Available for to State Correlated Standards Grades 1–6+ • Big Idea units with: - standards-based weekly lessons - 24 activity pages - teacher lesson plans EMC 9165 • Content vocabulary, comprehension, and visual literacy practice SAMPLER D _ _ _ _ _ ly Bdeiag1 M I eep l s s n phi g? l o d rownin w o als are r m Day H thout d m a i are M s breathe a wi e w e me _ _ _ • hands-on activities S c i enc e ion est ly Qu k e e W just lik and human ive instead , s l a l mamm h dolphins are born a h have e r a s t t s o in ie ns bo a e we Dolph ain ways B Their bab k i m l u e h s t s and tail n cer e a no sleep alike i d regular gs Dolphin not hav ers and a g s ee pp and n ing from e er, dolphin ey have fli v th ch of hat one Howe four limbs, f kb a bac , instead o nd A W EE bula Voca lphins r no t o s e y te at re Name . Wri e n fe u r t u t a a h t e Huma d hf e c e a n n e stio Weekl ory Que ad in A Re s have n a Dolph m u h or y Da Has a How dolphins sleep t drowning? ou with s d leg rm s a n ry al mamm warmof a kind mal ed ani d o o l b as a that h one backb if o tell K2 T W Da i l y S c i e nc TBig e Idea F ause airls that breathe air live on land But bec ma ani Most s e h t WEEK s that Brea tion pta ada cial p spe e hav y e the er, e wat in l live dolphins la r s e regudo s d e not have A dolphin breathes through th hav o land ma Nemmals b s manto nndswi hums etop of its head When a dolphi s on a o a blowhole s n n hi its blowhole Has a Vocabulary dolpn spto scle rtope a the sur face, it uses strong mu y d o e he bater, the blowho und es blowhole ckbolen closes t to terw a x to breathe As it bdiv b e n x ❒ o m swi e y The s th have a tail and an opening on the se two flipper eck also Dolphins Table of Contents GRADE Big Idea 1: Living things have basic needs that help them stay alive Vocabulary energy, fresh water, gills, grow, leaf, living, mouth, nonliving, roots, salt water, stem, survive Big Idea 4: Different seasons have different weather Vocabulary autumn, axis, bloom, breeze, fall, flowers, gust, icicles, orbit, rain, season, snow, snowflakes, spring, summer, temperature, thermometer, wind, winter Week 1: Can a rock grow? Week 2: Do monkeys really eat bananas? Week 1: Why is it hot in the summer? Week 3: Do plants have mouths? Week 2: Why does it snow in the winter? Week 4: Do fish drink water? Week 3: Why are there a lot of flowers in the spring? Week 4: Why some trees lose their leaves in the fall? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Watch a Plant Drink! Big Idea 2: Plants and animals live in many different places Vocabulary camel, den, desert, evergreen, forest, habitat, krill, lake, leaves, nest, ocean, stores, whale Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Measure the Wind! Big Idea 5: Objects can be solid, liquid, or gas Vocabulary flows, gas, heat, ice, liquid, mass, matter, melts, mixture, shape, solid, splash, steam Week 1: Where animals sleep? Week 1: Why can’t we walk through walls? Week 2: Why camels have humps? Week 2: Why does water splash? Week 3: Can a whale live in a lake? Week 3: Why balloons float in the air? Week 4: Why trees have different kinds of leaves? Week 4: Why does ice melt? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Look at a Leaf Hands-on Activity: Ice Cube Race Big Idea 3: The sun, moon, and stars are objects in our sky Vocabulary crater, day, Earth, energy, heat, light, moon, mountain, night, planet, rotates, stars, sun Big Idea 6: An object’s motion can be changed by using force Vocabulary backward, distance, force, forward, gravity, motion, path, pull, push, speed, wheel Week 1: What causes day and night? Week 1: Why shopping carts have wheels? Week 2: What we see in the sky at night? Week 2: Why does a ball go far when I kick it hard? Week 3: Why we need the sun? Week 3: Why cars have steering wheels? Week 4: Can anything live on the moon? Week 4: Why things fall down when you drop them? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Moon Phase Fun Daily Science Sampler Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Forces on the Playground © 2010 Evan-Moor Corp Table of Contents GRADE Big Idea 1: All living things have different life cycles Vocabulary adult, caterpillar, chrysalis, code, egg, flower, fruit, germinates, hatch, insect, joey, life cycle, mammal, marsupial, pollen, reproduce, sapling, seedling, seeds Week 1: Why kangaroos carry their babies in pouches? Big Idea 4: The sun, moon, and stars all have predictable patterns of movement Vocabulary constellation, daytime, eclipse, moon, nighttime, orbit, phase, planet, reflect, rotate, solar system, stars Week 1: What happens to the sun at night? Week 2: How does a caterpillar turn into a butterfly? Week 2: Why aren’t stars always in the same part of the sky at night? Week 3: How tiny seeds turn into giant trees? Week 3: Is the moon a planet? Week 4: Why some plants have flowers? Week 4: Why does the moon change shape? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: The Life Cycle of a Pea Big Idea 2: Plants and animals look a lot like their parents Vocabulary behave, citrus, crops, farmed, kits, mammals, offspring, pack, pups, related, resemble, seedless, species, traits, variety Week 1: What’s the difference between a fox and a wolf? Week 2: Why can’t an apple tree grow oranges? Week 3: How can a spotted cat have striped kittens? Week 4: Why don’t all grapes have seeds? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Invent a Pet Hands-on Activity: Observing Shadows Big Idea 5: Sounds are made by vibrating objects Sounds can travel through solids, liquids, and gases Vocabulary Week 1: How crickets chirp? Week 2: Where echoes come from? Week 3: Does sound travel underwater? Week 4: How animals without ears hear? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Make Your Own Phone! Big Idea 3: Earth contains rock, water, and air People use all of these things Vocabulary atmosphere, decompose, evaporate, gas, glacier, gravity, ice caps, mineral, natural resources, quartz, recycle, surface, water cycle, weathering detect, echo, echolocation, file, inner ear, middle ear, molecule, outer ear, pitch, reflect, scraper, sound, waves, surface, vibrations, volume Big Idea 6: Magnets make some things move without touching them They also attract or repel other magnets Vocabulary attract, compass, core, direction, electromagnet, iron, magnet, magnetic, magnetic field, magnetism, permanent magnet, poles, repel, temporary magnet Week 1: How far up does the sky reach? Week 2: How much water is there on Earth? Week 3: Why beaches and deserts have sand? Week 4: Why people recycle? Week 2: How can magnets move things without touching them? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Weathering Rocks Week 1: Why does a magnet stick to a refrigerator? Week 3: Why are some magnets stronger than others? Week 4: How does a compass work? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Make a Magnet © 2010 Evan-Moor Corp Daily Science Sampler Table of Contents GRADE Big Idea 1: Living things have adaptations that help them survive in their environment Vocabulary and creates weather adaptation, automatically, blowhole, evaporate, folds, habitat, mammal, migrate, pollen, pollinates, predator, reproduce, route, spine Week 1: Why flowers have different colors and scents? Week 2: How dolphins sleep without drowning? Week 3: Why does a cactus have needles? Week 4: Why birds migrate? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: How a Cactus Stores Water Big Idea 2: Plants have many parts Each part does a special job Vocabulary Big Idea 4: Air is a gas that surrounds us, takes up space, absorb, carbon dioxide, cell, chlorophyll, conditions, conserving, diffuse root, distribute, fruit, leaves, nutrients, parachute, photosynthesis, pollinate, pores, root, seed coat, seed germ, seeds, stem, tap root, vegetable Vocabulary adaptations, air pressure, altitude, anemometer, atmosphere, carbon dioxide, circulate, dissolved, drag, lift, meteorologist, oxygen, pressure system, sea level, thermal current, thrust, wind vane Week 1: Why can’t you breathe in outer space? Week 2: Why does a can of soda sometimes explode when you open it? Week 3: Where does wind come from? Week 4: How birds fly? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Tornado in a Bottle Big Idea 5: Light travels in a straight line until it hits an object Light can be absorbed, refracted, or reflected Vocabulary absorb, distort, film, focus, lens, opaque, polish, projector, radiate, ray, reflect, reflection, refract, translucent, transparent Week 1: What’s the difference between a fruit and a vegetable? Week 1: Why does it get hot in a car on a sunny day when it is cold outside? Week 2: How plants get water from roots to leaves? Week 2: Why does a straw look bent in a glass of water? Week 3: Why dandelions turn white and fluffy? Week 3: How does a movie projector work? Week 4: Why leaves change color in the fall? Week 4: How mirrors work? