Reading in Science

Table of Contents ©Macmillan/McGraw-Hill

Wildlife Conservation Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .WCS1-WCS8
The activity sheets bearing the Wildlife Conservation Society logo are adapted from
the Habitat Ecology Learning Program, a Wildlife Conservation Society curriculum
designed by the Education Department at the Bronx Zoo. For more information on
the society’s curricula, teacher workshops nationwide and free National Teacher
Membership program, visit www.wcs.org.
Unit A The World of Living Things
Chapter 1—From Cells to Ecosystems . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2
Chapter 2—Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .42
Unit B Animals as Living Things
Chapter 3—Describing Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .64
Chapter 4—Life Processes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88
Unit C Earth and Beyond
Chapter 5—Earth’s History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .116
Chapter 6—Earth’s Surface and Interior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .134
Chapter 7—Sun, Moon, and Planets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .158
Unit D Water and Weather
Chapter 8—Earth’s Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .180
Chapter 9—Earth’s Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .224
Unit E Matter
Chapter 10—Properties of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .246
Chapter 11—Changes in Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .264
Unit F Energy
Chapter 12—Forms of Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .290
Chapter 13—Electricity and Magnetism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .328

Cover: Burnett/Palmer/Mira; orange tube coral border—Ed Robinson/Pacific Stock, Inc.
Title page: Ed Robinson/Pacific Stock, Inc.

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Printed in the United States of America
1 2 3 4 5 6 7 8 9 024 09 08 07 06 05 04

U N I T Life Science

The World of
Living Things

© Macmillan/ McGraw - Hill CHAPTER 1 • From Cells to Lesson 5 Lesson Outline. . . . . 33–34
Interpret Illustrations . . . . . 35–36
Ecosystems Lesson Vocabulary . . . . . . . . . 37
Cloze Test. . . . . . . . . . . . . . . 38
Chapter Graphic Organizer . . . . . . . 2
Chapter Reading Skill . . . . . . . . 3–4 Chapter 1 Vocabulary . . . . . . . 39–40
Chapter 1 Summary . . . . . . . . . . 41
Lesson 1 Lesson Outline . . . . . . 5–6
Interpret Illustrations . . . . . . 7–10 CHAPTER 2 • Plants
Lesson Vocabulary . . . . . . . . . 11
Cloze Test. . . . . . . . . . . . . . . 12 Chapter Graphic Organizer . . . . . . 42
Chapter Reading Skill . . . . . . . 43–44
Lesson 2 Lesson Outline. . . . . 13–14
Interpret Illustrations . . . . . 15–16 Lesson 6 Lesson Outline . . . . 45–46
Lesson Vocabulary . . . . . . . . . 17 Interpret Illustrations . . . . . 47–49
Cloze Test. . . . . . . . . . . . . . . 18 Lesson Vocabulary . . . . . . . . . 51
Cloze Test. . . . . . . . . . . . . . . 52
Lesson 3 Lesson Outline . . . . 19–20
Interpret Illustrations . . . . . 21–22 Lesson 7 Lesson Outline. . . . . 53–54
Lesson Vocabulary . . . . . . . . . 23 Interpret Illustrations . . . . . 55–56
Cloze Test. . . . . . . . . . . . . . . 24 Lesson Vocabulary . . . . . . . . . 57
Cloze Test. . . . . . . . . . . . . . . 58
Lesson 4 Lesson Outline. . . . . 25–26
Interpret Illustrations . . . . . 27–30 Chapter 2 Vocabulary . . . . . . . 59–60
Lesson Vocabulary . . . . . . . . . 31 Unit A Vocabulary . . . . . . . . . 61–63
Cloze Test. . . . . . . . . . . . . . . 32

iii

U N I T Life Science

Animals as Living Things

CHAPTER 3 • Describing CHAPTER 4 • Life Processes © Macmillan /McGraw -Hill

Animals Chapter Graphic Organizer . . . . . . 88
Chapter Reading Skill . . . . . . . 89–90
Chapter Graphic Organizer . . . . . . 64
Chapter Reading Skill . . . . . . . 65–66 Lesson 4 Lesson Outline. . . . . 91–92
Interpret Illustrations . . . . . 93–94
Lesson 1 Lesson Outline. . . . . 67–68 Lesson Vocabulary . . . . . . . . . 95
Interpret Illustrations . . . . 69–70 Cloze Test. . . . . . . . . . . . . . . 96
Lesson Vocabulary . . . . . . . . . 71
Cloze Test. . . . . . . . . . . . . . . 72 Lesson 5 Lesson Outline. . . . . 97–98
Interpret Illustrations . . . . 99–101
Lesson 2 Lesson Outline . . . . 73–74 Lesson Vocabulary . . . . . . . . 103
Interpret Illustrations . . . . 75–76 Cloze Test . . . . . . . . . . . . . . 104
Lesson Vocabulary . . . . . . . . . 77
Cloze Test. . . . . . . . . . . . . . . 78 Lesson 6 Lesson Outline . . . 105–106
Interpret Illustrations . . . 107–108
Lesson 3 Lesson Outline . . . . 79–80 Lesson Vocabulary . . . . . . . . 109
Interpret Illustrations . . . . 81–82 Cloze Test . . . . . . . . . . . . . . 110
Lesson Vocabulary . . . . . . . . . 83
Cloze Test. . . . . . . . . . . . . . . 84 Chapter 4 Vocabulary. . . . . . 111–112
Unit B Vocabulary . . . . . . . . 113–115
Chapter 3 Vocabulary . . . . . . . 85–86
Chapter 3 Summary . . . . . . . . . . 87

iviv

U N I T Earth Science

Earth and Beyond

© Macmillan/ McGraw - Hill CHAPTER 5 • Earth’s History Lesson 4 Lesson Outline . . . 143–144
Interpret Illustrations . . . 145–146
Chapter Graphic Organizer . . . . . . 116 Lesson Vocabulary . . . . . . . . 147
Chapter Reading Skill. . . . . . . 117–118 Cloze Test . . . . . . . . . . . . . . 148

