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Table of Contents
1 Introduction to Edusmart Science .................................................................................................5
1.1 How does it work?..................................................................................................................5
1.2 The Edusmart Advantage! .....................................................................................................6
1.3 Suggested Implementation Strategies ...................................................................................6
1.3.1 Setting the Learning Objective ...................................................................................7
1.3.2 Cues, Effective Questioning and Assessing, and Activating Prior Knowledge ......8
1.3.3 Using Linguistic and Nonlinguistic Representations to Construct Knowledge ......9
1.3.4 Practicing Acquired Knowledge with Immediate Feedback...................................10
1.3.5 Identifying Similarities and Differences ..................................................................10
1.3.6 Summarizing and Notetaking ..................................................................................11
1.3.7 Using Formative Assessments ..................................................................................12
1.3.8 Using Edusmart Science in Various Instructional Settings.....................................13
1.3.9 Response to Intervention (RtI)..................................................................................13
1.4 System Requirements ...........................................................................................................13
1.4.1 Windows.....................................................................................................................13
1.5 Installation Instructions ........................................................................................................14
1.5.1 CD Version.................................................................................................................14
1.5.2 DVD Version .............................................................................................................14
1.5.3 Networked Workstation Installation.........................................................................15
1.5.3.1 Installation on a fileserver .........................................................................15
1.5.3.2 Setting up Workstation and launching Edusmart Science.......................16
1.6 Uninstall Instructions ...........................................................................................................16
2 Program Navigation .....................................................................................................................16
2.1 Global Buttons – Program Navigation ................................................................................18
2.1.1 Home ..........................................................................................................................18
2.1.2 Back............................................................................................................................18
2.1.3 Back............................................................................................................................18
2.1.4 Next ............................................................................................................................18
2.1.5 Exit..............................................................................................................................18
3 Accessing Edusmart Science Curriculum...................................................................................19
3.1 Correlation Tables ................................................................................................................19
4 Navigation Content Module ......................................................................................................21
4.1 Introductory Screen ..............................................................................................................21
4.2 Index/ Home Page ................................................................................................................21
4.2.1 Index/ Home Page......................................................................................................21
4.2.2 Navigation Index........................................................................................................22
4.3 Instruction Navigation..........................................................................................................23
4.3.1 Global Buttons – Bottom Panel ................................................................................24
4.3.1.1 Home...........................................................................................................24
4.3.1.2 Sound – On .................................................................................................24
4.3.1.3 Sound Off .................................................................................................24
4.3.1.4 Refresh ........................................................................................................24
4.3.1.5 Pause ...........................................................................................................24
4.3.1.6 Play .............................................................................................................24
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4.3.1.7 Marker Tool................................................................................................25
4.3.1.8 Marker Palette ............................................................................................25
4.3.1.9 Glossary ......................................................................................................25
4.3.1.10 SAS .............................................................................................................25
4.3.1.11 Back ............................................................................................................25
4.3.1.12 Next.............................................................................................................25
4.3.1.13 End of Subtopic..........................................................................................26
4.3.1.14 End of Module............................................................................................26
4.3.2 Global Buttons – Top Panel......................................................................................26
4.3.2.1 Tools ...........................................................................................................26
4.3.2.2 Index ...........................................................................................................26
4.3.2.3 Exit..............................................................................................................26
4.4 Interactivity Navigation........................................................................................................27
4.4.1 Teacher Led Interactivity ..........................................................................................27
4.4.2 Student Led Interactivity...........................................................................................28
4.5 More Information Navigation ..............................................................................................29
4.6 Assessment Navigation ........................................................................................................31
4.6.1 Screen for Multiple Choice Question .......................................................................31
4.6.2 Multiple choice question with the popup for correct answers ................................32
4.6.3 Screen for Figure it out! ............................................................................................32
4.6.4 Figure it out! Solution .............................................................................................33
5 Care of disks .................................................................................................................................33
6 Running out of memory or running slowly ................................................................................34
7 Edusmart Science – Answer Keys...............................................................................................35
7.1 Physical Properties ...............................................................................................................35
7.2 States of Matter.....................................................................................................................38
7.3 Mixtures ................................................................................................................................41
7.4 Different Forms of Energy...................................................................................................44
7.5 Force......................................................................................................................................47
7.6 Soil Formation ......................................................................................................................50
7.7 Earth's EverChanging Surface............................................................................................53
7.8 Landforms .............................................................................................................................56
7.9 Earth’s Natural Resources....................................................................................................59
7.10 Weather .................................................................................................................................62
7.11 Earth, Moon, and Sun...........................................................................................................65
7.12 The Solar System..................................................................................................................68
7.13 Habitats and Organisms .......................................................................................................71
7.14 Food Chains ..........................................................................................................................74
7.15 Environmental Changes .......................................................................................................77
7.16 Adaptations ...........................................................................................................................80
7.17 Inherited Traits......................................................................................................................83
7.18 Growth and Change..............................................................................................................86
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1 Introduction to Edusmart Science
Edusmart Science provides teachers with instant access to customized instruction materials in the
form of multimedia modules. The modules are accurately mapped to the TEKS and developed in
close collaboration with Texas educators. The content modules contain visually engaging
instructional materials along with text on screen and a voice over. The high quality teaching tool
is guaranteed to engage students of all abilities and with different preferences in learning
methods.
The content library consists of 2D and 3D animations that address specific content standards.
This animated content helps the teacher explain abstract curriculum concepts, not easily
explained with words, through static pictures or even videos. The modules are comprised of short
clips that enable the teacher to retain control of the teaching pace. The pause between clips can
be used to engage students in inquiry based discussions, or can lead to handson activity or can
be used to assess student learning.
1.1 How does it work?
The basic requirements for effective use of the program include a computer and a display device
such as a digital projector. It also works well in classrooms equipped with digital whiteboards.
The program is designed primarily for teacherled instruction.
The Edusmart Science program is made up of four key components instructional modules,
assessment items, glossary, and interactive components.
The instruction module forms the core of this program. The richly animated modules are based
on the Texas State Standards and Frameworks. The modules, though instructionally sound, are
playful and designed to engage young learners.
Each instruction module is further broken down into subtopics. The teacher has the option of
viewing the subtopics within the module in a sequential manner or jump directly to a subtopic of
interest. Each screen has a standard set of navigation buttons and tools. The tools allow teachers
to progress at their own pace, incorporate traditional teaching methods like the use of
black/whiteboards, and supplement the Edusmart Science materials with materials from other
sources. The program attempts to create “inquiry moments” as well as provide the teacher with
numerous opportunities to incorporate inquiry into their instruction. The program is also
designed to encourage student participation and peertopeer instruction.
Since students often find science vocabulary challenging, the program has an innovative
multimedia glossary built into it. Edusmart Science also has interactive activities that will make
learning fun and interesting. The interactive activities work best when the classroom is equipped
with a digital whiteboard but can also be accessed using the computer mouse. Some
interactivities are studentcentered while others are designed for use by teachers to illustrate key
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concepts. Each module has a summary section that helps the teacher ensure that students truly
understand and retain the lesson.
Edusmart Science incorporates a quiz consisting of five to ten multiple choice questions on
topics covered in the module. These items are designed to provide teachers with timely feedback
on student understanding of key scientific concepts. The teacher has the ability to provide
immediate remediation using the module as an instruction tool.
Lastly, the program incorporates some student activities in a printable format that can be used to
address the Texas State Standards on Investigations and Experimentation.
1.2 The Edusmart Advantage!
Edusmart Science’s easytouse technologybased solution requires little training. It provides
instant access to visually engaging and comprehensive instructional materials aligned to the
Texas State Standards that will capture the imagination of students.