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Color a Carnation Big Idea 3: Fossils tell us about the plants and animals that lived long ago Vocabulary amber, cast, collide, continents, crust, decay, erodes, faults, fossil, fossil record, lava, mantle, marker fossil, minerals, mold, paleontologist, preserve, resin, sediment, sedimentary rock, trace fossil, trilobite Week 1: How does something become a fossil? Week 2: Where is the best place to look for fossils? Week 3: How scientists know how old a fossil is? Week 4: Why are fossils of ocean animals found on mountains today? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Make Your Own Fossil Daily Science Sampler Hands-on Activity: Liquid Lens Big Idea 6: Electricity can exist as static electricity or travel as a current through a conductor Vocabulary appliance, atom, battery, charge, circuit, conductor, current, electricity, electron, insulator, outlet, proton, recharge, source, static electricity, switch Week 1: Where does lightning come from? Week 2: Why electrical cords have metal plugs? Week 3: How does flipping a switch light up a light bulb? Week 4: How does a battery make electricity? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Charged-up Relay © 2010 Evan-Moor Corp Table of Contents GRADE Big Idea 1: Plants and animals depend on each other and on their environment for survival Vocabulary angiosperms, dormant, erosion, habitat, hibernate, hoard, honeycomb, lodge, migrate, mutation, nectar, ovary, pollen, pollination, proboscis, silt, sterile, wetland Week 1: Why beavers build dams? Week 2: Why some plants have fruit? Week 3: Do all bees make honey? Week 4: Where animals get food in the winter? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Seed Catalog Big Idea 2: Most microorganisms not cause disease, and many are beneficial Vocabulary absorb, acid, antibiotic, antibodies, bacteria, cavity, decomposers, dentin, dissolve, enamel, fluoride, fungus, immune system, infectious, intestines, microorganisms, microscopic, mold, nutritious, penicillin, plaque, pulp, viruses, yeast Week 1: Why does garbage smell? Week 2: How bacteria create cavities? Week 3: Are all germs bad? Week 4: Is it safe to eat moldy food? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Farming “Fuzz” Big Idea 3: Both slow and rapid processes— from erosion to earthquakes— shape and reshape the Earth’s surface Vocabulary basin, boundary, chamber, channels, core, crust, debris, ecosystem, erosion, expanded, fault, glacier, lava, magma, magnitude, mantle, meltwater, moraines, plates, retreat, seismometer, uplifted, vent, weathering Week 1: How was the Grand Canyon formed? Week 2: Do glaciers really move? Week 3: What makes a volcano erupt? Week 4: What causes earthquakes? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Glacial Grind Big Idea 4: The properties of rocks and minerals reflect the process that formed them Vocabulary asteroids, carbon, cement, cleavage, color, conserve, crystalline, extract, extraterrestrial, fracture, fossil fuels, hardness, igneous, lunar, luster, maria, metals, metamorphic, meteor, meteorite, minerals, natural resources, ore, renewable, rock cycle, sediment, sedimentary, streak Week 1: What’s the difference between a rock and a mineral? Week 2: Where rocks come from? Week 3: Are some rocks valuable? Week 4: Do all rocks come from Earth? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Chalk It Up to Science Big Idea 5: Electrical energy can be converted into heat, light, sound, and motion Vocabulary amplifier, circuit, conductor, controller, display, electric current, electromagnet, electric motor, electron, filaments, hearing aid, LED, magnetic force, mechanical energy, microphone, photon, radiate, resistor, sound waves, speaker, switch Week 1: How toasters work? Week 2: What lights a digital clock? Week 3: How hearing aids help people hear? Week 4: How electric cars work? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Start Your Motor Big Idea 6: People invented machines to make work easier Vocabulary compound machine, counterweight, distance, fixed pulley, force, friction, fulcrum, inclined plane, lever, load, mechanical advantage, movable pulley, pulley, screw, simple machine, threads, wedge, wheel and axle, wheelbarrow, work Week 1: Why some building entrances have ramps? Week 2: What’s the difference between a nail and a screw? Week 3: How elevators work? Week 4: How does a wheelbarrow make work easier? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Learn About Levers © 2010 Evan-Moor Corp Daily Science Sampler Table of Contents GRADE Big Idea 1: Living things are made mostly of cells Multicellular organisms have different cells that perform specialized functions Vocabulary blood vessels, callus, cell, circulatory system, connective tissue, cytoplasm, dermis, digestive system, enzymes, epidermis, epithelial tissue, esophagus, hypodermis, intestines, marrow, membrane, muscle tissue, nucleus, organ, plasma, platelets, salivary glands, sebum, stem cells, tissue, villi Week 1: Why are bones hard and muscles soft? Week 2: Why does skin wrinkle in the bathtub? Week 3: What happens if you swallow gum? Big Idea 4: Gravity is the force that keeps planets in orbit around the sun and the moon in orbit around Earth Vocabulary accretion, centrifugal force, coalesce, comet, elliptical, free fall, gravitational force, inertia, mass, navigate, neap tide, spherical, spring tide, tidal range, tide, trajectory, weight Week 1: Why we weigh more on Earth than on the moon? Week 2: What causes ocean tides? Week 3: Why are planets round? Week 4: Why don’t planets crash into each other? Week 4: How people give blood without running out of it? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Gravity’s Pull Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Big Idea 5: Heat flows from warmer objects to cooler Hands-on Activity: Can You Stomach This? Big Idea 2: An ecosystem is a community in which every living thing fills a role Vocabulary adaptation, aerate, canopy, carnivore, castings, competition, consumer, decomposer, diversity, ecosystem, epiphyte, exposure, food chain, food web, herbivore, hydrated, omnivore, overstory, predator, prey, producer, rainforest, savanna, understory Week 1: Why earthworms like dirt? Week 2: Why pandas eat plants but polar bears eat meat? Week 3: Is the lion really the king of the jungle? Week 4: How can so many different plants live in the rainforest? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Movers and Shakers Big Idea 3: Water covers most of Earth’s surface It circulates between oceans and land in a process called the water cycle Vocabulary aquifer, condensation, conservation, contaminate, desalination, drought, evaporate, groundwater, humidity, irrigation, monsoon, oasis, precipitation, prevailing winds, porous, rain shadow, reclamation, reservoir, surface water, water cycle, watershed, water table, water vapor Week 1: Do we really drink the same water that dinosaurs did? Week 2: Why don’t rivers and lakes soak into the ground? Week 3: What makes deserts so dry? Week 4: Can we run out of water? ones, until both reach the same temperature Vocabulary circulating, conduction, convection, conventional, heat, heat of condensation, hurricane, insulator, kinetic energy, microwave, radiation, satellite, temperature, thermal energy, phase change, room temperature, vacuum, wavelength Week 1: How does a thermometer work? Week 2: How does a microwave cook food? Week 3: What causes hurricanes? Week 4: How does a thermos work? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Purple Swirl Big Idea 6: When a new substance is made through a chemical reaction, it has properties that are different from the original substances Vocabulary acid, boiling point, carbonated, chemical reaction, chemical properties, combustion, compound, corrosion, current, electrode, freezing point, friction, ignite, irreversible, mixture, oxidized, product, reactant, reactive, reduced, soluble, solution, stable Week 1: What puts the fizz in soda? Week 2: Why does metal rust? Week 3: Why batteries die? Week 4: Why can’t you light a match more than once? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Penny for Your Thoughts Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Create Your Own Water Cycle Daily Science Sampler © 2010 Evan-Moor Corp Table of Contents GRADE 6+ Big Idea 1: Living things inherit a combination of traits from their parents Vocabulary chromosome, DNA, dominant, donor, fertile, gene, gene pool, genetic modification, genetic variation, genome, genus, heredity, hybrid, inherited traits, isolate, mutate, recessive, selective breeding, species, sterile Week 1: Can horses and zebras have babies together? Week 2: Why are some people left-handed? Week 3: How can corn be yellow, white, or blue? Week 4: Are genetically modified foods safe to eat? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: DNA Extraction Lab Big Idea 4: Earth is divided into layers: crust, mantle, and core The crust is made up of plates that move slowly around Earth’s surface Vocabulary asthenosphere, buoyant, cartographer, composition, compression, converge, density, diverge, fault, fracture, geologist, hypothesis, lithosphere, magma, mantle, mechanism, rift, sediment, seismic waves, subcontinent, subduction, tension, trench Week 1: Why the continents look like they fit together? Week 2: How scientists know what is inside Earth? Week 3: What happens when two continents collide? Week 4: What will Earth’s surface look like in the future? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Big Idea 2: Changes in the environment can affect the survival of a species Vocabulary bipedalism, camouflage, carnivorous, conservation, distribution, dormancy, ecosystem, ectothermic, endangered, exploit, extinction, foraging, glaciations, hominid, malnourished, niche, omnivores, predation, technology, threatened, tundra, uninhabitable Week 1: What causes a species to become extinct? Week 2: How did crocodiles survive for millions of years? Week 3: If the ice cap melts, why can’t polar bears just adapt? Week 4: Would humans survive if there was another ice age? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Blubber Glove Hands-on Activity: Clean Your Plate Tectonics! Big Idea 5: Matter is made up of tiny particles called atoms Different arrangements of atoms into groups compose all substances Vocabulary atom, atomic number, atomic weight, chemical reaction, chemical symbol, compound, covalent bond, decomposition, electron, elements, group, inorganic, ion, ionic bond, isotopes, metalloid, mineral, molecule, neutron, orbital, organic, period, periodic, proton Week 1: What atoms look like? Week 2: What is the periodic table? Week 3: What is water made of? Week 4: How are living things different from nonliving things? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Big Idea 3: The tilt of Earth’s axis and energy from the sun affect seasons and weather patterns Vocabulary atmosphere, axis, climate, condense, convection current, curvature, diameter, disturbance, equinox, evaporate, hemisphere, horizon, humidity, landscape, latitude, orbit, precipitation, radiate, solar energy, solstice, updraft Week 1: What causes the weather? Week 2: Why don’t hurricanes happen at the equator? Week 3: Why are the North and South Poles so cold? Week 4: Are the seasons reversed on the other side of the world? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: May the Force Be With You Hands-on Activity: Not Your Typical Reaction Big Idea 6: Energy can be mechanical, electrical, thermal, or chemical Light, sound, and heat are often the result Vocabulary abdomen, biochemical, bioluminescent, catalyze, complex, cylindrical, electromagnetic spectrum, electromagnetism, energy, enzyme, field, heat, hull, kinetic energy, liquify, manifestation, microwave, mixture, potential energy, pressure, shock wave, turbines Week 1: How windmills make electricity? Week 2: What makes popcorn pop? Week 3: What makes fireflies glow? Week 4: How fireworks work? Week 5: Unit Review: Comprehension, Vocabulary, Visual Literacy Hands-on Activity: Test Your Hy-POP!-thesis © 2010 Evan-Moor Corp Daily Science Sampler Overview What’s in This Book? GRADE Daily Science provides daily activity pages grouped into six units, called Big Ideas, that explore a wide range of topics based on the national standards for life, earth, and physical sciences Every Big Idea includes five weekly lessons The first four weeks each center around an engaging question that taps into students’ natural curiosity about the world to develop essential concepts and content vocabulary The fifth week of each unit offers a hands-on activity and review pages for assessment and extra practice The short 10- to 15-minute activities in Daily Sciencee allow you to supplement your science instruction every day while developing reading comprehension and practicing content vocabulary Unit Introduction Key science concepts and national science standards covered in the unit are indicated ea a Unit Overview WEEK 1: Can a rock grow? WEEK 4: Do fish drink water? Key Concept Connection to the Big Idea: Students learn that there are differences between living and nonliving things They begin by comparing the needs of a rock to their own needs They then look at inanimate objects and discuss how living things have basic needs, while nonliving things not Students then discuss how rocks are not living but animals and plants are living due to their similar basic needs Connection to the Big Idea: Having previously learned that all living things need water, students now focus on fish living in either fresh water (lakes and rivers) or salt water (oceans) Students learn that freshwater fish take in water through their gills, while saltwater fish drink through their mouths Their gills remove the salt from their bodies Needs of Living Things National Standard Organisms have basic needs For example, animals need air, water, and food; plants require air, water, nutrients, and light I n this unit, students will compare criteria that define living versus nonliving things They will understand that plants and animals have basic needs in order to exist, whereas inanimate items, such as rocks, not Background information is provided on the topic, giving you the knowledge you need to present the unit concepts confidently Living things have basic needs that help them stay alive When young students discuss basic needs and the differences between living and nonliving things, they may have some confusion about what defines living They may not understand that plants are living in the same sense that animals are living By focusing on this Big Idea, students will learn that: living things have basic needs, while nonliving things not; specific foods are a basic need for animals; light is a nutrient, or “food,” for plants; and Teacher Background What is alive versus what isn’t alive may seem obvious, yet what makes something alive is a mystery to most young children Living things can be complex, such as a human, or they can be made from a single cell, such as an amoeba Because cells are too small for the human eye to see, the idea of such a small thing being the building block of life is difficult for children to comprehend They might consider living things as animals or bodies Scientists have developed criteria to compare living versus nonliving things and to study how living organisms survive This includes how different living things eat, breathe, drink, grow, adapt, reproduce, and die For children, it’s easy to understand the most basic needs of survival Those basic needs are air, water, and food These are needs that, if unfilled, would result in death For purposes of this unit, plants are also taught as having the same basic needs The only difference is in the type of food that plants require While this unit will not go into detail about photosynthesis, students will get an idea of how light is like a plant’s food For specific background information on each week’s concepts, refer to the notes on pp 8, 14, 20, and 26 water is a basic need for all living things Big Idea • Week An overview of the four weekly lessons shows you each weekly question, explains what students will learn, and lists content vocabulary Content Vocabulary: fresh water, gills, mouth, salt water Content Vocabulary: grow, living, nonliving, survive WEEK 5: Unit Review WEEK 2: Do monkeys really eat bananas? You may choose to these activities to review the concepts of basic needs and living and nonliving things Connection to the Big Idea: Students learn that animals need to eat different things to survive Students begin by discussing that living things eat food to get energy They then discuss what constitutes food for some living things, and how animals eat different things depending on where they live p 32: Comprehension Students circle pictures to answer questions about key concepts in the unit p 33: Vocabulary Students answer riddles using content vocabulary from the unit Week five review activities are summarized p 34: Visual Literacy Students label the parts of a plant and a fish Content Vocabulary: energy WEEK 3: Do plants have mouths? p 35: Hands-on Activity Students see how plants drink by placing celery in a glass of colored water The instructions and materials are listed on the student page Review these and gather the materials ahead of time Connection to the Big Idea: Students learn that, as living things, plants require food and water Students investigate what is considered food for plants, how plants get energy, and how plants might eat without mouths They look at the basic structure of plants Then they are introduced to the concept that a plant’s leaves take in sunlight to make food, the roots absorb water, and the stem moves nutrients and water Content Vocabulary: leaf, roots, stem Daily Science • EMC 5011 • © Evan-Moor Corp Big Idea • Week © Evan-Moor Corp • EMC 5011 • Daily Science Weekly Lessons (Weeks 1– 4) Each week begins with a teacher page that provides additional background information specific to the weekly question Week Can a rock grow? Rocks cannot grow like plants and animals do, because rocks are not Daily Science Sampler Day Da i l y S c i e nc Weekly Question Can a rock grow? living things Two main characteristics distinguish living from nonliving things One is that living things grow and change A nonliving thing does not A pebble will never “grow” into a rock The other characteristic