Reading in Science

Name Date

Can We Clean Up Our Lesson 5
Environment?

The large bodies of water in our environment help sustain life in many food
chains. When toxic chemicals or litter runs into streams and rivers, it drains
into lakes, bays, and oceans. That affects the plants and animals that live in
the water. Photographs help people keep a record of the past. Read the cap-
tion to find out about the photographs.

1975 2000

At one time the Chesapeake Bay was very polluted. The efforts of many people © Macmillan / McGraw - Hill
have made it a much cleaner place today.

Answer these questions about the two pictures above.
1. What kinds of things could have caused the condition of the bay shown
in the picture on the left?

2. Compare the picture on the left to the picture on the right. What steps
do you think people took in order to cause the changes you see?

36 Unit A · The World of Living Things Use with textbook page A60

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Changes in Ecosystems Lesson 5

Fill in the blanks.

1. The problem of having too many of at least one drought
kind of living thing in an ecosystem is called overpopulation
.

2. The acids mix with water in the air and fall to pollution
acid rain
Earth as .
.
3. A long period of time when there is little or no
precipitation, such as rain, is called a(n)

4. When harmful substances are put into the air, land, or water, they

cause .

Answer each question.
5. How does burning gasoline and coal cause acid rain?

6. How can overpopulation cause an ecosystem to change?

© Macmillan / McGraw - Hill 7. What happens when an ecosystem has a drought?
8. What pollution problems are caused by large cities?

Unit A · The World of Living Things Use with textbook pages A54–A61 37

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Changes in Ecosystems Lesson 5

homes resources overpopulated
polluted ecosystem drought

Fill in the blanks.

Changes can cause problems for the plants and animals that live together

in a(n) . Organisms need the right amount of each of

the that help support life. When an ecosystem

becomes with one kind of living thing, the other

plants and animals may die from lack of water, food, and space. In a(n)

, plants and animals suffer because there is not

enough water. A fire can destroy food sources and animal

and hiding places. Water, soil, and air can become

harmful to plants and animals if they are by chemi-

cals or waste.

© Macmillan / McGraw - Hill

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

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From Cells to Ecosystems Chapter 1

Circle the letter of the best answer.

1. Dogs, cats, and humans belong to the

a. animal kingdom. b. fungus kingdom.

c. plant kingdom. d. protist kingdom.

2. The classification group made up of only one type of organism that can

reproduce only with other members of the group is called a(n)

a. class. b. family.

c. order. d. species.

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

a. class name. b. genus name.

c. kingdom name. d. species name.

4. Evidence of an organism that lived in the past is called a

a. characteristic. b. fossil.

c. limb. d. skeleton.

5. Scientists study rock layers to learn a fossil’s

a. age. b. origin.

c. size. d. traits.

© Macmillan / McGraw - Hill 6. Organisms may be related if
a. they have similar limb bones.
b. they share the same habitat.
c. they have similar cells.
d. they have the same number of body parts.

Unit A · The World of Living Things Use with textbook pages A4–A65 39

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Chapter 1

7. Some scientists believe dinosaurs became extinct when
a. they were eaten by other animals.
b. a giant meteorite hit Earth.
c. Earth’s rivers dried up.
d. they were hunted by humans.

8. An ocean is the habitat of a b. horse.
a. bird. d. whale.
c. termite.

9. In a terrarium ecosystem, snails and earthworms are

a. communities. b. habitats.

c. populations. d. viruses.

10. All of the following are nonliving parts of an ecosystem EXCEPT

a. plants. b. soil.

c. sunlight. d. water.

11. Organisms that capture light energy from the Sun and transform it into

food are called

a. consumers. b. decomposers.

c. microorganisms. d. producers.

12. Insects, frogs, and humans are all

a. consumers. b. decomposers.

c. producers. d. species. © Macmillan / McGraw - Hill

40 Unit A · The World of Living Things Use with textbook pages A4–A65

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Chapter Summary

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

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

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

© Macmillan / McGraw - Hill

Unit A · The World of Living Things Use with Chapter 1 41

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Plants Chapter 2

Plants are living things that have special parts that help
them meet their needs in order to survive. To ensure that a plant species
survives, it must multiply. All plants do not use the same method to repro-
duce. Study the diagram below, then answer the questions that follow it.

Peach Tree Only: Both Peach Fern Only:
Tree and Fern:
has flowers uses spores
uses seeds have roots, stems, to reproduce
to reproduce leaves; make
their own food;

need air, water,
and food to
survive

1. What plant parts do the peach tree and the fern have in common? © Macmillan / McGraw - Hill
2. What difference between the peach tree and the fern is shown?

3. How is the food source for the peach tree and the fern different from
that of animals, such as a wolf or a snake?

42 Unit A · The World of Living Things Use with textbook pages A66–A93

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Cause and Effect Chapter 2

Something that makes an event happen is the cause of the event. The
event that happens is the effect. An effect happens because of the cause.
Identifying causes and effects can help you understand and remember
information. Read the following passage. Then complete the Cause and
Effect chart below.

Ling Lu tipped the watering can toward the pot. “I wonder why
the leaves on this plant are turning yellow,” she said to her mother.

