Study Guide - Mr. White's Class - Home

Study GuideLesson Main Idea WorksheetsLesson Science Vocabulary WorksheetsLesson Support Vocabulary Worksheets

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ContentsTo the Teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Unit A Systems in Living ThingsChapter 1 CellsLesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Chapter 2 Plant SystemsLesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18Chapter 3 Human Body SystemsLesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Unit B Water on EarthChapter 4 Water ResourcesLesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Chapter 5 The Water CycleLesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54Unit C Weather and the Solar SystemChapter 6 WeatherLesson 1Lesson 2Lesson 3Lesson 4.58626670Chapter 7 The Solar SystemLesson 1Lesson 2Lesson 3Lesson 4.iii74788286

Unit D Elements and Their CombinationsChapter 8 Atoms and ElementsLesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98Chapter 9 Chemical CompoundsLesson 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102Lesson 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106Lesson 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110Chapter 10 Characteristics of MatterLesson 1Lesson 2Lesson 3Lesson 4.iv114118122126

To the TeacherUse this Study Guide with each lesson of Houghton Mifflin Science,California Edition. This Study Guide provides a variety of activities thathelp students check their understanding of each lesson’s main idea andpractice using the lesson’s vocabulary.Main IdeaMain Idea pages provide reinforcement for the core lesson content. A mainidea statement is followed by three or four sentences that tell the detailsof the lesson’s main idea. These details outline the main idea providingscaffolding for students as they complete the interactive activities andstrengthen their understanding of key lesson content. These activities mayalso be used to review and prepare for tests.Science VocabularyThe Science Vocabulary page of each lesson reinforces key sciencevocabulary words while helping students access lesson content. The keyscience vocabulary words are listed on the first Learn by Reading page ofeach lesson in the student’s textbook. All of the key vocabulary words ina lesson are covered in interactive activities designed to offer meaningfulpractice using these science words.Support VocabularyThe words found on the Support Vocabulary page have high general utilityacross the curriculum. These words are important to understanding thecontent of the lesson, but are not defined in the text. A glossary appearson the page for reference as students complete the activities. The SupportVocabulary page gives all students a way to work with everyday words thatprovide meaning for science concepts.Homework activities allow students an opportunity to demonstrate theirunderstanding of the important concepts and key science vocabulary ineach chapter.Vocabulary Skill practice addresses the Vocabulary Skill presentedin the Vocabulary Preview of each chapter as well as other grade-levelvocabulary skills.1

NameA.1.1Main IdeaDateWhat Are the Parts of a Cell?Main Idea Cells are the basic building blocks of living things. Cellscontain special structures to transport cell materials. All living things are made of cells. Cells are the basic unit of allliving things. All cells come from other cells. All living things depend on cells to carry out the basic functionsof life. Cells are made up of organelles that perform specific functions.A. Use the words from the box to complete the diagram ofa plant cell.cell membrane cell wall cytoplasmlysosomenucleus Golgi apparatusendoplasmic reticulumvacuolecell membranevacuolecell wallcytoplasmlysosomeGolgi apparatusnucleusendoplasmic reticulumStudy GuideCopyright Houghton Mifflin Company. All rights reserved.2Use with pages 6 –13

NameA.1.1Main IdeaDateWhat Are the Parts of a Cell?B. Complete the sentences comparing the similarities anddifferences between plant and animal cells.1. Plant cells make their own food, but animals take in their food byeating other living things .2. While the cells of both plants and animals are surrounded bya thin, flexible, only plant cells have acell membrane, a rigid outer layer for protection andcell wallsupport.3. Both plant cells and animal cells store water, food, andwaste in; animal cells may havevacuolesvacuoles, while plant cells often haveseveralone large, central vacuole.4.help cells break down nutrients and oldLysosomescell parts and are common incells butanimalrare incells.plant5., containing pigments that absorbChloroplastssunlight, are found incells but not inplantcells.animalC. Add a word to each group. Then write a sentence thatdescribes the group.lysosomes, vacuoles,ribosomesLysosomes, vacuoles, and ribosomes are all organelles.energy, support,reproductionEnergy, support, and reproduction are all basic needs of cells.bacteria, yeast,algaeBacteria, yeast, and many kinds of algae are all single cellorganisms.Study GuideCopyright Houghton Mifflin Company. All rights reserved.3Use with pages 6 –13

NameDateA.1.1Science VocabularyWhat Are the Parts of a Cell?cellnucleuscytoplasmorganelleMatch the words from the box to each description. The wordswill be used more than mnucleuscellorganellethe basic unit of a living organisma small structure in cells that performs aspecific functioncomes from another celldirects the activities of a cellthick fluid between the nucleus and the cellmembranecarries out the functions of lifesurrounds lysosomes, vacuoles, and othercell partsstores DNAcan make a copy of itselfa ribosome is one of theseHomework: A mnemonic is a device such as a pattern of letters,words, or ideas that assists in remembering something. For example:Chloroplasts are filled with chlorophyll. Create a mnemonic to helpyou remember the name and function of a cell part or an organelle.Study GuideCopyright Houghton Mifflin Company. All rights reserved.4Use with pages 6 –13

NameA.1.1Support VocabularyDateWhat Are the Parts of a mentproteinsdecision or opinion reached by reasoningproper work, normal action or usea thin soft layer of tissue that lines or covers somethinga living thing formed of separate parts that worktogether to carry on the various processes of lifesubstance that occurs in and colors the tissues ofa living thingcomplex chemical compounds that make up theparts of cells and allow the cell to perform chemicalreactionsComplete each sentence to tell about cells.1. Cells are the building blocks of every living2. Every organelle has a specific.organismfunction.3. The Golgi apparatus receives and processes.proteins4. Thepigmentgreen color.chlorophyll gives plants their5. Food, water, and gases enter cells through the cell.membrane6. In the late 1800s, scientists made acells come from other cells.conclusionthatVocabulary Skill:Word PartsIn the word multicellular, the prefix multi- means “many,” andthe suffix -ular indicates the word is an adjective. Based on thisinformation, write a definition for the word.Sample response: Multicellular means “having or consisting ofmany cells.”Study GuideCopyright Houghton Mifflin Company. All rights reserved.5Use with pages 6–13

NameA.1.2Main IdeaDateHow Do Cells Make and Use Energy?Main Idea To get energy, plant and animal cells break down sugar,releasing water and carbon dioxide. All living things require energy to survive. Cells break down glucose and capture its energy in a processcalled cellular respiration. Cells need energy to move, make proteins, divide, and transportmaterials.A. Complete the sentences to tell how cells use energy.1. Plants get energy from food they make for themselves. Animals.get energy fromfood they take in from the outside2. In order to acquire glucose, some animals eat plants. Otheranimals eat.plant-eaters3. Energy for a flashlight is stored in a battery. Energy for a cell isstored in.ATP molecules4. Animals are able to store glucose. However, animals cannot store.oxygen and carbon dioxide5. When animals breathe in, they inhale oxygen, which isrequired for cellular respiration. When animals breathe out,they exhale, which iscarbon dioxide.a waste product of cellular respiration6. Some proteins allow cells to control the chemical reactionsinside. Other proteins provide structure and support.for organisms7. In passive transport, materials move from areas of highconcentration to areas of low concentration. In active transport,materials move from areas of low concentration.to areas of high concentrationStudy GuideCopyright Houghton Mifflin Company. All rights reserved.6Use with pages 16 –23