ASSESS =INGNOSE GLSSxo) Day sr SCIENCE for Second Grade yer bbie GorrellPublishing Credits Corinne Burton, MAEd, Publisher Conni Medina, MAEd, Managing Editor Emily R. Smith, MAEd_ Content Director | Shaun Bernadou, Art Director Lynette Ordonez, Editor Image Credits 48, p58 Peter GudelaShutterstoc all other images from iStock and/or Shutterstock Standards © 2014 Mid-omtnen Research for Eduction and Learning (REL) 'NGSS Lead States. 2013. Next Generation Science Standards: Fr States, By tates. ‘Washington, DC: The National Academies Press. For information on how this esource meets national and other state standards, see pages 10-13. You may also review this information by visiting cur website at www teachercreatedmaterials.com/adminstrators/correlations/ and following the on-screen directions. Shell Education [Adivsion of Teacher Created Materials 5301 Oceanus Drive Huntington Beach, CA 92649-1030 www.tempub.comishelleducation 978-1-4258-1408-3 (©2018 Shell Educational Publishing, Inc. ‘The classroom teacher may reproduce copies of materials in ths book for classroom use only. The reproduction of any part for an entre school or school system i strictly prohibited. No part of this publication may be transmitted, stored, or recorded in any form without written permission from the publisher. 51408180 Days of Science © Shell EducationTable of Contents Introduction . How to Use This Book. Standards Correlations ..........000000005 Daily Practice Pages. Answer Key ... 194 Teacher Resources +205 Digital Resources . = 216 Introduction With today’s science and technology, there are more resources than ever to help students understand how the world works. Information about science experiments you can do at home is widely available online. Many students have experience with physics concepts from games. While students may be familiar with many of the topics discussed in this book, itis not uncommon for them to have misconceptions about certain subjects. It is important for students to learn how to apply scientific practices in a classroom setting and within their lives. Science is the study of the physical and natural world through observation and experiment. Not only is it important for students to learn scientific facts, but itis important for them to develop a thirst for knowledge. This leads to students who are anxious to learn and who understand how to follow practices that will lead them to the answers they seek. The Need for Practice To be successful in science, students must understand how people interact with the physical world. They must not only master scientific practices but also learn how to look at the world with curiosity. ‘Through repeated practice, students will learn how a variety of factors affect the world in which they live. Understanding Assessment In addition to providing opportunities for frequent practice, teachers must be able to assess students’ scientific understandings. This allows teachers to adequately address students’ misconceptions, build on their current understandings, and challenge them appropriately. Assessment is a long-term process that involves careful analysis of student responses from discussions, projects, or practice sheets. The data gathered from assessments should be used to inform instruction: slow down, speed up, or reteach. This type of assessment is called formative assessment. ape ————How to Use This Book Weekly Structure AIL 36 weeks of this book follow a regular weekly structure. The book is divided into three sections: Life Science, Physical Science, and Earth and Space Science. ‘The book is structured to give students a strong foundation on which to build throughout the year. It is also designed to adequately prepare them for state standardized tests. Each week focuses on one topic. Day 1 sets the stage by providing background information on the topic that students will need throughout the week. In Day 2, students analyze data related to the topic. Day 3 leads students through developing scientific questions. Day 4 guides students through planning a solution. Finally, Day 5 helps students communicate results from observations or investigations. v Q Day 2—Analyzing Data: Students will analyze scientific data and Day 1—Learning Content: Students will read grade-appropriate content and answer questions about it. answer questions about it. G\, Day 3 Developing Questions: Students will ead a scenario ® P related to the topic, answer questions, and formulate a scientific question about the information. Day 4—Planning Solutions: Students will read a scenario related to the topic, answer questions, and develop a solution or plan an investigation. Zac} Day 5—Communicating Results: Students accurately communicate the results of an investigation or demonstrate what they learned throughout the week. Three Strands of Science ‘This book allows students to explore the three strands of science: life science, physical science, and earth and space science. Life science teaches students about the amazing living things on our planet and how they interact in ecosystems. Physical science introduces students to physics and chemistry concepts that will lay the groundwork for deeper understanding later in their education. Earth and space science familiarizes students with the wonders of the cosmos and the relationships between the sun, Earth, moon, and stars.How to Use This Book (co. Weekly Topics ‘The following chart shows the weekly focus topics that are covered during each week of instruction. Life Science 1 Growing in Sun and Shade ‘Water, Water, Everywhere ‘What Does a Seed Do? What is Pollination? Catching a Ride Life in Warm Places Life in Cold Places 2 3 4 5 ‘Animals and Pollination : A 7 8 9 Freshwater Animals 10, | Saltwater Animals iL [Life in a Rainforest 2 Life in a Desert Physical Science Properties of Objects 1 2 States of Matter 3 Properties of Materials, Texture ‘Soak It Up Does It Bend? Build a Tower 4 5 6 Hardness 7 8 9 ‘Time for Remodeling 10 Heating and Cooling Water a (Changing Matter Heating Things Up Earth and Space Science ‘All Kinds of Rocks How Can Rocks Change? | Fast and Slow Changes [Woleanoes [ Earthquakes ‘Windbreaks: Plugging It Up Helper Plants Glaciers and leebergs ‘Map It ‘Water on the Move ‘Can You Drink lt? © Shell Education 51408—180 Days of ScienceHow to Use This Book (coz) Best Practices for This Series « Use the practice pages to introduce important science topics to your students. = Use the Weekly Topics chart on page 5 to align the content to what you're covering in class. ‘Then, treat the pages in this book as jumping off points for that content. * Use the practice pages as formative assessment of the science strands and key topics. + Use the weekly themes to engage students in content that is new to them. = Encourage students to independently learn more about the topics introduced in this series. +» Lead teacher-directed discussions of the vocabulary and concepts presented in some of the more complex weeks. = Support students in practicing the varied types of questions asked throughout the practice pages. « When possible, have students participate in hands-on activities to answer the questions they generate and do the investigations they plan. Using the Resources ‘An answer key for all days can be found on pages 194-204. Rubrics for Day 3 (developing questions), Day 4 (planning solutions), and Day 5 (communicating results) can be found on pages 210-212 and in the Digital Resources. Use the answer keys and rubrics to assess students’ work. Be sure to share these rubrics with students so that they know what is expected of them. NO sii valiHow to Use This Book (ort) | gnostic Assessment ‘Teachers can use the practice pages as diagnostic assessments. The data analysis tools included with the book enable teachers or parents to quickly score students’ work and monitor their progress. Teachers and parents can see which skills students may need to target further to develop proficiency. Students wil learn science content, how to analyze data, how to develop scientific questions, how to plan solutions, and how to accurately communicate results. You can assess students’ learning using the answer key for all days. Rubrics are also provided on pages 210-212 for Days 35 to help you further assess key analytical skills that are needed for success with the scientific practices. Then, record their scores on the Practice Page Item Analysis sheets (pages 213-215). These charts are provided as PDFs, Microsoft Word’ files, and Microsoft Excel’ files. Teachers can input data into the electronic files directly, or they can print the pages. ‘To Complete the Practice Page Analysis Charts « Write or type students’ names in the far-left column. Depending on the number of | students, more than one copy of the form may be needed or you may need to add rows. = The science strands are indicated across the tops of the charts, = Students should be assessed every four weeks, as indicated in the first rows of the charts. * For each student, evaluate his or her work over the past four weeks using the answer key for Days 1 and 2 and the rubrics for Days 3-5. = Review students’ work for the weeks indicated in the chart. For example, if using the Life Science Analysis Chart for the first time, review students’ work from weeks 1-4. Add the scores for Days 1 and 2 for each student, and record those in the appropriate columns. ‘Then, write students’ rubric scores for Days 3-5 in the corresponding columns. Use these scores as benchmarks to determine how each student is performing. fal Resources ‘The Digital Resources contain digital copies of the rubrics, analysis sheets, and standards, I correlations. See page 216 for more information.How to Use This Book (or: Using the Results to Differentiate Instruction ‘Once results are gathered and analyzed, teachers can use the results to inform the way they differentiate instruction. ‘The data can help determine which science skills and topics are the most difficult for students and which students need additional instructional support and continued practice. Whole-Class Support ‘The results of the diagnostic analysis may show that the entire class is struggling with certain science topics. If these