Science Methods and Process Skills Grade 1

Grade 1 Science Methods and Process Skills

Science

Methods and Process Skills

Meet Tim Samaras

Emerging Explorer

Science

Methods and Process Skills

Meet Tim Samaras

Emerging Explorer

Contents

What is a Scientist? 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Think Like a Scientist 6. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Scientific Methods 8. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Meet Tim Samaras 10. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ask Questions 11. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Make a Plan 12. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Carry Out a Plan 13. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Collect and Record Data 14. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Look for Patterns 15. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Make Conclusions 16. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Share Results 17. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Science Process Skills 18. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Observe and Infer 20. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Make an Operational Definition. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Predict 24. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Sort 26. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Estimate, Measure, or Count . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Make and Use Models 30. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Compare 32. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2

Scientific Tools 34. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Tools to Make and Record Observations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Tools Used to Measure 38. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Tools to Make Work Easier 40. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Safety in Science 42. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Glossary 44. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Index 48. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3

Scientists are people who are curious
about the world.
They investigate and conduct
experiments, or fair tests, to learn
about many different things.

These scientists are working on
the sea ice in the Arctic Ocean.

4

This scientist is recording his
observations about meerkats.

You can find scientists:
• learning about animals in the wild.
• exploring the polar regions of the Earth.
• watching the sky for approaching storms.
What else do you think scientists do?

5

Think Like a Scientist

Scientists are always asking questions
and looking for answers. They wonder
why things happen. They wonder how
things work. They want to discover
something new.

I wonder how
lightning forms.

6

Do you like to ask questions? Do you like
to figure out why things happen and
how they work?
If so, you are thinking like a scientist!

Why are some
stars brighter
than others?

7

Scientists find answers and solve
problems by using scientific methods.

8

Scientific Methods can involve:
Asking questions
Making a plan
Carrying out a plan
Collecting and
recording data
Looking for patterns
Making conclusions
Sharing results

9

Meet Tim Samaras

Tornadoes can be violent and deadly.
Most people seek shelter from them. Tim
Samaras races toward them. Tim uses
scientific methods to learn more about
tornadoes and how they form. Read on
to find out how.

Tim Samaras is a severe-storms
researcher and National
Geographic Emerging Explorer.

10

Ask Questions

Scientists ask questions.

Tim asks a lot of questions about tornadoes.
One question Tim seeks to answer is, “What is
it like in the center of a tornado?”

11

Make a Plan

Scientists need to make a plan to answer
their questions. The plan includes what
the scientists will do and the materials
they will use.

Tim has a truck that has many different
weather tools. Tim also designs his own
tools called “tornado probes.” The tools and
probes help him learn about tornadoes.

12

Carry Out a Plan

Once scientists create a plan, they have
to carry it out.

Tim’s plan is to spot tornadoes before they
actually form. He places his weather tools
and probes in the tornado’s path. Then he
gets out of the way and finds shelter.

13

Collect and Record Data

Scientists want to find an answer to
their questions. They collect and record
data. Data are observations and
measurements scientists gather in an
investigation or experiment.

The tools and probes
Tim leaves in the
tornado’s path take
measurements of how
the weather changes.

The probes have cameras
that record the actual tornado.
This data, or information,
helps Tim answer
his questions.

14

Look for Patterns

Scientists try to repeat their experiments
or investigations more than once. They
look for patterns in the data.

Tim has chased over 250 tornadoes. But every
storm is different. Sometimes Tim doesn’t put
the probes in the exact path of the tornado.
Sometimes the tornado doesn’t touch down
at all.

15

Make Conclusions

Scientists use the data they collect
to make conclusions. They use the
information to answer their questions.
Sometimes scientists come up with
more questions to answer.

Tim has learned a lot
about tornadoes. One
important thing he
learned was that the
wind speeds of tornadoes
close to the ground are
actually much greater
than anyone thought. Tim
measured the wind speed
to be over 160 kilometers
(100 miles) per hour!

16

Share Results

Scientists share their results with other
people. They want others to learn
what they find out.

Tim hopes to help predict tornadoes better.
He wants to share what he learns so that
people can be warned of tornadoes sooner
and take shelter.

17

Science process skills are procedures
scientists use in an investigation.
You might be familiar with many
of these things scientists do.

18

Science Process Skills include:
Observe and Infer
Make an Operational
Definition
Predict
Sort
Estimate, Measure, or Count
Make and Use Models
Compare

19

Observe and Infer

When you look closely at an object
or event, you observe. When you want
to explain something that you observed,
you can infer.

Science Process Vocabulary
observe, infer verbs

You use your senses when you observe things.

• Sight What do you see?
• Touch What do you feel?
• Hear What do you hear?
• Smell What do you smell?
• Taste What do you taste?