Lesson 1 Lesson Outline . . . 119–120 Lesson 5 Lesson Outline . . . 149–150
Interpret Illustrations . . . 121–122 Interpret Illustrations . . . 151–152
Lesson Vocabulary . . . . . . . . 123 Lesson Vocabulary . . . . . . . . 153
Cloze Test . . . . . . . . . . . . . . 124 Cloze Test . . . . . . . . . . . . . . 154

Lesson 2 Lesson Outline . . . 125–126 Chapter 6 Vocabulary. . . . . . 155–156
Interpret Illustrations . . . 127–128 Chapter 6 Summary . . . . . . . . . . 157
Lesson Vocabulary . . . . . . . . 129
Cloze Test . . . . . . . . . . . . . . 130 CHAPTER 7 • Sun, Moon, and

Chapter 5 Vocabulary. . . . . . 131–132 Planets
Chapter 5 Summary . . . . . . . . . . 133
Chapter Graphic Organizer . . . . . . 158
CHAPTER 6 • Earth’s Surface Chapter Reading Skill . . . . . . 159–160

and Interior Lesson 6 Lesson Outline . . . 161–162
Interpret Illustrations . . . 163–164
Chapter Graphic Organizer . . . . . . 134 Lesson Vocabulary . . . . . . . . 165
Chapter Reading Skill. . . . . . . 135–136 Cloze Test . . . . . . . . . . . . . . 166

Lesson 3 Lesson Outline . . . 137–138 Lesson 7 Lesson Outline . . . 167–168
Interpret Illustrations . . . 139–140 Interpret Illustrations . . . 169–171
Lesson Vocabulary . . . . . . . . 141 Lesson Vocabulary . . . . . . . . 173
Cloze Test . . . . . . . . . . . . . . 142 Cloze Test . . . . . . . . . . . . . . 174

Chapter 7 Vocabulary. . . . . . 175–176
Unit C Vocabulary . . . . . . . . 177–179

v

U N I T Earth Science

Water and Weather

CHAPTER 8 • Earth’s Water Lesson 5 Lesson Outline . . . 215–216 © Macmillan /McGraw -Hill
Interpret Illustrations . . . 217–218
Chapter Graphic Organizer . . . . . . 180 Lesson Vocabulary . . . . . . . . 219
Chapter Reading Skill. . . . . . . 181–182 Cloze Test . . . . . . . . . . . . . . 220

Lesson 1 Lesson Outline . . . 183–184 Chapter 8 Vocabulary. . . . . . 221–222
Interpret Illustrations . . . 185–187 Chapter 8 Summary . . . . . . . . . . 223
Lesson Vocabulary . . . . . . . . 189
Cloze Test . . . . . . . . . . . . . . 190 CHAPTER 9 • Earth’s Weather

Lesson 2 Lesson Outline . . . 191–192 Chapter Graphic Organizer . . . . . . 224
Interpret Illustrations . . . 193–195 Chapter Reading Skill. . . . . . . 225–226
Lesson Vocabulary . . . . . . . . 197
Cloze Test . . . . . . . . . . . . . . 198 Lesson 6 Lesson Outline . . . 227–228
Interpret Illustrations . . 229–230
Lesson 3 Lesson Outline . . . 199–200 Lesson Vocabulary . . . . . . . . 231
Interpret Illustrations . . . 201–203 Cloze Test . . . . . . . . . . . . . . 232
Lesson Vocabulary . . . . . . . . 205
Cloze Test . . . . . . . . . . . . . . 206 Lesson 7 Lesson Outline . . . 233–234
Interpret Illustrations . . . 235–238
Lesson 4 Lesson Outline . . . 207–208 Lesson Vocabulary . . . . . . . . 239
Interpret Illustrations . . . 209–211 Cloze Test . . . . . . . . . . . . . . 240
Lesson Vocabulary . . . . . . . . 213
Cloze Test . . . . . . . . . . . . . . 214 Chapter 9 Vocabulary. . . . . . 241–242
Unit D Vocabulary . . . . . . . . 243–245

vivi

U N I T Physical Science

Matter

CHAPTER 10 • Properties of CHAPTER 11 • Changes in

Matter Matter

Chapter Graphic Organizer . . . . . . 246 Chapter Graphic Organizer . . . . . . 264
Chapter Reading Skill. . . . . . . 247–248 Chapter Reading Skill. . . . . . . 265–266

Lesson 1 Lesson Outline . . . 249–250 Lesson 3 Lesson Outline . . . 267–268
Interpret Illustrations . . . 251–252 Interpret Illustrations . . . 269–270
Lesson Vocabulary . . . . . . . . 253 Lesson Vocabulary . . . . . . . . 271
Cloze Test . . . . . . . . . . . . . . 254 Cloze Test . . . . . . . . . . . . . . 272

Lesson 2 Lesson Outline . . . 255–256 Lesson 4 Lesson Outline . . . 273–274
Interpret Illustrations . . . 257–258 Interpret Illustrations . . . 275–276
Lesson Vocabulary . . . . . . . . 259 Lesson Vocabulary . . . . . . . . 277
Cloze Test . . . . . . . . . . . . . . 260 Cloze Test . . . . . . . . . . . . . . 278

Chapter 10 Vocabulary . . . . . 261–262 Lesson 5 Lesson Outline . . . 279–280
Chapter 10 Summary . . . . . . . . . 263 Interpret Illustrations . . . 281–282
Lesson Vocabulary . . . . . . . . 283
© Macmillan/ McGraw - Hill Cloze Test . . . . . . . . . . . . . . 284

