Grade 5 B Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America 2 3 4 5 6 7 8 9 10 073 12 11 10 09 English Language Development Physical Sciences 1. Elements and their combinations account for all the varied types of matter in the world. As a basis for understanding this concept: a. Students know that during chemical reactions the atoms in the reactants rearrange to form products with different properties. b. Students know all matter is made of atoms, which may combine to form molecules. c. Students know metals have properties in common, such as high electrical and thermal conductivity. Some metals, such as aluminum (Al), iron (Fe), nickel (Ni), copper (Cu), silver (Ag), and gold (Au), are pure elements; others, such as steel and brass, are composed of a combination of elemental metals. d. Students know that each element is made of one kind of atom and that the elements are organized in the periodic table by their chemical properties. e. Students know scientists have developed instruments that can create discrete images of atoms and molecules that show that the atoms and molecules often occur in well- ordered arrays. f. Students know differences in chemical and physical properties of substances are used to separate mixtures and identify compounds. g. Students know properties of solid, liquid, and gaseous substances, such as sugar (C 6 H 12 O 6 ), water (H 2 O), helium (He), oxygen ( O 2 ), nitrogen (N 2 ) , and carbon dioxide (CO 2 ) . h. Students know living organisms and most materials are composed of just a few elements. i. Students know the common properties of salts, such as sodium chloride (NaCl) Life Sciences 2. Plants and animals have structures for respiration, digestion, waste disposal, and transport of materials. As a basis for understanding this concept: a. Students know many multicellular organisms have specialized structures to support the transport of materials. b. Students know how blood circulates through the heart chambers, lungs, and body and how carbon dioxide (CO 2 ) and oxygen (O 2 ) are exchanged in the lungs and tissues. c. Students know the sequential steps of digestion and the roles of teeth and the mouth, esophagus, stomach, small intestine, large intestine, and colon in the function of the digestive system. d. Students know the role of the kidney in removing cellular waste from blood and converting it into urine, which is stored in the bladder. e. Students know how sugar, water, and minerals are transported in a vascular plant. f. Students know plants use carbon dioxide (CO 2 ) and energy from sunlight to build molecules of sugar and release oxygen. g. Students know plant and animal cells break down sugar to obtain energy, a process resulting in carbon dioxide (CO 2 ) and water (respiration). Earth Sciences 3. Water on Earth moves between the oceans and land through the processes of evaporation and condensation. As a basis for understanding this concept: a. Students know most of Earth’s water is present as salt water in the oceans, which cover most of Earth’s surface. b. Students know when liquid water evaporates, it turns into water vapor in the air and can reappear as a liquid when cooled or as a solid if cooled below the freezing point of water. c. Students know water vapor in the air moves from one place to another and can form fog or clouds, which are tiny droplets of water or ice, and can fall to Earth as rain, hail, sleet, or snow. d. Students know that the amount of fresh water located in rivers, lakes, under-ground sources, and glaciers is limited and that its availability can be extended by recycling and decreasing the use of water. e. Students know the origin of the water used by their local communities. 4. Energy from the Sun heats Earth unevenly, causing air movements that result in changing weather patterns. As a basis for understanding this concept: a. Students know uneven heating of Earth causes air movements (convection currents). b. Students know the influence that the ocean has on the weather and the role that the water cycle plays in weather patterns. c. Students know the causes and effects of different types of severe weather. d. Students know how to use weather maps and data to predict local weather and know that weather forecasts depend on many variables. e. Students know that the Earth’s atmosphere exerts a pressure that decreases with distance above Earth’s surface and that at any point it exerts this pressure equally in all directions. 