1.3 Suggested Implementation Strategies
Edusmart Science’s researchbased design incorporates instructional strategies that provide the
greatest probability of increasing student achievement when implemented effectively and at the
appropriate time during instruction. These strategies include:
ü setting the learning objective
ü the use of cues and effective questioning
ü assessing and activating prior knowledge
ü using linguistic and nonlinguistic representations of information, including graphic
organizers
ü guiding students to construct knowledge from their own experiences
ü the opportunity to practice acquired knowledge and skills
ü providing immediate feedback
ü identifying similarities and differences
ü summarizing and notetaking that promotes reflection and metacognition
ü the use of formative assessments to measure mastery and to use as instructional tools
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1.3.1 Setting the Learning Objective
At the beginning of each grade level’s program, the Texas Essential Knowledge and Skills
student standards and student expectations are listed alongside the titles of the Edusmart Science
modules that address them. This provides an opportunity to set the learning objective for the
lesson. Pay particular attention to the verb(s), the concept(s), and the context in which they are
used in the student expectation. The verb(s) determines the cognitive level at which students
must demonstrate mastery of the concept(s) listed, or the rigor, while the context in which it is
used describes relevance, or how students must or should be able to apply acquired knowledge.
More complex student expectation statements may need to be paraphrased or written in “student
friendly language” for students to understand the learning objective or the “target” they are
expected to hit. Also, the entire TEKS may not be addressed in a single lesson, so the learning
objective(s) may only focus on a specific part of the TEKS for that particular lesson.
Revisit the learning objective(s) at the end of the lesson allowing students to determine how and
to what extent they were able to meet the learning objective.
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1.3.2 Cues, Effective Questioning and Assessing, and Activating Prior
Knowledge
After clicking on the module’s title, a short visual introduction graphically previews major topics
to be covered. Teachers have the option to skip this introduction; however, this abbreviated
glimpse of what will follow cues student thinking and activates prior knowledge.
Thought provoking, openended questions embedded throughout the program maximize student
engagement. Builtin “wait time” allows the students and the teacher to reflect on and process
both the question and students’ responses, increasing the depth and complexity of students’
responses, and providing additional opportunities to activate prior knowledge. In addition,
effective questioning allows teachers to assess the level of students’ prior knowledge and
identify existing misconceptions which enables student learning to drive instruction.
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1.3.3 Using Linguistic and Nonlinguistic Representations to Construct
Knowledge
Edusmart Science combines concise narrated captions with vivid 2D and 3D still and animated
graphics accommodating the learning style needs of both visual and auditory learners. Using an
appropriate graphic organizer is one way to help students create linguistic and nonlinguistic
representations of knowledge using symbols, words, and phrases from the module to show
relationships.
Captions can be used to provide a word bank allowing students to construct their own definitions
of key terms, while the vivid graphics provide nonlinguistic representations that aid retention and
recall. Students should be asked to identify what’s important to remember about key terms using
the words in the caption that describe the term. The marking tool is used to underline or circle
the words identified, creating the definition. Students use the graphics to provide an image or a
distinct example that represents the term to the student. This allows students to construct their
own understanding of the information presented.
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1.3.4 Practicing Acquired Knowledge with Immediate Feedback
Students are able to practice newly acquired knowledge in game formatted interactivities. Right
or wrong, students are given immediate feedback and hints if needed. Process skills are
reinforced through virtual labs that follow scientific method processes.
1.3.5 Identifying Similarities and Differences
Identifying similarities and differences is innately human and is the instructional strategy that has
the greatest probability of increasing student achievement. Similarities and differences must be
taught directly if the goal is for students to identify specific similarities and differences. This can
be accomplished using a graphic organizer, such as a Venn Diagram or Double Bubble mind
map, as an advance graphic organizer with specific characteristics to compare and contrast.
Students are cued to listen for specific attributes and use the graphic organizer as a notetaking
tool to record identified similarities and differences.
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1.3.6 Summarizing and Notetaking
Summarizing is a skill that must be taught and practiced. It is the instructional strategy with the
second highest probability of increasing student achievement. Students must be taught to discern
what information is essential to understand the concept, what information is not essential and can
be discarded, and what words need to be added or changed so the summary makes sense.
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1.3.7 Using Formative Assessments
Formative assessments are administered during the process of acquiring new knowledge.
Preliminary research indicates that the frequent use of formative assessments may be one of the
most effective instructional strategies implemented. They are not only a powerful measurement
tool but can be used as a powerful instructional tool as well. When used as instructional tools,
formative assessments promote metacognitive thinking as students reflect on what they know
and how they know it. It requires students to defend, extend, debate, elaborate, and question their
own thinking and make adjustments when necessary.
Included formative assessments can be given as a preassessment and then as a postassessment
to measure the amount of learning that has occurred. When given as an endofunit assessment,
students may use notes to justify their reasoning. Explaining why the answer chosen is the best
answer and why the other choices are not the best answers, requires metacognitive thinking. The
Figure It Out question at the end of the “Click ’n’ Tick” formative assessment encourages
journaling and the application of knowledge acquired during the lesson, especially if students are
required to use specific academic vocabulary in their responses. When the Click ’n’ Tick option
is implemented, students receive immediate positive and corrective feedback along with an
explanation of the correct response, giving students an additional opportunity to master the
material.
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1.3.8 Using Edusmart Science in Various Instructional Settings
Edusmart Science is designed to allow implementation flexibility. It has been used effectively in
wholeclass and small group instruction. When used prior to inquirybased investigations,
Edusmart Science builds vocabulary comprehension and retention, and provides common
background experiences, encouraging students to apply acquired knowledge and academic
vocabulary as they work cooperatively to complete the investigation. When Edusmart Science is
presented following inquirybased investigations, it brings meaning to what students have just
experienced. Edusmart Science may be used to support both directteach and 5E inquirybased
instructional models. When integrated with inquirybased “handson” investigations, Edusmart
Science makes it possible to easily address all learning styles within the same lesson.
1.3.9 Response to Intervention (RtI)
Edusmart science provides highquality instruction in support of TEKSbased core curriculum to
help ensure 80% or more of the students achieve success within the Tier I instructional setting.
In addition, Edusmart Science is easily adaptable to provide support for Tier II Smallgroup and
Tier III Intensive Science Intervention by providing instruction that is engaging and designed to
address the varied learning style needs of diverse student populations.
1.4 System Requirements
1.4.1 Windows
· Windows 98/98SE/2000, XP, Vista or 7
· Pentium IV 2.8 GHz (or equivalent)
· 512 MB RAM
· 2GB free hard disk space
· DVDROM
· Windows compatible sound card
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1.5 Installation Instructions
If you already have installed Edusmart Texas Grade 3 in your computer previously please
uninstall before installing the revised version.
1.5.1 CD Version
· Insert installation CD into CDROM drive. The setup program should start automatically.
If it does not, go to Run... in the Windows Start Menu and type d:\Setup.exe
(Substitute your CDROM drive if it is not d:)
· Follow the onscreen instructions as they guide you through the installation process.
Note: Edusmart Science has rich visuals and therefore the file sizes are large. The
installation process could take up to five minutes depending on the reading speed of the
optical drive and free memory on the computer.
· Upon completion of the installation you will be prompted to click “Finish.” On clicking
“Finish” the program will launch automatically. The program creates a desktop icon for
“Texas Grade 3” that can be double clicked for future launches.
1.5.2 DVD Version
· Insert Edusmart Science DVD (installation disc) into DVDROM drive. The setup
program should start automatically.
OR
If it does not, go to Run... in the Windows Start Menu and type d:\Setup.exe
(Substitute your DVDROM drive if not d:)
· Follow the onscreen instructions as they guide you through the installation process.
· Upon completion of the installation you will be prompted to click “Finish.” On clicking
“Finish” the program will launch automatically. The program creates a desktop icon for
“Texas Grade 3” that can be double clicked for future launches.
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1.5.3 Networked Workstation Installation
Instead of installing Edusmart Science on each computer in a classroom, you may wish to install
it to a network fileserver. This method makes the installation much quicker and maintenance is
easier.
A fileserver is a computer running a server based operating system (eg. Windows Server) or it
may be a computer in a peertopeer network designated as the server and this computer is setup
with a fileshare.