“The leaves are turning yellow because the plant is not getting
enough light,” her mother replied. “Move the pot closer to the window
so it can get more sun. The plant will be green again in no time.”

“Thanks, Mom,” said Ling Lu. “Our other plant lost its leaves and
died. That’s because the leaves are the part of the plant that makes its
food.”

“You’re right, Ling Lu,” said her mother. “How did you know that?”
“I know about plants because we studied them in our science class,”
Ling Lu explained. “I thought what I learned was very interesting.”
“Since you think plants are interesting, why don’t we get one for
your room?” Ling Lu’s mother asked. “Your big window will let in
plenty of light for a plant to thrive.”
“Thanks, Mom,” Ling Lu said. “Let’s get planting!”
They both laughed.

© Macmillan / McGraw - Hill Cause Effect

What Makes an The Event That Happens
Event Happen
The plant’s leaves
The plant does not turn yellow.
get enough light. The plant dies.

The plant loses its leaves. Ling Lu knows that
leaves make a plant’s food.
Ling Lu studies about Ling Lu’s mother offers to
plants in science class. get her a plant for her room.

Ling Lu thinks plants
are interesting.

Unit A · The World of Living Things Use with textbook pages A66–A93 43

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Stating Causes and Effects Chapter 2

The leaves of a plant are important because they make the plant’s food.
If the plant didn’t make food, it would die. The processes of pollination
and fertilization are important to flowering plants because it is how they
reproduce. If flowering plants did not go through these processes, they
would not produce new plants. Telling what happens and why something
happens is a way to explain cause and effect relationships.

Complete each sentence by writing a possible cause or effect.

1. Since
, the plant died.

2. The plant was growing in ideal conditions, so

3. Because we did an experiment with plants,

4. Since , we’ll be
able to grow more plants this year.

5. We checked out a book about plants from the library so

6. Jessica watered the plant because

7. Since , we’ll have © Macmillan / McGraw - Hill
to bring in more soil before planting our garden.

8. Plants grow best in this spot because

44 Unit A · The World of Living Things Use with textbook pages A66–A93

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Plant Parts Lesson 6

Fill in the blanks. Reading Skill: Cause and Effect - questions 15, 18, 21,
23, 24

What Does a Plant Need?

1. Plants need air, water, energy from , and a place
to .

2. Green plants are unlike animals because they
their own food.

3. The three parts of a plant are the ,
, and .

4. Roots absorb from the soil.

5. Roots keep plants from toppling over and
plants from blowing away in the wind.

6. Some plants use their roots to food.

7. Some plants have a single, thick root called a , while

others have roots that spread out in the soil.

What Do Stems Do?

8. A plant’s stem carries water, minerals, and other nutrients to and from
the and .

© Macmillan / McGraw - Hill 9. A plant’s stem leaves up to the light.

What Do Leaves Do?

10. are the main food-making part of a plant.

11. The bundles of tubes that carry food and water are called
.

12. The protective layer of a leaf is called the and helps
keep the leaf from losing water and drying out.

Unit A · The World of Living Things Use with textbook pages A68–A77 45

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Fill in the blanks. Lesson 6

13. Tiny openings called stomata help a plant control how quickly

it loses .

14. Extra water exits a plant through the stomata in a

process called .

15. Because plant cells contain , leaves are green.

How Do Plants Make Food?

16. Plants’ food-making process is called .

17. Plant leaves use the energy from sunlight to make food from
and .

18. The end results of photosynthesis are and
.

19. During a plant uses oxygen to break apart

sugars and release energy.

20. Photosynthesis energy, while respiration

energy.

How Are a Cactus and an Evergreen Different?

21. A tree becomes to save its energy for growth
in the spring.

22. A cactus and an evergreen are alike in that they can live in places © Macmillan / McGraw - Hill

with little .

23. Because a cactus has sharp spiny leaves, the plant does not lose

too much and animals are kept from eating it.

24. Because an evergreen’s leaves have a coating of ,
water loss is reduced.

46 Unit A · The World of Living Things Use with textbook pages A68–A77

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What Do Stems Do? Lesson 6

Plant stems contain tubes that act as a transportation system, moving things
up and down the stem. The diagram shows the inside of a woody stem and a
soft stem. The words describe each part of the stem. The lines point to where
the parts are located.

© Macmillan / McGraw - Hill Use the diagram to help you answer the questions.
1. What is the job of the tubes inside the stems?
2. Where do the stems store food?
3. How are the inside of the soft stem and the woody stem the same?

4. How are the inside of the soft stem and the woody stem different?

Unit A · The World of Living Things Use with textbook page A72 47

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What Do Leaves Do? Lesson 6

Leaves are the main food-making part of the plant. Some features of a leaf
can be seen without using a microscope. When you look at a slice of a leaf
under a microscope, you can see other features of the leaf. The labels iden-
tify the parts and the pointers show where they are located.

Sunlight

Epidermis

Vein

Air H2O
enters leaves

Chloroplasts Stomata
containing chlorophyll

Answer these questions about the diagram above.
1. Where is the epidermis of a leaf located?