5. The solar system consists of planets and other bodies that orbit the Sun in predictable paths. As a basis for understanding this concept: a. Students know the Sun, an average star, is the central and largest body in the solar system and is composed primarily of hydrogen and helium. b. Students know the solar system includes the planet Earth, the Moon, the Sun, eight other planets and their satellites, and smaller objects, such as asteroids and comets. c. Students know the path of a planet around the Sun is due to the gravitational attraction between the Sun and the planet. Science PS 5.1.a PS 5.1.b PS 5.1.c PS 5.1.d PS 5.1.e PS 5.1.f PS 5.1.g PS 5.1.h PS 5.1.i LS 5.2.a LS 5.2.b LS 5.2.c LS 5.2.d LS 5.2.e LS 5.2.f LS 5.2.g Chemical Reactions 6 Mr. Mix-It 8 Description Writing Frame 10 Critical Thinking TABLE 11 The Periodic Table 12 Richard Serra: Artist 14 Sequence Writing Frame 16 Critical Thinking TABLE 17 Mixtures and Microscopes 18 Name That Powder 20 Compare/Contrast Writing Frame 22 Critical Thinking PHOTOGRAPH /CAPTION 23 The States of Matter 24 New Clues to a Mystery 26 Problem/Solution Writing Frame 28 Critical Thinking MAP 29 Plant and Animal Cells 30 A Dino Bone Breakthrough 32 Compare/Contrast Writing Frame 34 Critical Thinking PHOTOGRAPH /CAPTION 35 The Respiratory and Circulatory Systems 36 How to Stay Fit for Life 38 Cause and Effect Writing Frame 40 Critical Thinking DIAGRAM 41 The Digestive System 42 A Lesson In Caring 44 Sequence Writing Frame 46 Critical Thinking DIAGRAM/LABELS 47 The Photosynthesis and Respiration Cycle 48 Are We Killing the Oceans? 50 Problem/Solution Writing Frame 52 Critical Thinking PHOTOGRAPH /CAPTION 53 Contents 2 ES 5.3.a ES 5.3.b ES 5.3.c Changing States of Water 54 What’s With the Weather? 56 Description Writing Frame 58 Critical Thinking PHYSICAL MAP 59 ES 5.3.d ES 5.3.e Fresh Water Resources 60 Much Too Dry 62 Cause/Effect Writing Frame 64 Critical Thinking CHART 65 ES 5.4.a ES 5.4.b Air Movements 66 Welcome to the Worst Weather in the World 68 Cause/Effect Writing Frame 70 Critical Thinking MAP/LABELS 71 ES 5.4.c ES 5.4.d ES 5.4.e Air Masses and Fronts 72 Around the World in 20 Days 74 Description Writing Frame 76 Critical Thinking DIAGRAM 77 ES 5.5.a The Sun 78 Looks Like Earth 80 Problem/Solution Writing Frame 82 Critical Thinking CAPTION 83 ES 5.5.b The Solar System 84 Catch a Comet by Its Tail 86 Compare/Contrast Writing Frame 88 Critical Thinking CHART 89 ES 5.5.c Gravity 90 To Pluto and Beyond! 92 Description Writing Frame 94 Critical Thinking DIAGRAM/ARROWS 95 3 HSS 5.1.1 HSS 5.1.2 HSS 5.1.3 HSS 5.2.1 HSS.5.2.2 HSS 5.2.3 HSS 5.2.4 HSS 5.3.1 HSS 5.3.3 HSS 5.3.6 HSS 5.3.2 HSS 5.3.4 HSS 5.3.5 HSS 5.4.1 HSS 5.4.2 HSS 5.4.3 HSS 5.4.4 HSS 5.4.5 HSS 5.4.6 HSS 5.4.7 HSS 5.5.1 HSS 5.5.2 HSS 5.5.3 A Varied Land 96 Who Were the First Americans? 98 Compare/Contrast Writing Frame 100 Critical Thinking MAP LEGEND/KEY 1 01 Trade and Travel 102 Explorers and Technology 104 Description Writing Frame 106 Critical Thinking MAP/KEY 107 Exploring the Americas 108 The Taíno World: Contact and Impact 110 Sequence Writing Frame 112 Critical Thinking MAP/SCALE 113 The French and Indian War 114 Jamestown: Competition, Conflict and Cooperation 116 Problem/Solution Writing Frame 118 Critical Thinking TIME LINE 119 Conflicts in the Colonies 120 The Trail of Tears 122 Sequence Writing Frame 124 Critical Thinking CAPTION 125 William Penn Founds a Colony 126 Religion in the American Colonies 128 Problem/Solution Writing Frame 130 Critical Thinking CHART 131 Self-Government 132 Honoring Freedom 134 Description Writing Frame 136 Critical Thinking CAPTION 137 Protesting New Taxes 138 How They Chose These Words for the Declaration of Independence 140 Cause/Effect Writing Frame 142 Critical Thinking ILLUSTRATION /CAPTION 143 Contents 4 HSS 5.5.4 HSS 5.6.1 HSS 5.6.2 HSS 5.6.5 HSS 5.6.6 HSS 5.6.7 HSS 5.6.3 HSS 5.6.4 HSS 5.7.1 HSS 5.7.2 HSS 5.7.3 HSS 5.7.4 HSS 5.7.5 HSS 5.7.6 HSS 5.8.1 HSS 5.8.2 HSS 5.8.3 HSS 5.8.4 HSS 5.8.5 HSS 5.8.6 HSS 5.9 Americans of the Revolution 144 The (Federalist) Party’s Over 146 Sequence Writing Frame 148 Critical Thinking TIME LINE 149 The War Begins 150 Franklin in France 152 Description Writing Frame 154 Critical Thinking MAP/SCALE 155 Life during the American Revolution 156 Martha Washington, America’s First First Lady 158 Cause/Effect Writing Frame 160 Critical Thinking ILLUSTRATION /CAPTION 161 Planning a New Government 162 How Free Are We to Speak Freely? 