Living things have is that living things have basic needs that help them stay alive Animals basic needs that need air, water, and food Plants require nutrients and light When these help them stay alive needs are met, living things are able to grow and change Day One Distribute page Hold up a plant or a picture of a plant and say: A plant is living So it grows Hold up a ball or a picture of a ball and say: A ball is not living It does not grow Complete the first two activities on page together For activity 3, help students brainstorm things that grow and change at home (pets, siblings, plants, etc.) Make a list on the board Have students choose one word to copy in the box and draw a picture of it Vocabulary: grow Materials: plant, ball Day Two Ideas are given for presenting the daily activity pages, including content vocabulary and materials needed for any demonstrations or group activities Name Vocabulary: living Day Three Vocabulary: survive Day Four Vocabulary: nonliving Materials: stuffed animal, rock Day Five Big Idea • Week Distribute page 10 and read aloud the vocabulary word (living) Tell students to listen for the word living g as you read the introduction aloud When they hear the word, they should raise their hands Next, point to the picture of the chick Ask: Does a chick grow? (yes) Ask: Is a chick living? (yes) Point to the picture of the hen and say: A chick grows into a hen Read the question on page 10 Then ask: What does a puppy grow into? (a dog) Say: Draw a line from the puppy to the dog Have students finish the activity For activity 2, read the sentence aloud and have students write the word Distribute page 11 and read the introduction aloud Ask students to imagine that the classroom is a spaceship Ask: For us to survive, what needs to be on our spaceship? (food, water, air) Complete the first two activities together For activity 3, distribute crayons and then point out each item and ask: Does a dog need this to survive? Some things grow, w and some things not What you think can grow? Circle your guesses WEEK Vocabulary grow to get bigger Complete the sentence Write the word Some things What grows and changes at your home? Write the word Draw a picture of it Hold up a stuffed animal Ask: Does this grow? (no) Ask: Does this need air, water, and food? (no) Say: That means a stuffed animal is nonliving Distribute page 12 and read aloud the introduction, making sure to emphasize the word nonliving Guide students through the first two activities For activity 3, help students brainstorm nonliving things in the classroom (books, maps, desks) Make a list on the board Have students copy four words onto their page For activity 4, read aloud the sentence and have students write the word Tell students they are going to review what they’ve learned about living and nonliving things Distribute crayons and complete page 13 together Daily Science • EMC 5011 • © Evan-Moor Corp © Evan-Moor Corp • EMC 5011 • Daily Science Big Idea • Week The student activity pages for Days 1–4 of each week use an inquiry-based model to help students answer the weekly question and understand fundamental concepts related to the Big Idea You may wish to have students complete the pages independently or collaboratively Daily Science • EMC 5011 • © Evan-Moor Corp © 2010 Evan-Moor Corp Weekly Lessons, continued Da Name Each student page begins with a short introduction Day i l y S c i e nc Can a rock grow? Da Name Day WEEK Vocabulary Vocabulary living g Activities include a variety of writing, comprehension, vocabulary, critical thinking, visual literacy, and oral language practice Can a rock grow? Living things need food, water, and air These help living things survive Food, water, and air also help living things grow and change WEEK 1 Da Name Day Can a rock grow? survive to stay living Complete the sentence Write the w word i l y S c i e nc Weekly Question i l y S c i e nc Weekly Question Day Weekly Question Only living things can grow An animal is a living thing A plant is a living thing Living things grow and change Da Name rr, i l y S c i e nc Weekly Question Can a rock grow? o A rock is nonliving It does not grow and change It does not need food, water, or air 1 WEEK Color the picture of a living thing Teddy Bear WEEK Big Bear Vocabulary Put an X on the nonliving things yes no yes no yes no nonliving not having life rvive How are all nonliving things alike? Fill in the bubble next to the correct answer A They don’t need food, water, or air B They move and breathe C They grow and change List four nonliving things in your classroom Look at the bears again Circle yes or no Teddy Bear grows yes no Big Bear is living yes no Big Bear eats yes no nonliving A rock is Complete the sentence Write the word 12 Big Idea • Week I need air, water, and food to Big Idea • Week © Evan-Moor Corp • EMC 5011 • Daily Science Daily Science • EMC 5011 • © Evan-Moor Corp 11 Vocabulary words and definitions are provided for students survive A butterfly is A rock is Big Idea • Weekk Complete the sentences Use the words in the box living water Day reviews the week’s key concepts and vocabulary 13 Unit Review (Week 5) Visual Literacy: Students practice skills such as labeling diagrams, reading captions, and sequencing steps in a process Comprehension: Students review key concepts of the unit by answering literal and inferential comprehension questions Da Name Unit Review w Hands-on Activity: Students participate in a hands-on learning experience i l y S c i e nc Unit Review Picture This! WEEK Use the words to write the parts of the plant leaf il Da Name Unit Comprehension Review Needs of Living il Da c Name y S c i en WEEK Which of these is living? stem Read each riddle Circle the correct word I am very big lake ocean We are part of a plant leaves roots mouth I am part of a fish river gills stem energy living nonliving grow survive e WEEK What You Need Stir red food coloring into the water • celery stalk with leaves Have an adult help you cut the bottom off the celery stalk Put the celery in the colored water Leave it alone for a whole day Check to see what happened! • glass of water • safety scissors • crayons Color the celery to show what happened Talk Tell your partner what happened to the celery What does a monkey eat? You can see how a plant drinks water Try this test gills We help the plant make food Watch a Plant Drink! What Did You Discover? WEEK I am full of salty water roots i l y S c i e nc Hands-on Activity • red food coloring c Unit Vocabulary Review Find a Word Things Read each question Circle the answer y S c ien Da Name Visual Literacy I help the fish get water I help you work © Evan-Moor Corp You get me from food What plant part makes food? I am not like you © Evan-Moor Corp • EMC 5011 • Daily Science Big Idea • Week 35 I describe a rock 32 Which of these will grow? Big Idea • Week When I this, I change Vocabulary: Students review the vocabulary presented in the unit I get bigger and taller Daily Science • EMC 5011 • © Evan-Moor Corp © Evan-Moor Corp • EMC 5011 • Daily Science © 2010 Evan-Moor Corp © Evan-Moor Corp • EMC 5011 • Daily Science Big Idea • Week 33 Daily Science Sampler Sample Pages GRADE 1 ea a Living things have basic needs that help them stay alive Key Concept Needs of Living Things National Standard Organisms have basic needs For example, animals need air, water, and food; plants require air, water, nutrients, and light I n this unit, students will compare criteria that define living versus nonliving things They will understand that plants and animals have basic needs in order to exist, whereas inanimate items, such as rocks, not When young students discuss basic needs and the differences between living and nonliving things, they may have some confusion about what defines living They may not understand that plants are living in the same sense that animals are living By focusing on this Big Idea, students will learn that: living things have basic needs, while nonliving things not; specific foods are a basic need for animals; light is a nutrient, or “food,” for plants; and Teacher Background What is alive versus what isn’t alive may seem obvious, yet what makes something alive is a mystery to most young children Living things can be complex, such as a human, or they can be made from a single cell, such as an amoeba Because cells are too small for the human eye to see, the idea of such a small thing being the building block of life is difficult for children to comprehend They might consider living things as animals or bodies Scientists have developed criteria to compare living versus nonliving things and to study how living organisms survive This includes how different living things eat, breathe, drink, grow, adapt, reproduce, and die For children, it’s easy to understand the most basic needs of survival Those basic needs are air, water, and food These are needs that, if unfulfilled, would result in death For purposes of this unit, plants are also taught as having the same basic needs The only difference is in the type of food that plants require While this unit will not go into detail about photosynthesis, students will get an idea of