2. Where in a leaf is chlorophyll located? © Macmillan / McGraw - Hill
3. Where are the stomata of a leaf located?

4. Which parts of a leaf can you see without using a microscope?

48 Unit A · The World of Living Things Use with textbook page A73

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How Do Plants Make Food? Lesson 6

Like all living things, plants need energy from food. Unlike other
living things, plants make their own food. This food-making process
is called photosynthesis and takes place in the leaves. Plants store
the food as sugars until they need it. Then plants begin another process
called respiration. In respiration, sugars are broken apart to give off energy.
Arrows pointing into the leaf show what enters a leaf, and arrows pointing
out of the leaf show what leaves it.

Carbon dioxide Light

Photosynthesis

Sugars

Cells with Oxygen
chlorophyll

Water

Answer these questions about the photograph above.
1. For photosynthesis to occur, what gas must enter a leaf?

© Macmillan / McGraw - Hill 2. Could photosynthesis occur in a plant outside at night? Why or why not?

3. During photosynthesis what gas is given off?
4. How do sugars move to all parts of the plant?

Unit A · The World of Living Things Use with textbook pages A74 49



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Plant Parts Lesson 6

Fill in the blanks.

1. When you look at a leaf, you can see the leaf’s root hairs
epidermis
protective layer, or its . stomata
transpiration
2. The tiny openings on a leaf that control how chlorophyll
photo-
quickly a plant loses water are synthesis
respiration
known as .

3. The process in which plants make their own food

is called .

4. When extra water exits the leaf, the process is

called .

5. The green substance traps energy

from sunlight and gives leaves their green color.

6. Most plants contain threadlike cells called
that take in water and minerals from the soil.

7. To use food energy, the plant breaks apart sugars in a process

known as .

Answer each question.

8. If you continually removed all the green leaves from a plant, what
would happen to the plant? Why?

© Macmillan / McGraw - Hill 9. When you see a healthy green plant in the sun, what process is the plant
probably involved in? Why?

Unit A · The World of Living Things Use with textbook pages A68–A77 51

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Plant Parts Lesson 6

respiration roots stem leaves photosynthesis

Fill in the blanks.

Plants are unique living things because they make their own food and

have special parts to help them do this job. This food-making process is

called . To use the food the plant makes, it breaks

down sugars in a process known as .

The food-making process takes place in the plant’s .

This part of the plant is important, but plants couldn’t live without two

other parts as well. The plant’s extend into the soil

and take in some of the materials a plant needs to make its own food.

Another part of the plant, the , is responsible for

carrying the food, water, and other materials to and from the roots

and the leaves.

© Macmillan / McGraw - Hill

52 Unit A · The World of Living Things Use with textbook pages A68–A77

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Plant Growth and Reproduction Lesson 7

Fill in the blanks. Reading Skill: Cause and Effect - questions 5, 17

How Does a Seed Grow?

1. An undeveloped plant with stored food that is sealed in a protective

covering is called a(n) .

2. When a seed sprouts into a new plant, the process is

called .

3. All seeds develop the same way by growing from a seed to
a(n) to an adult plant.

4. Some plants, such as a bean plant, go from seed to adult plant in a

few , while others, such as a peach tree, take

several .

5. Most seeds need and
to germinate.

How Do Seeds Form and Grow?

6. In a plant, male sex cells are found in .

7. Pollen is produced by a part of the flower that is known as the
.

8. The female sex cells, or the eggs, are in a part of the plant known

© Macmillan / McGraw - Hill as the .

9. The transfer of a pollen grain to the pistil is called .

10. Since plants cannot move from one place to another, they rely on

insects, , mammals, , or

to help with pollination.

Unit A · The World of Living Things Use with textbook page A80–A89 53

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Lesson 7

Fill in the blanks.

11. After pollination the female sex cell and the male sex cell join into

one cell, a fertilized egg, in the process of .

12. The is a structure containing eggs cells.

13. The part of the seed that has the beginnings of a root, stem, and

leaves is the .

How Are Seeds Carried Away?

14. If a parent plant is too close to a seedling, it can block

and soak up and

nutrients that a seedling needs to grow.

15. Some plants scatter their own seeds, but others are carried away by
, , or .

The Life Cycle of Flowering Plants

16. The purpose of a(n) is to make seeds that grow
into new plants.

17. For a plant’s life cycle to continue, a seedling must live long

enough to produce .

Do All Plants Grow from Seeds?

18. While most plants have flowers and produce seeds, some plants

have that can grow into a new plant.

19. Moss spores grow into moss plants that have both © Macmillan / McGraw - Hill
and branches.

20. The fertilized egg of a moss plant grows into a thin stalk with
a(n) on top that contains spores.

54 Unit A · The World of Living Things Use with textbook pages A80–A89

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How Are Seeds Formed? Lesson 7

In ᎏ18ᎏ0 of the plants in the world, seeds are made in the flowers. Pollination is
the first step in the process of the formation of a seed. Pollination requires
more than just plants. Since they can’t move, plants depend on insects, birds,
mammals, wind, or water to help with the process. Follow the arrows to see
where pollen comes from and where it goes.

