Reading in Science

Name Date

Chapter 3

Circle the letter of the best answer.

7. A hard covering that protects an invertebrate’s body is a(n)

a. backbone. b. endoskeleton.

c. exoskeleton. d. vertebrate.

8. A cold-blooded animal that spends part of its life in water and part

of it on land is called a(n)

a. amphibian. b. bird.

c. mammal. d. reptile.

9. A cold-blooded vertebrate with waterproof skin and scales is

called a(n)

a. amphibian. b. bird.

c. mammal. d. reptile.

10. A warm-blooded vertebrate that has hair and a female can produce milk to

feed its young is called a(n)

a. amphibian. b. bird.

c. mammal. d. reptile.

11. A warm-blooded vertebrate with feathers and a beak is called a(n)

a. amphibian. b. bird.

c. mammal. d. reptile.

12. An animal with a constant body temperature is said to be

a. cold-blooded. b. constant blooded. © Macmillan / McGraw - Hill

c. invertebrate. d. warm-blooded.

86 Unit B · Animals as Living Things Use with textbook pages B2–B41

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Chapter Summary

1. What are two vocabulary words you learned in the chapter?
Write a definition for each.

2. Which diagram explained an idea the best in this chapter?
3. What are two main ideas that you learned in this chapter?

© Macmillan / McGraw - Hill

Unit B · Animals as Living Things Use with Chapter 3 87

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Life Processes Chapter 4

You can use the following graphic organizer to show a
main idea and its supporting details. Look at the example below.
Notice how the main idea is surrounded by the details that support it.

pArebyaitnutsheesdeacrhko. es to find Main Idea Acoslnleacktes’soSdufooprprkoperadtirnttgiocnlDegesut.aeil
neseaSnrSpbsueyepcpoiianoblrfjotecinrecmgtllssaD.teoiotnanilaafbisohu’ts body
Supporting Detail Some animals have
special sense organs.
AmnainnsyelceStnuespyepeso.hrtainsg Detail

Find four details that support the main idea below.

Supporting Detail Main Idea Supporting Detail © Macmillan / McGraw - Hill
Supporting Detail Supporting Detail
Different animals have
different life spans.

88 Unit B · Animals as Living Things Use with textbook pages B42–B77

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Main Idea and Supporting Details Chapter 4

Every story has one main idea. Other facts in the story are details that tell
the 5 Ws and an H—who, what, when, where, why, and how—about the
main idea.

Read each main idea and the sentences that follow it below. Circle each
sentence that is a supporting detail—tells more about the main idea.

1. Veterinarians may do different kinds of work.
a. most vets work with family pets.
b. Many vets take care of farm or zoo animals.
c. Vets have to graduate from college to get a license.
d. Some vets inspect the health of animals used for food.
e. Many animals are used for food.

2. Some animals have special sense organs.
a. Not all animals have lungs.
b. A snake tastes the air with its tongue.
c. A bat’s large ears help it hear better than many animals.
d. The Moon reflects light from the Sun.
e. Special hairs on a fish’s body sense when the water is disturbed.

© Macmillan / McGraw - Hill 3. Your digestive system breaks down food so your body can use it.
a. Saliva and your teeth start to break down the food you eat.
b. Some foods are very salty.
c. Acids in your stomach break down the food, too.
d. Your stomach muscles mix the food particles.
e. Some foods are hard to digest.

Unit B · Animals as Living Things Use with textbook pages B42–B77 89

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Important Details Chapter 4

The details in a story tell you more about the main idea. The main idea and
the details can be used to create a web of words like the one below.

Giraffe’s neck Polar bear’s fur Fish’s gills and
helps it reach is white to blend fins allow it to swim
leaves in trees.
into its snowy and breathe
environment. underwater.

Adaptation helps
animals survive.

Turtle’s hard Elephant’s trunk Owl’s eyes and
shell protects its body helps it get food, ears help it spot
and is a place to hide
feed itself, and prey, even
from danger. pick up things. in the dark.

Make a web of words below, using the main idea and details from “Dancing
Bees,” the Science Magazine article.

© Macmillan / McGraw - Hill

90 Unit B · Animals as Living Things Use with textbook pages B42–B77

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Organ Systems Lesson 4

Fill in the blanks. Reading Skill: Main Idea and Supporting Details -
questions 9, 10, 11, 13, 20, 22, 23

How Do Blood and Air Travel?

1. Blood is a liquid .

2. Blood carries , , and

to cells.

3. It is the job of the system to move blood through
the body.

4. Insects and other invertebrates have circulatory
systems.

5. All vertebrates have a(n) circulatory system in which

blood travels through tubes called blood vessels.

6. The most complex animals, mammals, have hearts with
chambers.

7. The circulatory system is made up of the ,
, and .

8. The system that carries oxygen to body cells and removes the waste gas

carbon dioxide is called the system.

© Macmillan / McGraw - Hill 9. In most invertebrates, gases move in and out through
, even the skin.

10. Fish and young amphibians have that exchange
gases with the water.

11. Adult amphibians breathe through both their and

their .