1.5.3.1 Installation on a fileserver
· Set up a directory/drive on your fileserver with access permissions. If this is a peerto
peer network, then set up a fileshare on the computer.
· Follow the normal DVD/CD installation process, when asked to select the install
location, select the directory/drive in the fileserver that was set up in the previous step.
· Allow the installation to complete in the normal way.
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1.5.3.2 Setting up Workstation and launching Edusmart Science
Each workstation must now be setup to use the fileserver’s copy of the installation.
· Map the drive on each workstation to the network file share previously created on the
fileserver.
· To run Edusmart content on the workstation run Start.exe program on the mapped
network drive.
o e.g. f:\Start.exe
Note: You must run this program through the mapped drive and not by using the UNC
filepath (\\servername\folder\Start.exe).
1.6 Uninstall Instructions
The Edusmart Science product incorporates an Uninstall Program which will remove the product
from the computer automatically. If your subscription expires or you no longer wish to use the
program, find and choose “Uninstall Texas Grade 3” from your list of programs. Simply
clicking on the “Uninstall Texas Grade 3” icon and then clicking on the ‘YES’ button when
prompted will uninstall the program completely from the computer.
2 Program Navigation
Home page of the program allows user to navigate to the Grade level of interest. From each
Grade the user can navigate to one of the three content areas; Physical, Earth and Life Sciences.
The numbers against the module correspond to the Texas State Standard to which the module is
mapped. Clicking on the Investigation and Experimentation link leads the user to classroom
activities that are also designed to address the state standards.
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2.1 Global Buttons – Program Navigation
2.1.1 Home
Returns user to the Home Page of the Program
2.1.2 Back
Returns user to Main Page of the Program
2.1.3 Back
Allows to access previous set of Learning Standards
2.1.4 Next
Allows to access next set of Learning Standards
2.1.5 Exit
Allows user to quit or exit from the program
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3 Accessing Edusmart Science Curriculum
3.1 Correlation Tables
The following tables make for a quick correlation between content standards for a
particular grade, the subject area and the titles in the content module.
Grade – 3
Texas Learning Standards Name of Module
(A) measure, test, and record physical
properties of matter, including temperature,
Physical Properties
mass, magnetism, and the ability to sink or
float;
(B) describe and classify samples of matter as
solids, liquids, and gases and demonstrate that
(3.5) Matter and energy. solids have a definite shape and that liquids
The student knows that and gases take the shape of their container; States of Matter
matter has measurable (C) predict, observe, and record changes in the
physical properties and state of matter caused by heating or cooling;
those properties and
determine how matter is (D) explore and recognize that a mixture is
classified, changed, and created when two materials are combined such
Mixtures
used. The student is as gravel and sand and metal and plastic paper
expected to: clips.
(A) explore different forms of energy, including
mechanical, light, sound, and heat/thermal in Different Forms of Energy
everyday life;
(3.6) Force, motion, and (B) demonstrate and observe how position and
energy. The student motion can be changed by pushing and pulling
knows that forces cause objects to show work being done such as
Force
change and that energy swings, balls , pulleys, and wagons ; and
exists in many forms. The (C) observe forces such as magnetism and
student is expected to: gravity acting on objects.
(A) explore and record how soils are formed by
weathering of rock and the decomposition of Soil Formation
plant and animal remains;
(B) investigate rapid changes in Earth's surface
Earth's Ever Changing
such as volcanic eruptions, earthquakes, and
Surface
landslides;
(3.7) Earth and space. (C) identify and compare different landforms,
The student knows that including mountains, hills, valleys, and plains; Landforms
Earth consists of natural and
resources and its surface (D) explore the characteristics of natural
is constantly changing. resources that make them useful in products
Earth's Natural Resources
The student is expected and materials such as clothing and furniture
to: and how resources may be conserved.
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(A) observe, measure, record, and compare
daytoday weather changes in different
Weather
locations at the same time that include air
temperature, wind direction, and precipitation;
(B) describe and illustrate the Sun as a star
composed of gases that provides light and heat
(3.8) Earth and space.
energy for the water cycle;
The student knows there Earth, Moon, and Sun
(C) construct models that demonstrate the
are recognizable patterns
relationship of the Sun, Earth, and Moon,
in the natural world and
including orbits and positions ; and
among objects in the sky
(D) identify the planets in Earth's solar system
The student is expected The Solar system
and their position in relation to the Sun.
to:
(A) observe and describe the physical
(3.9) Organisms and characteristics of environments and how they
Habitats and Organisms
environments. The support populations and communities within an
student knows that ecosystem;
organisms have (B) identify and describe the flow of energy in a
characteristics that help food chain and predict how changes in a food
Food Chains
them survive and can chain affect the ecosystem such as removal of
describe patterns, cycles, frogs from a pond or bees from a field; and
systems, and (C) describe environmental changes such as
relationships within the floods and droughts where some organisms
Environmental Changes
environments. The thrive and others perish or move to new
student is expected to: locations.
(A) explore how structures and functions of
plants and animals allow them to survive in a Adaptations
particular environment;
(B) explore that some characteristics of
(3.10) Organisms and organisms are inherited such as the number of
environments. The limbs on an animal or flower color and
Inherited Traits
student knows that recognize that some behaviors are learned in
organisms undergo response to living in a certain environment
similar life processes and such as animals using tools to get food; and
have structures that help (C) investigate and compare how animals and
them survive within their plants undergo a series of orderly changes in
Growth and Change
environments. The their diverse life cycles such as tomato plants,
student is expected to: frogs, and lady bugs.
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4 Navigation Content Module
4.1 Introductory Screen
On clicking on a title in the Content Module, an introductory screen appears. The purpose is to
catch the learner’s attention and provide a teaser to the content. The introductory screen
automatically transits to the Index/ Home page.
A ‘Skip’ button on the right hand corner allows the teacher to skip the introductory page in case
of multiple visits.
4.2 Index/ Home Page
After the introductory screen the teacher is taken to the Home Page
Navigation through the Content Module is possible in two ways:
1. Index or Home page OR
2. Navigation index denoted by the ‘Index’ link on the top panel
4.2.1 Index/ Home Page
The Index/ Home page appears after the introductory screen and is a starting point for every
module. Each subtopic name listed is a clickable link to that subtopic.
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For instance the Home Page of Light – Grade 5 has the following elements:
The name of the module – Light and is seen on the header, on the top panel. Subtopics are listed
under it. Clicking on them would lead the teacher to specific instruction content.
4.2.2 Navigation Index
The navigation index has clear and concise titles to communicate the content of the subtopics.
The ‘Index’ link is seen on the top panel. The ‘Index’ link when clicked would
detail the list of subtopics.
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4.3 Instruction Navigation
On a regular content screen, there are a set of navigation buttons on the top and bottom panel.
These are Global buttons and are found on all content screens within a module.
A typical content screen looks like this:
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4.3.1 Global Buttons – Bottom Panel
Global buttons on the bottom panel have the following functionality:
4.3.1.1 Home
4.3.1.2 Sound – On
Controls the audio, clicking it will turn off audio. Used by the teacher to provide
inputs without the distraction of the voice over/ sound effects.
4.3.1.3 Sound Off
Controls the audio, clicking it will turn on the audio.
4.3.1.4 Refresh
To replay / refresh the particular screen
4.3.1.5 Pause
Pauses animation at any point in time. There is no animation or voice over when a
screen is paused. Clicking the ‘Play’ button will activate the animation from where it was
stopped.
4.3.1.6 Play
Resumes the animation from where it was stopped.
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4.3.1.7 Marker Tool
Allows teacher access to a marker which can be used to highlight/ mark off text or
visual on screen.
4.3.1.8 Marker Palette
Is enabled when teacher clicks the marker tool. Allows teacher to select color, line thickness
to mark out/ highlight text or visual on screen. It also allows erasing of markings.