how light is like a plant’s food For specific background information on each week’s concepts, refer to the notes on pp 8, 14, 20, and 26 water is a basic need for all living things Daily Science Sampler Big Idea • Week © 2010 Evan-Moor Corp Daily Science • EMC 5011 • © Evan-Moor Corp Overview GRADE What’s in This Book? Daily Science provides daily activity pages grouped into six units, called Big Ideas, that explore a wide range of topics based on the national standards for life, earth, and physical sciences Every Big Idea includes five weekly lessons The first four weeks each center around an engaging question that taps into students’ natural curiosity about the world to develop essential concepts and content vocabulary The fifth week of each unit offers a hands-on activity and review pages for assessment and extra practice The short 10- to 15-minute activities in Daily Science allow you to supplement your science instruction every day while developing reading comprehension and practicing content vocabulary Unit Introduction Key science concepts and national science standards covered in the unit are indicated Big Idea Key Concept Interdependence of organisms and the environment National Standard All animals depend on plants Some animals eat plants for food Other animals eat animals that eat the plants B y fourth grade, students are becoming familiar with concepts that lead to the basic understanding of ecosystems—that plants and animals sharing a habitat very often depend on each other for survival In this unit, students will learn that: Background information is provided on the topic, giving you the knowledge you need to present the unit concepts confidently Plants and animals depend on each other and on their environment for survival animals help plants reproduce; plants provide food and shelter for animals; and plants and animals interact with each other and the environment to cause changes that can be both beneficial and harmful Teacher Background Plants and animals that share a habitat are often connected in such a way that the actions of one have a direct impact on the other The relationship between a plant and an animal, in fact, can be key to the survival of both organisms For example, plants provide food and shelter to animals, and animals help plants reproduce Bees and flowers are an ideal example of this interdependent relationship Flowers provide nectar for bees, which some bees use to make honey; meanwhile, bees pollinate the plants Over time, this relationship brings about adaptations in both organisms that make their mutual survival more likely Throughout this unit, students will investigate how plants and animals depend on each other for their survival For specific background information on each week’s concepts, refer to the notes on pp 8, 14, 20, and 26 WeeK 4: Where animals get food in the winter? Connection to the Big Idea: When plants and animals share a habitat, the presence of one can greatly affect the other This week, students study how beavers change their habitat, making survival easier for some organisms, while destroying the habitat for others Connection to the Big Idea: During winter, food is scarce and animals react in different ways Some animals migrate to areas where food is available Others survive the winter by storing food as body fat, hoarding plant material such as nuts, or by hibernating This week, students learn about the different ways animals survive the winter They learn the difference between hibernating and becoming dormant, as well as why some animals migrate Content Vocabulary: erosion, habitat, lodge, silt, wetland WeeK 2: Why some plants have fruit? Connection to the Big Idea: Plants reproduce by making seeds, and one way plants ensure that their seeds are distributed is by producing fruit This week, students learn that both plants and animals benefit from the production of fruit They discover that some fruit-producing plants are completely dependent on humans for reproduction Content Vocabulary: angiosperms, mutation, ovary, pollen, pollination, sterile WeeK 3: Do all bees make honey? Connection to the Big Idea: Bees make honey by concentrating flower nectar in special areas of the hive This week, students discover that not all bees make honey However, they learn that all bees depend on flowers for food, and flowering plants depend on bees for pollination Content Vocabulary: honeycomb, nectar, proboscis Big Idea Daily Science • EMC 5014 • © Evan-Moor Corp An overview of the four weekly lessons shows you each weekly question, explains what students will learn, and lists content vocabulary Unit Overview WeeK 1: Why beavers build dams? Content Vocabulary: dormant, hibernate, hoard, migrate WeeK 5: Unit Review These activities review key concepts of plant and animal interdependence p 32: Comprehension Students answer multiple-choice questions about key concepts from the unit Week review activities are summarized p 33: Vocabulary Students match vocabulary words from the unit to their definitions and complete a cloze paragraph p 34: Visual Literacy Students answer questions based on information presented on a line graph that shows beaver population changes p 35: Hands-on Activity Students investigate the seeds in three types of fruit and record their observations in a chart Review the materials and instructions on the student page ahead of time Big Idea © Evan-Moor Corp • EMC 5014 • Daily Science Weekly Lessons (Weeks 1– 4) Each week begins with a teacher page that provides additional background information specific to the weekly question Week Idea Plants and animals depend on each other and on their environment for survival Day One Vocabulary: hoard Materials: page 27 Day Two Ideas are given for presenting the daily activity pages, including content vocabulary and materials needed for any demonstrations or group activities Daily Science Sampler Materials: page 28 Day Three Vocabulary: dormant, hibernate Materials: page 29 Day Four Vocabulary: migrate Materials: page 30 Day Five Materials: page 31 26 Big Idea • Week Where animals get food in the winter? The coming of winter brings changes that include shorter days and colder temperatures Less food is available for both plants and animals One way organisms respond is by eating less and using less energy In anticipation of winter, many animals also begin to store food Animals store food in their bodies as fat, or by hoarding plant material such as nuts, roots, or branches Animals also migrate to places where food is more plentiful Plants ultimately benefit from animals surviving the winter because animals help plants reproduce and scatter their seeds Discuss with students what winter is like where you live and what challenges that brings to people Ask students to name the wild animals they see in winter in your area Inform students that they are going to read about ways in which animals survive in winter After students complete the activities, have them share their responses to activities B and C Name Day Weekly Question Where animals get food in the winter? In most places, winter brings shorter days and colder temperatures There is usually less food available for animals Animals deal with the food shortage in a number of ways Some animals hoard food so that it will be available in the winter Squirrels and some birds, such as blue jays and woodpeckers, store nuts and seeds in trees and other hiding places Beavers stash tree branches underwater near their lodges Honeybees make enough honey to last the hive throughout the winter Da i l y S c i e nc e Big Idea Week Vocabulary hoard hord to gather things and then store or hide them A Number the events in the correct order Briefly discuss the reason we need to eat food (provides energy needed for the proper functioning of body systems) Prior to reading the text and completing the activities, ask students to speculate what might happen if a person or an animal eats more food than its body can use (will gain weight) Then have students complete the activities After students read the passage, confirm that they understand the difference between becoming dormant and hibernating You may wish to explain that hibernation is a dramatic form of dormancy True hibernators can’t be awakened easily and are unresponsive to external stimuli Their body temperatures drop to a few degrees above their surroundings Bears not hibernate, although this continues to be argued Their temperatures drop only a few degrees, and females can give birth during winter, something that would not be possible for a true hibernator Then have students complete the activity Ask students to speculate how an animal that can’t store enough food or body fat might survive winter After students read the passage, have them look at the illustration and read the caption together Before students complete the activities, read the prompt for activity B, making sure that they understand that prey on means “to hunt and eat.” When students have completed the activities, have volunteers share their responses and explain their thinking In winter, squirrels eat stored acorns In autumn, acorns fall to the ground from oak trees Squirrels hoard the