Chapter 11 Vocabulary . . . . . 285–286
Unit E Vocabulary . . . . . . . . 287–289

vii

U N I T Physical Science

Energy

CHAPTER 12 • Forms of Lesson Vocabulary . . . . . . . . 323 © Macmillan /McGraw -Hill
Cloze Test . . . . . . . . . . . . . . 324
Energy Chapter 12 Vocabulary . . . . . 325–326
Chapter 12 Summary . . . . . . . . . 327
Chapter Graphic Organizer . . . . . . 290
Chapter Reading Skill. . . . . . . 291–292 CHAPTER 13 • Electricity and

Lesson 1 Lesson Outline . . . 293–294 Magnetism
Interpret Illustrations . . . 295–296
Lesson Vocabulary . . . . . . . . 297 Chapter Graphic Organizer . . . . . . 328
Cloze Test . . . . . . . . . . . . . . 298 Chapter Reading Skill . . . . . . 329–330

Lesson 2 Lesson Outline . . . 299–300 Lesson 6 Lesson Outline . . . 331–332
Interpret Illustrations . . . 301–303 Interpret Illustrations . . . 333–334
Lesson Vocabulary . . . . . . . . 305 Lesson Vocabulary . . . . . . . . 335
Cloze Test . . . . . . . . . . . . . . 306 Cloze Test . . . . . . . . . . . . . . 336

Lesson 3 Lesson Outline . . . 307–308 Lesson 7 Lesson Outline . . . 337–338
Interpret Illustrations . . . 309–310 Interpret Illustrations . . . 339–340
Lesson Vocabulary . . . . . . . . 311 Lesson Vocabulary . . . . . . . . 341
Cloze Test . . . . . . . . . . . . . . 312 Cloze Test . . . . . . . . . . . . . . 342

Lesson 4 Lesson Outline . . . 313–314 Lesson 8 Lesson Outline . . . 343–344
Interpret Illustrations . . . 315–316 Interpret Illustrations . . . 345–346
Lesson Vocabulary . . . . . . . . 317 Lesson Vocabulary . . . . . . . . 347
Cloze Test . . . . . . . . . . . . . . 318 Cloze Test . . . . . . . . . . . . . . 348

Lesson 5 Lesson Outline . . . 319–320 Chapter 13 Vocabulary. . . . . 349–350
Interpret Illustrations . . . 321–322 Unit F Vocabulary . . . . . . . . 351–353

viii

Name Date

Food Web Scramble

One sentence in each section below is missing a word. To
figure out the word, fill in the letter that matches each
number in the words below it.

1. We are the only organisms that can make our own food
using the sun’s energy.

We are called p

10 3 17 5 20 2 12 31 25

Grass Th o r n T r e e

25 3 31

Buttercup Dandelion

20 12 2 10 5 17

2. We are all the animals that eat mostly plants.
As a group we’re known as

11 10 9 8 3 5 6 14 20 15 23 1 8 13 10 23

Mouse Giraffe Waterbuck

20 23 9 10 3 5 1 14

Elephant Oryx Sambar
13 11 15
© Macmillan/McGraw-Hill/Wildlife Conservation Society 6 8 19

3. We’re hunting animals that eat mostly plant-eating animals.
We’re called

1 3 5 7 9 8 10 12 15 5 7 9 1 19 21 3 12 1

Cheetah PineMarten Lynx

3 21 15

Snake Leopard Cougar
5 7 19 12
1 9 10 8

Wildlife Conservation Society Use with textbook Units A and B WCS
1

Name Date

The Super Spadefoot Match-Up

Draw a line to match each state of the spadefoot toad’s
development to the correct puddle.

© Macmillan/McGraw-Hill/Wildlife Conservation Society

WCS Wildlife Conservation Society Use with textbook Units A and B
2

Name Date

What Is in a Name?

Read the passage and follow the directions below.

Usually when we talk about animals, we use their common names. For example, “house cat” is a
common name. But scientists have special scientific names for animals, usually in Latin. A scientist
would call a house cat Felis domesticus. The first name, Felis, is the animal’s genus, and the second
name, domesticus, is the species. In many cases, the animal’s scientific name somehow describes
the animal. For example, Felis means “cat” in Latin, and domesticus means “of the house.”

Use the Latin Dictionary below to help you match the common name on
the right to the correct scientific name on the left. Place the matching letter
in the blank provided.

CAN YOU FIND THE MATCHES? a. swift fox
b. yellow-throated marten
1. Felis domesticus c. lion
2. Vulpes pallida d. clouded leopard
3. Ursus maritimus e. pale fox
4. Vulpes velox f. polar bear
5. Martes flavigula g. wolf
6. Neofelis nebulosa h. house cat
7. Panthera leo
8. Canis lupus

© Macmillan/McGraw-Hill/Wildlife Conservation Society LATIN MINI DICTIONARY martes – marten
nebulosa – misty, cloudy
canis – dog pallida – pale
domesticus – of the house panthera – panther
felis – cat ursus – bear
flava – yellow, blond velox – speedy
gula – throat vulpes – fox
leo – lion
lupus – wolf
maritimus – of the sea

Wildlife Conservation Society Use with textbook Units A and B WCS
3

Name Date

Mouse Multiplication

Solve the problems below to learn more about the life of mice.

1. If a mouse has four toes on each of its two front feet, and five © Macmillan/McGraw-Hill/Wildlife Conservation Society
toes on each of its two back feet, then …
How many toes does one mouse have, all together?

2. Mice like to munch on seeds. Marvin the mouse hides his
seeds in tree holes and in holes in the ground. One winter
day you find his treasures in 18 tree holes and 24 holes in
the ground. If each tree hole has 10 seeds, and each hole
in the ground has 21 seeds,
How many total seeds did you discover by the end of
the day?

3. A typical adult female house mouse has five litters of young per year. A typical
litter includes six tiny, pink, hairless, helpless mice.
How many babies would an adult female mouse have in one year?

4. One mouse might have nine litters of young before she dies.
How many young mice would this mouse produce in her lifetime?