Pistil

Anther

Pollen

© Macmillan / McGraw - Hill Answer these questions about the diagram above.
1. What is the male part of the plant called that makes pollen?

2. What is the female part of the plant called that makes the eggs?

3. What happens during pollination?

Unit A · The World of Living Things Use with textbook pages A84 55

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The Life Cycle of Flowering Plants Lesson 7

The purpose of a flower is to make seeds that grow into new plants. The
steps from flower to seed to a mature plant are not easy to see. The diagram
below represents the life cycle of a flowering plant. Follow the numbers to
see the order in which things happen.

2. Bee pollinates flowers.

3. The plant egg
is fertilized.

1. Adult tree
7. Seedling grows.

5. Fruit decays. 4. Seeds grow.
Ovary grows
6. Animal eats into apple.
fruits. Spreads
seeds through
its waste.

Answer these questions about the diagram above.
1. How are the flowers pollinated?
2. What happens after the ovary grows into an apple?

3. How does the animal contribute to the life cycle of the flowering plant? © Macmillan / McGraw - Hill

4. Why is a circle a good way to represent the life cycle of a
flowering plant?

56 Unit A · The World of Living Things Use with textbook page A87

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Plant Growth and Reproduction Lesson 7

Fill in the blanks. seed
germination
1. An undeveloped plant with stored food sealed
in a protective covering is called a(n)
.

2. The part of the plant that contains the egg cells pollination
fertilization
is known as the . ovary
spore
3. Pollen grain transfers from an anther to a pistil

during the process of .

4. A seedless plant grows from a(n) .

5. When a seed sprouts into a new plant, the process

is called .

6. The joining of the female sex cell with the male sex cell into one

cell is called .

Answer each question.
7. What are two ways plants reproduce?

8. How could a person take part in the process of pollination?

© Macmillan / McGraw - Hill 9. Why do most plants produce many more seeds than will ever become
adult plants?

Unit A · The World of Living Things Use with textbook pages A80–A89 57

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Plant Growth and Reproduction Lesson 7

seedlings ovary spores
seeds fertilized pollinated
germination waste fruit

Fill in the blanks.

The next time you see a piece of fruit, think about the life cycle of a

flowering plant. Picture a tree that has grown to an adult size and has

flowers. Those flowers were by a bee or other

insect, wind, or water. Next, the plant eggs were .

Then the began to grow. The

of the plant grew into with seeds inside. The fruit

ripened and animals may have eaten some of it. These animals spread

the seeds through their . The seeds sprouted

into a new plant through . Then

began to grow, far away from the parent plant. © Macmillan / McGraw - Hill

Remember, though, that some plants have no flowers and do
not produce seeds. They reproduce through special cells called

.

58 Unit A · The World of Living Things Use with textbook pages A80–A89

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Plants Chapter 2

Circle the letter of the best answer.

1. A plant makes its own food by

a. adaptation. b. pollution.

c. photosynthesis. d. experimentation.

2. An undeveloped plant with stored food sealed in a protective

covering is a

a. seed. b. root.

c. fern. d. germination.

3. The protective layer of a leaf is the

a. pollination. b. vein.

c. chlorophyll. d. epidermis.

4. Pollen is carried from a flower’s anther to its pistil during

a. germination. b. pollination.

c. transference. d. application.

5. The egg cells in a flower can be found in the flower’s

a. spore. b. ovary.

c. embryo. d. leaves.

6. The substance in the leaf that traps sunlight and gives leaves their

© Macmillan / McGraw - Hill green color is

a. stomata. b. water.

c. chlorophyll. d. minerals.

Unit A · The World of Living Things Use with textbook pages A66-A93 59

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7. A plant breaks apart sugars to get energy during Chapter 2

a. respiration. b. pollination.

c. transportation. d. development.

8. The joining of a female sex cell and a male sex cell into one cell is

the process of

a. interpretation. b. photosynthesis.

c. observation. d. fertilization.

9. The tiny openings on the underside of a leaf that help control

the leaf’s water loss are

a. veins. b. chlorophyll.

c. stomata. d. seeds.

10. The threadlike cells on a root that take in water and minerals

from the soil are

a. taproots. b. fibrous roots.

c. root hairs. d. embryos.

11. The process of a seed sprouting into a new plant is called

a. attraction. b. germination.

c. respiration. d. dispersal.

12. Some plants do not reproduce with seeds, but rather use special

cells called

a. seedlings. b. nutrients. © Macmillan / McGraw - Hill

c. pollen. d. spores.

13. Extra water in a plant exits the plant through the stomata in a process

called

a. transpiration. b. evaporation.

c. communication. d. reproduction.

60 Unit A · The World of Living Things Use with textbook pages A66-A93

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Vocabulary Corrections Unit A

Read the paragraph below. Each underlined vocabulary word is used incor-
rectly. Cross out the word. Then write the correct one on the line below.

cells oxygen organs genus
kingdoms organ system tissues traits

© Macmillan / McGraw - Hill All living things are made up of building blocks called 1. species. Most living
things need a part of the air called 2. tissue to survive.