acorns in trees Squirrels gather fallen acorns B Which of these foods are birds likely to hoard: worms or sunflower seeds? Why? C Do you think animals that live in tropical places hoard food? Why or why not? Have students complete the page independently Then review the answers together Daily Science • EMC 5014 • © Evan-Moor Corp © Evan-Moor Corp • EMC 5014 • Daily Science Big Idea • Week 27 The student activity pages for Days 1–4 of each week use an inquiry-based model to help students answer the weekly question and understand fundamental concepts related to the Big Idea You may wish to have students complete the pages independently or collaboratively © 2010 Evan-Moor Corp Daily Science • EMC 5014 • © Evan-Moor Corp Weekly Lessons, continued Da Name Each student page begins with a short introduction Day e Where animals get food in the winter? Da Name Day Idea Da i l y S c ien Where animals get food in the winter? box next to each statement that is true r Fat provides energy Big Where animals r get Idea Fat becomes food food in the winter?r All animals store fat in their tails Weekly Question Day Week Vocabulary dormant DOR-munt inactive in order to save energy hibernate HI-bur-nayt Big Where animals get food in the winter? e Idea One way animals adapt to winter is by becoming dormant A dormant animal may look like it is sleeping, but it is really Week conserving energy by keeping still For example, chipmunks are dormant during the winter and become active only once in a while to eat food stored in their dens Other animals, such as bats and snakes, shut down so completely in winter that their body temperatures drop and their breathing and heart rates slow This is called hibernation Bears something similar to hibernating, but their body temperature doesn’t drop as much.aiStill, l y S c ibears en ce D Name are able to go for months without eating Weekly Question ce i l y S c i e nc Big Weekly Question To prepare for winter, many animals eat more food during the warm months than they actually need The extra food is stored in their bodies in the form of fat During winter, when food is less available, the animals’ bodies absorb the fat to provide energy Beavers store body fat in their tails Queen bumblebees drink lots of nectar to fatten up their bodies and fill their honey stomachs Bears eat enough during summer and fall to survive without eating all winter, while they are in a deep sleep Name A Check the Day i l y S c i e nc Big Weekly Question a special kind of dormancy where body processes slow down enormously Idea A Use the words in the box to complete the sentences Some animals deal with winter by migrating, or moving r Body fat can be stored for later use to warmer places where food is still plentiful Ducks and geese, Week Week hibernate migrate dormant hoard for example, fly hundreds or even thousands of miles south B Use information from the passage to complete the paragraph from their summer feeding grounds During winter in the Arctic, Write whether each clue describes an animal that is dormant or a type of reindeer called caribou (KAIR-ih-boo) will travel one that is hibernating In the fall, some animals to warmer places Vocabulary Many animals get ready for by taking hundreds of miles to find food Even insects migrate to find migrate This animal’s body temperature dropped only better climates For example, monarch butterflies fly all the Some bees become when temperatures drop in more MY-grait than their bodies need The unused a few degrees way from Canada and the northern United States to spend to move from one Squirrels gather and acorns for the winter location to another At the beginning of3.winter, the winter in Mexico food is stored as This animal’s body temperature dropped from in search of food ,100°F they don’t need to eat and shelter these animals weigh than they will in theWhen bats (38°C) to 39°F (4°C) Activities include a variety of writing, comprehension, vocabulary, critical thinking, visual literacy, and oral language practice spring Their bodies use the fat to provide This animal could be easily awakened B Write true or false This animal did not move from December to April Migrating butterflies fly south in the winter during the cold months The body temperatures of hibernating animals rise Honeybees eat honey during the winter Snow geese make a round trip of more than 5,000 miles, flying 28 Big Idea • Week at speeds of 50 miles per hour or more Daily Science • EMC 5014 • © Evan-Moor Corp Big Idea • Week © Evan-Moor Corp • EMC 5014 • Daily Science 29 Blue jays hoard food for the winter A Check all the statements that help explain why some animals migrate Vocabulary words and definitions are provided for students C Draw a line between the animal and the food it eats in winter to warmer climates in the winter r Plants are still growing and producing food in warmer places r Animals are not hibernating and so are easier to find and eat r Water is available to drink because lakes and ponds are not frozen r Fewer people live in warm climates B Gray wolves prey on caribou What you think gray wolves when beaver • • acorns wolf • • branches squirrel • • honey honeybee • • caribou the caribou herds migrate? 30 Big Idea • Week Daily Science • EMC 5014 • © Evan-Moor Corp Big Idea • Week © Evan-Moor Corp • EMC 5014 • Daily Science 31 Day reviews the week’s key concepts and vocabulary Unit Review (Week 5) Visual Literacy: Students practice skills such as labeling diagrams, reading captions, and sequencing steps in a process Comprehension: Students review key concepts of the unit by answering literal and inferential comprehension questions Da Name Unit Review Hands-on Activity: Students participate in a hands-on learning experience i l y S c i e nc e Big Visual Literacy Idea Tracking Beavers Beavers were once very plentiful By the early 1900s, 99% of beavers were gone Beavers are now protected The graph below shows the number of beavers in Ohio from 1980 to 2007 Use the graph to complete the sentences Week il Da Name Unit Comprehension Review Helping each y S c ien ce Big Idea Other Out Beaver Population 30,000 Name y S c ien Seed Catalog Week What You Need Cover your work space with paper • 3 different types of fruit, cut open to reveal the seeds Use your fingers or have an adult help • pencil you use the knife to remove the seeds Fill in the chart Compare your results • paper to cover the work surface Idea Match e Idea Almost all fruit has seeds, but the number of seeds and what they look like can be very different Discover just how different they can be! • centimeter ruler ce Big 20,000 Unit Vocabulary Review Meaning Unit Review i l y S c i e nc Big Hands-on Activity • plastic knife il Da Da Name with others • paper towels (for cleanup) 10,000 A Fill in the bubble next to the correct answer Honeybees A Next to each word, write the letter of the correct definition Week plants A pollinate C eat the flowers of B live inside D destroy Beavers, squirrels, and blue jays all angiosperms wetland for the winter mutation erosion B hibernation D shelter Animals help plants distribute their A seeds C leaves B flowers D roots sterile To find food in winter, some animals will A hibernate C pollinate B plant seeds D migrate pollination 10 hibernate Number of seeds in fruit Special characteristics (shape, texture, etc.) C between 1985 and 1990 D since 2005 honeycomb Plants and animals that share a Size of seed, in centimeters Color of seed D changes B between 1995 and 2000 Daily Science • EMC 5014 • © Evan-Moor Corp © Evan-Moor Corp • EMC 5014 • Daily Science Big Idea • Week 35 often help each other survive Plants provide food and shelter for animals In turn, animals help plants reproduce When bees and other insects gather , they also carry flower to flower This helps to The Vocabulary: Students review the vocabulary presented in the unit from the flowers of each flower then produces seeds and grows into a fruit Other animals scatter the seeds Big Idea • Week B stays thei.same a long, tube-like tongue habitat pollinate What Did You Discover? Name of fruit year to year j a trait change passed down to offspring The biggest increase in the beaver population occurred silt 34 nectar pollen Big Idea • Week ovary hoard lodge 2010 A always increases C never h pollen grains fertilizing a flower ovarydecreases A between 1990 and 1995 B List three ways that plants and animals help each other 32 f unable to reproduce Overall, you can say that the number of beavers g a shallow-water habitat B Write the words from the box that complete the paragraph 52005 Year e number to moveofto find food and shelter B the same D fewer D hibernate Week 2000 1995 d to enter state of deep sleep A more than twice asamany C half the number of C live in dens C pollen 1990 dormant B hoard food A seeds 1985 a inactive b flowering plants In 2005, there were of rocks beavers compared c moving and soil by waterwith 1985 migrate A go south Trees provide beavers with 1980 proboscis Daily Science • EMC 5014 • © Evan-Moor Corp © Evan-Moor Corp • EMC 5014 • Daily Science © 2010 Evan-Moor Corp © Evan-Moor Corp • EMC 5014 • Daily Science Big Idea • Week 33 Daily Science Sampler