Unit B · Animals as Living Things Use with textbook pages B44–B53 91

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12. Liquid wastes created when cells break down Lesson 4
chemicals are removed by the system.

13. In complex animals the main waste removal organs are the
, which filter wastes from the blood.

How Do Animals Take In and Digest Food?

14. Before body cells can use food for energy, the food must be broken

down by the system.

15. Some simple invertebrates, like the flatworm, have a digestive system

with opening(s).

16. In birds, a muscular organ called the grinds food
before it enters the rest of the system.

How Do Animals Sense Changes?

17. The body’s master control system is the system.

18. The nervous system is made up of nerve cells, nerves, and, in more com-

plex animals, a(n) .

19. Many animals have specialized sense organs that collect information

about their .

20. Insects see and but
not a clear image.

How Do Animals Move?

21. The skeletal system works with the © Macmillan / McGraw - Hill
system to allow a vertebrate to move.

22. An earthworm shortens and stretches its to move.

23. In vertebrates, muscles produce movement by shortening and pulling on
.

92 Unit B · Animals as Living Things Use with textbook pages B44–B53

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How Do Animals Take In Lesson 4
and Digest Food?

To get energy, an animal eats food. Before the food can be used for energy,

it must be broken down. The organ system that breaks down food in the

body is the digestive system. The numbers in the diagram help you follow

food through the digestive system.

2. It passes to the esophagus stomach large intestine 3. Acids break
stomach through down the
the esophagus. food. Stomach
muscles mix it.

mouth 4. Food passes into

1. Food is the small intestine.
taken in Chemicals from
through the liver and other
the mouth. glands mix with
the food. When

it is digested,

nutrients are

absorbed into the

liver small intestine blood through the
small intestine’s
5. Solid wastes are passed to the large intestine, walls.

then out of the body.

Answer these questions about the diagram above.

1. How does food travel from the frog’s mouth to its stomach?

© Macmillan / McGraw - Hill 2. What happens to food in the stomach?

3. Where does food go after passing through the stomach?
4. What happens to solid wastes?

Unit B · Animals as Living Things Use with textbook page B49 93

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How Do Animals Sense Changes? Lesson 4

The nervous system helps animals sense changes in their world. It also con-
trols other organ systems. Nerve cells and nerves make up a nervous system.
Complex animals have a brain. Use the illustrations to compare the sizes of
parts of the brain in different animals.

Shark Brain Frog Brain Human Brain

Vision Vision Vision Thinking

Smell Smell Smell

The shark has a keen The frog relies on eyesight Smell is not as important to
sense of smell and poor to catch prey. The visual humans as eyesight. Brain
eyesight. Brain parts part of the brain in the parts related to vision are
related to smell are large frog is larger than the part much larger in the human
in the shark brain. used for smell. brain than those for smell.
The largest region of all is
used for thinking and memory.

Answer these questions about the diagram above.

1. Look at the part of the shark, frog, and human brains where vision is
found. How do they compare in size?

2. What is the same about the part of the brain used for smell in both the © Macmillan / McGraw - Hill
frog brain and the human brain?

94 Unit B · Animals as Living Things Use with textbook page B50

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Organ Systems Lesson 4

Match the correct letter with the description. a. circulatory
1. controls all other body systems system
2. breaks down food for energy
3. brings oxygen to body cells and removes the b. respiratory
waste gas carbon dioxide system
4. moves blood through the body
5. removes liquid wastes c. excretory
6. made up of muscles that move bones system
7. made up of bones
d. digestive
Use the organ systems listed above to identify the system
systems that are helping you do the tasks needed to
complete this Lesson Vocabulary. e. nervous
system
8. see the paper
f. skeletal
9. bring oxygen to my brain so I can think system

10. break down food from my last meal g. muscular
for energy system

© Macmillan / McGraw - Hill 11. move my arm so I can write

12. support my body so I can sit up

13. enable me to breathe

Unit B · Animals as Living Things Use with textbook pages B44–B53 95

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Organ Systems Lesson 4

esophagus digestive acids wastes
small intestine stomach absorbed liver

Fill in the blanks.

The frog’s body breaks down food for energy using the

system. After food is swallowed, it passes through

the and into the . Here, strong

break down food. Next, food passes into the

. While in the small intestine,

chemicals from the and other organs mix with the

food. Then the food is broken down further and .

Finally, solid are passed out of the body.

© Macmillan / McGraw - Hill

96 Unit B · Animals as Living Things Use with textbook pages B44–B53

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Development and Reproduction Lesson 5

Fill in the blanks. Reading Skill: Main Idea and Supporting Details -
questions 3, 8, 9, 12, 16, 17

What Is Metamorphosis?

1. Certain animals, such as mealworms, go through changes in their devel-

opment called .

2. The two types of metamorphosis are and
.

3. The stages of complete metamorphosis are:
a. , b. ,
c. , and d. .

4. A young organism with a form that is different from its parents is called
a(n) .

5. Adult tissues and organs form during the stage.

6. Metamorphosis allows animals to .

7. Adult animals specialize in , while larvae and nymphs
specialize in eating and growing.

8. Grasshoppers, termites, and damselflies go through
metamorphosis.

© Macmillan / McGraw - Hill 9. The three stages of incomplete metamorphosis are
.