You use what you already know and what you
observe with your senses when you infer.

20

What to Do

1 Look at the plant
shown here.

2 Observe the photo of the plant closely.

Draw and write about flower leaf
what you see.

Add labels to your drawing.

You can infer about the
3 plant by using what you

already know and the
observations you made.

You might infer that this type of plant
blooms, or flowers, in early spring. In some
places, it can be cold outside and snow may
be on the ground in early spring.

21

Make an Operational
Definition

When you make an operational
definition, you tell about something or
tell what something can do. You use
your own words.

Science Process Vocabulary
operational definition noun

When you make an operational definition, you
use your own words to tell what something is
or what something can do. You think about
what you know. You think about what you
observed.

The apple tree
changes from winter to
spring. I can use these
pictures to write a

definition of spring.

22

What to Do

1 Look at the pictures.

rain

snow

hail

2 Each picture shows precipitation.

3 Think about what you know and
what you see. What is a definition for
precipitation?

23

Predict

When you want to explain what you
think will happen next, you predict.

Science Process Vocabulary
predict verb

You use what you have learned or observed to
predict and tell what you think will happen.

I predict the
weather is going
to be nice today.

24

What to Do

1 Look at the photo of the sky shown here.

2 Think about what you already know
about storms.

3 Predict what you think the weather will
be in this photo.

25

Sort

When you sort, you put things
into groups.

Science Process Vocabulary
sort verb

You use an object’s properties when
you sort things. You can sort things by
size, shape, and color.
What other ways can you sort objects?

26

What to Do

1 Look at the clothes
shown here.

2 How are the clothes alike?
How are they different?

3 Sort, or put the clothes into groups.

27

Estimate, Measure, or Count

When you want to find out how much
or how long something is, you can
estimate, measure, or count.

Science Process Vocabulary
estimate, measure, or count verbs

To estimate, you give an
answer based on prior
experiences to say how
many or how much.
You can use tools to
measure different things.
A thermometer measures
temperature.

You use numbers
to count.

28

What to Do

1 Look at the snowflakes
shown here.
Estimate how many
snowflakes there are.

2 Count the snowflakes to see how
close your estimate was.

3 You can use a thermometer to measure
temperature.

When it gets When it gets
warmer, the colder, the
liquid in the liquid in the
thermometer thermometer
moves up. moves down.

29

Make and Use Models

When you want to show how something
in real life looks or how something
works, you can make a model.

Science Process Vocabulary
model noun

You can make a model by creating a
smaller form of an object that is too large
to have in a classroom or at home.

30

What to Do

1 Use water and a liter bottle to make
a model of a tornado.

2 Swirl the water around in the
bottle. Continue to swirl the water
until it looks like a tornado has
formed in the water.

3 Explain how the water
in the bottle is a model
of a tornado.
Explain how the model
is different from an
actual tornado.

31

Compare

When you compare, you tell how
objects or events are alike and different.

Science Process Vocabulary
compare verb

You use your senses to compare the properties
of objects.

• Sight How do things look alike?
How do things look different?

• Touch How do things feel the same?
How do things feel different?

• Hear How do things sound alike?
How do things sound different?

• Smell How do things smell alike?
How do things smell different?

• Taste How do things taste alike?
How do things taste different?

32

What to Do

1 Look at the Arctic foxes shown here.

Summer fox Winter fox

2 Compare the foxes.

3 How are the foxes alike and different?

Summer fox Winter fox

has fur has fur
the fur is brown is almost all white
and gray looks like the snow
looks like the ground ears are up
ears are up

33

Scientists use many different kinds of
tools. You might be familiar with some
tools. Others might be new to you.

34

Scientific tools used to
make and record observations

hand lens science computer
notebook

Scientific tools used for measuring

ruler thermometer measuring
container

Scientific tools used to
make work easier to do

forceps funnel dropper

35

Tools to Make and
Record Observations

Tools can help you make and record
observations.

A hand lens lets you observe things
better. You can record what you see in
your science notebook, or you can
use a computer.

hand lens computer

36

Make and Record Your Observations

1 Look at the photos.
The first photo
shows a ladybug
as you would
normally see it.

2 The second photo
shows the ladybug
when you look at it
using a hand lens.

3 Draw a picture of
what you observe.

37

Tools Used to Measure

You can use different tools to measure.
You can measure length and distance
using a ruler or meterstick. Different
measuring containers help you measure
how much of something you have.

What other tools can be used to

measure something?

balance thermometer

ruler meterstick measuring container

38

How to Use a Rain Gauge

A rain gauge is a type of measuring
container that measures how much
rainfall there is over a certain period
of time.
The gauge shows you how much rain
is collected. You measure the rainfall like
you would using a ruler, in centimeters
or inches.

