G ® R ® GRADE Science A D E 4 4 Science Supporting your child’s educational journey every step of the way. Spectrum® provides specific support in the skills and standards that your child is learning in today’s classroom. • Comprehensive, grade-specific titles to prepare for the year ahead • Subject-specific practice to reinforce classroom learning S P E • Skill-specific titles to enrich and enhance educational concepts C T R • Test preparation titles to support test-taking skills U M S c No matter your need, Spectrum is with you every step of the way. i e n c e is available in these titles for fourth grade success: Spectrum Focused Practice to Support Science Literacy •Introduction to the scientific method Other titles available: •Natural, earth, life, and applied science lessons Division Multiplication •Research extension activities •Key word definitions •Answer key carsondellosa.com carsondellosa.com/spectrum 770044661177 CCOO 44..iinndddd 11 44//11//2200 1100::2277 AAMM 770044448899 CCOO 33..iinndddd 22 44//11//2200 1100::1166 AAMM 0-7696-5364-2CISPCWBKsec1_0-7696-3864-3CISPCWBK.qxdsec.1 7/24/12 10:51 AM Page 1 Science Grade 4 Published by Spectrum® an imprint of Carson Dellosa Education Greensboro, NC 0-7696-5364-2CISPCWBKsec1_0-7696-3864-3CISPCWBK.qxdsec.1 7/24/12 10:51 AM Page 2 Spectrum® An imprint of Carson Dellosa Education P.O. 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ISBN 978-1-4838-1522-0 0-7696-5364-2CISPCWBKsec1_0-7696-3864-3CISPCWBK.qxdsec.1 7/24/12 10:51 AM Page 3 Spectrum Science Grade 4 Table of Contents Chapter 1 Science as Inquiry Lesson 1.1 The Scientific Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Lesson 1.2 Scientific Detectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Lesson 1.3 A Group Effort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Lesson 1.4 Under a Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Lesson 1.5 Full of Air . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Lesson 1.6 A Sticky Situation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Lesson 1.7 A Weighty Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Review Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Chapter 2 Physical Science Lesson 2.1 On the Move . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Lesson 2.2 The Conservation of Matter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Lesson 2.3 Molecules in Motion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 Lesson 2.4 Rising Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Lesson 2.5 A Burning Question . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Lesson 2.6 Electricity: Around and Around It Goes . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 Lesson 2.7 The Nature of Light . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Review Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Chapter 3 Life Science Lesson 3.1 A Name for Every Living Thing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 Lesson 3.2 Ready to Eat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Lesson 3.3 Microscopic Marvels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Spectrum Science Table of Contents Grade 4 3 0-7696-5364-2CISPCWBKsec1_0-7696-3864-3CISPCWBK.qxdsec.1 7/24/12 10:51 AM Page 4 Lesson 3.4 A Mysterious Mammal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Lesson 3.5 Creatures of the Night . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46 Lesson 3.6 Swamp Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Lesson 3.7 Underground Farmers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50 Review Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 Mid-Test Chapters 1–3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54 Chapter 4 Earth and Space Science Lesson 4.1 Nature’s Ice Cubes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Lesson 4.2 Strange but Beautiful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Lesson 4.3 A Metal of Many Uses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Lesson 4.4 Bottled Raindrops . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Lesson 4.5 The Ever-Changing Moon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Lesson 4.6 Planetary Weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Lesson 4.7 The Hubble Space Telescope . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Review Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 Chapter 5 Science and Technology Lesson 5.1 Under Control . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72 Lesson 5.2 Suiting Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 Lesson 5.3 You Won’t Feel a Thing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 Lesson 5.4 A Moving Solution . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 Lesson 5.5 Lighting the Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80 Lesson 5.6 Farm-Fresh Milk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 Spectrum Science Table of Contents Grade 4 4 0-7696-5364-2CISPCWBKsec1_0-7696-3864-3CISPCWBK.qxdsec.1 7/24/12 10:51 AM Page 5 Lesson 5.7 Meals in Minutes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84 Review Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86 Chapter 6 Science in Personal and Social Perspectives Lesson 6.1 A Body of Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88 Lesson 6.2 Feed Your Body Right . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90 Lesson 6.3 A Common Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 Lesson 6.4 The Problem with Plastic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94 Lesson 6.5 A Fishy Story . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96 Lesson 6.6 The Nuclear Option . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98 Lesson 6.7 The Great Stink . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100 Review Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102 Chapter 7 History and Nature of Science Lesson 7.1 The Roots of Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104 Lesson 7.2 The Parents of Chemistry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106 Lesson 7.3 The Gaia Hypothesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108 Lesson 7.4 Dancing for Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 Lesson 7.5 Bringing Space Technology Down to Earth . . . . . . . . . . . . . . . . . . . . . . . . 112 Lesson 7.6 The End of the Dinosaurs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114 Lesson 7.7 Not Quite Human . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Review Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118 Final Test Chapters 1–7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 Spectrum Science Table of Contents Grade 4 5 0-7696-5364-2CISPCWBKsec1_0-7696-3864-3CISPCWBK.qxdsec.1 6/8/18 11:05AM Page 6 Chapter 1 Science as Inquiry Lesson 1.1 The Scientific Method skeptics:people who What is the difference between a hypothesis and a theory? are slow to believe something; they ask Without science, we wouldn’t know why water freezes, where the sun many questions goes at night, or how our bodies fight disease. We have the answers, though, because someone was curious. Science always begins with a question. solutions:answers to problems Scientists want to find answers, but a good scientist doesn’t stop working until he or she has the only possible answer. This is because the best proof:evidence or facts that show scientists are skeptics. They never say they’ve solved a scientific problem if something to be true other possible solutions can be found. Science is based on proof. Statements or correct that don’t have proof are guesses or opinions. opinions:beliefs that The scientific method is a tool scientists use to prove things. It begins are based experience, with a question. For example, “Do birds like one color more than another?” but that aren’t necessarily proven to The next step is to answer the question. At this point, it’s okay to make a be true guess or have an opinion. You need something you can test. In the scientific hypothesis:a method, your answer is called the hypothesis. A hypothesis is a simple statement that is statement that can be proven right or wrong. “Birds will eat more food from assumed to be true so a red birdfeeder than a blue one” is a good hypothesis. that it can be tested Now, you can test the hypothesis using experiments and observation. The community:a group tests must be designed carefully, though. If too many parts can be changed, it of people who are will be hard to tell why you got one result and not another. interested in the same thing If a hypothesis is unable to be proven, the next step is to make a new hypothesis and test it. If the experiments show that a hypothesis is proven, “Somewhere, you’ll still want to test it again. For example, maybe birds don’t see color at something incredible all. Something else might have been attracting them to the feeders. is waiting to be known.”—Carl Sagan, astronomer After a scientist finishes experimenting, he or she writes a conclusion. Then, the scientist shares the results with other scientists. The scientific community looks closely at the results. This step is very important in the scientific method. Other scientists will try to get the same results. Scientists double- and triple-check each other’s work. A hypothesis must be proven true many times before the scientific community accepts it as true. They’re skeptics, remember? If a hypothesis makes it through lots and lots of testing, it will become a theory. A theory might still be proven wrong, but the chances are less. The theory of gravity and the germ theory of disease are examples of theories that have stood the test of time and repeated experiments. Other scientists Á test your hypothesis Á Experiment to Results Ask a question Make a Share Á Á test your Á about the world hypothesis hypothesis Hiys puontthreuseis Hyips otrthueesisÁ results Á Á Hypothesis is Make a new Á proven true Á Theory hypothesis many times Spectrum Science Chapter 1 Lesson 1 Grade 4 6 0-7696-5364-2CISPCWBKsec1_0-7696-3864-3CISPCWBK.qxdsec.1 6/8/18 11:05AM Page 7 NAME ________________________________ Circle the letter of the best answer to each question below. 1. A guess or opinion a. will be shared with the scientific community. b. cannot be proven. c. can form the basis of a hypothesis. d. does not need to be tested. 2. Which of the following would make a good hypothesis? a. Trees grow better in soil than sand. b. Do bees like some flowers better than others? c. I think apple juice tastes better than orange juice. d. Girls draw better than boys. 3. If an experiment fails to confirm your hypothesis, what is the next step? a. Find another solution. b. Make another hypothesis. c. Keep trying the same experiment. d. Use a different theory. Write your answers on the lines below. 4. Explain why your answer to question 2 makes a good hypothesis. _________________________________________________________________________________ 5. Why should a scientist always share the results of his or her experiments? _________________________________________________________________________________ _________________________________________________________________________________ 6. Number the steps of the scientific method in the correct order. ________ hypothesis ________ question ________ experiment ________ theory ________ share results Spectrum Science Chapter 1 Lesson 1 Grade 4 7 0-7696-5364-2CISPCWBKsec1_0-7696-3864-3CISPCWBK.qxdsec.1 7/24/12 10:51 AM Page 8 Lesson 1.2 Scientific Detectives research:the act of How does a scientist do his or her job? studying, observing, or collecting in order When most people think of a scientist, they picture someone in a lab to gain knowledge wearing a white coat. Of course, some scientists do work in labs, but just as many are out in the world doing their research. They wear jeans and dig investigator: through the dirt hoping to discover the bones of a new dinosaur. They wear someone who closely examines evidence to snowsuits, gloves, and goggles as they trudge through the snows of reach a conclusion Antarctica. Scientists go wherever the search for an answer takes them. facts:things that Like a detective, a scientist is an investigator. He or she looks for clues really exist or happen; that will help solve the mysteries of our world. The most useful clues to a things that can be scientist are facts. Gathering facts is probably a scientist’s most important proven true job. Scientists collect samples, make observations, and perform experiments evidence:facts that to get the facts they need. help prove something The main kind of investigation a scientist does changes from one kind of artifacts: simple science to another. For example, an archaeologist studies human history. He objects, like tools, or she spends many hours outdoors, sifting through layers of ground looking that show evidence of a human culture for evidence. Pieces of bone, chips of clay pots, or the remains of an ancient campfire are all good clues. Archaeologists collect these artifacts, study conclusions: them closely, and draw conclusions about our human ancestors. decisions made with careful thought Observation is another important method of investigation. Zoology is the Police detectives use science of animal life on Earth. Much of a zoologist’s work is observing science, too. Forensic animals in their natural habitats. Dian Fossey was a famous zoologist who science is the use of studied gorillas. For years, she lived in the mountain forests of Rwanda. The science in solving gorillas went about their lives while Fossey quietly observed them and took crimes. Fingerprinting and DNA tests can notes. Then, like any good scientist would do, she shared her information help identify people. with the world. Clothing can be tested to show chemicals Collecting and observing are both good ways of getting clues, but the used in making scientists aren’t really in charge. Instead, they must be in the right place at explosives. All sorts the right time to get the facts they need. With an experiment, though, the of electronic devices have been invented to scientist is in control. He or she designs an experiment to test exactly what help investigate needs to be known. Experimenting is an important scientific tool. It lets the crimes. scientist be in control. Spectrum Science Chapter 1 Lesson 2 Grade 4 8