What Are the Stages of an Animal’s Life?

10. Stages of growth and change make up an organism’s .
.
11. All organisms follow the same general pattern of
.

12. The six stages in the human life cycle are

Unit B · Animals as Living Things Use with textbook pages B54–B63 97

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How Long Do Animals Live? Lesson 5

13. The length of time an animal is expected to live is called its
.

14. Scientists think that may control how
long an animal lives.

How Do Animals Reproduce?

15. The making of offspring is called .

16. Simple invertebrates like sponges and cnidarians can reproduce by a

process known as .

17. The process by which a whole animal develops from just a part of the

original animal is called .

18. Both budding and regeneration result in exact copies of the parents

called .

19. Another type of reproduction requires from
two parents.

20. The female cell is called a(n) .

21. The male cell is called a(n) .

22. When an egg and a sperm join, it is called .

23. Fertilization produces a developing animal called a(n) © Macmillan / McGraw - Hill
.

How Are Traits Passed to Offspring?

24. The passing of traits from parents to offspring is called
.

25. Offspring inherit traits from .

98 Unit B · Animals as Living Things Use with textbook pages B54–B63

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What Is Metamorphosis? Lesson 5

As the damselfly grows and changes, it goes through incomplete
metamorphosis. Follow the stages of incomplete metamorphosis as the
damselfly develops.

1 Egg stage 3 Adult stage
The damselfly nymph
A female damselfly molts several times until
lays her eggs on a it becomes an adult.
reed underwater.
After some time the 2 Nymph stage
eggs hatch. The young damselfly, called a nymph (nimf), hatches
from an egg. A nymph is a young insect that looks like
an adult. The damselfly nymph lives in water and has
gills. The nymph keeps growing and changing. After
many weeks the damselfly nymph comes out of the
water. Soon the nymph sheds its skin, or molts. Small
wings appear.

Use the diagram above to fill in the blanks. stage.
1. The first stage of incomplete metamorphosis is the

2. Damselflies goes through metamorphosis.

3. As a nymph, the damselfly has and lives in water.

4. The last stage of the damselfly’s life is the stage.

© Macmillan / McGraw - Hill 5. The stages of incomplete metamorphosis are: .
a. , b. , and c.

Unit B · Animals as Living Things Use with textbook page B57 99

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How Long Do Animals Live? Lesson 5

Graphs use numbers to show information. The numbers along the top of the
graph show how many years an organism can be expected to live. Locate the
name of the organism on the left side of the graph to find its life span.

Life Spans

0 10 20 30 40 50 60 70 80 90 100 110 120 120+ years

Fruit fly: 2 weeks
Black widow spider: 9 months
Monarch butterfly: 2 years
Red fox: 8 years
Queen ant: 15 years
Goldfish: 30 years
Orangutan: 50 years
Alligator: 61 years
Killer whale: 90 years
Tortoise: 120 years
Ponderosa pine: 700 years
Giant sequoia: 6,000 years

Use the graph to answer the questions.
1. Name the organisms that have life spans of less than 60 years.

2. How much longer does a tortoise live than a gold fish? © Macmillan / McGraw - Hill

3. According to the graph, how does the size of an organism relate to its
life span?

100 Unit B · Animals as Living Things Use with textbook page B59

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How Do Animals Reproduce? Lesson 5

Two ways in which two animals reproduce are budding and regeneration.
Compare budding with regeneration.

Budding Regeneration

Bud

Bud
grows

Hydra Bud
breaks off

When a single planarian is cut in half,
each half grows back its missing part.

Use the diagrams above to fill in the blanks. .
1. The hydra reproduces by
© Macmillan / McGraw - Hill .
2. The planarian reproduces by forms on the

3. When the hydra reproduces, a(n) from
adult’s body.

4. After some time, the bud grows and
the adult’s body.

5. When a whole animal develops from just a part of the original animal, it

is called .

Unit B · Animals as Living Things Use with textbook page B60 101



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Development and Reproduction Lesson 5

Match the correct letter with the description. a. metamor-
1. production of offspring phosis

2. how long an animal can be expected to live b. life cycle
c. life span
3. a young insect that looks like an adult d. reproduc-

4. the passing of traits from parent to offspring tion
e. heredity
5. a change in body form f. larva
g. pupa
6. a wormlike organism with a form h. nymph
different from its parents i. egg
j. embryo
7. the stages of an organism’s growth k. fertilization
and development l. sperm

8. a stage in metamorphosis in which adult
tissues and organs form

9. the joining of an egg and a sperm

10. a developing animal produced by fertilization

11. female cell required for reproduction

12. male cell required for reproduction

Answer each question.
13. How does an animal reproduce by budding?

© Macmillan / McGraw - Hill 14. How does an animal reproduce by regeneration?

Unit B · Animals as Living Things Use with textbook pages B54–B63 103

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Development and Reproduction Lesson 5

sperm reproduction fertilization platypus
embryo egg clones traits

Fill in the blanks.