Since both plants and animals are living things, they have some things in
common. For example, both plants and animals have groups of similar cells
called 3. traits that work together. Groups of tissues called 4. organisms work
together to do certain jobs. Your heart is one such group of tissues. In a
plant, the roots, stems, and leaves are the organs of the plant. A group
of organs that work together forms an 5. ecosystem that carries on a life
function. In a human, one example of this is the digestive system.

Both plants and animals have been classified by scientists. This helps people
study the various organisms. In this classification system, all organisms are
divided into large groups called 6. cells. Organisms within each of these
large groups share basic characteristics of a living thing, or 7. organ system.
Organisms within each of these large groups are also divided into smaller
and smaller groups. As the groups become smaller, the organisms become
more and more similar to each other. An organism’s name includes its
8. kingdom and species name.

1. 5.

2. 6.

3. 7.

4. 8.

Unit A · The World of Living Things Use with textbook pages A1–A96 61

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Words and Meanings Unit A

Write the missing word or the word’s meaning.

Word Meaning
drought

the living and nonliving things in
an environment

fossil

the set of steps in which organisms
get the food they need to survive

the result of acids mixing with moisture
in the air and falling to Earth

decomposer

a diagram that shows how food chains in
an ecosystem are related

habitat

too many of one kind of organism © Macmillan / McGraw - Hill
in an ecosystem

extinct

an organism that eats food

embryo

62 Unit A · The World of Living Things Use with textbook pages A1–A96

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Vocabulary Flow Chart Unit A

Complete the flow charts with words from the box.

photosynthesis respiration chlorophyll fertilization
pollination seeds germination

Pollen is transferred from The traps
an anther to a pistil in sunlight.

. The plant makes food in
the process of
The begin to grow.
.
Male sex cells and
The plant breaks apart
female sex cells of the the sugars in the food in
the process of
plant join in .
.

© Macmillan / McGraw - Hill Seeds sprout into new

plants in a process

called .

Unit A · The World of Living Things Use with textbook pages A1–A96 63

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Describing Animals Chapter 3

You can use an outline to organize main ideas and
supporting details. Look at the example shown below.
Notice how the supporting details are listed under the main idea.

Arthropod Classes

A. Arachnids
Example: Spiders
1. four pairs of legs
2. eat mainly insects

B. Crustaceans

Write the number of each idea below in the best place in the outline.

1. no symmetry 4. bilateral symmetry

2. radial symmetry 5. sea star

3. definite left and right, front and 6. cannot fold to match any body
back end, upper and lower side part

Animal Symmetry

A.
Example:
a. many sides
b. sides match up to show many mirror images

B. © Macmillan / McGraw - Hill
Example: butterfly
a.
b. only two sides that are mirror images of each other

C.

Example: sponge
a. simplest kind of invertebrate
b.

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

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Represent Information Chapter 3
in an Outline

Outlines can help you remember Instruments of the Orchestra
what you read. They list the most
important facts. You can review them 1. Stringed Instruments
quickly to refresh your memory! a. violin
b. viola
An outline has the name of the c. cello
topic, the main idea (what the topic d. bass
is mostly about), and details that tell
more about the main idea. Outlines 2. Wind Instruments
usually have letters and numbers. a. trumpet
b. trombone
Here’s the beginning of an outline c. flute
about a symphony orchestra. The d.
orchestra has three sections–strings,
wind instruments, and percussion. Can you finish this outline?
Write the other instruments
on the back of this paper.

Now think about domesticated Domesticated Animals
animals. Complete the outline by 1. House Pets
adding names of animals that are
examples of each type. a. dog
b.
© Macmillan / McGraw - Hill c.
d.
2. Farm Animals
a. cow
b.
c.
d.

Unit B · Animals as Living Things Use with textbook pages B2–B41 65

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Outlines Help Chapter 3

Outlines help us remember things. Why should you elect me?
People who give speeches use With your help I’ll . . .
outlines to remember important
points they want to make. 1. Clean up the environment
a. Clean air
Storytellers use outlines. Before a b. Clean water
performance, the storyteller c. Plant trees
reviews the outline of a story
he or she will tell. Then the 2. Cut crime in our neighborhoods
storyteller just tells the tale, a. More police on patrol
adding interesting details for fun! b. Tougher laws
Here’s an outline for a speech c. Neighborhood parent
that might be given by someone patrols
running for political office.
3. Make our schools safe for kids
a. Metal detectors in schools
b. Honor systems
c. Neighborhood parent patrols

4. Cut taxes
a.Deductions for homeowners
b.New deductions for renters

Now it’s your turn. Imagine that you’re going to give a speech or tell a
favorite story. Make an outline below of the important facts or events you’ll
need to remember. Then give your speech or tell your story to classmates!

© Macmillan / McGraw - Hill

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

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Animal Characteristics Lesson 1

Fill in the blanks. Reading Skill: Represent Information in an Outline -
questions 1, 3, 16

What Are Animals Like?

1. All animals , b. ,
a. , d. , and
.
c.

e.

2. Animals cells have chlorophyll. ,
.
3. Animals move to: , b.
a. , and d.

c.