164 Description Writing Frame 166 Critical Thinking CAPTION 167 Moving West 168 America in 1850 170 Sequence Writing Frame 172 Critical Thinking TIME LINE 173 The Louisiana Purchase 174 A Historic Journey 176 Problem/Solution Writing Frame 178 Critical Thinking MAP LEGEND/KEY 179 The United States Expands 180 Some State Capital Snapshots 182 Compare/Contrast Writing Frame 184 Critical Thinking MAP 185 Credits 186 5 Chemical Reactions Matter is made of elements. An element is a simple substance. Elements are put together to make all other substances. Some common elements are carbon, aluminum, oxygen, and iron. Elements are different from one another. For example, some are heavy. Others are light. Elements are made of tiny particles called atoms. An atom is the smallest particle that has the properties of an element. In fact, atoms are too small to see. That’s because an atom is less than a billionth of an inch in size. Each element has one kind of atom. All atoms in an element are alike. Matter is always changing. Liquid water can freeze into solid ice, for example. This change is called a physical change. The ice is not a new substance. It is just water in a solid form. Chemical reactions are different. In a chemical reaction, a new substance is made. It is the result of a chemical change.What the substance starts out as is called a reactant (ree • AK • tuhnt). The new substance is called a product . To show that products come from reactants, we write it as What Aluminum Is Made Of reactants products aluminum foil To get an atom of aluminum, you need a piece of foil that is very small. 6 A common example of a chemical reaction is the formation of carbon dioxide (CO 2 ). The diagram below shows how carbon (C) atoms and oxygen (O 2 ) molecules can combine. A molecule is a tiny particle made of one or more atoms. The reactants are carbon and oxygen. They combine into a product, carbon dioxide. The total mass, or amount, of the products does not change. They have the same mass as the reactants before the chemical reaction. The total number of atoms also remained the same. For instance, three atoms are in the reactants and in the products shown below. Atoms simply make new combinations. The new arrangement of atoms gives the products new and different properties. Atoms do not increase during chemical changes. They do not decrease, either. 16 aluminum atoms C carbon O 2 oxygen CO 2 carbon dioxide + What Carbon Dioxide Is Made Of 7 S ometimes Maelo Cordova plays with modeling clay. Other times he tries out paint for dolls or races tiny cars. Cordova is a chemist. He uses chemistry to make toys. As a kid in Puerto Rico, Cordova asked questions like, “How can I mix cleaning products to get out spots?” He loved learning how substances combine to make new stuff. This process is called a chemical reaction. A chemical reaction occurs when two or more substances combine to make a new substance. The starting substances are called reactants. When they are mixed, the new substances are called products. Cordova won a top science award. Then he studied chemistry in college. He now works for a big toy company. At work, Cordova mixes chemicals and performs experiments. For one project, he was asked to make icky, sticky slime. The goo came out too hard, but he saved it. He later turned his mistake into a new invention, flubber. Says Cordova, “In science, you never throw anything away.” His next mistake may turn out to be even more fun. For one man, mixing chemistry and clay leads to new discoveries—toys! Todd Bigelow/ Aurora ↑ Chemist Maelo Cordova shows a slimy invention. 8 Name Birth Date Country of Birth Achievement Robert Boyle 1627 England First to use scientific methods to study chemistry Irene Curie 1897 France Made new radioactive elements John Dalton 1766 England Discovered theory of matter based on atoms Antoine Lavoisier 1743 France Discovered oxygen and that water is made of oxygen and hydrogen Dimitri Mendeleyev 1834 Russia Arranged all known elements in a chart called the periodic table Alfred Nobel 1833 Sweden Invented dynamite, an explosive It’s Elemental Everything in the world is made of elements. An element is a substance that contains only one kind of atom. It can’t be broken down into a simpler substance. A compound is made by combining two or more elements chemically. One compound is sodium chloride. It is a combination of the elements sodium and chlorine. You know it as table salt. Charles D. Winters/Photo Researchers, Inc. Great Chemistry This table lists some famous chemists and their achievements. Light Up the Night Some chemical reactions produce light. One example is a toy you may have seen. It is a plastic tube that glows in the dark. The tube is filled with a liquid substance. When you bend the tube, a small container inside it breaks. This causes a chemical reaction between the two substances. One product of the reaction is light. The light makes the dye in the tube glow in the dark. Photolibrary.com pty. Ltd./Index Stock ↑ Chemistry is all about combining elements. 99 [...]