4.3.1.9 Glossary
Links to multimedia glossary for the module
4.3.1.10 SAS
Links to the assessment system
4.3.1.11 Back
Returns to the previous frame
4.3.1.12 Next
Proceeds to the next frame. Used to facilitate progression in teaching.
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4.3.1.13 End of Subtopic
Indicates the end of a sub topic.
4.3.1.14 End of Module
Indicates last frame / end of content module.
4.3.2 Global Buttons – Top Panel
Global buttons on the top panel have the following functionality:
4.3.2.1 Tools
Allows teacher access to a marker which can be used to highlight/ mark off
text or visual on screen.
4.3.2.2 Index
Provides access to the list of subtopics. Teacher can navigate to another screen
using this button.
4.3.2.3 Exit
Allows teacher to quit or exit the content module.
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4.4 Interactivity Navigation
Edusmart Science has builtin interactivities that make learning fun and interesting. The
interactivities work best when the classroom is equipped with a digital whiteboard. Some
interactivities are student centered. Some are designed for use by teachers to illustrate key
concepts.
Interactivities are usually accessed through blue colored buttons on the left or right hand side of
the screen.
4.4.1 Teacher Led Interactivity
From the screen snapshot seen above, clicking on “Fun with Shadows” leads to the teacher led
interactivity – How Big is My Shadow? It is a popup frame. To exit from the interactivity pop
up, the teacher would need to click on the green button marked with a cross. This returns the
teacher to a static, last accessed content frame.
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4.4.2 Student Led Interactivity
From the screen snapshot seen above, clicking on “It’s Fun Time” leads to the student led
interactivity. It is a popup frame. To exit from the interactivity popup, the teacher would need
to click the green button marked with a cross, which returns the teacher to a static, last accessed
content frame.
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4.5 More Information Navigation
Edusmart Science has varied other information popups. They can be classified under More
Information, Trivia, Fun Facts, Examples and Explanations.
A few examples:
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Clicking the Glossary global button leads the teacher to a simple vocabulary listing for a
particular module.
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4.6 Assessment Navigation
Another component to the Edusmart Science is the Assessment System. Clicking on the
button leads to the assessment component.
This screen contains two buttons namely:
· Click ‘n’ Tick – These are visually rich multiple choice questions, and higher order
thinking questions (HOT), which explain the solution to a question at length.
· Print – Clicking on this link leads to a screen which enables the user to print the
assessment questions.
4.6.1 Screen for Multiple Choice Question
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4.6.2 Multiple choice question with the popup for correct answers
4.6.3 Screen for Figure it out!
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4.6.4 Figure it out! Solution
5 Care of disks
CD/DVDs are very easily damaged if treated carelessly. Such damage has a much greater effect
on the digital data of a CD/DVDROM than on the information of a music CD/DVD. A dirty or
damaged CD/DVDROM is quite likely to malfunction. With CD/DVDROM drives becoming
faster and more discsensitive, this is an increasing problem.
The surface of the disc can quickly gather dirt and is very easily scratched. To protect the data
from scratches, fingerprints, dust particles, and smears, do not touch the readout side (unlabelled
side) of the disc or place it face down on a hard surface.
Should the CD/DVD become dirty, clean it with a soft cloth lightly moistened with CD/DVD
cleaning fluid or ethyl alcohol, working from the centre to the edge. Do not use any type of
solvent as it may damage the surface.
Never leave the disc in a place subject to direct sunlight, high temperature or high humidity.
Recommended storage conditions are:
∙ Temperature: 10ºC to 50ºC (50ºF to 122ºF)
∙ Humidity: 10% to 80%
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6 Running out of memory or running slowly
Edusmart Science uses your computer's system memory to display pictures and animations. If
you find that Edusmart Science runs slowly, or if you come across ‘outofmemory’ errors, the
program probably does not have enough memory. Consider doing the following to improve your
computer's performance:
1. Close any unnecessary applications, including any DOS Terminate and Stay Resident
programs (TSRs) you may have installed.
2. Check that your computer has at least 512 MB of memory. You can do this by selecting
'Control Panel' from the 'Start' menu. Doubleclick on the 'System' icon. The total
installed RAM is displayed under the 'Computer' section under the 'General' tab. If you
have less than 512 MB of memory, then you need to install some more.
34
7 Edusmart Science – Answer Keys
7.1 Physical Properties
1. Correct Answer: C
Explanation: A thermometer is a device used to measure temperature. We can
measure the temperature of the two samples with a thermometer and find the
difference.
2. Correct Answer: C
3. Correct Answer: A
Explanation: A harder material scratches a softer one. The copper coin
scratches the chalk. It is harder than the chalk.
4. Correct Answer: C
Explanation: Colder objects record lower temperatures. Water in the beaker
(C) is at a temperature of 6 °C, which is the lowest amongst all four.
5. Correct Answer: B
Explanation: The amount of matter in an object is called its mass. The mass of
two objects can be compared using a balance. Two substances balance each
other when they have the same mass or they contain the same amount of matter.
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6. Correct Answer: A
Explanation: Anything that floats on water is less dense than water.
7. Correct Answer: B
Explanation: If something sinks in water, it is denser than water.
8. Correct Answer: C
Explanation: The bowling ball has a greater density than a beach ball filled
with air, so it will sink and the beach ball will float.
9. Correct Answer: D
Explanation: Since both balls float on water, they are both less dense than water.
10. Correct Answer: D
Explanation: All balls have the same buoyancy. Ball C is floating because it is
less dense, not because it is more buoyant. Since the balls have the same
volume, the water pushes upward on them equally.
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Figure it out!
Solution #1:
The hot cup of coffee is at a higher temperature than the temperature of the room.
Substances at a higher temperature than its surroundings lose heat and cool down.
After some time, the temperature of the coffee will fall because it loses heat to the
surroundings.
Solution #2:
The life jacket decreases your density and provides more volume (surface area) for
the buoyant force to work. Because the life jacket has a lot of air, it adds a little bit
of mass but a lot of volume. The greater volume also allows more area for the
buoyant force to push you up.
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7.2 States of Matter
1. Correct Answer: B
Explanation: In gases, the particles are far apart from each other and they move
freely.
2. Correct Answer: D
3. Correct Answer: C
Explanation: The balloons can be squeezed and stretched into different shapes
and sizes. The helium gas inside the balloons has neither a definite volume nor a
definite shape. It takes the shape and volume of the balloon.
4. Correct Answer: A
Explanation: Water is a liquid. The particles in liquids are not as tightly packed
as in solids and are able to move past each other. That’s why liquids don’t have a
definite shape. They take the shape of the container.
5. Correct Answer: A
Explanation: Solids have a definite shape. The shape of the wooden block will not
change when placed in a different container.
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6. Correct Answer: A
Explanation: Lemonade is a liquid therefore it has definite volume. A baseball
is a solid therefore, it also has a definite volume.
7. Correct Answer: B
Explanation: The balance scale can be used to measure mass. The graduated
cylinder is used to measure volume, the metric ruler measures length, and the
microscope makes small objects look larger.
8. Correct Answer: B
Explanation: The glass marble took up 10 ml of space the water used to occupy.
The marble moved the water out of the way or displaced it. This caused the water
to move up the graduated cylinder. The water level rose from 50 ml to 60 ml,
which is the amount of space or volume taken up by the marble. The marble’s
volume is 10 ml.
9. Correct Answer: B
Explanation: If you hold an ice cube in your hand for a few minutes it will begin to
melt. Melting is the change of state from solid to liquid.
10. Correct Answer: D
Explanation: Evaporation in the change in state from liquid to gas. Liquid water
evaporates to form water vapor when heated.
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Figure it out!