4. Some animals change as they grow.

5. Animals cannot like plants.

6. Animals get energy from .

7. The steps by which energy flows among a group of organisms is called
a(n) .

8. Many different food chains in an ecosystem, combined, form a(n)
.

9. In a food chain, use energy from the Sun to
make food.
© Macmillan / McGraw - Hill
10. Primary consumers eat , using some of the

energy to maintain life functions and losing the rest as .

11. Secondary consumers get energy by eating .

12. Fungi and bacteria are that break down
their remains into chemicals.

Unit B · Animals as Living Things Use with textbook pages B4–B11 67

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How Are Animals Different? Lesson 1

13. An animal without a backbone is called a(n) .

14. An animal with a backbone is called a(n) .

15. Body parts with match up as mirror images
when they are folded over.

16. Two major differences among animals are:

a. , and

b. .

17. An animal with body parts that extend outward from a central point is

characterized as having symmetry.

18. An animal with two sides, which are mirror images of each other, has
symmetry.

19. An example of an animal with no symmetry is a(n) .

20. An animal with a definite front end, back end, upper side, and lower

side has symmetry.

© Macmillan / McGraw - Hill

68 Unit B · Animals as Living Things Use with textbook pages B4–B11

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How Do Organisms Get Energy? Lesson 1

A food chain tells you the steps of how energy flows among a group of
organisms. Read the numbers in order to follow the sun’s energy through the
cycle.

1 Energy comes 6 Now all the energy in the food
from the Sun. chain has been converted to heat.
The chemicals are absorbed into
2 Producers use sunlight the soil. They are used by
to make food. producers as nutrients to make
more food, along with energy from
the Sun. The cycle continues.

5 After organisms die,
decomposers like fungi
and bacteria break down
their remains into
chemicals.

3 Consumers that eat the plants 4 Secondary consumers
are primary consumers. They get energy by eating
use some of the energy to stay other consumers.
alive. The rest is lost as heat.

Use the diagram above to fill in the blanks.

1. The organisms that use the Sun’s energy to make food are called
.

© Macmillan / McGraw - Hill 2. The organisms that eat consumers are called
.

3. Energy comes from the .

4. After the producers come the .

5. Fungi and bacteria are that break down the bodies
of dead organisms into chemicals.

6. All of the energy in the food chain is converted to .

7. In the food chain, flows among organisms.

8. This diagram shows that living things get energy from .

Unit B · Animals as Living Things Use with textbook page B7 69

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How Are Animals Different? Lesson 1

These drawings show patterns of body shape in different animals. Look at each
drawing and imagine how it would look if you folded it in half. Think about
ways you could fold each drawing and get two sides that would match up.

Radial symmetry No symmetry Bilateral
symmetry

Use the drawings above to fill in the blanks.

1. Animals with symmetry have body parts that extend
outward from a central point.

2. An example of an animal with radial symmetry is a(n)
.

3. An animal with a body that cannot be folded in any way to match it up

has no .

4. An animal with only two sides, which are mirror images of each other
has symmetry.

5. An animal with definite front and back ends, as well as an upper and

lower side has symmetry. © Macmillan / McGraw - Hill

6. You could fold a sea star through its center different
ways, and it would match up.

7. An example of an animal with bilateral symmetry is the
.

70 Unit B · Animals as Living Things Use with textbook page B9

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Animal Characteristics Lesson 1

Match the correct letter with the description. a. food chain
1. an animal without a backbone b. food web
c. vertebrate
2. shows how energy flows among a group of d. invertebrate
organisms e. symmetry
f. bilateral
3. the way an animal’s body parts match up
around a point or central line symmetry
g. radial
4. an animal with a backbone
symmetry
5. shows how food chains in an ecosystem
are related

6. has body parts that extend outward from
a central point

7. has only two sides, which are mirror images

© Macmillan / McGraw - Hill Mark an X next to the characteristics below that describe an animal.
8. has a cell wall
9. has a cell membrane

10. has chlorophyll
11. is made of cells
12. moves in some way
13. grows and changes
14. eats food
15. produces food
16. reproduces
17. uses oxygen to turn food into energy

Unit B · Animals as Living Things Use with textbook pages B4–B11 71

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Animal Characteristics Lesson 1

Fill in the blanks.

ends symmetry bilateral
radial central point invertebrate

Animals with have body parts that match

up like mirror images when folded. A sponge is the simplest kind of

. A sea star has body parts that extend outward from

a(n) . It is an animal with

symmetry. Animals with only two sides have

symmetry. These animals have definite front and back

and upper and lower sides. Some organisms do not

have symmetry.

© Macmillan / McGraw - Hill

72 Unit B · Animals as Living Things Use with textbook pages B4–B11

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Animals Without Backbones Lesson 2

Fill in the blanks Reading Skill: Represent Information in an Outline -
questions 4, 16, 17, 22

What Are Invertebrates Like?

1. All invertebrates lack a(n) .

2. Invertebrates are divided into groups called , based
on their characteristics.

3. The simplest invertebrates are .

4. A sponge’s body:

a. ,

b. , and

c. .

5. Invertebrates that use poisonous stingers on their tentacles to capture

prey and for protection are called .