Sample Pages GRADE Big Idea Plants and animals depend on each other and on their environment for survival Key Concept Interdependence of organisms and the environment National Standard All animals depend on plants Some animals eat plants for food Other animals eat animals that eat the plants B y fourth grade, students are becoming familiar with concepts that lead to the basic understanding of ecosystems—that plants and animals sharing a habitat very often depend on each other for survival In this unit, students will learn that: animals help plants reproduce; plants provide food and shelter for animals; and plants and animals interact with each other and the environment to cause changes that can be both beneficial and harmful Teacher Background Plants and animals that share a habitat are often connected in such a way that the actions of one have a direct impact on the other The relationship between a plant and an animal, in fact, can be key to the survival of both organisms For example, plants provide food and shelter to animals, and animals help plants reproduce Bees and flowers are an ideal example of this interdependent relationship Flowers provide nectar for bees, which some bees use to make honey; meanwhile, bees pollinate the plants Over time, this relationship brings about adaptations in both organisms that make their mutual survival more likely Throughout this unit, students will investigate how plants and animals depend on each other for their survival For specific background information on each week’s concepts, refer to the notes on pp 8, 14, 20, and 26 Daily Science Sampler Big Idea © 2010 Evan-Moor Corp Daily Science • EMC 5014 • © Evan-Moor Corp Unit Overview WeeK 1: Why beavers build dams? WeeK 4: Where animals get food in the winter? Connection to the Big Idea: When plants and animals share a habitat, the presence of one can greatly affect the other This week, students study how beavers change their habitat, making survival easier for some organisms, while destroying the habitat for others Connection to the Big Idea: During winter, food is scarce and animals react in different ways Some animals migrate to areas where food is available Others survive the winter by storing food as body fat, hoarding plant material such as nuts, or by hibernating This week, students learn about the different ways animals survive the winter They learn the difference between hibernating and becoming dormant, as well as why some animals migrate Content Vocabulary: erosion, habitat, lodge, silt, wetland WeeK 2: Why some plants have fruit? Connection to the Big Idea: Plants reproduce by making seeds, and one way plants ensure that their seeds are distributed is by producing fruit This week, students learn that both plants and animals benefit from the production of fruit They discover that some fruit-producing plants are completely dependent on humans for reproduction Content Vocabulary: dormant, hibernate, hoard, migrate WeeK 5: Unit Review These activities review key concepts of plant and animal interdependence p 32: Comprehension Students answer multiple-choice questions about key concepts from the unit Content Vocabulary: angiosperms, mutation, ovary, pollen, pollination, sterile p 33: Vocabulary Students match WeeK 3: Do all bees make honey? vocabulary words from the unit to their definitions and complete a cloze paragraph Connection to the Big Idea: Bees make honey by concentrating flower nectar in special areas of the hive This week, students discover that not all bees make honey However, they learn that all bees depend on flowers for food, and flowering plants depend on bees for pollination Content Vocabulary: honeycomb, nectar, proboscis © 2010 Evan-Moor Corp © Evan-Moor Corp • EMC 5014 • Daily Science p 34: Visual Literacy Students answer questions based on information presented on a line graph that shows beaver population changes p 35: Hands-on Activity Students investigate the seeds in three types of fruit and record their observations in a chart Review the materials and instructions on the student page ahead of time Daily Science Sampler Big Idea Sample Pages GRADE 4, continued Week Idea Plants and animals depend on each other and on their environment for survival Day One Vocabulary: hoard Materials: page 27 Day Two Materials: page 28 Day Three Vocabulary: dormant, hibernate Materials: page 29 Day Four Vocabulary: migrate Materials: page 30 Day Five Materials: page 31 Daily Science Sampler 26 Big Idea • Week Where animals get food in the winter? The coming of winter brings changes that include shorter days and colder temperatures Less food is available for both plants and animals One way organisms respond is by eating less and using less energy In anticipation of winter, many animals also begin to store food Animals store food in their bodies as fat, or by hoarding plant material such as nuts, roots, or branches Animals also migrate to places where food is more plentiful Plants ultimately benefit from animals surviving the winter because animals help plants reproduce and scatter their seeds Discuss with students what winter is like where you live and what challenges that brings to people Ask students to name the wild animals they see in winter in your area Inform students that they are going to read about ways in which animals survive in winter After students complete the activities, have them share their responses to activities B and C Briefly discuss the reason we need to eat food (provides energy needed for the proper functioning of body systems) Prior to reading the text and completing the activities, ask students to speculate what might happen if a person or an animal eats more food than its body can use (will gain weight) Then have students complete the activities After students read the passage, confirm that they understand the difference between becoming dormant and hibernating You may wish to explain that hibernation is a dramatic form of dormancy True hibernators can’t be awakened easily and are unresponsive to external stimuli Their body temperatures drop to a few degrees above their surroundings Bears not hibernate, although this continues to be argued Their temperatures drop only a few degrees, and females can give birth during winter, something that would not be possible for a true hibernator Then have students complete the activity Ask students to speculate how an animal that can’t store enough food or body fat might survive winter After students read the passage, have them look at the illustration and read the caption together Before students complete the activities, read the prompt for activity B, making sure that they understand that prey on means “to hunt and eat.” When students have completed the activities, have volunteers share their responses and explain their thinking Have students complete the page independently Then review the answers together © 2010 Evan-Moor Corp Daily Science • EMC 5014 • © Evan-Moor Corp Name Day Weekly Question Where animals get food in the winter? In most places, winter brings shorter days and colder temperatures There is usually less food available for animals Animals deal with the food shortage in a number of ways Some animals hoard food so that it will be available in the winter Squirrels and some birds, such as blue jays and woodpeckers, store nuts and seeds in trees and other hiding places Beavers stash tree branches underwater near their lodges Honeybees make enough honey to last the hive throughout the winter Da i l y S c i e nc e Big Idea Week Vocabulary hoard hord to gather things and then store or hide them A Number the events in the correct order In winter, squirrels eat stored acorns In autumn, acorns fall to the ground from oak trees Squirrels hoard the acorns in trees Squirrels gather fallen acorns B Which of these foods are birds likely to hoard: worms or sunflower seeds? Why? C Do you think animals that live in tropical places hoard food? Why or why not? © 2010 Evan-Moor Corp © Evan-Moor Corp • EMC 5014 • Daily Science Daily Science Sampler Big Idea • Week 27 Sample Pages GRADE 4, continued Da Name Day i l y S c i e nc e Big Weekly Question Where animals get food in the winter? Idea To prepare for winter, many animals eat more food during the warm months than they actually need The extra food is stored in their bodies in the form of fat During winter, when food is less available, the animals’ bodies absorb the fat to provide energy Beavers store body fat in their tails Queen bumblebees drink lots of nectar to fatten up their bodies and fill their honey stomachs Bears eat enough during summer and fall to survive without eating all winter, while they are in a deep sleep Week A Check the box next to each statement that is true r Fat provides energy r Fat becomes food r All animals store fat in their tails r Body fat can be stored for later use B Use information from the passage to complete the paragraph Many animals get ready for in more food is stored as by taking than their bodies need The unused At the beginning of winter, these animals weigh than they will in the spring Their bodies use the fat to provide during the cold months Daily Science Sampler 28 Big