39

Tools to Make
Work Easier

Some tools used in science make work
easier to do.

Forceps can be used to pick up small
things. A funnel can be used to pour
liquids. A dropper can be used to move
small amounts of liquid.

funnel forceps

dropper

40

Choose the Tool to Help You

Look at the list of things to do. Choose the
tool that will help you complete the work.
Draw a picture to show how you would
use the tool.

Things To Do Tool I Can Use

Moving water from Funnel
a large container to
a small container

Picking up corn Forceps
kernels

41

It is important to stay safe. Here are a
few questions to keep in mind when
you’re doing a science investigation.

Follow Directions

Do you understand the directions?

Don’t Taste or Smell

Did you know that some materials
in science can hurt you?

Keep Clean

Do you know what to do after
your investigation?

Handle Tools Safely

Do you know how to use different
scientific tools?

42

Fire Safety

Do you know what to do if your clothes catch on fire?
Remember Stop-Drop-Roll if your clothes catch fire.

Safety Gear

Do you know what
safety gear you should
be wearing? Safety
goggles protect your
eyes. An apron can
protect your body and
clothes. Wear them
when needed.

43

Glossary

compare (page 32)

When you compare, you tell how objects are
alike and different.

You can compare the properties of two objects.

conclusion (page 16)

When you make a conclusion you use the
information, or data, from your investigation
to come up with a decision or answer.

You make a conclusion based on your understanding
of the data.

data (page 14)

Data are observations and measurements you
gather in an investigation.

You collect and record data when you write your
observations in an investigation. You can look for
patterns, or find things that are similar, in data.

estimate, measure, or count (page 28)

When you want to find out how much or how
long, you can estimate, measure, or count.

You can estimate and measure by nonstandard and by
standard units. You can count by numbers.

44

fair test (page 4)

A fair test is when you change only one thing
in an investigation and keep everything else
the same.

Conducting a fair test is an important part of an
investigation.

infer (page 20)

When you want to explain something that you
have observed, you can infer.

You use what you already know and what you observe
when you infer.

investigate (page 4)

You investigate when you make a plan and carry
out the plan to answer a question.

You can investigate to learn about many different things in
the world.

model (page 30)

When you want to show what something looks
like or how something works, you can make a
model.

A model can be a smaller or a larger version of an object-
that is too large to have in a classroom or too small to see
with the naked eye

45

observe (page 20)

When you look closely at some object or event,
you observe.

You can use different senses to observe.

operational definition (page 22)

When you make an operational definition,
you use your own words to tell what something
is or does.

You create an operational definition when you define
something in your own way.

pattern (page 15)

You can find a pattern in data if the data show
something happens the same way over and over.

You might repeat an investigation to look for a pattern in
the data.

plan (page 12)

When you investigate, you need to make a plan
to answer a question or solve a problem.

When you make a plan to answer a question or solve
a problem, you list the materials and steps you need
to take.

46

predict (page 24)

When you predict, you use what you have
learned or observed to say what you think
will happen.

When you want to explain what you think will happen,
you predict.

question (page 11)

You can raise a question about the natural
world that can be answered through scientific
investigations.

When you observe an object or event, you may ask a
question to find out more about it.

share (page 17)

When you share results, you tell what you
have learned.

You can share results by writing, drawing, or telling.

sort (page 26)

When you sort, you put things into groups.

You can sort objects by their properties, such as size,
shape, and color.

47

Index

balance 38.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
conclusion 9, 16, 44. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
compare 19, 32–33, 44. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
computer 35, 36. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
count 19, 28–29, 44.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
data 9, 14–15, 16, 44.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
dropper 35, 40.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
estimate 19, 28–29, 44. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
fair test 4, 45. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
forceps 35, 40–41. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
funnel 35, 40–41. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
hand lens 35, 36–37. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
infer 19–21, 45. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
investigate 4, 45. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
measure 14, 19, 28–29, 38–39, 44.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
measuring container 35, 38–39. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
meterstick 38. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
model 19, 30–31, 45.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
observe 4, 14, 19–21, 46. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
operational definition 19, 22–23, 46.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
pattern 9, 15, 46.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
plan 9, 12–13, 46. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
predict 19, 24–25, 47.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
question 6–7, 9, 10–11, 12, 14, 16, 47. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
rain gauge 39.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
ruler 35, 38.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
science notebook 35, 36.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
share 9, 17, 47. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
sort 19, 26–27, 47.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
thermometer 28–29, 35.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Copyright © 2011 The Hampton-Brown Company, Inc., a wholly owned subsidiary
of The National Geographic Society, publishing under the imprints National Geographic
School Publishing and Hampton-Brown.

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National Geographic School Publishing
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Printed in the USA.
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ISBN: 978-0-7362-6223-1

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