5. If Ollie the owl catches one-third of Martha the mouse’s babies in one litter and
one-half of Martha’s babies in the next litter,
How many of the babies in the two litters does Ollie the owl catch?

CHALLENGE QUESTION:
6. How many mice would there be at the end of one

year if you started with 10 female mice, and each mouse
had five litters of young? (Assume none of the mice die.)

WCS Wildlife Conservation Society Use with textbook Units A and B
4

© Macmillan/McGraw-Hill/Wildlife Conservation Society Name

Wildlife Conservation Society Deserts of the World

Use with textbook Units A and B Study the map below to see where some of the world’s deserts Date
are located. Use the map to help you answer the questions.
WCS
5 1. Which desert is the largest?
2. Which three deserts are the farthest north of the equator?
3. Which deserts are found in Africa?
4. Which deserts are found in the United States?

Name Date

Desert Degrees

Study the graph below and answer the questions. DEC

AVERAGE TEMPERATURES IN THE SONORAN DESERT

95°
93°
91°
89°
87°
85°
83°
81°
79°
77°
75°
73°
71°
69°
67°
65°
63°
61°
59°
57°
55° JAN FEB MAR APR MAY JUNE JULY AUG SEPT OCT NOV

Data Courtesy of NOAA National Climatic Data Center (Yuma, Arizona)

1. Which is the hottest month in the Sonoran Desert? How hot is it?

2. Have you ever experienced temperatures above 90 degrees Fahrenheit? © Macmillan/McGraw-Hill/Wildlife Conservation Society
If so, use adjectives to describe what it was like.

3. Which is the coldest month in the desert? How cold is it?

4. Is the temperature in your area ever colder than the temperature
in the desert in January?

5. Which three adjectives would you use to describe the
Sonoron Desert?

WCS Wildlife Conservation Society Use with textbook Units A and B
6

© Macmillan/McGraw-Hill/Wildlife Conservation Society Name

Wildlife Conservation Society What’s Happening to the Wetlands?

Study the picture below. How are people changing the wetlands?

Use with textbook Units A and B Date

WCS
7

Name Date

Pesticide Use in the United States

Use the graph to answer the questions below.

1. Which pesticide (herbicide, insecticide, or fungicide) is used most overall? © Macmillan/McGraw-Hill/Wildlife Conservation Society

2. Which pesticide is used least overall?
3. Which category uses the most herbicides? Which category uses the least?

4. Which category uses the most insecticides?
5. Which category uses the most pesticides (herbicides, insecticides, and fungicides)

in general?
6. Can you think of why farmers use such large quantities of pesticides?

WCS Wildlife Conservation Society Use with textbook Units A and B
8

Name Date

From Cells to Ecosystems Chapter 1

You can organize your ideas by making a list. Look at
the following example:

Basic Life Functions
1. Grow and develop
2. Use energy
3. Reproduce
4. Respond to the environment
5. Get rid of wastes

Define microorganism and make a list of five different kinds of
microorganisms.

Microorganism
1.
2.
3.
4.
5.

Make a list of the parts of a plant cell. © Macmillan / McGraw - Hill

1. 5.
2. 6.
3. 7.
4.

2 Unit A · The World of Living Things Use with textbook pages A2–A65

Name Date

Compare and Contrast Chapter 1

When you look for ways that things are alike, you compare them. When you
look for ways that things are different, you contrast them. Comparing and
contrasting can help you understand and remember information. Read the
following passage. Then put check marks in the correct boxes of the chart
below to compare and contrast a cactus and a fern.

Plants have adapted to all the different habitats on Earth. The way
plants look often shows ways they have changed to survive in a certain
environment. Ferns and cacti are both plants because they have
chlorophyll that allows them to make their own food. They both have
roots for taking water and nutrients from the soil. But these plants do
not look alike because each has special features to help it survive in its
environment.

Most kinds of cacti live in the desert so they must be able to live in
a very dry environment. They have thick, waxy stems that can store
water. This enables cacti to survive the hot sun and long dry spells.

A fern would die in the hot, desert sun. It prefers a very moist
environment. Ferns thrive in shady woodlands where deep shade
protects them from drying out and wilting.

Most ferns have light, lacy leaves. The shape of the leaves is good
for catching rainfall and absorbing moisture from the air.

Cactus Fern

© Macmillan / McGraw - Hill 1. has thick, waxy stem
2. has light, lacy leaves
3. contains chlorophyll and makes its own food
4. has roots for taking up water and nutrients
5. will die without lots of moisture
6. can live through long dry spells
7. thrives in the desert
8. thrives in shady woodlands

Unit A · The World of Living Things Use with textbook pages A2–A65 3

Name Date

Alike and Different Chapter 1

When you tell ways that things are alike, you are comparing them. When
you tell ways that things are different, you are contrasting them. In science,
we often compare and contrast living things. You can compare and contrast
the way living things look. You can also compare and contrast the way they
live or behave. Look at the pictures below and think about how the two ani-
mals are alike and different.

Rabbit Wolf

Complete each statement.
1. A rabbit’s body and a wolf’s body are alike because they both

2. A rabbit’s body and a wolf’s body are different because

3. The way a rabbit and a wolf live is different because © Macmillan / McGraw - Hill

4 Unit A · The World of Living Things Use with textbook pages A2–A65

Name Date

The Cells in Living Things Lesson 1

Fill in the blanks. Reading Skill: Compare and Contrast - questions 9, 10, 11,
16, 22

What Are Living Things?

1. Most living things need , ,

, and .

2. Most living things use to turn food into energy.

3. Plants, people, and other animals are all .

4. The smallest units of living matter are called .

5. When sunlight strikes , the cell can make food
for the plant.

How Are Plant and Animal Cells Different?