In one type of , two parents reproduce offspring. The

offspring are similar but not . The female parent pro-

duces a cell called a(n) . The male parent produces a

cell called a(n) . When the two join, a developing

structure known as a(n) is created. This process is

called . The embryo will grow to become an

adult, with from both parents. Most mammals give

birth to fully developed young. However, the is one

mammal that lays eggs.

© Macmillan / McGraw - Hill

104 Unit B · Animals as Living Things Use with textbook pages B54–B63

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Animal Survival Lesson 6

Fill in the blanks. Reading Skill: Main Idea and Supporting Details -
questions 5, 6, 7, 8, 9, 12, 13, 15, 17, 18

What Are Adaptations?

1. Blending due to color is called .
2. Camouflage helps animals blend into their
.

3. When England’s air became polluted,
became more common.

4. When an animal’s body resembles its environment, it is said to have
.

5. Camouflage and protective resemblance are that
help organisms survive.

6. Some animals display bright colors to .

7. The polar bear’s white fur keeps it warm and helps it
with its surroundings.

8. A giraffe’s allows it to reach leaves high up in trees.

9. An adaptation that helps an animal is likely to
become more common.

What is Mimicry?

© Macmillan / McGraw - Hill 10. An important adaptation that helps monarch butterflies survive is that

they .

11. When one organism imitates another, occurs.

12. Because of its resemblance to the monarch, the

is protected by .

Unit B · Animals as Living Things Use with textbook pages B64–B73 105

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How Do Animals Behave? Lesson 6
13. Behavior that is not learned is called behavior.
14. The simplest inherited behavior is a(n)
15. A complicated inherited behavior is called a(n) .
16. Examples of instincts include: .

a. , and behavior.
b. .
17. Behavior that is not inborn is called
18. Some ways of learning include:

a. ,
, and
b. .

c. .
to help people who
d.
19. Almost all learning involves some form of
20. Helping Hands trains

have trouble moving their bodies.

How Can Quick Responses Help Animals Survive?

21. A squid can make a quick getaway by squirting at
an attacker.

22. A porcupine has that can injure an attacker. © Macmillan / McGraw - Hill

106 Unit B · Animals as Living Things Use with textbook pages B64–B73

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How Can Body Color Help Lesson 6
an Animal Survive?

Look at the two peppered moths pictured. Their surroundings are trees with
light bark. Identify which moth is better camouflaged.

Light and dark peppered moths.

Use the diagram above to fill in the blanks.

1. A moth can blend into its surroundings because of its .

2. Blending because of color is called .

3. In this diagram, the moth more likely to survive is the
peppered moth.

© Macmillan / McGraw - Hill 4. In this diagram, the moth less likely to survive is the
peppered moth.

5. If the bark were to darken, as it did in England in the 1800s, the
peppered moth would be less likely to be spotted

by birds and be eaten.

6. In an environment that has many trees with a light bark,
moths are more common.

7. In an environment that has many trees with a dark bark,
moths are more common.

Unit B · Animals as Living Things Use with textbook page B66 107

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How Can Quick Responses Lesson 6
Help Animals Survive?

Animals often face danger, especially from their enemies. Many animals have
developed special behaviors to help protect them from danger. Study the
pictures of the animals that have special features that protect them.

Puffer fish Sowbug

Porcupine Armadillo

Answer these questions about the pictures above. © Macmillan / McGraw - Hill
1. How does the puffer fish’s inflation make it look to its enemies?

2. What protects a porcupine from its enemies?

3. How does rolling into a ball help protect an armadillo and a sowbug?

108 Unit B · Animals as Living Things Use with textbook page B72

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Animal Survival Lesson 6

Match the correct letter with the description. a. camouflage
1. one example is an insect’s body looking like b. adaptation
its environment c. mimicry
2. learning by making mistakes d. protective
3. a trait that helps an organism survive
4. complicated inherited behavior resemblance
5. when one organism imitates the traits of e. trial and
another
6. blending with surroundings because of color error
f. instinct
Identify the following as learned behavior or
© Macmillan / McGraw - Hill inherited behavior.

7. behavior that is inborn
8. behavior that is not inborn
9. a reflex like eye-blinking
10. riding a bicycle
11. standing up when the fire alarm rings
12. an instinct, or complicated but automatic pattern

of behavior
13. migrating to find new food
14. going to bed at the same time each school night
15. hibernating, or sleeping through the winter

Answer the following question.
16. How can animals learn to help humans?

Unit B · Animals as Living Things Use with textbook pages B64–B73 109

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Animal Survival Lesson 6

fish adaptations legs survive
shell fur trunk neck

Fill in the blanks.

Body traits called physical help animals survive. The

long and legs of a giraffe allow it to reach high

leaves in trees. The turtle’s hard acts as armor to

protect its body. Gills and fins let breathe

underwater. Horses use their long to run at great

speeds. An elephant’s helps it to feed itself. A polar

bear keeps warm because its thick keeps the heat

from escaping from its body. An adaptation that helps an animal

becomes more common.