Solution #1:
Water can exist as solid, liquid, and gas in nature. For example, snow and hail are
solid forms of water; rain and the water in oceans and rivers are water in liquid
form; water vapor in the atmosphere is a gas. Water constantly changes from one
form to another in the water cycle. Energy from the Sun changes liquid water in
oceans, rivers, and lakes into water vapor, a gas. Water vapor rises into the air, loses
heat energy and condenses into droplets of liquid water. If it is cold enough, the
water droplets freeze into ice crystals. These water droplets and ice crystals come
together to form clouds and then fall as rain, snow, hail, or sleet.
Solution #2:
You could stand in the shade so the Sun is not shining directly on the popsicle, or
you could go inside your house to eat the popsicle where it is cooler. You could also
put the popsicle in the freezer for a few minutes to stop the melting.
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7.3 Mixtures
1. Correct Answer: D
Explanation: A mixture is formed when two or more substances are mixed
together without forming a new substance.
2. Correct Answer: B
Explanation: The substances in a mixture retain or keep their own physical
properties.
3. Correct Answer: D
4. Correct Answer: B
Explanation: Sarah can use shape and color to separate the tomatoes from the
salad mixture with her hands. Since she does not like the taste of tomatoes, this
is not a property she would use to separate the tomatoes from the salad mixture.
5. Correct Answer: A
Explanation: The granola bar is a mixture of oats, nuts, and fruits. Salt, water,
and cheese are pure substances, because they are made of only one kind of
matter.
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6. Correct Answer: C
Explanation: Mud is a mixture that forms when two different substances, water
and soil, are mixed together. Both substances keep their own properties. When the
water evaporates and the mud dries, it crumbles back into soil.
7. Correct Answer: A
Explanation: While folding towels, Sarah used the property of size to separate
the mixture of bath and hand towels.
8. Correct Answer: C
Explanation: Gravity pulls the spices to the bottom of the bottle. The spices
have more mass than does the oil, so the oil floats on top of the spices.
Explanation: A set of sieves can be used to separate a soil mixture. They use
particle size to separate substances that form a mixture.
10. Correct Answer: D
Explanation: D is an example of a mixture. It shows many different substances
mixed together. The other examples only contain one type of substance.
42
Figure it out!
Solution #1:
Alex is correct. When their marbles become mixed, they form a mixture of marbles
of two different colors. A mixture forms when at least two different types of matter
are mixed together, without creating a new substance. A mixture is also easily
separated.
Solution #2:
The physical property of color can be used to separate the marble mixture. Alex and
Maya can use their hands to remove Alex’s blue marbles from the mixture.
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7.4 Different Forms of Energy
1. Correct Answer: D
Explanation: The Sun provides the Earth with almost all energy in the form of heat
and light energy.
2. Correct Answer: B
3. Correct Answer: A
Explanation: Heat energy warms matter. So, students are using heat energy to
warm themselves.
4. Correct Answer: C
Explanation: Light energy helps plants by providing the energy needed by
them to make their own food.
5. Correct Answer: A
Explanation: Heat energy warms the air inside the balloon and increases its
temperature. Hot air is lighter than cold air, so the balloon will rise.
6. Correct Answer: B
Explanation: Mechanical energy is the energy of moving objects. Moving air
or wind makes the blades of the wind turbine move.
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7. Correct Answer: C
Explanation: The light energy from the Sun is used by plants to carry out
photosynthesis, which allows plants to make their own food and to become food
for animals.
8. Correct Answer: A
Explanation: Without the Sun’s energy, the Earth would become too cold and
dark for plants or animals to survive.
9. Correct Answer: C
Explanation: Heat energy causes the molecules in the water to move around
faster as they heat up. This causes the water to boil.
10. Correct Answer: A
Explanation: Mechanical energy is the energy of moving objects. The
movement of the water causes the wheel to turn.
Figure it out!
Solution #1:
All activities require energy. Anytime there is movement or change, energy is
being used.
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Solution #2:
Light energy is a form of energy that travels in waves and can move through
empty space, while sound energy is produced by vibrating matter, and therefore
needs matter to travel through.
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7.5 Force
1. Correct Answer: A
Explanation: Friction helps us walk. Carpets have a rough surface which increases
friction and allows us to walk without slipping.
2. Correct Answer: D
Explanation: When two equal forces act in opposite directions the forces
balance each other. The forces applied by A and B balance each other, as a
result the rope does not move.
3. Correct Answer: C
Explanation: Gravity pulls every object towards the center of the Earth. The
apple falls downward due to Earth’s gravity.
4. Correct Answer: B
Explanation: Friction acts in a direction opposite to the direction of movement
of the object.
5. Correct Answer: D
Explanation: Objects with greater mass require greater force to move them.
The truck with the most number of wooden blocks will require the greatest force
to move it.
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6. Correct Answer: D
Explanation: Work is defined as using a force to move an object. The mouse
uses force to push the cheese across the floor; therefore, it is work.
7. Correct Answer: C
Explanation: Gravity is the invisible force with which Earth attracts every
object toward itself.
8. Correct Answer: A
Explanation: Friction slows things down because it works in the opposite
direction of the movement of an object.
9. Correct Answer: A
Explanation: Both gravity and magnetic force pull on objects. Gravity is a
force that pulls objects to Earth. Magnetic force pulls objects containing iron,
nickel, or cobalt, toward a magnet.
10. Correct Answer: D
Explanation: Mass is not a force. It is the amount of matter in an object.
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Figure it out!
Solution #1:
Forces always act in pairs. The boy uses force to push the wall; the wall in turn
pushes the boy back. As a result he moves away from the wall.
Solution #2:
A pushing force from the child causes the ball to go up in the air. The force of
gravity is what causes the ball to fall back to the ground. (Friction from the air also
causes the ball to slow down as it moves).
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7.6 Soil Formation
1. Correct Answer: A
Explanation: Soil provides an anchor for roots. Plants grow roots into soil. Soil is
where they soak up water and minerals that they need in order to grow.
2. Correct Answer: D
3. Correct Answer: B
Explanation: Clay particles are flat, and they retain more water than other soil
components.
4. Correct Answer: C
Explanation: Sand is the largest particle, followed by silt and then clay.
5. Correct Answer: B
Explanation: Weathering is the breaking apart of rocks. Temperature changes,
freezing of water, and growth of plants are some of the causes of weathering.
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6. Correct Answer: D
Explanation: Clay particles are flat and have limited pore spaces. Water has more
difficulty moving through clay.
Explanation: Humus is formed from the remains of dead plants and animals.
8. Correct Answer: D
Explanation: Weathering is the breakdown of rock into smaller pieces through
contact with weather such as heat, water, ice, or pressure. Gravity is a force of
erosion.
9. Correct Answer: A
Explanation: Although all statements about water are true, the only statement that
refers to weathering—the breakdown of rocks—is the fact that water expands when
it turns into ice and can break apart rocks.
10. Correct Answer: B
Explanation: Erosion is movement of rock particles by wind, water, or ice.
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Figure it out!
Solution #1:
Clay helps soil retain water. The sample with the least amount of water flowing
through is Soil Y. Therefore, Soil Y contains the most clay.
Solution #2:
Sample D is least likely to support plant growth. Soil must contain humus for plant
growth because humus provides minerals for plants.
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7.7 Earth's EverChanging Surface
1. Correct Answer: C
Explanation: Earthquakes push some sections of land up above other sections of
land, sometimes forming mountains.
2. Correct Answer: D
Explanation: Underwater earthquakes cause tsunamis in the ocean which very
rarely reach mountainous regions.
3. Correct Answer: A
Explanation: When a volcano erupts, magma is ejected from the crater. When
magma pours out of the Earth’s surface, it’s called lava. Overflowing lava
creates new land that is rich in minerals. These minerals are useful to plants and
animals.
4. Correct Answer: B
Explanation: Only earthquakes do not involve water. Glaciers and avalanches
are made of snow, which is frozen water; and tsunamis are giant ocean water
waves.
5. Correct Answer: C
Explanation: A landslide occurs when rocks and rubble suddenly slide off a
slope really fast. So, the rock and rubble from a landslide can block rivers, knock
down forests, fill in valleys, but they can’t create new mountains.