6. Plant cells have food factories called that contain
chlorophyll.

7. Plant cells have a thick, stiff outer structure called the
that protects and supports the plant cell.

8. An animal cell’s thin outer covering is called the .

Can You Compare Plant and Animal Cells?

© Macmillan / McGraw - Hill 9. Most plant cells and animal cells are different in ,

, and .

10. Both plant and animal cells are with a
jellylike substance.

11. Most cells have a boxlike shape, while
cells have a wide variety of shapes.

Unit A · The World of Living Things Use with textbook pages A4–A17 5

Name Date

Fill in the blanks. Lesson 1

How Small Can Organisms Be?

12. Organisms that are too small to see without a microscope are

called .

13. The one-celled microorganisms that live in pond water are

called .

14. Bacteria are much smaller than most ,
, or
.

15. Some are used to make foods such as cheese
and buttermilk.

16. Yeast and mushrooms are examples of .

How Is an Organism Put Together?

17. Groups of similar cells that work together carrying out a certain job

are called .

18. The tissue that covers and protects your body is your .

19. A group of tissues that work together doing certain jobs is
a(n) .

20. A(n) is a group of organs that work together

carrying on life functions.

Is It Living? © Macmillan / McGraw - Hill

21. A virus contains a “set of plans” for living cells.

22. Unlike living things, a virus does not make or use .

6 Unit A · The World of Living Things Use with textbook pages A4–A17

Name Date

What Are Living Things? Lesson 1

The diagram lists the five things that most living things have in common.
Next to each item is a picture showing an example.

1 Living things 2 Living things use energy. 3 Living things
grow and develop. They get energy by reproduce, or
eating or making food. make more of
their own kind.

4 Living things 5 Living things
respond to the get rid of wastes.
environment.

© Macmillan / McGraw - Hill Answer these questions about the diagram above.
1. How does the illustration show a living thing growing and developing?

2. In the illustration there is a fish moving toward a worm on a hook. This
is an example of what characteristic of living things?

3. How do living things get energy?

Write the answer to the question on the lines.
1. Name three ways that you have grown since you were a baby.

Unit A · The World of Living Things Use with textbook page A6 7

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How Are Plant and Animal Lesson 1
Cells Different?

Each part of a cell has a different job. The labels in the diagram identify each
part of the cells. Follow the pointers to see where each part is located.

Plant Cell Animal Cell

Cell wall Nucleus
Chromosomes

Mitochondrion Vacuole Mitochondrion
Chloroplast Cell membrane Endoplasmic reticulum
Cytoplasm
Endoplasmic reticulum

Use the diagram to answer the questions.
1. What parts can you find in both a plant cell and an animal cell?

2. What parts are only found in a plant cell? © Macmillan / McGraw - Hill
3. How is the shape of the plant cell different from the animal cell?

4. Where is the nucleus located in both the plant cell and the animal cell?

8 Unit A · The World of Living Things Use with textbook pages A8–A9

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The Human Digestive System Lesson 1

Several organs work together to do complicated jobs in a plant or animal.
The organs that work together form an organ system. Your digestive system
is a group of organs that work together to digest your food. Some of the
organs break down your food. Others absorb the nutrients from the food
and then remove the waste from your body. Look at the photograph and
read the labels to follow the path that food takes after it leaves your mouth.

Liver Mouth
Large intestine
Esophagus
Stomach
Small intestine

© Macmillan / McGraw - Hill Answer these questions about the diagram above.
1. What organs are connected to the stomach?

2. What does your food pass through before it reaches your stomach?

3. How does the shape of the intestines help give your body the time it
needs to absorb nutrients from the food you eat?

Unit A · The World of Living Things Use with textbook pages A15 9

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Is It Living? Lesson 1

A virus is not living. It invades living cells. This diagram shows how a virus
uses a living cell to reproduce. Read the illustrations and captions from 1 to 4.

Follow the steps in the diagram to answer the questions. © Macmillan / McGraw - Hill
1. Write a title for this diagram.

2. What is the first step in virus reproduction?

3. Which process must occur before the virus can force a cell to make
copies of the virus?

4. Why does the cell burst in step 4?

10 Unit A · The World of Living Things Use with textbook page A16

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The Cells in Living Things Lesson 1

Fill in the blanks.

1. The smallest unit of living matter is oxygen
a(n) . organism
cell
2. A group of similar cells working together is called tissue
a(n) . organ
system
3. Animals need to turn food organ system
into energy.

4. Your heart is a(n) that contains

muscle tissue, nerve tissue, and blood tissue.

5. A(n) is any living thing

that carries out five basic life functions on its own.

6. A(n) is a group of parts that
work together.

7. When several organs work together carrying on life functions, they form
a(n) .

Answer each question.
8. How are organs formed? What are some important organs in your body?

© Macmillan / McGraw - Hill 9. How are a bacteria and a virus similar? How are they different?

Unit A · The World of Living Things Use with textbook pages A4–A17 11

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The Cells in Living Things Lesson 1

shapes cells microorganisms
sunlight tissues oxygen

Fill in the blanks.

Living things are made up of tiny units called .

Protists are tiny that live in pond water and have

only one cell. Plant cells have a special green material that helps plants

use to make food. Animals cannot make food.

Instead they use to turn the food they eat into

energy. Different kinds of cells have different

that help them do their job. Cells are grouped together to make the

and organs that do complicated jobs.

© Macmillan / McGraw - Hill

12 Unit A · The World of Living Things Use with textbook pages A4–A17

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Classifying Organisms Lesson 2

Fill in the blanks. Reading Skill: Compare and Contrast - questions 5, 6, 7

How Are Organisms Classified?

1. To classify organisms, scientists study many of their .

2. The classification system divides organisms into large groups

called .

3. Organisms in each kingdom share basic .

4. A trait is a(n) of a living thing.

5. Organisms in the fungus kingdom may have one or many cells, but

organisms in the true bacteria kingdom have .