concepts have been taught in the past, this indicates that further instruction or reteaching is necessary. If these concepts have not been taught in the past, this data is a great preassessment and may demonstrate that students do not have a working knowledge of the concepts. Thus, careful planning for the length of the unit(s) or lesson(s) must be considered, and additional front-loading may be required. Small-Group or Individual Support “The results of the diagnostic analysis may show that an individual student or a small group of students is struggling with certain science skills. If these concepts have been taught in the past, this indicates that further instruction or reteaching is necessary. Consider pulling these students aside to instruct them further on the concepts while others are working independently. Students may also benefit from extra practice using games or computer-based resources. Teachers can also use the results to help identify proficient individual students or groups of students who are ready for enrichment or above-grade-level instruction. These students may benefit from independent learning contracts or more challenging activities. Diet wisiStandards Correlations Shell Education is committed to producing educational materials that are research and standards based. In this effort, we have correlated all of our products to the academic standards of all 50 states, the District of Columbia, the Department of Defense Dependents Schools, and all Canadian provinces. How to Find Standards Correlations To print a customized correlation report of this product for your state, visit our website at www.teachercreatedmaterials.com/administrators/correlations/ and follow the on- screen directions. If you require assistance in printing correlation reports, please contact our Customer Service Department at 1-877-777-3450. Purpose and Intent of Standards ‘The Every Student Succeeds Act (ESSA) mandates that all states adopt challenging academic standards that help students meet the goal of college and career readiness. While many states already adopted academic standards prior to ESSA, the act continues to hold states accountable for detailed and comprehensive standards. Standards are designed to focus instruction and guide adoption of curricula. Standards are statements that describe the criteria necessary for students to meet specific academic goals. They define the knowledge, skills, and content students should acquire at each level. Standards are also used to develop standardized tests to evaluate students’ academic progress. Teachers are required to demonstrate how their lessons meet state standards, State standards are used in the development of all of our products, so educators can be assured they meet the academic requirements of each state. McREL Compendium Each year, McREL analyzes state standards and revises the compendium to produce a general compilation of national standards. The standards listed on page 10 support the objectives, presented throughout the weeks. Next Generation Science Standards ‘This set of national standards aims to incorporate knowledge and process standards into a cohesive framework. The standards listed on pages 10-13 support the objectives presented throughout the weeks.Standards Correlations (con:.) 180 Days of Science is designed to give students daily practice in the three strands of science. ‘The weeks support the McREL standards and NGSS performance expectations listed in the charts below. pyeament nn Senrent i Knows that plants and animals need certain resources for energy and growth (eg, water food). Has eee Understands that living things have similar needs (eg, wate food). 12 | LifeScience Knows the basic needs of plants and animals (eg. ai, water, nutrients, ight ieee 0 food, shelter). BS ms Knows that living things are found almost everywhere in the world and that distinct environments support the life of different types of plants and 7-12 | LifeScience animals, ees Kaows that pants andanimas fave entue that ep hemIveindierent | 71g | Li tence Knows that different objects are made up of many different pes of ea materials (e.g., cloth, paper, wood, metal) and have many different observable 17 ion properties (eg. color size, shape, weight rows that things can be done to materials to change some oftheir Physical properties (eg, heating, freezing, mixing, cutting, dissolving, bending) but | 10-12 not all materials respond the same way to what is done to them. Saences ee eee ee eee pebbles, sand). | eae Knows that Earth materials consist of solid rocks, sols liquid water andthe | 1 5 ay, | Pathand 5, pace gases ofthe atmosphere. fics Knows that water canbe aliquid ora solid and canbe made to changefrom | yy, 1, | emand one form to the other, but the amount of water stays the same. |ege jesieaas Next Generation Science Standards oete ee pK Performance Expectation. baan tact Sane fener feed (ome 1 | Plan and conduct an investigation to determine if | Planing and Carrying | EMETEEPEPAER | Cause and plants need sunlight and water to grow: Out investigations | Remtomshiprin | eect 2 | Plan and conduc an investigation to determine | Planning and Carrying | IHETEEPERAER | Cause and Plant ned sunlight and water o gro Out tnvestistions | Relilonshlpsin | eee Toterdependent : Planning and Carrying | wa a pa Outiavesigatons | peatonsipein | NIA 51408—180 Days of Science © Shell EducationStandards Correlations (con) Rete eetttseisscute CC a oe re Performance Expectation. porte s aaeeaenhe eRe ort Tn a ores Practices (oer Develop a simple model that mimics the function ay x erdependent fen ane cpering reso pleating Se 4 | Develop a simple sketch, drawing, or physical eee ares nies fea Sue ae ‘model to illustrate how the shape of an object ene helps it function as needed to solve given eee | problem. see | | Interdependent | Planning and Carrying | aan [Nek (Out Investigations ue | Develop a simple model that mimics the function Interdependent ofan anal in dispesng sds oping ees Developing and Using | Ecosystems | Structure and 6 | Develop a simple sketch, drawing or physial s modelo lustrate how the shape ofan abject__| Modes Developing i | matin het function asneded to salves gen pests ‘Make observations of plants and animals to Planning and Carrying | Biodiversity and 7 | compare the diversity of fe indifferent habitats. | Out Investigations | Humans NIN fg | Maks observations of plants and animals to | Planningand Carrying | Bodiversityand) |, compare the diversity oflf in diferent habitats, | Out Investigations | Humans «9 | Make observations of plants and animals to Planning and Carrying | Biodiversityand |. compare the diversity fife indifferent habitats, | Out Investigations | Humans s 10 | Make observations ofplants and animalsto | Planningand Carrying | Biodwerstyand_ | vq compare the diversityoflifein diferent habitats, | Out Investigations | Humans : 11 | Make observations ofplants and animals to | Planning and Carrying | Biodiversity and_| compare the diversityoflifein diferent habitats. | Out Investigations | Humans é 12 | Make observations ofplantsandanimalsto | Planaingand Carrying | Biodverstyand_ | 4 ‘compare the diversity of life in diferent habitats, (Out Investigations Humans Plan and conduct an investigation to describe Planning and Carrying ‘Structure and | i i | 1 | anddastyaliferen kinds ofmateriss by ther | PN Properties of | Paterns observable properties Out Investigations | fatter | Blan and condactan investigation o describe Sirsctureand g| 2 |andclastydiferenthindsofmatersbytheir | Manning and Carving | Properties of | Paterns E |__| observable properties. Investigations | Matter 2 || Anata data obtsined om esting diferent | 4 | mueralsto determine which materials have the | Analyzing and Strctareand | Cause and properties that re best suited foranintended [Interpreting Data | Properties of | precy purpose ‘Anal data obtained om esting ferent es 1g. | materials to determine which materials have the | Analyzing and peawecare | Cause and Propertis hat aebestautedforsnintended | Iterpretng Daa | PerteSOF | ace LL |prpose © Shel Eduction 51408180 Days ef SdenceReracaer isto etn Performance Expectation [Analyze data obtained from testing diferent Science and retreat peer ocr fencing ens tycal Science tatralsto determine wich materials have the rpersatictenitetrenensd |aagrangena [Scent | casand ‘Analyze data from tests of two objects designed to | MterPreting Data | ssattor ietect {oh the sme problem to compare the sens and wenkneses of ho each performs [Plan and conduct an ivestigation to descabe | anrng ana caning | Sucve and | sedclny diferent Kinds ofmateralbyihee | Patnngand CrV°g | proveriesot | Patera | observable properties. = Matter Plan and conduct an investigation to describe | usin ana caring | SUCH and Talcuuiyaatem kndssmtnaly tee |Zemi8aNd CHUNG Pmt | Pars dbservabe properties ut lvenigations | Mater : ae eae OE ea based account ofhow an object made of small | Planning and Carrying | SUctureand | ergy and set of pieces canbe disassembled and made intoa | Out Investigations | proPew Matter new object, jee | Make observations to construct an evidence- i |{etedeccountofhowencbjet ade fasnan [Comsrucing — [Smucureand | ssegrang | | set of pieces can be disassembled and made intoa | EXP! | pees Matter | | | new object. Designing Solutions | Matter amas i Goes Gates vai cuca tates |Get [ag | | 10 changeseatcdbybentngarcoolngcante’” | DesgingSluiona | Chemie See ee Oa pean ee ae eg ange causelbyheningorconlingcan be |Desgringsetuions |Cbemia! | Caueand seaiadieek an Engng in Argument fom viene Contracting) 1 ¢ ee ee 12 | Gungescasedbyheatngocconingcanbe’™" | Dering Stans [Chemis | Case ae ee ae ree pest fenton Consrcing 1 [wa Epmaoreent (NA wa Delp Sleons eas Eolntons and eee ea eemece ean : : ide | Dating Snatons |The Hato of | Sebi and 2 |eieretiarhevnsconecrgucny | Deennesanis || hehe | Sly Gaus and Communicating moe 51408160 Das of cence © Set EdoStandards Correlations (con) bscome red etre) Next Generation Science Standards emer bavanterettd fee Drees aaa reo roms ctr Concepts | Constructing \ lu Explanations and ‘Use information from several sources to provide | Deiening Solutions | ThelHistory