Idea • Week © 2010 Evan-Moor Corp Daily Science • EMC 5014 • © Evan-Moor Corp Name Day Weekly Question Where animals get food in the winter? One way animals adapt to winter is by becoming dormant A dormant animal may look like it is sleeping, but it is really conserving energy by keeping still For example, chipmunks are dormant during the winter and become active only once in a while to eat food stored in their dens Other animals, such as bats and snakes, shut down so completely in winter that their body temperatures drop and their breathing and heart rates slow This is called hibernation Bears something similar to hibernating, but their body temperature doesn’t drop as much Still, bears are able to go for months without eating Da i l y S c i e nc e Big Idea Week Vocabulary dormant DOR-munt inactive in order to save energy hibernate HI-bur-nayt a special kind of dormancy where body processes slow down enormously Write whether each clue describes an animal that is dormant or one that is hibernating This animal’s body temperature dropped only a few degrees This animal’s body temperature dropped from 100°F (38°C) to 39°F (4°C) This animal could be easily awakened This animal did not move from December to April © 2010 Evan-Moor Corp © Evan-Moor Corp • EMC 5014 • Daily Science Daily Science Sampler Big Idea • Week 29 Sample Pages GRADE 4, continued Da Name Day i l y S c i e nc e Big Weekly Question Where animals get food in the winter? Idea Some animals deal with winter by migrating, or moving to warmer places where food is still plentiful Ducks and geese, for example, fly hundreds or even thousands of miles south from their summer feeding grounds During winter in the Arctic, a type of reindeer called caribou (KAIR-ih-boo) will travel hundreds of miles to find food Even insects migrate to find better climates For example, monarch butterflies fly all the way from Canada and the northern United States to spend the winter in Mexico Week Vocabulary migrate MY-grait to move from one location to another in search of food and shelter Snow geese make a round trip of more than 5,000 miles, flying at speeds of 50 miles per hour or more A Check all the statements that help explain why some animals migrate to warmer climates in the winter r Plants are still growing and producing food in warmer places r Animals are not hibernating and so are easier to find and eat r Water is available to drink because lakes and ponds are not frozen r Fewer people live in warm climates B Gray wolves prey on caribou What you think gray wolves when the caribou herds migrate? Daily Science Sampler 30 Big Idea • Week © 2010 Evan-Moor Corp Daily Science • EMC 5014 • © Evan-Moor Corp Da Name Day i l y S c i e nc e Big Weekly Question Where animals get food in the winter? Idea A Use the words in the box to complete the sentences hibernate migrate dormant Week hoard In the fall, some animals to warmer places Some bees become when temperatures drop Squirrels gather and acorns for the winter When bats , they don’t need to eat B Write true or false Migrating butterflies fly south in the winter The body temperatures of hibernating animals rise Honeybees eat honey during the winter Blue jays hoard food for the winter C Draw a line between the animal and the food it eats in winter beaver • • acorns wolf • • branches squirrel • • honey honeybee • • caribou © 2010 Evan-Moor Corp © Evan-Moor Corp • EMC 5014 • Daily Science Daily Science Sampler Big Idea • Week 31 Sample Pages GRADE 4, continued Da Name Unit Comprehension Review Helping each i l y S c i e nc e Big Idea Other Out A Fill in the bubble next to the correct answer Honeybees Week plants A pollinate C eat the flowers of B live inside D destroy Beavers, squirrels, and blue jays all A go south C live in dens B hoard food D hibernate Trees provide beavers with for the winter A seeds C pollen B hibernation D shelter Animals help plants distribute their A seeds C leaves B flowers D roots To find food in winter, some animals will A hibernate C pollinate B plant seeds D migrate B List three ways that plants and animals help each other Daily Science Sampler 32 Big Idea • Week © 2010 Evan-Moor Corp Daily Science • EMC 5014 • © Evan-Moor Corp Da Name Unit Vocabulary Review Meaning i l y S c i e nc e Big Idea Match A Next to each word, write the letter of the correct definition Week angiosperms a inactive proboscis b flowering plants wetland c moving of rocks and soil by water migrate d to enter a state of deep sleep dormant e to move to find food and shelter mutation f unable to reproduce erosion g a shallow-water habitat sterile h pollen grains fertilizing a flower ovary pollination i a long, tube-like tongue 10 hibernate j a trait change passed down to offspring B Write the words from the box that complete the paragraph silt ovary nectar hoard pollen lodge habitat pollinate honeycomb Plants and animals that share a often help each other survive Plants provide food and shelter for animals In turn, animals help plants reproduce When bees and other insects gather , they also carry flower to flower This helps to The from the flowers of each flower then produces seeds and grows into a fruit Other animals scatter the seeds © 2010 Evan-Moor Corp © Evan-Moor Corp • EMC 5014 • Daily Science Daily Science Sampler Big Idea • Week 33 Sample Pages GRADE 4, continued Da Name Unit Visual Literacy Review Tracking i l y S c i e nc e Big Idea Beavers Beavers were once very plentiful By the early 1900s, 99% of beavers were gone Beavers are now protected The graph below shows the number of beavers in Ohio from 1980 to 2007 Use the graph to complete the sentences Week Beaver Population 30,000 20,000 10,000 1980 1985 1990 1995 2000 2005 2010 Year In 2005, there were beavers compared with 1985 A more than twice as many C half the number of B the same number of D fewer Overall, you can say that the number of beavers year to year A always increases C never decreases B stays the same D changes The biggest increase in the beaver population occurred A between 1990 and 1995 C between 1985 and 1990 B between 1995 and 2000 D since 2005 Daily Science Sampler 34 Big Idea • Week Evan-Moor Daily Science • EMC 5014 •©©2010 Evan-Moor Corp.Corp Name Unit Hands-on Activity Review Seed Catalog Da i l y S c i e nc Big Idea Almost all fruit has seeds, but the number of seeds and what they look like can be very different Discover just how different they can be! Week What You Need Cover your work space with paper • 3 different types of fruit, cut open to reveal the seeds Use your fingers or have an adult help • plastic knife • centimeter ruler • pencil e you use the knife to remove the seeds Fill in the chart Compare your results • paper to cover the work surface with others • paper towels (for cleanup) What Did You Discover? Name of fruit Number of seeds in fruit Size of seed, in centimeters Color of seed Special characteristics (shape, texture, etc.) © 2010 Evan-Moor Corp © Evan-Moor Corp • EMC 5014 • Daily Science Daily Science Big Idea • Week 35Sampler Class Pack Contact Information Student Pack Teacher’s Guide Grade Name: School: Bill to: City: _ _ Zip: Ship to: _ City: _ _ Zip: Check this box if this is your school address Check or money order enclosed School purchase order (P.O must be attached) VISA MasterCard Card number: Expiration date: 3-Digit CVV Code: _ Name on card: $129.95 $24.99 9658-SAM CLASS PACK $129.95 6624-SAM STUDENT PACK $24.99 9659-SAM CLASS PACK $129.95 6625-SAM STUDENT PACK $24.99 9660-SAM CLASS PACK $129.95 6626-SAM STUDENT PACK PAYMENT METHOD $24.99 Total Price of Items U.S Shipping & Handling Charges RUSH Shipping Charges Total Merchandise $0.00–$100.00 $5.00 $5.00 + $9.00 $100.01–$250.00 15% 15% + $9.00 Shipping & Handling $250.01–$1,000.99 10% 10% + $15.00 $1,001.00+ 5% call for pricing *CA residents ONLY: Add applicable county sales tax based on your ship-to location.  Tax is charged on total merchandise and shipping & handling Check here for RUSH shipping Signature:_ TOTAL $24.99 6623-SAM STUDENT PACK 6+ QTY $129.95 9657-SAM CLASS PACK UNIT PRICE Student Books $24.99 6622-SAM STUDENT PACK $129.95 9656-SAM CLASS PACK DESCRIPTION 6621-SAM STUDENT PACK Please enter grade level here EMC# Student Books 9655-SAM CLASS PACK Title: 20 Subtotal Sales Tax *CA residents only (total merchandise and shipping) TOTAL E-mail: Work phone: ( ) Please include your phone number in case there are any questions regarding your order I not want to receive mailings from other vendors DELIVERY Please allow to 10 working days after we receive your order for delivery RUSH SHIPPING (for orders under $250*) 2- to 3-business-day service is available Enter regular shipping plus $9.00 (plus $25.00 to Alaska & Hawaii) in the Shipping & Handling box Rush shipping is not available outside U.S or to P.O box, APO, or FPO *For orders over $250, enter regular shipping plus $15.00 SATISFACTION GUARANTEED We strive to create products that will work well for you But, if for any reason you are not fully satisfied with any Evan-Moor product, return it for a full refund of the purchase price Prices subject to change PHONE 1-800-689-1262 FAX 1-800-689-1302 www.evan-moor.com/dailies