6. All organisms in the ancient bacteria kingdom lack a nucleus, but
organisms in the protist, fungus, plant, and
kingdoms have a nucleus in their cells.

7. Organisms in the ancient bacteria, true bacteria, protist, and
kingdoms can make their own food.

8. An organism that eats, absorbs, or obtains food can be

a. ,

b. , or

c. .

© Macmillan / McGraw - Hill 9. An organism that cannot move from place to place can be a

plant or .

10. An organism that has a nucleus can be an animal, plant, fungus,
or .

11. A single-cell organism can be a(n) , ancient
bacterium, fungus, or protist.

Unit A · The World of Living Things Use with textbook pages A18–A27 13

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How Can Organisms Be Classified Further? Lesson 2

12. The seven groups that an organism can be classified into are:

a. , b. ,

c. , d. ,

e. , f. , and

g. .

13. The smallest classification group is a(n) .

How Are Organisms Named?

14. The classification system plays a part in how each
is named.

15. The first part of an organism’s name uses the organism’s
name.

16. A genus is a group made up of two or more very similar
.

17. The second part of an organism’s name uses the organism’s
name.

Have Any Organisms Never Been Classified?

18. So far scientists have named and described about 1.75 million
on Earth.

19. Scientists are working to find and classify as many organisms © Macmillan / McGraw - Hill

as possible that live in tropical .

20. The clearing of the rain forests affects the
that live there.

14 Unit A · The World of Living Things Use with textbook pages A18–A27

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How Are Organisms Classified? Lesson 2

Scientists classify organisms by placing them in large groups called kingdoms.
Organisms in the same kingdom have similar characteristics. The chart below
organizes this information into rows and columns. The kingdoms are organ-
ized by row and their characteristics are organized by column.

© Macmillan / McGraw - Hill Read the chart from left to right and from top to bottom to answer the
questions.

1. List the names of each kingdom, in order, from top to bottom.

2. List the characteristics of a protist.

3. Which organisms can make food?

Unit A · The World of Living Things Use with textbook page A20 15

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How Can Organisms Lesson 2
Be Classified Further?

The chart shows the seven groups into which an organism can
be classified. Organisms in groups with larger numbers have less in common
with each other than organisms in groups with small numbers.

Kingdom Phylum Class Order Family Genus Species

Answer these questions about the chart above. © Macmillan / McGraw - Hill
1. What kinds of organisms are found in the family group?

2. Which group of the chart contains only
dogs and wolves?

3. Which group of the chart contains lions
but no monkeys?

4. Which group of the chart contains birds
but no insects?

16 Unit A · The World of Living Things Use with textbook page A23

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Classifying Organisms Lesson 2

Fill in the blanks. A word can be used twice.

1. The classification system groups organisms genus
kingdoms
according to similar or traits
phylum
characteristics. naming
system
2. Organisms that absorb food, contain a nucleus, species
and cannot move are members of animal
the kingdom. fungus

3. Organisms that eat food, contain a nucleus, and
can move from place to place are members of
the kingdom.

4. The classification group that has more members
than all other groups except a kingdom is
a(n) .

5. The classification group that has fewer members than all other groups

except a species is a(n) .

6. The classification group that is made up of only one type of organism

that can reproduce only with others like itself is a(n) .

7. The first part of an organism’s scientific name is its
name.

© Macmillan / McGraw - Hill 8. The second part of an organism’s scientific name is its
name.

9. Classification allows people to communicate about organisms by

using one .

10. Scientists classify organisms into six groups called :
ancient bacteria, true bacteria, protist, fungus, plant, and animal.

Unit A · The World of Living Things Use with textbook pages A18–A27 17

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Classifying Organisms Lesson 2

true plant kingdoms
food fungus traits
cells absorb

Fill in the blanks.

Scientists classify organisms into large groups called .

Living things in each kingdom share basic characteristics or

. An organism with a nucleus could belong in the

animal, plant, , or protist kingdom. Organisms

without a nucleus are members of either the ancient bacteria or

bacteria kingdom. Members of the fungus kingdom

food. Organisms from the fungus kingdom cannot

move. Another group of organisms that cannot move belong to the

kingdom. Members of the animal kingdom are

made up of many . They move from place to place © Macmillan / McGraw - Hill

and cannot make their own . We are members of

the animal kingdom.

18 Unit A · The World of Living Things Use with textbook pages A18–A27

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Organisms of the Past Lesson 3

Fill in the blanks. Reading Skill: Compare and Contrast - questions 9, 10

How Are Skeletons Used to Compare Organisms?

1. Any evidence of an organism that lived in the past is called
a(n) .

2. Fossils are often preserved in rock.

3. The first ancestor of the horse was about the size of a

small .

4. You can tell the of a fossil by studying the

rock layer in which the fossil is found.

5. The oldest fossils are found in the oldest rock layers, which are at
the .

6. Younger fossils are found in later, rock layers.

Can Organisms That Seem Different Be Related?

7. Scientists compare to understand what is

similar and what is different about organisms.

8. Whale flipper bones are much more like human
bones than they are like shark fins.

9. Whales and humans are both .

© Macmillan / McGraw - Hill What Are Some Other Clues?

10. An undeveloped animal or plant is called a(n) .

11. Birds and fish have and are vertebrates.

12. By comparing fossil embryos with each other and with modern embryos,

scientists can classify organisms.

Unit A · The World of Living Things Use with textbook pages A28–A35 19

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Why Do Organisms Become Extinct? Lesson 3

13. Fossils show that there have been many .

14. A mass extinction is when many different species die out at about
the .

15. Some scientists believe dinosaurs became extinct when a giant
hit Earth.

16. The meteorite would have created great clouds of dust that

blocked .

