LESSON 1 • Compare Design Solutions 9

What is your evidence? Talk with a partner

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pictures of buildings made of