© Macmillan / McGraw - Hill

110 Unit B · Animals as Living Things Use with textbook pages B64–B73

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See How They Work Chapter 4

Circle the letter of the best answer.

1. The organ system that moves blood through the body is called the

a. circulatory system. b. digestive system.

c. nervous system. d. skeletal system.

2. The organ system made up of bones is called the

a. circulatory system. b. digestive system.

c. nervous system. d. skeletal system.

3. The organ system that breaks down food for energy is called the

a. circulatory system. b. digestive system.

c. nervous system. d. skeletal system.

4. The organ system that controls all other body systems is called the

a. circulatory system. b. digestive system.

c. nervous system. d. skeletal system.

5. This describes the stages of an organism’s growth and change.

a. life cycle b. life span

c. metamorphosis d. reproduction

6. A process of changes during a certain animal’s development is called

a. life cycle. b. life span.

© Macmillan / McGraw - Hill c. metamorphosis. d. reproduction.

Unit B · Animals as Living Things Use with textbook pages B42–B77 111

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7. This type of reproduction requires two parents Chapter 4

a. fertilization b. heredity

c. budding d. regeneration

8. The passing of traits from parent to offspring is called

a. heredity. b. metamorphosis.

c. mimicry. d. reproduction.

9. Behavior that is inborn is called

a. adapted. b. copied.

c. inherited. d. learned.

10. A trait that helps an organism survive is called a(n)

a. adaptation. b. instinct.

c. reflex. d. reproduction.

11. Blending with surroundings is called

a. camouflage. b. heredity.

c. instinct. d. mimicry.

12. One organism imitating the traits of another is called

a. camouflage. b. heredity.

c. instinct. d. mimicry.

© Macmillan / McGraw - Hill

112 Unit B · Animals as Living Things Use with textbook pages B42–B77

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Crossword Unit B

Read each clue. Write the answer. Down
Across 2. Has no backbone
3. Follows the larva stage
1. Filters waste from the blood 5. The steps by which energy flows
4. Has a backbone among a group of organisms
6. Has hair and feeds milk to its 6. Shed an exoskeleton
7. Short for advertisement
young 8. A wormlike stage
9. An insect, for example
10. Information 12. Inherited behavior
11. Class of arthropods including

spiders
13. A snake, for example
14. Exact copy of a parent

12

34

5 67 8

9

© Macmillan / McGraw - Hill 10
11 12

13 14

Unit B · Animals as Living Things Use with textbook pages B1–B80 113

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Words and Meanings Unit B

Draw a line from each word to its meaning.

Words Meanings

1. symmetry a. how long an animal is expected to live

2. metamorphosis b. an animal with no backbone

3. amphibian c. when one organism imitates another

4. invertebrate d. a process of changes in development

5. reproduction e. the passing of traits to offspring

6. life span f. complicated inherited behavior

7. heredity g. the way parts of the body match up as
mirror images

8. mimicry h. lives in water and on land

9. instinct i. the process by which offspring are made

Now in your own words, define each of the words below.
phylum

endoskeleton

exoskeleton

life cycle © Macmillan / McGraw - Hill

114 Unit B · Animals as Living Things Use with textbook pages B1–B80

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Crack-a-Code Unit B

Code Key

g h i j kn o Rs t u v x y z e

A B C D E H I LMNO P R S T Y

Use the Code Key to help you decode each word.
Then draw a line to its meaning.

xkvzoRk

1. a. both sides of a body part

tesvn

2. b. describes a frog

kshxeu

3. c. one organism imitating another

gjgvzgzout

4. d. describes a lizard

yesskzxe

5. e. young insect that looks like
an adult
sosoixe
© Macmillan / McGraw - Hill
6. f. special trait that helps an
organism survive
gsvnohogt

7. g. developing organism

Unit B · Animals as Living Things Use with textbook pages B1–B80 115

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Earth’s History Chapter 5

The following graphic organizer shows how supporting
details describe or give information about a main idea.

inInsSsauepcptpfsroobrmeticnocgemrDteaetitnraaitplrpeeeds. Main Idea Animals were frozen.
Supporting Detail

Organisms from the past

preSosSemurpveepadonraitmsinmaglusDmaermteaiiel s. have been preserved in MdSiasucnpoypvofeorretsisdnilgsinhDtaeavtreapiblitese.n
many interesting ways.

Look at the graphic organizer below. In the middle of the graphic, write the
main idea that is suggested by the supporting details

FoonscsSeiluhfpeaprdonrsattinmeglol itDshteatctaliiamlnaatere. a Main Idea tFeollsswoilSchaeueqaprunepasortiorivctneinocresgr,gwDlaaneekrtieseasm.i,l sor © Macmillan / McGraw - Hill
FStoeuslplspitlohoenarvttceienarggncorDaeoreele.ntaaliewl aavses

116 Unit C · Earth and Beyond Use with textbook pages C2–C29

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Summarize Chapter 5

A summary sums up, or tells only the most important parts of written
material. It does not include all the details of the book, story, or article. It
simply states in a few sentences the main parts. Read the following article.
Then summarize it in one or two sentences.