17. Some scientists believe dinosaurs could have spread deadly
as they moved about Earth.

18. Pesticides and destroy animal habitats.

19. The actions of people cause many species to become
, or in danger of becoming extinct.

© Macmillan / McGraw - Hill

20 Unit A · The World of Living Things Use with textbook pages A28–A35

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What Does Other Fossil Lesson 3
Evidence Tell You?

The diagram shows different rock layers. Different kinds of fossils are
contained in each layer. Fossils found in layer A are the youngest. Fossils
found in layer D are the oldest. Each layer is labeled with a letter.

A

B

C

© Macmillan / McGraw - Hill D

Answer these questions about the diagram above.
1. Fossils found in layer A are younger than
fossils found in layer B. Which rock layer
contains fossils older than layer C?

2. Which layers contain fossils that are younger
than the fossils found in layer C?

3. Which layers contain fossils that are older
than the fossils found in layer B?

4. Which layers contain fossils that are older
than the fossils found in layer A?

5. Which layers contain fossils that are younger
than the fossils found in layer D?

6. Suppose a new rock layer was added to the top of this column.
How would the age of fossils in this layer compare with the
fossils found in layers A to D?

Unit A · The World of Living Things Use with textbook page A31 21

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What Are Some Other Clues? Lesson 3

The drawing shows the embryo of a bird and the embryo of a fish. The lines
point to similar traits.

Embryos

Gill slits
Bird Backbone Fish

Tail

Answer these questions about the diagram above.
1. What types of embryos are shown in the drawing?

2. What traits do each of the embryos share?

3. Which of these traits is lost after a bird is born?
4. Why do you think scientists study embryos?

© Macmillan / McGraw - Hill

22 Unit A · The World of Living Things Use with textbook page A33

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Organisms of the Past Lesson 3

Fill in the blanks.

1. Any evidence of an organism that lived in the past age
sunlight
is called a(n) . embryo
fossil
2. Many organisms are , or no upper
longer alive. classify
mass
3. Many fossils are skeletons preserved extinction
in . extinct
related
4. Scientists can learn the of rock
bottom
a fossil by comparing it with other fossils.

5. The oldest fossils are in the oldest rock layers,

which are at the .

6. The youngest fossils are found in later,
rock layers.

7. Scientists compare limbs to see if organisms might be
.

8. An undeveloped animal or plant is called a(n) .

9. A time when many different species die out is called a(n)
.

© Macmillan / McGraw - Hill 10. Some scientists believe the extinction of dinosaurs occurred after
a giant meteorite hit Earth, causing great clouds of dust to block
.

11. Knowing how organisms have changed over time helps scientists
living and extinct organisms.

Unit A · The World of Living Things Use with textbook pages A28–A35 23

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Organisms of the Past Lesson 3

dust sunlight mass
fossils volcanoes meteorite
alive deadly endangered

Fill in the blanks.

When organisms become extinct, they are no longer

on Earth. Millions of years ago, there was a(n)

extinction of dinosaurs. Some scientists believe it occurred after a giant

hit Earth, causing great clouds of dust to block

. Other scientists think erupted.

This would have created great clouds that blocked

sunlight. Some other scientists think dinosaurs could have spread

diseases. Too much hunting and fishing can make a

species , or in danger of extinction. Even though

dinosaurs are extinct, scientists continue to learn about them by studying © Macmillan / McGraw - Hill

.

24 Unit A · The World of Living Things Use with textbook pages A28–A35

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Organisms and Where They Live Lesson 4

Fill in the blanks. Reading Skill: Compare and Contrast - question 10

How Do Living and Nonliving Things Interact?

1. Ecosystems include both and
things.

2. The study of how living and nonliving things interact is

called .

3. The living part of an ecosystem is a(n) .

4. Communities can be divided into different .

5. A population is made up of only one type of .

6. Each organism’s home is called its .

How Are Ecosystems Different?

7. A cactus can grow where there is little water but plenty
of .

8. Areas with soil rich in can support many plants.

9. The types of plants and animals that live in a particular
depend on the water, soil, and amount

of sunlight the area receives.

What Kinds of Ecosystems Are There?

© Macmillan / McGraw - Hill 10. Differences in produce a variety of ecosystems.

Unit A · The World of Living Things Use with textbook pages A38–A51 25

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What Type of Roles Do Organisms Play? Lesson 4

11. Each community has three types of members:

a. ,

b. , and

c. .

12. Producers make .

13. Consumers eat producers or other .

14. Decomposers break down and the remains
of other organisms.

What Are Producers?

15. You can tell most producers by their color.

16. Producers use water, carbon dioxide in the air, and the
to make food.

17. Producers capture light energy from the Sun and transform it
into .

What Are Consumers and Decomposers?

18. Organisms that eat food are .

19. Consumers must get food from other to stay alive.

20. Decomposers break down living and dead matter into simple © Macmillan / McGraw - Hill
that they use for food.

21. Decaying plants, animals, and animal wastes are made into natural
.

What Is a Food Web?

22. In any ecosystem many overlap.

23. How food chains are related within an ecosystem is shown

by a(n) .

26 Unit A · The World of Living Things Use with textbook pages A38–A51

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What Makes Up an Ecosystem? Lesson 4

Living things depend on each other and the things in their environment for
survival. The illustrations show an ecosystem and the parts of it. Study the
pictures and read the labels to find out about the ecosystem.

Ecosystem Community

A meadow The living part of an ecosystem.
Populations Habitats

Frogs Pond Under rocks Soil

Answer these questions about the ecosystem shown in the illustrations above.

1. An ecosystem contains living and nonliving things. What is the living
part of an ecosystem called?

2. What are two nonliving things in the ecosystem?

3. How is a community different from a population?

© Macmillan / McGraw - Hill 4. What is the earthworm’s habitat?

5. How could one of the populations shown in the illustration be affected
if the pond dried up?

Unit A · The World of Living Things Use with textbook page A41 27

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What Kinds of Land Lesson 4
Ecosystems Are There?