of | Stability and evidence that Earth events can occur quickly or — Y aa q | Obtaining, Evaluating, | Planet Earth | Change vied | and Communicating | Information | | Constructing | a Explanations and a | Sigilermation Com several soures toprovide | Designing Solutions | The History of | stability and ‘Slowh ey. ‘Obtaining, Evaluating, | Planet Earth ‘Change | : and Communicating | | Information | ‘Constructing Explanations and Useinformation fom severalsourcesto provide | DEIN | oor | gubity and 5 | evidence that Earth events can occur quickly or ens Y ae Yer | obtaining, Evaluating, | Planet Earth | Change : and Communicating | | _ - Information a Influence of Engineering, | | | Compare multiple solutions designed to slow or | Constructing Fart Materials | Technology, | £) 6 | preventwind andvaterrom changing the shape | Explanations ana | amdSyitems, | CEO | 8] |otthetana Designing Solations | OPtmizinethe | society and 2 ie the Natural g ae [ | Won z | Influence of & Engineering, | _ [compare mutplschitons designed tosow or | Constructing | Eat Nels | Fone 3) 7 | preventwindandwateromchanging th che | Explanant and /andSystems, | (SEU | ofthe land. Designing Solutions | Optimizing the | Se society and ~— the Natural | World | Earth Materials | Compare multiple solutions designed to slow or | Constructing See ee | | 8 |prevnewind andwater om changingthe shoe | Explanations and |@m4Shtems, | Sabi oftheland. Designing Solutions | Deumians | Constructing | 9 [sa Sipunaontana | BeUaioneand |g Designing Solutions - | Pate Tecionice 10 | Pevelopamodeltorepresenttheshapes and | Developingand Using | and Larges | seme kinds ofland and bodies of waterinanarea. | Models Seale System Interactions Obtaining, Evaluating, | The Roles of ‘Obtain information to deny where water is \u and Communicating | Water in Earths | Patterns | 1 | found on Earth nd that itcanbe solid orliquid, | md Commu bem jp | Obtaining, Evaluating, |The Roles of ‘Obtain information to identify where water fs i 5 2 and Communicating” | Waterin Earths | Paterne found on Earth and that itean be sold or liquid, | and Commu wee et © Shel Education 51408—180 Doys of SdenceName: Date: Directions: Read the text. Answer the questions. Growing in Sun and Shade All plants need water and light to grow. Plants use light, water, | and air to help make their food. Some plants need more light than | others. Cactus plants need many hours of sunlight every day. So do daisies. Ferns like lots of shade. Other plants like hostas can live as long as they get some light every day. ee = o P= £ ° Vv Dn c © © 3 @ — sun shade 1, What do plants need every day to grow? a. water b. light ¢. water and light d. neither water nor light 2. Which two plants need a lot of sunlight each day? a. hostas and ferns b. ferns and daisies ¢. cactus and daisies d. daisies and hostas 3. Why do all plants need light?Mana ; Name: Date: Directions: Different plants need different amounts of sun and light. Study the chart. Then answer the questions. Fern Hours of { Type | sun ds Se full sun 6t08 x | hours partial 4to8 | sun hours, | | = | z shade | x | hours | | 1. Which plant is a partial sun plant? a. cactus b. fern c. hosta d. daisy 2. Which plant is a shade plant? a. cactus b. fern c. hosta d. daisy 3. What might happen if a full sun plant didn’t get enough sun during the day?A =a DYN K} Name: Date: Directions: Read the text. Answer the questions. Missy's dad gave her two plants. One of the plants needs full sun. The other plant needs partial sun. Missy puts one plant in a sunny window and the other plant ona table. 1. Which plant should go in the sunny window? v < 9° 2 % @ 3 So a & ‘a — o > ® a a. the one that likes full sun b, the one that likes partial sun ¢. both because they both like full sun d. both because they both like full shade N What should Missy ask to find out if her plants are in the right place? a. How many plants are there? b. How big is the window? c. How do the plants look? d. How old are the plants? 9 Write a question you have about the difference between the plants.: Maal 5 Ng Name: Date: Directions: Read the text. Answer the questions. Leo has two plants. He puts both plants in a window that is sunny all day long. A few days later, one of Leo's plants is green and growing. The other plant is turning brown. suolnjos Buyuunjg $s 1, What might be happening to the plant that is turning brown? a. It is growing really fast. b, Itis sleeping. . It is getting too much sun. d. Itis growing more leaves. 2. Leo wants both of his plants to grow. What does he need to do? a. give them both more light b. give the brown one more light c. give the green one more light d. give the brown one less light 3. What could Leo do to see if the brown plant needs more shade? ase mann &WEEK 1 DN Communicating Results 8 Name: Date: Directions: The following plants need different amounts of light. Put each plant's name in the correct part of the diagram. + cactus—full sun + ivy—partial sun + fern—shade » sunflower—full sun * grass—partial sun + viola—shade Sun Shade a Part Sun/ \ / / Shade \ NeName: Date: Directions: Read the text. Answer the questions. Water, Water, Everywhere Plants need water to live. Along with air and light, water helps plants make the food they need to grow and make new plants. The roots of a plant soak up water. Some plants need a lot of water. Some plants even live in the water! Other plants live in very dry areas. Those plants have ways to store water for when they need it later. Most plants don't like to be too wet or too dry. If they get too wet or too dry, they will die. 1, What do plants use to soak up water? a. leaves b. stems c. roots d. flowers 2. What might happen if a plant gets too much water? a. It would grow too fast. b, It would die. c. It would make flowers. d. Nothing would happen. 3. Why does a plant need water? - @ Q 3 =) 3 Cr) a Q 3 3 ® 3 3Ne Na ‘ Name: Date: 5 2 3 a Dn = N = o < < Directions: Read the text. Study the chart. Answer the questions. Tye has three plants. She tests to see how much water each one needs. Plant 1 Plant 2 Plant 3 | ao 2 cups of water | 1 cup of water no water Week 1 growth Oinches O inches Oinches Week 2 growth Tinch 1inch Oinches Week3 growth | 2inches Tinch Qinches Week 4 growth jas inches! Bs Dinh || Oinch | Total Growth | 5 inches 4inches | : Oinches 1. Which plant grew the fastest? a. Plant 1 grew the fastest. b. Plant 2 grew the fastest. c. Plant 3 grew fastest. d. They grew at the same rate. 2. How can Tye decide how much water to give her plants? a. by seeing which one grew b. by seeing how much water the most each one soaks up c. by letting all the plants d. by putting all her plants get dry underwater 3. Why didn't plant 3 grow? 51408—180 Days of Science © Shell EducationWEEK 2 Ne Name: Date: Directions: Read the text. Answer the questions. Olivia has a garden. She looks at & the plants in her garden one day. i o On one side of the garden, parts of 2 the plants are bent over and wilted. $ The same parts of the plants on the z other side are strong and green. a 2 5 1. What part of the plants did Olivia look at? = ° a. stems and leaves b. roots and seeds a ¢. seeds and flowers d. flowers and roots 2. How does Olivia know which plants are the most healthy? a. by their color b. by their size c. by their age d. by their names 3. Write a question you would like to ask about the plants in Olivia's garden.MWe) rN Planning Solutions 3s Name: Date: Directions: Read the text. Answer the questions. Olivia goes out to her garden. It rained last night. Now the plants on both sides of the garden are strong and green. 1. What made the plants that were wilted and bent over become green and strong? a. they got more water b. they got more sun c. they got more rest d. they got more shade x What can Olivia do to make sure she has a healthy garden? a. She can give both sides less water. b. She can give the side that was brown more water. c. She can give the side that was green more water. d. She can stop watering her garden. 3. What can Olivia do if her plants become wilted again? 51408—180 Days of Science © Shell EducationMs aed rN Name: Date: Directions: Read Olivia's notes about her garden. Complete the chart, and answer the question. Ch ° ° The plants on the left side of the 3 garden are bent over and wilting. § The plants on the right side are a green and strong. Both sides of Ey the garden get bright sunlight all o day long. The plants on the right 7 side get a lot of water. The plants 1B on the left get alittle water. = a How do the plants | look? | How much sunlight do the plants get? How much water do the plants get? 1. What should Olivia do to her garden to get the left side green and strong, based on her notes? al sw moneone QWEEK 3 oN Name: Date: Directions: Read the text. Answer the questions. What Does a Seed Do? All plants begin as seeds. Seeds are the way many plants reproduce, or make more plants. But seeds can’t sprout—or germinate—on their own. They need to be planted in soil. They need water to grow roots. The roots help seeds soak up more water to become seedlings. When seedlings poke through the ground, you know the seeds have germinated. + = s 2 e ° 0 Dn = < = if ® 4 1. What do seeds need to sprout? a. soil only b. water only ¢. water and soil d. sunlight only 2. Whatis a seed called when it pokes through the ground? a. aleaf b. aseedling ¢. aroot d. a flower 3. Do you think a seed could sprout if it didn’t get any water? Explain why or why not.Ma aae = ‘ Se DAY Name: Date: Directions: Look at the picture. Answer the questions about a plant life cycle. Tomato Plant Life Cycle . a wal fruit seedling pyog BuizAjouy iP 1. Seeds are found inside which structure on a tomato plant? a. fruit b. seedling c. mature plant d. flower 2. What is the next stage after the plant makes flowers? a. The seed germinates. b. The mature plant grows seeds. ¢. The flower makes fruit. d. The fruit becomes a seed. 3. At what stage of the life cycle do we often pick plants because they are pretty or smell good?Mac) reg K} Name: Date: Directions: Read the text. Answer the questions. Liam hasa garden. He plants bean seeds. He a plants carrot seeds. He plants radish seeds. Liam < é 2 hopes he will have many beans, carrots, and 3 radishes to eat. 3 fe] — D £ 1. Liam's seeds will go through the plant life cycle. Which stage in the a life cycle will Liam see next? o 3 a. plants with flowers b, mature plants 3 c. plants with fruit d. seedlings 2. Liam wants to know when he might see vegetables growing. What question might he ask? a. Which seeds have the b. Which seeds do birds fastest life cycle? like to eat? . Which seeds are the d. Which seeds cost the biggest? most? 3. None of Liam's seeds grew. What question could Liam ask to find out why they did not grow? 4. Write a question Liam might have about replanting his garden.Name: Date: Directions: Read the text, and answer the questions. The seeds in Liam's garden have grown! He has too many carrots, He doesn’t have enough beans. He has just enough radishes. 