Thinking About Fossils—Then and Now

Fossils provide a kind of record about life on Earth. They are the remains or
imprints of dead plants and animals.

For hundreds of years, people were unsure about the origin of fossils. Not
knowing what to make of them, they were often associated with legends
and myths. When fossilized mammoth tusks were discovered around 1600,
some people believed they were the horns of the mystical beast, the unicorn.

Today, fossils are studied for clues about the past. The study of fossils is
known as paleontology. Paleontologists know that the origin of fossils has
nothing to do with legends or myths.

My Summary:

© Macmillan / McGraw - Hill

Unit C · Earth and Beyond Use with textbook pages C2–C29 117

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Picture Summary Chapter 5

The picture on a book cover or on an advertising poster often summarizes a
subject. Without giving all the details, it gets an important message across.
Draw a poster or book cover to get across an important message about
fossils or rocks. Include a caption for your summary, such as Fossils Tell About
the Past or The Rock Cycle Never Ends!

© Macmillan / McGraw - Hill

118 Unit C · Earth and Beyond Use with textbook pages C2–C29

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What You Can Learn from Rocks Lesson 1

Fill in the blanks. Reading Skill: Summarize - questions 3, 20

How Do You Interpret Clues in Rocks?

1. Scientists who study the physical properties of rocks to tell how the

rocks may have formed are called .

2. Rocks are made of naturally occurring substances called
that are neither plants nor animals.

3. Properties that can be used to tell minerals apart include the mineral’s:
a. , b. ,
c. , and d. .

4. The property that refers to the way light bounces off a mineral is

called .

5. Rubbing minerals on a(n) may leave a
clue about the mineral.

How Do Minerals Split?

6. A mineral that splits along flat surfaces in three directions is
.

7. Two examples of minerals that break unevenly are
and talc.

© Macmillan / McGraw - Hill What Are Igneous Rocks?

8. Rough-textured rocks have grains, and fine-textured
rocks have
grains.

9. Rocks formed from hot, molten rock material that has cooled and hard-

ened are called .

10. Magma is molten material the surface of Earth.

11. Magma that reaches Earth’s surface is called .

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12. An example of an igneous rock with a fine texture Lesson 1
is .

What Are Sedimentary Rocks?

13. Deposited rock particles and other materials that

settle in a liquid are called .

14. Four examples of sedimentary rock are: ,
a. , b. .
c. , and d.

How Do Sediments Form Layers?

15. Sediments are laid down in order, with those at the
bottom laid down first.

16. Words like older, oldest, younger, and youngest describe
.

What Are Metamorphic Rocks?

17. Metamorphic rocks are rocks that have been changed by
, , or both.

18. Metamorphic rocks are classified into two groups:
a. , and

b. .

19. Granite or shale heated under pressure can form .

How Do Rocks Change? © Macmillan / McGraw - Hill

20. Rocks are changed from one type into another by a never-ending

process called the .

What Can You Learn from Rock Layers?

21. Any trace, mark, or remains of an organism at least 10,000 years old

usually preserved in sedimentary rock is called a(n) .

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What Are Metamorphic Rocks? Lesson 1

A diagram uses pictures and words to describe a thing or a process. Arrows
in a diagram usually indicate a change or a process. This diagram shows
how heat and pressure can change one kind of rock into another kind of
rock. The rocks that have been changed by heat, pressure, or both are called
metamorphic rocks.

How Rocks Can Be Changed
Pressure

Limestone Marble
(Sedimentary rock) (Metamorphic rock)

Heat

Study the diagram and answer the questions.
1. What two things can cause changes in the minerals making up rocks?

© Macmillan / McGraw - Hill 2. Igneous, sedimentary, or metamorphic rocks changed by heat or
pressure are called?

3. When limestone is heated under pressure forms.

4. What kind of pressure do you think could cause a sedimentary rock to
change into a metamorphic rock?

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How Do Rocks Change? Lesson 1

Rocks are always changing in some way. These changes follow a pattern
called the rock cycle. The rock cycle is a never-ending process by which rocks
change from one type to another. Follow the black arrows around the
outside of the circle to see the sequence of the rock cycle. Follow the gray
arrows to see other paths through the rock cycle.

How the Rock Cycle Works

Cementing

Sedimentary
rock

Weathering and erosion Sediments

Heat and Pressure

Heat and Occurs deep and erosion Weathering
pressure underground and Erosion
and chemically Weathering and
Metamorphic tchheanrogceksW. eathering Erosion Wind and Igneous
rock water break up rock
rocks and carry

them away. The

sediments dropoff

in time.

Heat and pressure

Melting Magma and lava Cools and
hardens
Melting Rocks melt deep
below Earth's surface. Cools and Hardens
The underground melted Magma and lava cool
rock is called magma. into hardened rock.

Answer these questions about the diagram above. © Macmillan / McGraw - Hill

1. What stage in the rock cycle is between metamorphic rock and igneous
rock?

2. What effect does weathering and erosion have on the rock cycle?

3. How do sediments become sedimentary rock?

122 Unit C · Earth and Beyond Use with textbook page C13

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What You Can Learn from Rocks Lesson 1

Fill in the blanks.