... bodies Humans 50 25 0 0 57 30 decays slowly Scientists know exactly how long it takes for C-14 to decay When they measure the amount of C-14 left in 11460 17190 22920 28 650 Years Elapsed it stops taking in C-14 The C-14 that is in it ↑ The amount of C-14 in something that once lived reveals how long ago it died something, they can figure out how old the object is Objects can be up to 50 ,000 years old... understand content in an informational article For a list of links and activities that relate to this Science standard, visit the California Treasures Web site at www.macmillanmh.com to access the Content Reader resources Have students view the Science in Motion Video “Cells to Organisms.” In addition, distribute copies of the Translated Concept Summaries in Spanish, Chinese, Hmong, Khmer, and Vietnamese 35. .. you understand facts in an informational article For a list of links and activities that relate to this Science standard, visit the California Treasures Web site at www.macmillanmh.com to access the Content Reader resources Have students view the e-Review “Mixtures.” In addition, distribute copies of the Translated Concept Summaries in Spanish, Chinese, Hmong, Khmer, and Vietnamese 23 The States of Matter... information such as names and numbers in a compact way For a list of links and activities that relate to this Science standard, visit the California Treasures Web site at www.macmillanmh.com to access the Content Reader resources Have students view the Science in Motion Video “Formation of Carbon Dioxide.” In addition, distribute copies of the Translated Concept Summaries in Spanish, Chinese, Hmong, Khmer,... geographic locations such as a city, state, or park For a list of links and activities that relate to this Science standard, visit the California Treasures Web site at www.macmillanmh.com to access the Content Reader resources Have students view the e-Review “Properties of Matter.” In addition, distribute copies of the Translated Concept Summaries in Spanish, Chinese, Hmong, Khmer, and Vietnamese 29 Plant... information such as names and numbers in a compact way For a list of links and activities that relate to this Science standard, visit the California Treasures Web site at www.macmillanmh.com to access the Content Reader resources Have students view the e-Review “Metals and Alloys.” In addition, distribute copies of the Translated Concept Summaries in Spanish, Chinese, Hmong, Khmer, and Vietnamese 17 Mixtures... 1% ↓ Plants and animals are made mainly of carbon, hydrogen, and oxygen Hydrogen 10% Oxygen 63% Common Elements in Plants Carbon 11% Nitrogen Phosphorus Other elements 1% 1% 1% Hydrogen 10% Oxygen 76% 25 Mystery still surrounds the circle of massive stones at Stonehenge New Clues to a Mystery An ancient mystery has puzzled people for hundreds of years T Peter Adams/Getty Images he Stonehenge World Heritage... Stonehenge remains called carbon dating The test showed a puzzle No one knows exactly how it that the village is about the same age was built The huge stones each weigh as Stonehenge Both are about 4 ,50 0 several tons The people who built years old Stonehenge had to move them long distances Archaeologists have now ↓ Scientists have found the remains of found a major piece of the puzzle The puzzle piece... layers quickly Oil and vinegar as a salad dressing, for example, can 18 After they are mixed together and left to sit, oil and vinegar separate into two layers The field ion microscope was invented in 1 951 Atoms appear as bright spots The particles in some mixtures are very small In a pinch of salt there are more than a billion particles the size of atoms Half of them are sodium particles and half are... Electrons are particles even smaller than atoms When an electron hits an atom and bounces back, an image is formed The first electron microscope was invented in 1932 The field ion microscope was invented in 1 951 Instead of electrons it uses ions to form images Ions are particles with an electric charge The field ion microscope is even more powerful than the electron microscope It helped scientists to see atoms, . 95 3 HSS 5. 1.1 HSS 5. 1.2 HSS 5. 1.3 HSS 5. 2.1 HSS .5. 2.2 HSS 5. 2.3 HSS 5. 2.4 HSS 5. 3.1 HSS 5. 3.3 HSS 5. 3.6 HSS 5. 3.2 HSS 5. 3.4 HSS 5. 3 .5 HSS 5. 4.1 HSS 5. 4.2 HSS 5. 4.3 HSS 5. 4.4 HSS 5. 4 .5 HSS 5. 4.6 HSS. 143 Contents 4 HSS 5. 5.4 HSS 5. 6.1 HSS 5. 6.2 HSS 5. 6 .5 HSS 5. 6.6 HSS 5. 6.7 HSS 5. 6.3 HSS 5. 6.4 HSS 5. 7.1 HSS 5. 7.2 HSS 5. 7.3 HSS 5. 7.4 HSS 5. 7 .5 HSS 5. 7.6 HSS 5. 8.1 HSS 5. 8.2 HSS 5. 8.3 HSS 5. 8.4 HSS. and the planet. Science PS 5. 1.a PS 5. 1.b PS 5. 1.c PS 5. 1.d PS 5. 1.e PS 5. 1.f PS 5. 1.g PS 5. 1.h PS 5. 1.i LS 5. 2.a LS 5. 2.b LS 5. 2.c LS 5. 2.d LS 5. 2.e LS 5. 2.f LS 5. 2.g Chemical Reactions 6