1. Next year, Liam wants the right number of plants. He should a. plant the same number of seeds b. plant more carrot seeds and fewer radish seeds c. plant more radish seeds and fewer bean seeds d. plant more bean seeds and fewer carrot seeds 2. Liam wants to add lettuce next year. He doesn't have any more space in his garden. What should he do? a. He should plant lettuce, but fewer carrots. b. He should plant lettuce, but fewer beans. c. He should plant lettuce, but fewer radishes. d. He should plant lettuce and nothing else. 3. How can Liam test how fast each kind of seed grows before planting them in his outdoor garden? © Shell Education 51408—180 Doys of Science WEEK 3 yA suolsnjos Buyuunig 38sName: Date: Directions: Draw a graph of how long it takes each seed to sprout. = lettuce: 2 days beans: 8 days cabbage: 5 days cucumber: 4 days parsley: 13 days Number of Days to Sprout 12 | __ —_| = ° Communicating Results Days Nw RU DAN © O 6 (51408—180 Days of Science © Shell EducationName: Date: Directions: Read the text. Answer the questions. What Is Pollination? Plants that have flowers make pollen. Most pollen looks like yellow dust inside the flower. Pollen is found ona plant's stamen. It is then moved to the pistil. This process is called pollination. The plant can now make fruit. Seeds grow inside the fruit and can make new plants. 1. Whyis pollination important to plants? a. Pollination helps make seeds. c. Pollination helps plants grow taller. 2. What kind of plants have pollen? a. all kinds of plants c. plants without flowers b. d. b. d. Pollination makes flowers look pretty. Pollination helps plants soak up water. flowering plants underwater plants 3. You see a plant with a flower. What is one thing you can know right away? © Shell Education 51408—180 Doys of Science rc ® 2 § = 5 a aQ ° 3 3 ® 3 32£ 3 a Dn < N ) 0 ¢ < Mee ya ee Name: Date: Directions: Look at the picture. Then answer the questions. inati Pistil Pollination The pistil leads ee aettey to the ovule where seeds : are formed, Stamen The stamen makes pollen. 1, What part of the flower makes pollen? a. pistil b. stamen c. leaf d. petal 2. How does the pollen get from one flower to another in the picture? a. A bee takes it. b. A butterfly takes it. ¢. Aworm carries it. d. bothaandb 3. What might be another way for pollen to get from flower to flower? 51408—180 Doys of Science © Shell EducationWEEK 4 Py Name: Date: Directions: Read the text. Answer the questions. Pollen makes some people sneeze. It can give them runny eyes, too. They are allergic to the flowers. One day Oliver walked by some flowers. He smelled the flowers and began to sneeze. lies o g < St ° = 5 a 2 © o a z ° 3 a be Pay Nis Sad 1. Why did Oliver sneeze? a. He smelled a wet dog. b. He smelled pollen. c. He caught a cold. d. He smelled smoke. 2. What question should Oliver ask to find out why the flowers made him sneeze? a. What kind of flowers are b, What animals like to eat the they? flowers? ¢. What color are the flowers? d. How tall do the plants with the flowers grow? 3. What else might Oliver want to know about the flowers he walked by? oan rave &@WEEK 4 PN Name: Date: Directions: Read the text. Then answer the questions. Oliver knows that daisies make him sneeze. They make his eyes run. He knows he is allergic to them. 1. How can Oliver find out if he is allergic to other flowers? a. bysmelling them Planning Solutions 3s b. by looking at them c. by touching them d. by watering them 2. When should Oliver play indoors with his friends if he is allergic to pollen? a. spring, when plants are about to grow b. summer, when flowers bloom ¢. fall, when leaves turn color d. winter, when plants aren't growing Oliver's friend says he is not allergic to any flowers. What can Oliver do to find out if his friend is correct? iwName: Date: Directions: Look at the chart. Then draw a picture of the flowers Oliver should plant in his garden. Rose Daisy (Sunflower; Pansy 2 Qa ° 3 3 < 2 lon | a Oliver sneezes x g , : z immediately i @ Oliver sneezes after a 2 a few minutes 2 pail EE = | Oliver never | 7 | | x x sneezes © Shell Education 51408—180 Days of Science ©+ e o 2 = 9 8 a £ € & 5 ® 4 Animals and Pollination You may see bees on flowers. You may see butterflies and other bugs, too. They are drinking nectar. Nectar is a sweet liquid inside a flower. The animals need nectar to grow. The animals help the plants, too. Some pollen gets on the animals. As they fly from flower to flower, they take the pollen with them. If the flowers are the same type, they can use the pollen to make seeds. 1. Why do bees visit flowers? a. to get nectar b. to meet other bees c. to keep warm d. to make a home 2. What kind of animal would be the best for pollination? a. animals that fly b. animals that crawl ¢. animals that walk d. animals that swim 3. How do plants and animals help each other when animals pollinate plants?Name: Date: Directions: Look at the picture. Then answer the questions. The bee drinks The pollen on the nectar from a flower. bee sticks onto another flower. Pollen stds Y to the bee's body. 1, What is nectar? a. something that sticks toa b. something that a bee bee's body makes ¢. something a bee drinks d. something that a bee puts in flowers 2. What happens to pollen that sticks to a bee’s body? a. It sticks to a new flower. b. It stays on the bee forever. . Itall falls to the ground. d. It turns into nectar. 3. Describe how the pollen gets from one flower to another. © Shell Education 51408—180 Days of ScienceWEEK 5 roo Name: Date: Directions: Read the text. Answer the questions. Lisa knows that butterflies like bright colors. She knows they like flowers that smell sweet. She wants many butterflies to visit her garden. She goes toa garden store to get some flowers to plant. 1. What should Lisa look for when she chooses her flowers? a. their size b. their color c. their leaves ¥ e 3° 2 w @ 3 o a = ‘o ao o > ® a d. their fruit pi What is a question Lisa could ask to help her pick a flower a butterfly would like to visit. a. Do they feel soft? b. Do they smell sweet? c. Do they grow tall? d. Do they have thorns? » What question could Lisa ask to learn more about the kinds of flowers that butterflies like best? a domeName: Date: Directions: Read the text, and answer the questions. You want to show the class how pollination works. You make a model of a bee and a flower. You need to add some pretend pollen to the flower. 1. What do you want your pretend pollen to do? a. stick to the bee b. be light in weight c. be darkin color d. both aandb 2. What would make the best pretend pollen? a. soap b. flour c. paint d. string 3. How can you show how the bee carries the pollen? © Shell Education 51408180 Doys of Science suolynjog Buluunjg $WEEK 5 oN 5 3 Name: Date: Directions: Draw a picture in the box to show an animal pollinating a flower. Then finish the sentence below the box. > Communicating Results 1. The animal carries _____________ from one flower to another flower.Name: Date: Directions: Read the text. Answer the questions. Catching a Ride y Many plants need help spreading their seeds. This helps plants grow in new places. Some seeds have spines, spikes, or hooks. These seeds stick to the fur or feathers of animals. The . animals carry the seeds around until the seeds drop off in new places. Some } seeds inside fruits are eaten by animals. | The seeds pass through the animals’ bodies and are dropped as waste. Wind and water can also help spread seeds. These seeds are very light and can be carried by wind, or they can float on water and be carried far from the parent plant. 1. What animal is likely to carry around seeds with hooks? a. frog b. snake c. rabbit d. fish 2. What kind of seed is spread by wind? a. aseed thatis light b. aseed that is inside fruit ¢. aseed that has spikes d. aseed that has hooks 3. Why do plants need help spreading their seeds? © Shell Education 51408180 Doys of Science r © 2 § = 5 @ aq ° 3 3 ® 3 3Maa PN i Name: Date: Directions: Read the text, and study the chart. Then answer the questions. Jin has some seeds from a maple tree. He goes outside When the seed lands, he measures how far it traveled. J and throws each seed in the air. Wind blows each seed. & a a < 'N = 3 < < Seeds Distance Traveled Seed 1 c 16 centimeters Seed2 8 centimeters Seed 3 18 centimeters Seed 4 22 centimeters ‘Seed 5 | 10centimeters | eg seed Ge 16 centimeters 1. How are Jin’s maple seeds carried to new places? a. They float on water. b, They are blown by wind. ¢. They stick on animal fur. d. They are eaten and dropped as waste. 2. Which seed traveled farther than 20 centimeters? a. Seed 1 b. Seed 2 c. Seed 4 d. Seed 6 3. What might make a maple tree seed travel very far from the parent maple tree?Name: Date: Directions: Read the text. Answer the questions. Rosa makes a model to show how animals spread seeds. She puts fuzzy socks over her shoes. The fuzz helps seeds stick to the socks. She walks outside in the grass where she knows a lot of seeds fall. Rosa goes inside and i counts how many seeds stuck to her socks. +. E ee 1. What kinds of seeds likely stuck to Rosa’s socks? a. seeds that can float in water b. seeds that fly in the air . seeds that are inside fruits d. seeds with spines or hooks 2. What question is Rosa trying to answer by using her model? a. How does wind carry seeds? b. How do seeds get carried by fur? c. What kinds of seeds grow inside fruit? d. Why do plants need help spreading seeds? 