Grade 5 | Lessons 7, 27, 30 The sample pack features

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Measuring Up to the TEKS Sample Pack

Science | Grade 5 | Lessons 7, 27, 30 The sample pack features:

• 3 full student lessons with complete Teacher Edition lessons • 1 full Table of Contents for your grade level • Lesson Correlations

Developed to meet the rigor of the TEKS, Measuring Up

employs support for using and applying critical thinking skillswith direct standards instruction that elevate and engagestudent thinking.

TEKS-based lessons featureintroductions that set studentsup for success with:

Academic Vocabulary

Step-by-Step Problem Solving

Demonstrate Higher-OrderThinking Skills

Multi-Step and Dual-CodedQuestions

Focus on Financial Literacy

Guided Instruction and Independent Learning strengthen learning with:

Deep thinking prompts

Collaborative learning

Self-evaluation

Demonstration of problem-solving logic

Application of higher-order thinking

Flexible design meets the needs of whole- or small-group instruction.Use for:

Introducing TEKS

Reinforcement

Intervention

Saturday Program

Before or After School

Extend learning with online digital resources!

Measuring Up Live 2.0 blends instructional print resources with online, dynamic assessment and practice. Meet the needs of all students for standards mastery with resources that pinpointstudent needs with customized practice.

Understand the TEKSAs you read this lesson, it is important to know these terms about electricity.

Electricity travels in closed pathways called circuits .

The flow of electric charge is called an electric current.

An electromagnet consists of a coil of insulated wire wrapped around an iron core.

When an electric current runs through an electromagnet, it produces a magnetic field, an area in which a magnet or a piece of metal feels the force of another magnet.

Guided Instruction

Read the following information and answer the questions.Electricity must travel from a source to your home and then in your home to various

appliances that use electricity. How does electrical energy move from place to place? The electrical energy you use in your home travels in a path. The path is made of wires. An electrical cord is one of those wires.

Electrical energy, or electricity, can be converted into many other forms of energy. This property makes electrical energy very useful. Electricity travels in closed pathways called circuits. A circuit has an energy source, a device that uses electricity, and wires and switches that connect them. The path starts and ends at the energy source.

The drawing below shows a circuit. The flow of electric charges through a circuit is called an electric current. Electric current flows along the wire from the battery, through the switch, through bulb 1, and back to the other end of the battery. Bulb 1 lights. Bulb 2 does not light because it is not part of a loop with the battery. Current must travel in one direction from the battery through the wire and devices and back to the battery.

battery

electric current

switch

bulb 1 bulb 2

Words to Knowcircuitelectric currentelectromagnetmagnetic field

R TEKS 5.6(B) Demonstrate that the flow of electricity in closed circuits can produce light, heat, or sound.

How Does Electricity Move?Lesson7

Figure A

Master yEducation.com Copying is illegal. Unit 2 • How Does Energy Affect Motion and Speed? 45

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Have you noticed that lightbulbs can get very hot? The wire inside a lightbulb has high resistance. It is hard for current to flow through the wire. Materials with high resistance convert electrical energy into heat. In fact, the wire in a lightbulb gets so hot it glows, changing heat into light. Toasters use wires with high resistance to heat and crisp slices of bread. Wires used in most circuits, however, have low resistance.

Electrical energy can be changed into forms of energy other than heat and light. Speakers of stereo sound systems are devices that change electrical energy into sound energy. Materials that vibrate—such as air—produce sound. The vibrations from a speaker are transferred to the air and then to your ear. Your brain interprets these vibrations as sound. A speaker works using an electromagnet. An electromagnet is made of iron wrapped in a coil of wire. You can make an electromagnet from an iron nail, wire, and a battery. When current flows through the wire, the iron becomes a magnet and produces a magnetic field. A switch can be used to start and stop the flow of current. The electromagnet works only when the path is complete. Electric motors also use electromagnets. These devices change electrical energy into motion.

1. What is a circuit?

2. Look at Figure A. Why does electricity flow to one bulb but not the other?

3. What is the energy source in the circuit?

4. How can you tell the wires of a toaster have high resistance?

Science • Level E Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills46

Lesson 7 How Does Electricity Move?


5. How do electromagnets get their name?

6. How does an electromagnet work?

Critical Thinking

Answer the following questions.

1. What is a circuit? Where could you find a circuit?

2. List three forms of energy into which electrical energy can be changed.

3. Electricity that we use is produced in power plants and often travels miles to reach our homes. The electricity travels along copper wires. Copper is a material with low resistance. Why do you think copper is used?


How Does Electricity Move? Lesson 7


★ Practice

DIRECTIONS Read each question. Then circle the letter for the correct answer.

1 How does electricity travel?

A In open pathways called circuits

B In closed pathways called circuits

C Through high resistance materials

D In both open pathways called circuits and through high resistance materials

2 What is the flow of an electric charge called?

F Circuit

G Electromagnet

H Electric current

J Motion

3 What is an electromagnet?

A A closed pathway

B An open pathway for flow of electricity

C An open circuit that attracts magnets

D A coil of wires that produces a magnetic field

4 What is a magnetic field?

F A wide open field in a wooded area for electricity to flow

G An area in which a magnet feels the force of another magnet or metal

H Metals that do not attract each other

J None of these

5 Materials with high resistance —

A convert electrical energy to sound

B convert electrical energy to heat

C convert electrical energy to light

D are able to sustain cold temperatures

6 What might an electrician do to provide more light to a room?

F Add more heat

G Add more circuits

H Add more switches

J Add more electricity

6


Lesson 7 How Does Electricity Move?