1. Each has its own definite rock cycle
chemical composition. sedimentary
bottom
2. The way light bounces off minerals is called mineral
. igneous
luster
3. The never-ending process by which rocks are relative age
changed from one type to another is the metamorphic
.

4. A rock formed from hot, molten rock material that
has cooled and hardened is called a(n)
rock.

5. Rocks formed from smaller bits of rocks cemented together are called
rock.

6. Words like older, oldest, younger, and youngest are used to describe the
of rocks.

7. A rock that has been changed by heat or pressure or both is

called a(n) rock.

© Macmillan / McGraw - Hill 8. Write numbers next to the following steps in the rock cycle to show how
rocks change. The first step is shown.
1 Magma cools to form igneous rock.
Sediments are pressed and cemented into sedimentary rock.
Metamorphic rock melts to become magma.
Igneous rock breaks apart into sediments.
Sedimentary rock turns into metamorphic rock under heat
and pressure.

9. How can sedimentary rocks help us learn about Earth’s past?

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What You Can Learn from Rocks Lesson 1

dinosaur sedimentary past polar
tropical under water layers fossils

Fill in the blanks.

Information about organisms that lived in the past can be found in rock

. They contain the remains of organisms at least

10,000 years old called . These are usually found in

rocks. Scientists even discovered that rocks with

remains are older than those with saber-toothed

tiger remains. Rocks and fossils give many clues about Earth’s

. Regions where limestone occurs were most likely

once . Places where fossil corals are

found were once areas covered by shallow sea. Fossil

ferns in rocks found in regions tell us these areas

were warmer than they are today.

© Macmillan / McGraw - Hill

124 Unit C · Earth and Beyond Use with textbook pages C4–C15

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Clues from Fossils Lesson 2

Fill in the blanks. Reading Skill: Summarize - questions 1, 15

What Can You Learn from Fossils?

1. Scientists use clues from fossils to learn about the .

2. When a plant or animal dies, the soft parts quickly

or are .

3. Many fossils are found in rock.

4. When a shallow print or impression is the only evidence of a plant or

animal that once existed, the fossil is called a(n) .

5. When water dissolves the remains of a once-living thing, leaving a

hollow space, a(n) forms.

6. Fossils that are formed or shaped in a mold are called .

What Are Some Other Ways Fossils Form?

7. Sap can harden into , trapping insects.

8. Some fossils have been found in ice and frozen ground, such as the
, which was found in Northern Asia and North

America.

9. Rancho La Brea in California is famous for fossils found in its
.

© Macmillan / McGraw - Hill 10. Plants and animals that decay slowly may leave behind a thin film of the

element .

11. Parts of plants and animals, especially wood and bones, may also be pre-

served by being , which means “turned to stone.”

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What Happens Once Fossils Are Found? Lesson 2

12. Before a fossilized dinosaur can be displayed in a museum, people
must first:
a. ,
b. , and
c. .

13. Fossils might be stored safely for further study after
are made for display.

What Other Clues Do Fossils Provide? tell the age of

14. Annual growth rings in
fossilized trees.

15. Fossilized footprints can tell us: ,
a. , and
b. .
c.

16. Fossils of flat teeth indicate that an animal ate .

17. Fossilized stomach contents can tell us what an animal
.

18. Fossilized organisms tell where rivers, lakes, or
oceans once existed.

19. Fossilized ferns tell us that the climate where they were found was once
.

© Macmillan / McGraw - Hill

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What Are Some Other Lesson 2
Ways Fossils Form?

The drawings show four different types of fossils. Look carefully at each
drawing and read each caption to learn about different kinds of fossils.

This plant left behind a carbon
film that shows many details.
What observations can you
make about the plant?

This insect was trapped This picture shows a baby
as sap oozed down a tree. woolly mammoth that was
Today it is a perfectly once frozen in ice. Studying
preserved fossil in amber. such specimens allows
scientists to test their
This wood has been preserved educated guesses.
by being petrified. All the
once-living parts have
been replaced by minerals.

Study the drawings and answer the questions.
1. What is the hardened tree sap that preserves insects as fossils?

© Macmillan / McGraw - Hill 2. What kinds of information about an animal could scientists learn from a
frozen fossil?

3. What details of the plant does the carbon film fossil show?

4. Are any of the once-living parts of the petrified wood preserved?
Explain your answer.

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What Other Clues Do Lesson 2
Fossils Provide?

Fossils give clues about the characteristics of the organisms that made the
fossils. Scientists study fossil evidence to gain information about the past.
Photographs are used to record important information. Look at the
photographs of fossil evidence.

Answer these questions about the pictures above. © Macmillan / McGraw - Hill
1. Did the dinosaur who made these tracks drag its tail as it walked? How
do you know?