6. Like sponges, cnidarians have bodies that are
layers thick.

How Are Worms Classified?

7. The planarian is a type of .

8. Flatworms are the worms.

9. Roundworms have a(n) digestive system.

© Macmillan / McGraw - Hill 10. Earthworms, sandworms, and leeches are in the phylum of
.

11. Segmented worms have a(n) body
and bilateral symmetry.

12. An earthworm has complex that keep it alive.

Unit B · Animals as Living Things Use with textbook pages B14–B25 73

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What Are Some Other Invertebrates? Lesson 2

13. Seashells come from , which are soft-bodied
invertebrates.

14. are spiny-skinned invertebrates with an internal

supporting structure called a(n) .

15. The largest invertebrate phylum is made up of .

16. Arthropods have

a. ,

b. , and

c. a hard skeleton on the outside of their bodies called a(n)
.

17. Four main arthropod classes are:

a. ,

b. ,

c. and

d. .

18. Some , such as spiders, can spin webs to trap their food.

What Are Some More Arthropod Groups?

19. Crabs, lobsters, and shrimp are called .
20. Insects have three body sections: .

What Invertebrates Live In Coral Reefs? © Macmillan / McGraw - Hill

21. Coral reefs need to grow.
22. You can help protect delicate coral reefs by:

a. ,
b. , and
c. .

74 Unit B · Animals as Living Things Use with textbook pages B14–B25

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What Are Invertebrates Like? Lesson 2

Notice that the invertebrates are divided into eight groups. Each of these
groups is called a phylum. Study the picture to learn about each phylum.

Invertebrates

Mollusks Arthropods
Sponges Segmented worms
Cnidarians Roundworms
Echinoderms Flatworms

Use the diagram above to fill in the blanks.

1. Invertebrates are divided into phyla.

2. The bodies of animals in the phylum are shaped like a
sack, with openings at the top.

3. Flat, ribbon-like animals are found in the phylum.

© Macmillan / McGraw - Hill 4. Animals with one shell, two shells, or an inner shell belong to the
phylum.

5. Animals with jointed legs and a body that is divided into sections belong

to the phylum.

Unit B · Animals as Living Things Use with textbook page B16 75

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How Are Worms Classified? Lesson 2

Notice that the earthworm has complex organ systems. To identify each
organ, read the name that labels the organ. Then follow the line that points
to the organ.

Tail end

Five pairs of simple hearts

Blood
vessel

Head end

Mouth

Bristles

Simple brain

Use the diagram above to fill in the blanks.

1. The earthworm’s blood travels through .

2. Food enters the earthworm through its .

3. The earthworm moves through the soil with the help of the © Macmillan / McGraw - Hill
located outside of its body.

4. The earthworm’s blood is pumped by five pairs of simple
.

5. The earthworm has a(n) end and a tail end.

6. Wastes leave the body through the .

76 Unit B · Animals as Living Things Use with textbook page B19

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Animals Without Backbones Lesson 2

Match the correct letter with the description. a. phylum
1. a class of arthropods that includes spiders b. chitin
c. crustaceans
2. an internal supporting structure d. arachnids
e. insects
3. a smaller group of invertebrates that share f. endoskeleton
characteristics g. exoskeleton
h. segmented
4. a hard covering that protects an
invertebrate’s body worms
i. flatworms
5. one of the four main arthropod classes, which
includes crabs, lobsters, and shrimp

6. a tough material that makes up exoskeletons

7. one of the four main arthropod classes, which
includes bees, ants, and mosquitoes

8. the simplest worms, with flat, ribbon-like bodies

9. more complex worms, with bodies divided into sections

Fill in the table below.

© Macmillan / McGraw - Hill mollusks Characteristics Examples
cnidarians 10. 11.
echinoderms 12. 13.
arthropods 14. 15.
16. 17.

18. Name one reason why invertebrates are important.

Unit B · Animals as Living Things Use with textbook pages B14–B25 77

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Animals Without Backbones Lesson 2

arms tube feet endoskeleton spines
star echinoderms sand dollars suction

Fill in the blanks.

are spiny-skinned animals. You can identify most

echinoderms by their design and spiny skin.

Echinoderms include sea stars, , sea cucumbers, and

sea urchins. They have an internal supporting structure called a(n)

. Usually the endoskeleton has many protective

. Many echinoderms move and grab things with tiny

. Each tube foot is powered by .

Sea stars can use their and tube feet to pry open

oysters.

© Macmillan / McGraw - Hill

78 Unit B · Animals as Living Things Use with textbook pages B14–B25

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Animals With Backbones Lesson 3

Fill in the blanks Reading Skill: Represent Information in an Outline -
questions 2, 12, 14, 15, 16

What Are Vertebrates Like?

1. The backbone is part of the , which all vertebrates have.

2. An endoskeleton has two important jobs:

a. and

b. .

3. The body temperature of a animal changes with
the temperature of its surroundings.

4. animals use the energy from food to keep a constant
body temperature.

What Do Fish Have in Common?

5. The three classes of fish are .

6. All fish are , have streamlined
for breathing.
, and have

What Other Kinds of Fish Are There?