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6. Correct Answer: D
Explanation: When tons of snow suddenly slides down the slope of a mountain
it is called an avalanche. Avalanches usually occur right after a heavy snowfall
when new snow fails to bond to the snow pack below. The force of the moving
snow can uproot trees and boulders and destroy houses in its path.
7. Correct Answer: B
Explanation: Weathering is a natural event that breaks rocks into smaller pieces.
It can occur when the roots of plants grow into a boulder. As the roots grow
larger, they force the cracks open and break the rock.
8. Correct Answer: B
Explanation: An earthquake happens when two tectonic plates collide. The
earthquake can change the landscape completely.
9. Correct Answer: A
Explanation: The molten rock inside a volcano is called magma.
10. Correct Answer: A
Explanation: When an earthquake occurs in the ocean underwater, it sometimes
forms a giant wave called a tsunami.
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Figure it out!
Solution #1:
Gravity and the weight of a glacier slowly push it downhill. Also, under very large
glaciers, it may be warm enough for snow to melt, and the flowing water helps
glaciers slide over Earth’s surface.
Solution #2:
It will look different in a million years. Some processes and events that could change
it are weathering and erosion, flooding and changes caused by organisms. The
climate may be quite different, and this will impact the landscape and the organisms
that are able to live here.
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7.8 Landforms
1. Correct Answer: A
Explanation: Mountains are landforms that are higher than the surrounding land,
with peaks on top and sloping sides. Plateaus are also higher than the surrounding
land but have broad, flat surfaces on top.
2. Correct Answer: C
Explanation: Plains are generally vast expanses of flat lands with no hills,
valleys, or mountains.
3. Correct Answer: B
Explanation: Although hills and plateaus are found on raised surfaces of land,
only hills have a more rounded top and gently sloping sides.
4. Correct Answer: D
Explanation: Valleys are the Vshaped lowlands between mountains, hills, and
plateaus.
5. Correct Answer: D
Explanation: A desert is a very dry place where water and vegetation are very
scarce. Deserts can be very hot or very cold.
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6. Correct Answer: A
7. Correct Answer: B
Explanation: An island is a piece of land completely surrounded by water.
8. Correct Answer: D
Explanation: The large mass of water that covers threefourths of the Earth’s
surface is called the oceans. Both land and water make up the surface of the
Earth. Hills, mountains, and valleys are found on land.
9. Correct Answer: B
Explanation: The seven large masses of land that make up the surface of the
Earth are called continents. Hills, valleys, and plains are some of the landforms
that are found on the continents.
10. Correct Answer: D
Explanation: Lakes are large bodies of water found on land.
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Figure it out!
Solution #1:
When the stream flows through the shallow valley, it erodes the floor and the walls
of the valley, making it deeper and more narrow, with very steep sides. Over
millions of years, this is most likely to form a Vshaped valley or a canyon.
Solution #2:
Possible answers:
Hurricanes
Tornadoes
Earthquakes
Volcanoes
Landslides
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7.9 Earth’s Natural Resources
1. Correct Answer: B
Explanation: Lumber (trees), leather (cattle), and eggs (poultry) can all be grown
or reproduced almost as fast as they are used up; therefore, they are renewable
resources. Cars and buses run on fuel made from oil, a nonrenewable resource.
2. Correct Answer: D
Explanation: A resource that can be replaced by nature about as fast as it’s
being used is called a renewable resource.
3. Correct Answer: C
Explanation: Sunlight is a renewable resource that does not need to be
recycled.
4. Correct Answer: B
5. Correct Answer: A
Explanation: Wind is a renewable resource that never runs out, no matter how
much we use, we can never use it up.
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6. Correct Answer: C
Explanation: Using a hose to clean leaves off a driveway wastes water. Using a
broom or rake instead would help conserve water.
7. Correct Answer: D
Explanation: The Sun is the natural resource that provides Earth with the most
heat and light. Without this resource, there would be no life on Earth. Heaters,
light bulbs, and stoves are not natural resources because they are not found in
nature. They are manmade.
8. Correct Answer: B
Explanation: Recycle means to make new products from old or used objects.
9. Correct Answer: B
Explanation: Coal, silver, and wood are found in nature; therefore, they are
natural resources. Plastic is not something that is found in nature. It is a man
made product made from oil.
10. Correct Answer: C
Explanation: Carrots, lima beans, and soil are renewable resources that can be
grown or replaced about as fast as they are used. Natural gas is a nonrenewable
resource that takes millions of years to form.
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Figure it out!
Solution #1:
Rain is water, and water is a renewable resource. Rain belongs to Group A, because
all the natural resources in Group A are renewable resources. All the resources
listed in Group B are nonrenewable resources.
Solution #2:
A nonrenewable resource cannot be grown again or be replaced quickly by nature,
so it is important to avoid discarding such resources. We need to reuse and recycle
these resources as much as possible.
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7.10 Weather
1. Correct Answer: C
Explanation: The correct answer is 'C', since the thermometer indicates a
temperature of 16 °C.
2. Correct Answer: C
Explanation: A windsock is a tube of fabric that points in the direction the
wind is blowing.
3. Correct Answer: A
Explanation: A meteorologist is a scientist who studies and predicts weather
conditions.
4. Correct Answer: D
Explanation: The illustration depicts a rain gauge. A rain gauge is a tool used
to measure rainfall.
5. Correct Answer: C
Explanation: With an average precipitation of 0.5 cm, March has the lowest
precipitation.
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6. Correct Answer: C
Explanation: The Sun heats Earth’s air and changes the air temperature.
Changes in temperature causes the air to move and can also affect the type of
precipitation that falls.
7. Correct Answer: B
Explanation: Too much rain can cause a flood. A flood is too much water on
land that is normally dry.
8. Correct Answer: A
Explanation: A moderate wind causes a flag to flap in the breeze and dust to
pick up from the ground.
9. Correct Answer: C
Explanation: The inner valleys have dry weather, partly because the mountain
range blocks humid air.
10. Correct Answer: C
Explanation: Snow is frozen precipitation. The air temperature must be at or
below freezing (0 °C) to snow.
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Figure it out!
Solution #1:
Weather conditions, such as temperature, wind, and precipitation can be
measured and recorded. The measurements can be compared using charts and
maps.
Solution #2:
No. Weather patterns happen at bigger scales or time frames, such as months,
seasons, or years.
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7.11 Earth, Moon, and Sun
1. Correct Answer: D
Explanation: The Sun is the largest object in our solar system. It is 1 million times
larger than Earth, and 4 million times larger than our Moon. All the planets, moons,
and other objects in our solar system can easily fit inside the Sun.
2. Correct Answer: D
Explanation: It takes Earth one year, or 365 days, to complete one orbit around
the Sun.
3. Correct Answer: B
Explanation: Earth’s orbit is an ovalshaped path around the Sun.
4. Correct Answer: D
Explanation: The Sun does not control the Moon’s revolution around the Earth.
The gravitational pull of the Earth causes the Moon to revolve around it.
5. Correct Answer: B
Explanation: The Sun is at the center of our solar system. It does not orbit
around Earth or any of the other planets. It is the object all the planets in our
solar system orbit around.
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6. Correct Answer: C
Explanation: Earth’s rotation on its axis causes daytime and nighttime. When
our half of Earth faces the Sun, it is daytime. When our half of Earth turns away
from the Sun, it is nighttime. It takes Earth 24 hours, or one day, to complete
one rotation.
7. Correct Answer: A
Explanation: The Sun is Earth’s closest star. It is classified as a star, because it
is made up of hot gases that give off heat and light.
8. Correct Answer: A
Explanation: Arrow Q is pointing to Earth’s axis. An axis is an imaginary line
that passes through the Earth from the North Pole to the South Pole about which
the Earth spins.
9. Correct Answer: D
Explanation: Based on the information in the graph, it takes less than 100 days
(only 88) for Mercury to make one orbit around the Sun.