2. What other information would you need to tell how large the dinosaur
was who made the tracks?

3. Look at the dinosaur skull. Was the dinosaur likely a meat eater?

128 Unit C · Earth and Beyond Use with textbook pages C18, C24

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Clues from Fossils Lesson 2

Match the correct letter with the description. a. amber
b. cast
1. something that is formed or shaped in a mold c. imprint
d. mold
2. “turned to stone” e. mummies
f. petrified
3. hardened tree sap g. tar pit

4. a hollow form with a particular shape

5. a mark made by pressing
6. animal remains that have been slowly dried out

in a hot, dry region like a desert

7. a place in which animals got stuck and their
bones were preserved as the material around
them hardened

Fill in the blanks.

8. Scientists can tell if an animal walked on two or four legs by its
.

9. Write six questions fossils can answer about a prehistoric animal. Start
three questions with “what” and three questions with “how.”

What

What

© Macmillan / McGraw - Hill What

How

How

How

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Clues from Fossils Lesson 2

imprints molds decay fossils evidence
shells environments teeth
sedimentary

Fill in the blanks.

Scientists use clues from to learn about the past. By

studying fossils they can learn about past events, past ,

and past organisms. When a plant or animal dies the soft parts

quickly , or are eaten. Hard parts, such as bones,

, and shells last longer. Most fossils are found in

rock. Sometimes a shallow print or impression is the

only of a plant or animal that once existed. Fossils

of this kind are called , which are mark made by

pressing. leave behind fossils known as

, which are hollow forms with a particular shape.

© Macmillan / McGraw - Hill

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Earth’s History Chapter 5

Circle the letter of the best answer.

1. Naturally occurring substances that are neither plants nor animals and that

make up rocks are called

a. fossils. b. gneiss.

c. magma. d. minerals.

2. A rock formed from hot, molten rock material that has cooled and

hardened is

a. basaltic. b. igneous.

c. metamorphic. d. sedimentary.

3. Molten material below Earth’s surface is called

a. basalt. b. gneiss

c. magma. d. mica.

4. A rock formed from smaller bits of rocks pressed or cemented

together is

a. basaltic. b. igneous.

c. metamorphic. d. sedimentary.

5. The age of something compared with the age of another thing is the

a. comparable age. b. geologic age.

© Macmillan / McGraw - Hill c. relative age. d. weathered age.

6. A rock that has been changed by heat, pressure, or both is

a. basaltic. b. igneous.

c. metamorphic. d. sedimentary.

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Circle the letter of the best answer. Chapter 5

7. A never-ending process by which rocks are changed from one type into

another is called the

a. geologic cycle. b. metamorphic cycle.

c. relative age. d. rock cycle.

8. Most fossils are found in which kind of rock?

a. basaltic b. igneous

c. metamorphic d. sedimentary

9. A fossil created by a print or impression is a(n)

a. cast. b. mummy.

c. imprint. d. mold.

10. A fossil that is a hollow space clearly showing the outside features of the

organism is a(n)

a. cast. b. mummy.

c. imprint. d. mold.

11. A fossil formed or shaped within a mold is a(n)

a. amber. b. cast.

c. footprint. d. imprint.

12. This is hardened tree sap, often a source of insect fossils.

a. amber b. cast

c. imprint d. mold © Macmillan / McGraw - Hill

132 Unit C · Earth and Beyond Use with textbook pages C2–C29

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Chapter Summary

1. What are two vocabulary words you learned in the chapter?
Write a definition for each.

2. Which diagram, illustration, or photograph in the chapter best describes
an idea?

3. What are two main ideas that you learned in this chapter?

© Macmillan / McGraw - Hill

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Earth’s Surface and Interior Chapter 6

The following graphic organizer shows how you can
use evidence to come to a conclusion. Notice that the
conclusion in the graphic is supported by all of the evidence. It is important
to think about all of the evidence you have before coming to a conclusion.

Evidence Example: Evidence

Plants grow in soil, Evidence People build
and plants supply Soil filters houses, cities, and
people with food.
water. roads on soil.

Conclusion
Soil is very important to people.

Look at the chart below. Think about all of the evidence in the chart. Draw a
conclusion based on the evidence and then write your conclusion in the
space provided.

Evidence Evidence Evidence

Pressure within Possible answer: Possible answer:
Earth can cause Energy is released Seismic waves
rocks in its outer move through
layer to break. as vibrations.
Earth and along
its surface causing © Macmillan / McGraw - Hill

shakings and
vibrations.

Conclusion

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Drawing Conclusions Chapter 6

Drawing a conclusion is like solving a mystery. You have facts or clues. You
put them together to make sense of things, or solve the mystery!

Read the set of facts, or clues, in each box below. Then actually draw a
picture of your conclusion in the space provided!

I have a crust, a mantle, and a I have a crust, a mantle, and a core.
core. Sometimes my crust quakes. I reflect light from the Sun to
I’m the planet on which you live. brighten your nights. What am I?
What am I?

I’m a huge mass of ice and snow I’m the space between two hills that
that moves across the land. I was shaped by moving ice and snow.
dig up soil and rocks as I move. I’m not shaped like a V. What am I?
What am I?

© Macmillan / McGraw - Hill

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