3. What else might Rosa want to know about the seeds that were in the grass where she walked? © Shell Education 51408—180 Days of Science o Q < ee o a S a 9 < ® & = 3° 3 aWEEK 6 yA Planning Solutions 3 Name: Date: Directions: Read the text. Answer the questions, Rosa put fuzzy socks over her shoes. The fuzz helps seeds stick to the socks. Rosa counted the seeds that stuck to her socks. She only counted a total of three seeds. 1. Only a few seeds stuck to Rosa’s socks because a. the socks were not fuzzy enough b. she did not walk fast enough c, she put the socks on over her shoes d. seeds do not stick to other objects 2. What can Rosa do to make her model work better? a. She can walk in a different area of grass. b. She can pick up seeds with her hands. ¢. She can use socks that are more like animal fur. d. She can try to pick up different kinds of seeds. 3. Rosa makes changes to her model. What can she do to find out if the model works better now? 51408—180 Days of Science © Shell EducationName: Date: ee Directions: Draw a picture of a seed that is spread by animals. Then draw a picture of a seed that is carried by wind or water. Label parts of the seeds that help them to be spread. Gh Seed Spread by Animals a | - | 8 | 3 | = 3. 2. a & = a a | ® | a | ES | = | a | | — I | Seed Spread by Wind or Water |Learning Content Name: Date: Directions: Read the text. Answer the questions. Life in Warm Places A habitat is the place where a plant or animal lives. Living things get what they need from their habitat. They get air, water, and food from their habitat. Habitats called savannas are warm all year. Savannas have wet summers and dry winters. Savanna plants and animals can survive in warm habitats. Many plants are short. They have small leaves. They can grow without a lot of water, Animals do not have thick fur. Some have a thin layer of hair. Others have scales. 1, Which sentence describes a savanna? a. Itis always wet. b. Itis always dry. c. It is wet in the summer. d. It is wet in the winter. 2. Which animal lives in a savanna? a. zebra b. whale c. penguin d. polar bear 3. Why do animals that live in warm habitats have thin hair instead of thick fur? 51408—180 Days of Science © Shell EducationName: Date: Directions: Study the chart about animals that live in the savanna. Then answer the questions. Zebra Crocodile | Cheetah Elephant | i | | | Thin Fur x | x x | |__ or Hair | | Scales xX re. a ] Eats Plants x x | | Eats Other x x Animals 1. What animal has thin fur and eats other animals? a. zebra b. crocodile c. cheetah d. elephant 2. What are characteristics of an elephant? a. thin hair and eats other b. thin hair and eats plants animals c. scales and eats other d. scales and eats plants animals 3. What might happen to the animals if the habitat changed and became very cold? © Shell Education 51408180 Days of Sciencea € ° 2 w o 3 Co nD a) a ue ° > o a Name: Date: Directions: Read the text. Answer the questions. Denny and his family live in a warm, dry x. savanna habitat. Denny wants to grow some : plants outside in his yard. He is not sure ce what kinds of plants grow well in his yard. nh A 1. What question should Denny ask to help him choose plants that will grow well in his yard? a. Can the plants survive cold b. How much water do the winters? plants need? cc. How much do the plants d. Do the plants grow fast? cost? 2. What kinds of plants are best for Denny to grow? a. plants that are tall b. plants that do not need sunlight c. plants that need a lot of d. plants that can survive dry water all year winters 3. What else might Denny want to know about the plants he will grow in his yard? 51408—180 Days of Science © Shell EducationName: Date: Directions: Read the text. Answer the questions. Denny decides to plant star grass anda maple tree. Star grass is a short plant that can survive when the soil gets dry. A maple tree is a tall plant that does not grow well when the soil gets dry. Both kinds of plants grow well when it is warm outside. 1. Why is the star grass a better choice than the maple tree? a. Itis tall and needs more b. It grows well when itis water. warm. c. It can survive when the soil d. It stops growing in the gets dry. winter. 2. What should Denny do if the maple tree dies? a. Choose a plant that can b, Choose another maple tree grow in dry winters. to plant. c. Choose a plant that can d. Choose a plant that can grow when it is warm. grow when it is wet. 3. Denny really wants to grow a maple tree. What can he do to help the maple tree grow in his yard? © Shell Education 51408—180 Days of Science WEEK 7 reg suolsnjos Buluunig S$WEEK 7 DAY Name: Date: Directions: Draw a picture of an animal that lives in a savanna. Then draw a picture of a plant that grows in a savanna. Finish the sentences under the boxes. Animal That Lives in a Savanna Communicating Results i Plant that Grows in a Savanna 1. The animal has in a savanna. 2. The plant has in a savanna. a to help it live to help it live © Shell EducationName: Date: Directions: Read the text. Answer the questions. Life in Cold Places Some habitats are always cold. They get a lot of snow. A tundra is cold and dry all year. Most plants. that grow in the tundra are small and short. Many plants have tiny leaves. They can grow with very little water. A lot of plants stop growing in the winter. Many tundra animals have thick fur. Some have a thick layer of feathers. Some animals have white fur. This helps them hide. They blend in with the snow. 1. Which sentence describes a tundra? a. It is always wet. b, Itis almost always dry. ¢. It is wet in the summer. d. Itis wet in the winter. 2. What kinds of plants grow in a cold habitat? a. plants that are tall b. plants with large leaves ¢. plants that stop growing in d, plants that need a lot of the winter water in the summer 3. Why might animals in a tundra want to hide by blending into the snow? © Shell Education 51408—180 Doys of Science 4ueajuos Buruuve7WEEK 8 rN Name: Date: Directions: Study the diagram about animals that live in the tundra. Then answer the questions. Q Eats Plants Eats Animals $$ 3 — 2 8 Eats Plants a and Animals < x lemming | arctic fox 3s wolverine \ £ caribou penguin < Pst 1. Which animals eat only plants? a. arctic fox and penguin b. snowy owl and wolverine . lemming and caribou d. caribou and arctic fox 2. Which animal might eat grasses and small rabbits? a. lemming b. wolverine ¢. penguin d. caribou 3. Caribou eat plants. Why might these animals move to warmer places in the winter?Name: Date: Directions: Read the text. Answer the questions. Kim is learning about the tundra. She has pictures of different plants and animals. She needs to choose the pictures that show tundra plants and animals. 1. What can Kim do to help her choose the correct animal pictures? a. She can look for pictures b. She can look for pictures that show plants in warm that show a lot of rain. habitats. «. She can look for animals d. She can look for animals with long tails. with thick fur. 2. What question should Kim ask to help her choose the correct plant pictures? a. Do the plants make fruits b. Can the plants survive in with seeds? cold places? c. What do the plant seeds d. Which plants need sunlight look like? to grow? 3. What other question might Kim ask about the plants and animals in the pictures? © Shell Education 51408—180 Days of Science o @ < 2 o 3, 5 a 2 © o a = ° 3 aWEEK 8 DAY. Name: Date: Directions: Read the text. Answer the questions. Kim needs to choose pictures that show tundra plants and animals. She chooses these animal pictures. v Hi = e 5 V4 a 24 > \ a =— = | = polar bear arctic hare snake penguin Ss a 1. Which animal picture does not belong? a. polar bear b. arctic hare c. snake d. penguin 2. What can Kim do to fix her mistake? a. Choose more pictures of b. Choose pictures of plants snakes. instead. c. Replace the penguin d. Replace the snake picture picture with a fish picture. with a caribou picture. 3. Kim has pictures of animals. What else might be in pictures of a tundra?Name: Date: Directions: Circle the animals that live in the tundra. Then circle the word to finish the sentence. penguin ul ie arctic fox 1. Many tundra animals have ( scales / fur ). WEEK 8 rN syjnsey Buryps1unwiwo5 BWEEK 9 Py Name: Date: Directions: Read the text. Answer the questions. Freshwater Animals Streams, lakes, and ponds are freshwater habitats. These habitats are home to many animals. Most freshwater animals swim. Fish spend all of their time underwater. Some animals can walk on land. Some can fly. Freshwater animals have different body coverings. They may have fur, feathers, wet skin, or scales. Some freshwater animals eat plants. Some eat other animals. + © o + € ° Vv a £ © c 3 o a 1. Which sentence describes freshwater animals? a. They have different kinds of b. They all eat the same kind body coverings. of food. c. They can all walk on land. d. They can live in places that get dry. 2. Which of these is not a freshwater habitat? a. lake b. river c. ocean d. pond 3. Do you think a freshwater animal could live only on land? Explain. o.— sueName: Date: Directions: Mallard ducks live in freshwater habitats. Look at the picture of the mallard duck. Then answer the questions. long beak . strong wings wide paddle feet 1. What part of a mallard duck helps it eat? a. feathers b. beak c. feet d. wings 2. What part of a mallard duck helps keep it dry? a. feathers b. beak c. feet d. wings y What are three ways that a mallard duck can move around in its habitat? Explain how you know.WEEK 9 PN a € ° 2 % & 3 o Dn al o = o > ® a Name: Date: Directions: Read the text. Answer the questions. Alex puts freshwater in a tank. He adds some rocks, Alex wants to add freshwater animals. 1, What kinds of animals should Alex add to the tank? a. Animals that only swim. b. Animals that only walk on land. c. Animals that only eat other d. Animals that only eat animals. during the day. 2. Alex wants to help make sure the animals survive. What question might he ask? a. When were the animals b. Why do the animals swim? born? ¢. What color are the animals? d. What do the animals eat? 3. What other question might Alex want to ask about the animals he chooses? 