10. Correct Answer: D
Explanation: The Moon orbits Earth. While this happens, the Earth orbits the
Sun. In addition to moving around in an orbit, Earth and the Moon rotate on
their axis.
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Figure it out!
Solution #1:
Object C is most likely a star, because it is the only one made up of hot gases.
Stars are enormous balls of gas that emit heat and light. Object A is made up of
rocky material; therefore, it cannot be a star. Object B has lava that gives off
heat, but it is not a star, because it is not made up of hot gases.
Solution #2:
Light and heat from the Sun provides the energy plants need to grow. This is
important, because all organisms depend on plants in one way or another for
food. The Sun’s energy also controls Earth’s water cycle. Without it,
evaporation and condensation would not take place, and water would not be
recycled. Energy from the Sun also influences our weather and ocean currents.
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7.12 The Solar System
1. Correct Answer: A
Explanation: In the model, P and Q are the fourth and fifth planets. The fourth
planet from the Sun is Mars and the fifth is Jupiter.
2. Correct Answer: B
Explanation: X is the second planet from the Sun. It must be Venus.
3. Correct Answer: D
Explanation: The planet that is closest to the Sun is Mercury.
4. Correct Answer: D
Explanation: Jupiter’s Great Red Spot is a giant storm that has been raging for
many years.
5. Correct Answer: A
Explanation: The six layers of the Sun starting with the innermost layer are: the
core, radiation zone, convection zone, photosphere, chromosphere, and finally, the
outermost layer, the corona.
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6. Correct Answer: C
Explanation: The two primary gases that make up the Sun are hydrogen and
helium. Hydrogen turns into helium in a process called fusion. This process
releases a lot of energy.
7. Correct Answer: B
Explanation: Except for the Sun and the Moon, Venus is the brightest object
that we can see from Earth. It is sometimes called the “Morning Star”.
8. Correct Answer: C
Explanation: Venus has a rocky surface and is a terrestrial planet. The other
planets mentioned here are all gas giants.
9. Correct Answer: D
Explanation: Mars is a terrestrial planet and is smaller than Earth.
10. Correct Answer: A
Explanation: Earth is the third planet from the Sun. Venus and Mars are the
second and fourth planets from the Sun.
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Figure it out!
Solution #1:
If Earth were any closer to or farther away from the Sun, it may not be able to
sustain life as we know it. If Earth were closer to the Sun, it would be too hot for life
to exist. The heat from the Sun would have boiled away all the water and the
atmosphere. If it were farther away from the Sun, it would be too cold to sustain life.
Solution #2:
Mercury has a shorter year than Uranus because Mercury is closer to the Sun. Since
Mercury is closer to the Sun, it has a shorter orbit or path to travel around the Sun.
Uranus is farther from the Sun, so it has a longer orbit around the Sun and takes
much more time to orbit the Sun.
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7.13 Habitats and Organisms
1. Correct Answer: A
Explanation: All the organisms in these pictures would be found in a pond habitat.
Turtles and fish could be found in an ocean habitat; however, water lilies and blue
herons do not live in or near oceans.
2. Correct Answer: B
Explanation: Animals need air to breathe, food to eat, water to drink, and shelter
as their basic survival needs.
3. Correct Answer: D
Explanation: All of the populations living in an area together make up a
community.
4. Correct Answer: A
Explanation: A fish would most likely compete with a turtle for the water lilies.
The frog and lizard mainly feed on insects and the heron will feed mainly on
fish.
Explanation: Shelter is not a basic need of plants. However, plants need energy
from the Sun, and water and nutrients from the soil to make food and survive.
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6. Correct Answer: A
7. Correct Answer: C
Explanation: Crabs dig holes in the ground for shelter.
8. Correct Answer: B
Explanation: The specific place where organisms live is called its habitat. A
habitat provides an organism with all its basic needs.
9. Correct Answer: C
Explanation: Water is a nonliving element.
10. Correct Answer: A
Explanation: All the individuals of one kind living in an environment at the
same time form a population.
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Figure it out!
Solution #1:
Most animals are not able to survive in many different environments as they are not
able to meet their basic needs of food, water, and shelter from the different
environments. The raccoon is an animal that can live in many different habitats as it
is very adaptable. It can feed on a tremendous variety of food that includes both
plant and animal matter. It does not mind living near people and eating food found in
towns and suburbs. Raccoons in the forests and meadows live in tree holes, but can
also live in burrows and dens of other animals. They can even take over parts of
human made shelters such as barns, garages, and chimneys. As their needs can be
met in so many different environments, they can live in many different habitats.
Solution #2:
Both the fish and turtles compete for the same food. If both of their populations
increased, they might eat all of the food too quickly. If there is less food for them to
eat, the population of both the fish and the turtle would then begin to decrease. If the
fish and turtle population decrease, other animals that depend on either fish or turtles
for food might also decrease.
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7.14 Food Chains
1. Correct Answer: B
2. Correct Answer: D
Explanation: Every organism is important to the food chain in an environment.
If an organism is removed, it eventually affects all of the other organisms in the
ecosystem. Some populations may increase while others decrease, but all are
affected.
3. Correct Answer: C
Explanation: If the grasshoppers are removed, the mice and frogs will not have
anything to eat, and will have to move to another ecosystem or starve to death.
4. Correct Answer: B
Explanation: The frog and mice populations will increase because fewer of
them will be eaten. The owl population will increase because the owls will not
have to compete with the foxes for food.
5. Correct Answer: A
Explanation: If a new producer is introduced, the grasshoppers will have more
to eat. The grasshopper population will increase which will lead to increase in all
the other consumer populations.
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6. Correct Answer: C
Explanation: If the food source for cows were depleted, it will cause the cow
population to decline. This means there will be less beef for human consumption.
7. Correct Answer: D
Explanation: Shrubs use the energy from the Sun to produce their own food.
This makes them producers.
8. Correct Answer: B
Explanation: Rats get their energy from eating other organisms, such as shrubs
and cacti. This makes them consumers.
9. Correct Answer: B
Explanation: The insects eat only producers in this food web, so they are
herbivores, which means “plant eaters”.
10. Correct Answer: C
Explanation: Lizards eat both producers, or plants, and other animals in this
food web. They are special consumers called omnivores.
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Figure it out!
Solution #1:
Leaf → Mouse → Snake → Hawk
Grass → Rabbit → Snake → Fox
Leaf → Insect → Bird → Hawk
Solution #2:
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7.15 Environmental Changes
1. Correct Answer: B
Explanation: A long period of dry weather that affects the environment and
prevents the growth of plants is a drought. Droughts cause the land to dry up.
2. Correct Answer: C
Explanation: Deforestation is the cutting down or the destruction of the forest. It
is caused by human activities and is not a natural occurring event.
3. Correct Answer: A
Explanation: Nutrientrich ash is left behind after the burning of forest
vegetation. This nutrientrich ash dissolves into the soil and is then used by new
plants to grow.
4. Correct Answer: B
Explanation: Planting trees where trees have previously been cut down helps
organisms that live within that environment. Trees provide food and shelter to
many animals.
5. Correct Answer: A
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6. Correct Answer: D
Explanation: The animals miss their need for space. Many animals need space
to make their homes, and cannot live near other animals that might endanger
them or force them to compete for available food. This might cause some
animals to move to a new habitat.
7. Correct Answer: C
Explanation: One way a beaver can change the environment when it builds a
dam is by creating a new pond habitat for other animals and plants to use.
8. Correct Answer: D
Explanation: A beaver cannot prevent other animals, such as muskrats, from
using the pond to avoid competition for food.
9. Correct Answer: A
Explanation: Cutting down trees in a forest would not help to create more food
for animals. If trees are cut down, many animals might lose their homes, which
would cause them to move or die. If the animal population decreased, then the
food chain in the forest would be affected by their being less food for other
animals.