Climate differences produce a variety of land ecosystems. The map shows where
these ecosystems are located. The map key describes the type of land ecosystem.

A Tundra
Long, dark, and very cold
winters. Few trees. Ground is
frozen beneath the surface.

B Taiga
Very cold winters, cool
summers. More rain or snow
falls than in the tundra.

C Grasslands
Cold winters, hot summers.
More rain or snow falls than
in the taiga. Rich soil.

D Mild forest
lands

Mild winters and
summers. Plenty of
rain or snow. Trees
lose their leaves in
winter.

E Desert
Very hot days all
year. Very little
rain. Plants and
animals adapted to
conserve water.

F Tropical rain
forest

Hot and rainy all year.
Poor soil. Variety of
plants and animals.

Use the map and the map key to answer the questions. © Macmillan / McGraw - Hill
1. Which ecosystems are found inside the United States?

2. Which ecosystems are found outside the United States?

3. Which ecosystem is found inside and outside of the United States?

28 Unit A · The World of Living Things Use with textbook pages A44–A45

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What Types of Roles Do Lesson 4
Organisms Play?

The chart shows relationships between producers, consumers, and decom-
posers. Each number identifies a particular relationship. The order of the
numbers shows how energy moves from the sun to producers, consumers,
and then to decomposers.

Producers, Consumers, and Decomposers

1 Producers make food. 2 Consumers eat producers.
Consumer

Producer

3 Some consumers Second 4 Decomposers feed on dead
eat other consumer producers and consumers,
consumers. and wastes.

Decomposers

Answer these questions about the chart above.
1. What types of organisms are shown in the chart?

2. What is the job of a producer?

© Macmillan / McGraw - Hill 3. What is the relationship between consumers and producers?

4. What type of organism can eat a living consumer?

5. What is the job of a decomposer?

Unit A · The World of Living Things Use with textbook page A46 29

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What Is a Food Web? Lesson 4

A food web shows how food chains are related within an ecosystem. In this
illustration, arrows point from an organism to the organisms that consume it.
Notice that there can be more than one arrow pointing to one organism.
Follow the arrows to see how energy flows through the food web.

Use the illustration to answer the questions. © Macmillan / McGraw - Hill
1. Do the arrows point to consumers or to producers?

2. Name three producers shown in the illustration.

3. Name three consumers shown in the illustration.

4. What does the mouse eat? What eats the mouse?

30 Unit A · The World of Living Things Use with textbook page A50

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Organisms and Where They Live Lesson 4

Fill in the blanks.

1. A(n) includes both living and producers
nonliving things. ecosystem
consumers
2. The living part of an ecosystem is food chain
a(n) . population
decomposers
3. A is made up of only one type chloroplasts
of organism. community
food web
4. An organism’s home is called its . habitat
fertilizers
5. capture light energy from the
Sun and transform it into food.

6. Most producers are green because their cells

contain .

7. Organisms that eat food made by producers are

called .

8. Living and dead matter are broken down into simple chemicals
by .

9. Natural are made of decaying plants, animals, and
animal wastes.

10. The steps in which organisms get the food they need to survive

© Macmillan / McGraw - Hill is called a(n) .

11. A(n) shows how food chains are related
within an ecosystem.

Unit A · The World of Living Things Use with textbook pages A38–A51 31

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Organisms and Where They Live Lesson 4

carnivores Sun omnivores
decomposers producers herbivores
food chain consumers

Fill in the blanks.

Producers make their own food by capturing energy from the

. Consumers and decomposers must get food

from producers or other . There are three types of

consumers. Consumers that eat only plants are called .

Consumers that eat only animals are called .

Consumers that eat both plants and animals are called

. A series of steps in which organisms get the food

they need to survive is called a . Food chains show

how energy is passed from the sun to ,

consumers, and . © Macmillan / McGraw - Hill

32 Unit A · The World of Living Things Use with textbook pages A38–A51

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Changes in Ecosystems Lesson 5

Fill in the blanks. Reading Skill: Compare and Contrast - question 1

What Causes Ecosystems to Change?

1. Sunlight is a resource that can never run out, but
is a resource that can run out.

2. A long period of time with little or no precipitation, such as rain,

is called a .

3. When burns a forest, animals lose their

food sources and homes.

4. Too many of at least one kind of living thing in an ecosystem is

called .

How Can People Change Ecosystems?

5. When harmful substances are added to Earth’s water, air, or land,

we call the problem .

6. Sometimes wastes from homes or factories are dumped into rivers, lakes,

and oceans, causing pollution.

7. One terrible example of water pollution occurred in Alaska when
a(n) ran aground.

8. Cars and factories cause most of the pollution.

© Macmillan / McGraw - Hill 9. When acids mix with water in the air and fall to Earth, it is called
.

10. occurs when waste gases combine with water
in the air.

Unit A · The World of Living Things Use with textbook pages A54–A61 33

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How Can Humans Fight Pollution? Lesson 5

11. To not waste electricity, people can appliances
when they are not using them.

12. The is a federal law that sets limits on different

kinds of air pollution.

13. To lower land pollution, people can and
materials.

14. The requires states to clean up polluted waters

and to prevent further pollution.

15. To keep water clean, people should not dump
that could harm the water or throw things into rivers or lakes that do
not belong there.

© Macmillan / McGraw - Hill

34 Unit A · The World of Living Things Use with textbook pages A54–A61

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What Causes Ecosystems Lesson 5
to Change?

Fire, diseases, and drought can change ecosystems. Look at the photographs
and read the caption to find how these things affect ecosystems.

© Macmillan / McGraw - Hill These pictures show how
fire, Dutch elm disease, and
drought can affect an
ecosystem.

Use the photographs and caption to answer the questions.
1. Why can fire spread very quickly in a forest?

2. Describe how drought can change an ecosystem.

3. How does Dutch elm disease affect people?

Unit A · The World of Living Things Use with textbook page A56 35