51408—180 Days of Science © Shell EducationWEEK 9 Date: Directions: Read the text. Answer the questions. Tg Alex chooses two kinds of freshwater fish + - s for the tank. Both kinds of fish eat plants. om oe) | He puts three of each kind of fish in the tank. \, 1. What does Alex need to add to the tank to help the fish survive? a. plants b. more fish c. alarge rock d. more water 2. Alex learns that the tank is too small for all of his fish. What is the best solution? a. Add more fish. b. Put plants in the tank. c. Give the fish more food. d. Put everything into a larger tank. 3. Alex wants to add another kind of animal to the tank. What kind of animal should he add? Explain. © Shell Education 51408180 Dey of Science Ne suolnjos Bujuunig 8sWEEK 9 PN Communicating Results i Name: Date: Directions: The following freshwater animals move around their habitat in different ways. Put each animal's name in the correct part of the diagram. + box turtle—swims and walks on land + American eel—swims + beaver—swims and walks ‘on land + raccoon—walks on land + bullfrog—swims and walks on land + trout—swims Walks on Land —_— Swims / Watson tana | | | \ / © Shell EducationWEEK 10 NG pss he Fi Name: Date: Directions: Read the text. Answer the questions. Saltwater Animals Oceans are saltwater habitats. There are many kinds of ocean animals. Fish, sea turtles, and squid, are ocean animals. Most animals swim underwater. They breathe with gills. Many parts of oceans are deep. Deep water is very cold. It is also and dark. The sun does not reach the bottom. Plants cannot grow. Few animals live in very deep water. rc ® Q 5 2s 5 a Qa ° 3 3 ® 3 3 1. Where do saltwater animals live? a. oceans b. streams c. ponds d. rivers 2. Why do most saltwater animals have gills? a. to help them swim b. to help them catch food c. to help them breathe d. to help them stay warm 3. Why is it hard for many animals to live in the deepest parts of the ocean? wee veo moneene QWEEK 10 CoN Analyzing Data SO Name: Date: Directions: Study the chart. Then answer the questions. Animal Length elephant seal 7 meters blue whale sea turtle 2 meters giant squid | | et oo 12 meters | 1, Which animal is longer than 30 meters? a. elephant seal b. blue whale c. sea turtle d. giant squid 2. Which animal is the shortest? a. elephant seal b. blue whale c. sea turtle d. giant squid 3. What is another measurement that scientists might use to compare sizes of saltwater animals? 51408—180 Days of Science © Shell EducationName: Date: Directions: Read the text. Answer the questions. Zoe has a question. She wants to learn about saltwater animals. She reads some information in a book. She reads that sharks use fins to swim. She also reads that sea turtles use flippers > to swim. Zoe leams that crabs uselegs (Sm?) . to walk. Starfish use tiny feet to walk. y -—~ “RR 1. Which saltwater animal has flippers? a. fish b. starfish ¢. sea turtle d. crab 2. What question does Zoe have about saltwater animals? a. What body coverings do b. What do saltwater animals saltwater animals have? eat? . Where do saltwater animals d. How do saltwater animals live? move? 3. Write a question you have about saltwater animals. WEEK 10 yA 9 g < o o e) 3 a 2 < ® a = ° 3 aWEEK 10 Py Planning Solutions 8s Name: Date: Directions: Read the text. Answer the questions, Jason draws a picture of a saltwater habitat. There is a mistake in his picture. Oe 1, Which animal does not ee belong in Jason's picture? a. shark b. mouse c. jellyfish d. octopus 2. What animal in the picture uses fins to swim? a. shark b. mouse c. jellyfish d. octopus 3. What are some other animals that Jason could add to his drawing? 51408—180 Days of Science © Shell EducationWEEK 10 oN Date: Directions: Draw a picture of two saltwater animals in the box. Label each animal to show what body part it uses to move. Name: ay a Q = 5 a a ® a & = a shal ra wonain &Maga ys + © o £ € ° Vv an = € c 3 @ 4 Name: Date: Directions: Read the text. Answer the questions. Life in a Rainforest Rainforests are warm, wet habitats. Tall trees grow in rainforests. Plants grow well in rainforests. They get a lot of rain. There is a lot of food for animals. Some rainforest animals are bats and snakes. Jaguars and chimpanzees live in rainforests too. Most animals live in the top layer of trees. This is where leaves and branches protect the animals. There is so much food in this part of the rainforest. Some animals never explore the ground! 1. Which words describe a rainforest habitat? a. cold and dry b. cold and wet c. warm and dry d. warm and wet 2. Which of these is a rainforest animal? a. whale b. bear c. jaguar d. penguin 3. Why do most rainforest animals live in the top layer of trees? 51408—180 Days of Science © Shell EducationName: Date: ex Directions: Howler monkeys live in rainforests. Look at the picture of a howler monkey. Then answer the questions. > 5 oe < NX 5 a 9 2 g a 1. How is the howler monkey using its tail? a. tohold onto a tree b. to pick fruit from branches c. to walk on the ground d. to carry leaves 2. Think about the rainforest habitat. Why do howler monkeys have thin hair instead of thick fur? a. tokeep warm b. to keep cool c. to blend in with trees d. to keep from drying out 3. The howler monkey is looking for food. What is one thing this tells you about the kind of food howler monkeys eat?N= ae 9 8 Name: Date: Directions: Read the text. Answer the questions. Or Carl has a question. He wants to know about rainforest animals. He reads about them. Carl reads that jaguars eat fish, turtles, and € deer. He reads that chimpanzees eat fruits, nuts, and insects. 2 Log ee | = ; % & 3 So a £ a so © > ® e in jaguar chimpanzee 1. What do chimpanzees eat? a. fruits b. turtles c. deer d. fish 2. What question does Carl have about rainforest animals? a. What body coverings do b. What do rainforest animals rainforest animals have? eat? . Where do rainforest animals d. How do rainforest animals live? move? 3. Write a question you have about rainforest animals. a alma!Name: Date: Directions: Read the text. Answer the questions. Nina wants to show that many different kinds of animals live in rainforests. She draws a picture. ve of : 1. What animal did Nina draw? a. deer b. monkey c. jaguar d. bear 2. What can Nina do to improve her picture? a. add some snow b. draw the trees smaller cc. add more kinds of animals d. draw the animals larger 3. What are some other animals that Nina could add to her drawing? © Shell Education 51408180 Days of Science MWS an PN rl suolynjos Buyuunid 38sName: Date: Directions: Draw a rainforest habitat. Draw two different kinds of animals in the rainforest. Write the name of each animal. Communicating Results J)Name: Date: Directions: Read the text. Answer the questions. Life in a Desert Deserts are dry habitats. Some deserts are really hot during the day. They get cold at night. Other deserts are cold all the time. Some desert animals are kangaroo rats, lizards, and snakes. These animals can survive in the dry desert. Kangaroo rats get water from seeds they eat. Many animals hide underground during the day. This helps them stay cool. They come out at night to find food. 1. Which words describe a desert habitat? a. mostly dry b. always hot c. always wet d. never dry 2. Which of these is a desert animal? a. fish b. monkey c. seal d. lizard 3. Why do some desert animals have to get water by eating food? © Shell Education 51408—180 Doys of Science Asad CoG i -: @ Q 5 2. 5. i) a ° 3 5 ® 3 3WEEK 12 DAY. Name: Date: Directions: Study the chart about desert animals. Then answer the questions. Q Desert Kangaroo Horned o GEC Fox Rat Lizard = 2 4 Hair | x x or i a ae = = Scales x | xX BI f - + F ts Eats Plants | x x < 7 < Eats Other | Animals | x x | x x | 1, Which two animals have hair? a. rattlesnake and desert fox b. desert fox and kangaroo rat ¢. kangaroo rat and horned lizard d. horned lizard and rattlesnake 2. Which two animals eat only other animals? a. rattlesnake and desert fox b. desert fox and kangaroo rat c. kangaroo rat and horned lizard d. horned lizard and rattlesnake 3. Why might it be easier for animals that eat both plants and other animals to find food? © Shell EducationA= a) ya 3 Name: Date: Directions: Read the text, and study the picture. Then answer the questions. o o Chen gets a new pet lizard. He 3 knows the lizard lives in a desert Eats | Plants and / / nimals / | |Mi =a DN Name: Date: Directions: Read the text. Answer the questions. Properties of Objects Look at the objects around you. They are very different. Some might be made with plastic. Others might be made with wood or paper. But they all are the same in one way. They are all kinds of matter. Matter is anything that has mass and takes up space. Allkinds of matter have properties that help you describe it. You can see many properties of matter. Examples are size, shape, and color. Mass is one property of matter. An object’s mass tells how much matter is in the object. + = o 2 € ° Vv a c € £ 3 o a 1. What is matter? a. something that looks b. something that is heavy colorful ¢. anything that has mass and d. anything that has a takes up space large shape 2. Which property tells you how much matter is in an object? a. mass b. size c. shape d. color 3. What is the same about all of the objects around you?Mt Mana) 3 g ya Name: Date: Directions: Study the chart about the properties of four sports balls. Then answer the questions. T | Basketball | TennisBall | GolfBall__ Ping Pong Q Ball > 5 ee < x 3 a — | Q Color orange yellow white white zg Size very large large small small Shape| round | —_ round | round round 1. Which sports ball is the largest? a. basketball b, tennis ball c. golf ball d. ping pong ball 2. Which two sports balls are the most alike? a. basketball and tennis ball b. tennis ball and ping pong ball ¢. golf ball and tennis ball d. ping pong ball and golf ball 3. What are some other properties you might use to describe the sports balls? donee rewomor @MS =a yA K} Name: Date: Directions: Read the text. Answer the questions. Deena wants to make a tool to sort her beads. _ She will put the beads into an opening at the top e of the tool. The opening must be large enough for each kind of bead. Beads will then be sorted when they pass through different openings inside the tool. e @ The picture shows the kinds of beads Deena has. | 1, What is different for all of the beads? a. size only b. shape only ¥ e 3° 2 w @ 3 o Dn & a g ° > ® a ¢. color and size d. shape and color 2. What question should Deena ask to help her make the tool? a. What is the mass of each kind of bead? b. What color is each kind of bead? c. How many beads are there? d. What are the shapes of the beads? 