10. Correct Answer: A
Explanation: A drought is a long period of time with little precipitation but with
high amounts of evaporation. Cactus plants and plants with shallow roots that are
adapted to survive with little water benefit from drought. Plants that cannot
survive die providing clear growing space for more cacti.
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Figure it out!
Solution #1:
The change in climate is going to affect the animals and plants in many ways.
Many Arctic animals like the Polar bears, seals, walruses, and sea birds rely on
the sea and the presence of sea ice for feeding. Any change in climate could lead
to food scarcity for these animals. Increasing temperature will also lead to the
northward expansion of the boreal forest into the tundra. Hence, the plants and
animals will face increasing competition from other organisms that will come
and make this region their home. For example, the red fox from the boreal forest
is now found in Arctic regions where winters have become less severe. This is a
threat for the coldhardy Arctic fox as it can’t compete with the large, more
aggressive red fox.
Solution #2:
When a beaver builds a dam to provide food and shelter for itself and its family, it
creates a new pond habitat that benefits some organisms, but is harmful to others.
When a dam is constructed across a stream, some of the land behind the dam that
was dry will be flooded. The plants and trees in the flooded areas die. Animals
whose homes are destroyed by the rising water must move to new locations. Birds,
such as woodpeckers, might begin to find more food in the rotting trees. Others will
find safe places to nest in the branches of trees that drowned due to flooding. Frogs
and turtles need calm water areas to lay eggs. Water plants flourish providing food
and shelter for other organisms and their young, such as fish that are hunted by
predators, such as osprey and otters for food.
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7.16 Adaptations
1. Correct Answer: C
Explanation: The jackrabbit lives in hot climates, and uses its ears as a cooling
mechanism.
2. Correct Answer: B
Explanation: Cacti have shallow yet far reaching root systems, so that when
there is rainfall, the roots can easily and quickly absorb the water that falls to the
desert floor.
3. Correct Answer: D
4. Correct Answer: C
Explanation: Physical adaptations affect an organism’s body parts or the way it
is colored.
5. Correct Answer: C
Explanation: Behavioral adaptation is when animals act in a certain way to increase
their chance of survival.
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6. Correct Answer: B
Explanation: Behavioral adaptations are an animal’s actions that help increase
their chance of survival. Physical adaptations affect the animal’s body parts or
color. A spadefoot lies under the desert floor for months, until it senses rain. This
is a behavioral adaptation.
7. Correct Answer: A
Explanation: Living in large communities is a behavioral adaptation that helps
the penguins to survive. Densely packed feathers, being white on front, black on
the back, and having a layer of blubber are all physical adaptations that help the
penguin to survive.
8. Correct Answer: A
Explanation: Snow leopards use their strong shoulders to help them climb and
maneuver the mountainous terrain. The long fur helps to keep them warm in their
cold environment. The wide feet of the snow leopard act like snow shoes to help
prevent the leopard from falling in the snow. Lastly, the long tail helps the
leopard to balance itself.
9. Correct Answer: C
Explanation: Being active at night when the temperature is cooler helps protect the
kangaroo rat from getting too hot. Large eyes help it see better when there is less
light. Its strong back legs help it escape predators, and its brown fur helps the
kangaroo rat to avoid being seen by predators.
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10. Correct Answer: D
Explanation: Digging burrows underground and having long ears (like the
jackrabbit) would allow a desert animal to stay cooler. Shallow roots allow
desert plants to quickly absorb precious water when it is available. Hunting other
animals is not an adaptation specific for the desert environment.
Figure it out!
Solution #1:
A sunflower plant has broad leaves that are thin. To survive in the desert, it
needs to have leaves that are as small as possible, and covered with a waxy
coating to prevent water loss. It also needs to develop thorns or other defensive
mechanisms to protect it from the animals that would otherwise eat it! The roots
need to be more spread out to absorb as much water as possible when it rains,
and its stem should adapt to store water.
Solution #2:
Eagles nest in trees and eat fish, rodents, and small mammals. They have keen
eyesight that allows them to spot prey from extreme heights. They have sharp,
thick beaks that are strong and point downward. This allows them to rip the flesh
of fish and other small animals. Eagles also have very sharp claws that help slice
flesh easily. Their wingspan is large enough to carry their own body weight as well
as the weight of their prey.
Penguins on the other hand nest on land. Their streamlined bodies, paddleshaped
feet, and wings, which resemble flippers, help them "fly" underwater. Their short,
sharp beaks are adapted for eating krill, fish, and squid. Their feathers, colored
black and white, help them avoid predators while swimming, while the blubber
under their skin protects them from the cold.
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7.17 Inherited Traits
1. Correct Answer: A
Explanation: The color of fur is an inherited trait that is passed on from parents to
offspring.
2. Correct Answer: B
Explanation: Inherited traits are the characteristics of an organism that are
passed from the parents to their offspring.
3. Correct Answer: D
Explanation: The number of bees a rose attracts is not passed from its parent
plant and is not an inherited trait.
4. Correct Answer: C
Explanation: Freckles are an inherited trait and are passed on from parents to
offspring.
5. Correct Answer: A
Explanation: A skunk’s ability to spray its predators is an instinctive behavior
that has been passed on by its parents.
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6. Correct Answer: B
Explanation: An instinct is an inherited behavior an animal is born knowing
how to do.
7. Correct Answer: A
Explanation: The most common trait found on the birds at Burke Lake is
webbed feet because 20 birds have that particular trait. The other traits are not
as common. Brown feathers are only found on 15 birds, green feathers on only 5
birds, and only 12 birds have long, thin beaks.
8. Correct Answer: D
Explanation: Any behavior that is taught or acquired through experience is
called a learned behavior.
9. Correct Answer: A
Explanation: All plants have green leaves. Traits such as flowers, colors,
shapes, size of leaves, and the presence of thorns differs between plants.
10. Correct Answer: A
Explanation: The only animal that is using a tool is the chimpanzee. It is using
the stick to dig termites out of a log to eat. The squirrel is eating, but it is not
using any tools. The eagle is catching its food, but not with a tool. It uses the
sharp talons that are part of its feet to capture the fish. The elephant is using its
trunk to spray water.
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Figure it out!
Solution #1:
Because dolphins are born knowing how to swim, swimming is an instinctive
behavior. Dolphins have to be taught how to jump through a hoop and jump
high in the air on command; therefore, both of these behaviors are learned
behaviors.
Solution #2:
Earlobe shape is an inherited trait in people that is passed down from the parents
to their children.
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7.18 Growth and Change
1. Correct Answer: D
Explanation: All living organisms have a life cycle. A doll is not a living
organism.
2. Correct Answer: B
Explanation: The stages of the ladybug life cycle are egg, larva, pupa, and
adult. The larva stage follows the egg stage.
3. Correct Answer: A
Explanation: The metamorph has a tail, but the adult frog does not.
4. Correct Answer: D
5. Correct Answer: C
Explanation: Metamorphosis takes place during the pupal stage of the
ladybug’s life cycle.
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6. Correct Answer: D
Explanation: The major stages of metamorphosis of a ladybug include eggs,
larva (feeding stage), pupa (transformation stage), and adult (reproducing
stage).
7. Correct Answer: B
8. Correct Answer: B
Explanation: An annual is a plant that lives only one growing season.
9. Correct Answer: C
Explanation: A perennial is a plant that lives through three or more growing
seasons.
10. Correct Answer: A
Explanation: All organisms have life cycles, but the changes they go through
are not the same. Some animals are born alive and some hatch from eggs. Some
organisms’ life cycles are very long, while others’ are very short.
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Figure it out!
Solution #1:
During its life cycle, the ladybug changes form completely from a larva to an
adult beetle. The larva does not look at all like the adult beetle. This complete
change in form is a metamorphosis.
Solution #2:
The caterpillar of a butterfly forms a pupa to become an adult, but the tadpole
gradually changes its form to become an adult frog. There is no pupal stage in a
frog's life cycle. However, both organisms go through metamorphosis because
their young look completely different than their adults.
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