7. The major characteristic of a cartilaginous fish is a(n)

made entirely of .

8. The largest vertebrate class is .

© Macmillan / McGraw - Hill 9. Bony fish have tough, overlapping to protect
their skin.

What Do Amphibians Have in Common?

10. A cold-blooded vertebrate that spends part of its life in water and part

of its life on land is a(n) .

11. When a tadpole becomes an adult frog, it loses its and
.
and develops and

Unit B · Animals as Living Things Use with textbook pages B26–B37 79

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What Do Reptiles Have In Common? Lesson 3

12. Characteristics that help reptiles survive on land include: ,
a. , and
b. .
c.

13. The four main reptile orders are
.

What Do Birds Have In Common? ,
,
14. The characteristics of birds include: ,
a. ,
b. , and
c. .
d.
e.
f.

What do Mammals Have in Common? © Macmillan / McGraw - Hill

15. The characteristics of mammals include:
a.
b.
c.

16. The three basic groups of mammals are:
a. ,
b. ,
c. .

How Can Animals Help People?
17. Some special dogs are trained to work with people who are ill or

.

80 Unit B · Animals as Living Things Use with textbook pages B26–B37

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What Are Vertebrates Like? Lesson 3

Read the diagram to see how to sort vertebrates. The seven classes of
vertebrates are based on characteristics such as body structure. Use the key
to help you see how they are also classified by how they control body
temperature.

Warm-blooded
Cold-blooded

Vertebrates

Jawless fish Mammals

Cartilaginous fish Birds

Bony fish Reptiles

Amphibians

Use the diagram above to fill in the blanks.

1. Vertebrates are divided into and
animals.
and
2. Warm-blooded animals include , .

© Macmillan / McGraw - Hill 3. Cold-blooded animals include: , 81
, .

, and

4. The three classes of fish are:

a. ,

b. , and

c. .

5. The frog is a(n) .

Unit B · Animals as Living Things Use with textbook page B28

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What Do Fish Have in Common? Lesson 3

Notice the body parts of the fish that are labeled. The fins have different
names that tell where they are located.

Dorsal fin

Tail fin

Gill flaps
Gills

Use the diagram above to fill in the blanks.

1. All fish have to take in oxygen from the water.

2. The fish’s gills are protected by which
let water in.

3. The fish has several , which are located on the top,

bottom, tail end, and sides of the body. © Macmillan / McGraw - Hill

4. The fish’s eyes are at the of its head.

5. The fin is located on the fish’s back.

82 Unit B · Animals as Living Things Use with textbook page B29

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Animals With Backbones Lesson 3

Match the correct letter with the description.

1. a cold-blooded vertebrate that spends part of a. cold-
its life in water and part of its life on land blooded

2. fish that have jaws and skeletons made b. warm-
of bone blooded

3. a vertebrate with feathers, a beak, and c. amphibian
clawed feet d. reptile
e. mammal
4. an animal with a backbone f. bird
g. bony fish
5. an animal that gets heat from outside its body h. cartilagi-

6. a fish with a skeleton made of cartilage nous fish
i. jawless fish
7. a cold-blooded vertebrate that lives on land j. vertebrate
and has waterproof skin with scales or plates

8. soft, slimy fish with suckerlike mouths

9. an animal with a constant body temperature

10. a warm-blooded vertebrate with hair; a female feeds milk
to its young

Answer the following question.

11. Why are vertebrates generally much larger than invertebrates?

© Macmillan / McGraw - Hill

Unit B · Animals as Living Things Use with textbook pages B26–B37 83

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Animals With Backbones Lesson 3

shells warm-blooded feet
teeth feathers run
wings

Fill in the blanks.

Birds have light , which can keep them warm.

Birds keep a constant body temperature so they are considered

animals like humans. They have two

legs with scaly, clawed . Birds have beaks without

. While all birds have , some do

not use them to fly. Ostriches don’t fly, but they can

fast. Birds hatch from eggs with strong .

© Macmillan / McGraw - Hill

84 Unit B · Animals as Living Things Use with textbook pages B26–B37

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Describing Animals Chapter 3

Circle the letter of the best answer.

1. This shows the steps organisms have to go through to get the energy they

need to survive.

a. food chain b. food web

c. radial symmetry d. spherical symmetry

2. An animal with a backbone is called

a. cold-blooded. b. an invertebrate.

c. symmetrical. d. a vertebrate.

3. The way an animal’s body parts match up around a point or central line

describes its

a. backbone. b. endoskeleton.

c. exoskeleton. d. symmetry.

4. An invertebrate with poisonous stingers on its tentacles is called a(n)

a. arthropod. b. cnidarian.

c. echinoderm. d. mollusk.

5. A spiny-skinned invertebrate is called a(n)

a. arthropod. b. cnidarian.

c. echinoderm. d. mollusk.

© Macmillan / McGraw - Hill 6. An invertebrate with jointed legs and a body that is divided into

sections is called a(n)

a. arthropod. b. cnidarian.

c. echinoderm. d. mollusk.

Unit B · Animals as Living Things Use with textbook pages B2–B41 85