3. What other question might Deena want to ask about her beads to help her build the sorting tool?Name: Date: Directions: Read the text. Answer the questions. lan needs to sort a group of objects into three smaller groups. The objects in each group should have one property that is the same. THAN a 2 | 1. Whatis the same about all of the objects? a. They are all the same size. b. They are all the same shape. c. They are all the same mass. d. They are all made of matter. 2. lan puts the star, pin, and eraser into a group. What property did he use to sort the objects? a. size b. shape c. color 3. Is there more than one property that lan can use to sort the objects? Explain © Shell Education 51408—180 Days of Science suolnjos Buluunig $sName: Date: Directions: Use a property to sort the buttons into two groups. Draw one group in the box on the left. Draw the other group in the box on the right. Write the property you used below the boxes. Communicating Results 8)Name: Date: Directions: Read the text. Answer the questions. States of Matter Matter can be a solid, a liquid, or a gas. A solid has a shape of its own. A liquid takes the shape of the container it is in. Liquids do not have a shape of their own. They can flow. Some liquids are thick. They flow slowly. Others are thin. They flow quickly. A gas does not have a shape of its own. Gases spread out to fill different spaces. You cannot see most gases. But you know when a gasis inside a balloon. The balloon gives gas a shape. 8 8 2 5 a aq 2 3 3 ® 3 3 solid gas 1. Which of these is a liquid? a. ice cube b. milk c. wood block d. air 2. Which of these describes a solid? a. has a shape of its own b. takes the shape of its container ¢. may flow slowly or quickly d. spreads out to fill spaces 3. What happens when a balloon is filled with gas?=e) reg Name: Date: Directions: Jon has four samples of matter. Study the chart about the samples. Then answer the questions. Q Sample 1 Ican see it flowing slowly. z Sample 2 | It has its own shape. 2 Sample 3 I cannot see it. y Sample 4 Ican see it flowing quickly. z 1. Which sample is a solid? a. sample 1 b, sample 2 c. sample 3 d. sample 4 2. Which two samples are liquids? a. sample 1 and sample 2 b, sample 1 and sample 4 ¢. sample 3 and sample 4 d. sample 2 and sample 3 3. Write an example of what each sample of matter might be.Name: Date: Directions: Read the text. Answer the questions. Alan has three containers. Each one is filled with a different kind of liquid. One is water, one is milk, and one is honey. Alan needs to know what liquid is in each container. 1. Alan looks inside the containers. How does he know they are all liquids? a. They all take the shape of b. They all have their own the container. shape. c. They all flow quickly. d. They are all a kind of matter. 2. What question should Alan ask to help him know which liquid is in each container? a. How much liquid is in the b. What color is each liquid? containers? cc. What shape is each liquid? d. How much space does each liquid fill? 3. The liquids are different colors. What is another property that is different about the liquids? © Shell Education 51408180 Days of Science WEEK 2 Ne oo o < 3 o Zz 5 a 2 < o a zs 3 3 aA= =. PN Name: Date: Directions: Read the text. Answer the questions. 8 Alan learns what is in each container. He wants to answer the question, “What happens when all of the liquids are mixed 2 together?” 2 Sls as 5 “ Dn * £ milk water honey £ iz 2 1, What will Alan likely observe when he mixes the liquids? a. The liquids will change into solids. b, The liquids will get smaller. c. The liquids will change color. d. The liquids will have their own shapes. N Alan notices that each container is filled to the top. Which is the best solution? a. Pour the liquids into another identical container. b. Pour the liquids into another much larger container. c. Try to answer the question without testing it. d. Aska different question about the liquids. » Alan thinks the liquids will flow differently when he mixes them. What can Alan do to find out if he is right?WEEK 2 rN Name: Date: Directions: Draw a picture of a solid. Draw a picture of a liquid. Draw a picture to show a gas. rr Solid | ra 9 ° 3 3 c 3. 2 Q a = a a o a £ = Liquid a I 2 | | | | | | | | Gas | | er umm @+ = o £ € 9 Vv a & € = 3 @ a Name: Date: Directions: Read the text. Answer the questions. Properties of Materials Materials have different properties. Wood is a material. Wood is hard. It can be smooth or rough. Itis used to make furniture. Paper is another material. It also comes from trees. Most paper is smooth. You can fold paper. Cloth is a material used to make clothing. Cotton, silk, and wool can all be made into cloth. Cotton is soft. Silk is smooth and shiny. Wool is fuzzy. Metal is a material. It is usually hard and shiny. Iron and steel are two kinds of metals. mo © F/ 1, Which two materials come from trees? a. paper and metal b, metal and cloth . wood and paper d. metal and wood 2. Which of these is made from cloth? a. desk b. sweater . pencil d. nail 3. Write one property of each material: wood, paper, cloth, metal.Name: Date: Directions: Study the chart about properties of materials. Then answer the questions. Wood Paper Cloth Metal Hard x | x Soft : | can Be Folded x Cannot Be Folded x | x 1. Which material is soft? a. wood b. paper ¢. cloth d. metal 2. Which two materials can be folded? a. wood and paper b. paper and cloth c. cloth and metal d. metal and wood 3. What are other properties can you use to describe the materials?WEEK 3 DAY. a < ° = B & 3 o D 3. o ig o > o a Name: Date: Directions: Read the text. Answer the questions. Engineers are building a new slide for a playground. The old slide is broken. The engineers need to pick a material for the slide. 1, Which property should the material have? a. soft b. hard c. bumpy d. can be folded 2. What question should the engineers ask to best help them pick a material for the slide? a. How strong is the material? b. What color is the material? ¢. When will children use d. When did the old slide the slide? break? 3. What other questions might the engineers want to ask about the material they will use? 51408—180 Days of Science © Shell EducationWEEK 3 Name: Date: Directions: Read the text. Answer the questions. Engineers will build a new slide. They will use either plastic or metal. Both materials are hard and smooth. Plastic is easier to bend into different shapes. It breaks easier than metal. Metal is not easy to bend. Metal does not break as easy as plastic. 1. Which properties are the same for plastic and metal? a. Both are hard and smooth. b. Both are smooth and are easy to bend. ¢. Both are hard and break d. Both break and bend easily. easily. 2. Why might a plastic slide be better than a metal slide? a. It will last longer. b. Itcan have a curved shape. cc. It will have a harder surface. d. It will have a smoother surface. 3. The engineers wonder which material gets hotter in the sun. What can they do to find out before they build the new slide? © Shell Education 51408—180 Days of Science ry suolpnjos Buuunidg 8sMae) rey Communicating Results i) Name: Date: Directions: Circle the objects made of wood. Draw a box around the objects made of paper. Draw an X over the objects made of cloth. Draw aV over the objects made of metal. 51408—180 Days of Science © Shell EducationName: Date: Directions: Read the text. Answer the questions. Texture Texture is a property you can use to describe matter. Texture describes how something feels. Touching an object can tell you about the object's texture. Looking at the object can also tell you about its texture. There are many words you can use to describe texture. An object might feel or look smooth, rough, bumpy, or fuzzy. An object might feel hard or soft. Texture is often important when making objects. For example, the top of a table is smooth. A blanket is soft. » Sy “ 1. Which sense tells you the most about an object's texture? a. smell b, taste c. touch d. hearing 2. Which word describes an object's texture? a. rough b. strong . sour d. loud 3. Can an object have two different textures? Explain. © Shell Education 51408—180 Days of Science rc ® 2 5 2 5 a a Q 3 3 ® 3 3Name: Date: Directions: Study the chart about textures of four objects. Then answer the questions. Object 1 | Object 2 | Object3 | Object 4 Rough x | Smooth | x x Fuzzy | | Soft | x x as | 1. Which object is smooth and soft? Analyzing Data f a. object 1 b. object 2 c. object 3 d. object 4 ™. Which of these might be object 3? a. arock b. asweater c. a fork d. aballoon 3. Why do you think people use smooth materials to make spoons and forks?My ane3 PN Name: Date: Directions: Read the text. Answer the questions. Jeff has some rocks, He wants to organize the rocks. He will use texture to put the rocks into two groups. o @ < = é ex S z e 5 aQ e. : < o a = ° a 1. What are two groups Jeff can use to organize the rocks by texture? a. heavy and light b. small and large c. dark and light d. rough and smooth 2. What question can Jeff ask to help him organize the rocks? a. How small are the rocks? b. How do the rocks feel? c. What color are the rocks? d. How many rocks are there? 3. Jeff has a hand lens. A hand lens makes things look bigger. How might Jeff use the hand lens to help him organize the rocks? shake ae moncone QMees rey mn x Name: Date: Directions: Read the text. Answer the questions. Tea has a tall ramp for her toy a i < cars. The ramp is smooth. Cars 2 move fast when they go down the 3 ramp. She wonders how the ramp a will work if the texture is different. 2 | ¢ | 5 z 1. What is the texture of the ramp? a. tall b. smooth c. fast d. straight 2. What can Tea do to find out how the ramp will work if the texture is different? a. Make the ramp longer. b. Cover the ramp with bumpy carpet. c. Use smaller cars on d. Make another ramp that the ramp. has a smooth texture, 3. Tea finds out that the cars move faster on the smooth texture. What does this tell her about texture and how objects move?We eA NE ° i: Se : ee WEEK 4 rah eee 5 rN Date: Name: Directions: Draw a line to the word that best describes the texture of each object. r= ° Q @ sticky 3 c = a Q = 3 rr} A 2 & = = e @ bumpy - @ fuzzy @ slipperysae) yA £ £ o g = 5° Vv an £ e¢ E 5 o s Name: Date: Directions: Read the text. Answer the questions. Soak It Up Some materials can soak up liquid. Absorbency describes how well something can soak up liquid. Some materials are not absorbent. Foil and plastic are not absorbent. They do not soak up water. Absorbency is important. You might want an absorbant material to mop a floor. You would not want a ; raincoat that is absorbent! - J 1. Which of these describes absorbency? a. how smooth b, how fast water pours something feels c. how thick something is d. how much liquid something can soak up 2. Which of these would you want to have a lot of absorbency? a. sponge b. umbrella ¢. mug d. sweater 3. How might the absorbency of a bath towel be helpful? 51408—180 Days of Science © Shell EducationName: Date: Directions: Read the text. Study the chart. Then answer the questions. Olaf has three cloths. He tests to find out how much water each cloth soaks up. Olaf measures the amount of water in units called milliliters, or mL, for short. Cloth 1 Cloth 2 Cloth 3 Thickness thick thin very thick | Amount of Water | | |Soaked Up 9mL 5mL 14mL 1. Which cloth has the most absorbency? a. cloth1 b, cloth 2 «. cloth 3 d. The cloths have the same absorbency. 2. What does Olaf’s experiment show about the thickness and absorbency of the cloths? a. Thin cloths are more b. Thick cloths are more absorbent than thick cloths. absorbent than thin cloths. ¢. Thickness does not change d. Thin cloths are not able to absorbency. soak up water. 3. Which cloth is best for making a mop that cleans wet floors? © Shell Education 51408—180 Doys of Sciencea < ° 2 ¥ @ 3 Go a & a xe o > ® a Name: Date: Directions: Read the text. Answer the questions. Helen needs to buy paper towels. The store sells two brands of paper towels. Helen wonders which brand she should buy. < a BrandA Brand B 1. Why is absorbency an important property of paper towels? a. Paper towels are used to b. Paper towels are thicker clean spills. than napkins, c. Paper towels can only be d. Paper towels are easier to used once. use than sponges. 2. What question can Helen ask to help her decide which brand to buy? a. Which brand has a smooth b. Why are paper towels surface? better than sponges? cc. What happens to paper d. How much liquid does each towels after they are used? brand absorb? 3. What other question might Helen ask to help her decide which brand to buy? 51408—180 Days of Science © Shell EducationMWY.) Name: Date: Directions: Read the text. Study the picture. Answer the questions. as fay cerry Helen buys two brands of paper towels. She and her friend test the absorbency of Brand A. The picture shows their test. Brand A. 1. What will likely happen if Brand A is not very absorbent? a. The paper towel will tear. b. The paper towel will get smaller. d. There will not be a lot of c. There will be a lot of water water in the pan. in the pan. 2. Helen wants to compare the absorbency of Brand A and Brand B. What else do Helen and her friend need to do? a. Do the same test tomorrow. _b. Do the same test with a different liquid. c. Do the same test with d. Do the same test with more Brand B. layers of Brand A. 3. Helen’s tests show that Brand A is the most absorbent. How might Helen check her results? © Shell Education 51408—180 Doys of Science roy N suolynjos Buuunig $sMa) eA Name: Date: Directions: Draw a graph to show how much water each material soaked up. Then answer the question. aa Material 1 Material 2 Material 3 Material 4 2 2 milliliters | 8 milliliters 4milliliters | 10 milliliters 3 = _ g fe Absorbency of Materials £ 1 T | g 10 | ! ¢ : — | | s Ss 7 = = 3 | g 6 > } i =n J 2 | = st i _ 4 - + | | 3 —— {————— = 2 t _ a ~ 1 + | ot | : _ =! %. %. ®. %. 2 e e e % % % 7 1. Which material is the most absorbent?Name: Date: Directions: Read the text. Answer the questions. Hardness Hardness is an important property of matter. Hardness describes how firm an objectis. Hardness also describes how easily an object can be scratched. Hard objects are firm. They do not scratch easily. Soft objects are not firm. They might scratch easily. A rock is hard. A piece of clay is soft. rc ® Q 5 2 5 a a 2 3 3 @ 3 3 1. Which of these describes a very hard object? a. not firm and does not b, firm and does not scratch easily scratch easily ¢. not firm and scratches d. firm and scratches easily easily 2. Which of these would you want to be very hard? a. pillow b. socks «. table d. sofa 3. Why might someone want to use a soft material? noma sor nonene QWis =n4 Na % Name: Date: Directions: Read the text. Study the chart. Then answer the questions. Q Nina tests the hardness of four objects. Nina uses the tests to 2 score the hardness of the objects. A score of 4 means the object is 8 the hardest. an aS 3 Object A | ObjectB | Objectc | Object o 4 | Hardness Score 2 | 4 1 3 1. Which object is the hardest? a. object A b. object B c. object C d. objectD 2. Which object scratches the easiest? a. object A b. object B <. object C d. object D 3. Compare object A and object B. Which is harder? How do you know? © Shell EducationName: Date: Directions: Read the text. Answer the questions. Builders are putting new wood floors in a house. They will choose from different kinds of wood. The woods have different hardnesses. 1. Why is hardness an important property of floors? a. so the floors are firm b. so the floors feel soft . so the floors can bend d. so the floors feel rough N What question is most important for the builders to ask when choosing a wood? a. Which wood is the softest? b. Which wood will last the longest? cc. How many people use wood floors? d. Where does the wood for floors come from? 3. What other question might the builders ask to help them decide which wood to use? © Shell Education 51408180 Days of Science 9 oO < a ° Bz Ss a 2 < Oo 8 ed °° 3 3Ma) PN Name: Date: Directions: Read the text. Study the picture. Answer the questions. | The builders choose pine as the ¥ material for new floors in a house. The builders learn that the new floors are | getting scratched easily. 1. What do the builders learn about pine? Planning Solutions 3s a. Pine is a good choice for all floors. b. Pine is not hard enough for this floor. ¢. Pine is better than walnut for floors because it is softer. d. Pine should not be used to make things because it is too hard. 2. What can the builders do to best solve the problem of scratched floors? a. Tell other builders that pine is good for flooring. b, Paint the pine floors so people can easily see the scratches. c. Replace the pine with a material that is softer. d. Replace the pine with wood that is harder. 3. The builders want to find out if a different wood scratches less than pine. What can they do to find out?Name: Date: Directions: People often score the hardness of materials using numbers. A score of 10 means the material is the hardest. Complete the graph to show the hardness of different woods. Oak: 3 Mahogany: 6 Bamboo: 9 Cherry: 7 Teak: 10 Pine: 2 Hardness of Wood 10 - ——+ — 8 + +— 7: s. 2 6] z | 6s 5 7 1 = | 4ft a - - —| 3 ~ | 2 | | | 1 ——} j 2 a Sg 4 ¥ % %, %, % @ 4 oO, 2 %& © Shell Education 51408—180 Days of Science synsoy Bulyo2junmwo5 8+ = o 2 e 3° Vv D = = & 5 @ Sy Name: Date: Directions: Read the text. Answer the questions, Does It Bend? Flexibility is a property of matter. It describes how easily something bends without breaking. Some objects are flexible. They bend easily. Other objects are not flexible. They are rigid. If you try to bend them, they might break. Many objects are made with flexible materials. These objects need to bend. Rubber bands are made with flexible material. Other objects are made with rigid material. These objects should not bend. Mirrors and glass windows are made with rigid material. ED 1. What is flexibility? a. how easily something b. how easily something scratches bends c. how hard something feels d. how heavy something feels 2. Which of these is the most flexible? a. fork b. toothbrush c. pencil d. rubber band 3. Why is it important for a rubber band to be flexible? $1408—180 Doys of Science © Shell EducationName: Date: Directions: Read the text, and study the chart. Then answer the questions. Hank tests the flexibility of four objects. He tries to bend each object. He uses the tests to score the flexibility of the objects. A score of 4 means the object is the most flexible. It bends easily. An object with a score of 1 breaks easily. ObjectA | ObjectB | ObjectC | ObjectD Flexibility Rating 4 2 3 1 1. Which object is most likely to break when you try to bend it? a. objectA b. object B c. object C d. object D 2. Which object is the most flexible? a. object A b. object B c. object C d. object D 3. Glass does not bend. It breaks easily. Which object could be made of glass? Explain how you know. © Shell Education 51408—180 Doys of Science @AW =a Tyg Developing Questions >» Name: Date: Directions: Read the text. Answer the questions. Liza is designing a paper clip. She wants the paper clip to open wide. It should hold a thick stack of papers. She wants the paper clip to be able to be squeezed tight. It should hold thin stacks of paper. Liza needs to pick a material for the paper clip. 1, What question should Liza ask to help her pick a material? a. Why are some materials b, How flexible is the material? rigid? c. What colors are different d. When was the first paper materials? clip made? 2. Why does the material for the clip need to be flexible? a. soit can hold different b, so it can keep its shape stacks of papers ¢. soit can break if it needs to d. soit can stay rigid 3. What question do you have about the design of Liza's paper clip? 51408—180 Days of Science © Shell Education