1 Look at this circuit.

When the switch is closed, which bulbs will light?

A Bulb 1

B Bulb 2

C Bulb 3

D Bulb 1 and Bulb 2

2 Which real-world example would you use to explain how electricity flows through a circuit?

F A person driving a car along a highway

G A person riding in a continuous circle on a merry-go-round

H A person swimming laps in a pool

J A person using a flashlight to find the way in the dark

3 Materials that vibrate produce —

A electromagnetism

B sound

C light

D electricity

4 What is the flow of an electrical charge called?

F A circuit

G Electromagnetism

H A magnetic field

J An electric current

5 Why does a lightbulb get very hot?

A It has a low wattage.

B The wire in it has low resistance.

C The wire in it has high resistance.

D It is about to burn out.

6 How does moving a switch turn the lights on in a room?

F It releases heat that emits light.

G It transforms mechanical energy.

H It makes electricity that travels the circuit.

J It permits electricity to flow in a complete circle.

1

2

★ Assessment


1 2 3


How Does Electricity Move? Lesson 7


Understand the TEKSIt is important to understand these different types of displays when reading this lesson.

A map displays locations.

A table organizes a large amount of information, usually in columns.

A chart is a type of display that organizes information.

A graph is a diagram, usually with dots and lines, which shows a system of relationships between things.

Guided Instruction

Read the following information and answer the questions.If your family has ever gotten lost while driving, you may have checked a map. If you wanted

to go marine fishing, you may have checked a table to find out when would be a high tide. If you went to a baseball game, you may have checked a chart to see who was playing for each team. If you wanted to keep a record of your growth, then you may have plotted a graph to show how you grew each year. Scientists also use maps, tables, charts, and graphs in their work. By doing so, they can more easily analyze and interpret the data they collect.

During a science investigation, data from an experiment are collected, analyzed, and shared with others. For data to be useful, they must be presented in the most appropriate form. Suppose you are studying three rare plants in the wild. You will likely want to make a map to show the location of the plants. To help find your way back, you may want to note landmarks. You should organize the data you collect for each plant during each visit. A table is one way to present and compare data. A table is made up of rows and columns. You can use a table like the one below to easily record and review how many flowers each plant had on a specific day.

Number of Flowers Per PlantPlant A Plant B Plant C

Day 1 2 2 3Day 2 3 2 4Day 3 4 1 6

You could then summarize the data in a chart this way.

Total Number of Flowers on Each PlantPlant A Plant B Plant C

9 5 13

Words to Knowmaptablechartgraph

TEKS 5.2(G) Construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information.

How Do Scientists Display Data?Lesson27



You can also display data in a graph. There are several types of graphs you can use. In this bar graph below, each bar represents one plant. The height of each bar represents the number of flowers each plant had on Day 3.

0A B

Plant

Num

ber

of F

low

ers

Day 3

C

1

2

6

7

5

4

3

A scientist studying plants in the wild might record the daily high temperature. Over time, this could be a lot of data. A line graph like the one below is a good way to look at a lot of data points at once. It is also useful in identifying trends.

0

0

10

Day

Dai

ly H

igh

Tem

p (º

c)

Daily High Temperatures

15

20

25

30

35

5 10

1. According to the table, on Day 1 which plant had the most flowers?

2. For how many days were the flowers counted?

3. Why are maps, tables, and graphs useful?

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How Do Scientists Display Data? Lesson 27


4. When might you use a bar graph?

5. When would be a good time to use a line graph?

6. According to the line graph showing daily high temperatures, what trend appeared after Day 6?

Critical Thinking


1. Look at the bar graph on the previous page. How could you show the data for all three days on a single graph?

2. How can a computer be useful in organizing data?

3. Look at the line graph on the previous page. Summarize the changes shown over time.


Lesson 27 How Do Scientists Display Data?


★ Practice


1 Which organizes a large amount of information in columns?

A Map

B Graph

C Table

D Data

2 Where would you look to find a specific location?

F Map

G Graph

H Table

J Data

3 You are investigating in which soil type a plant grows best? What kind of chart could best show a comparison of plant heights over several weeks?

A Pie chart

B Bar graph

C Table

D Venn diagram

4 Which would you find in a line graph?

F Data points, or dots

G Columns and rows with information

H A circle with percentages

J Locations of cities and towns

Use the chart to answer questions 5 and 6.

0A B

Plant

Num

ber

of F

low

ers

Plant Growth Day 3

C

1

2

6

7

5

4

3

5 How many flowers did Plant C have?

A 4 C 7

B 1 D 6

6 How many flowers did Plant A have?

F 4

G 1

H 7

J 6

5

6


How Do Scientists Display Data? Lesson 27


1 What do tables, bar graphs, and pie charts have in common?

A They are all color-coded.

B They all have columns.

C They are all tools that organize data.

D They all have bars.

2 A video game developer asks 50 children which is their favorite of 5 games. Which chart would best display the results?

F Bar graph

G Pie chart

H Table

J All of these

3 Which would be best to show the height of a helium balloon in air at different temperatures?

A Bar graph

B Pie chart

C Line graph

D Table

4 Look at the chart.

Numbers of Vertebrate Species

6,000Reptiles

9,000Birds

4,500Mammals

20,000Fishes

2,400Amphibians

Which type of vertebrate has the most species?

F Birds H Mammals

G Fishes J Reptiles

5 You are in a car on a tour with your family and cannot find a historic landmark. What display would help you find it?

A Line graph C Table

B Bar graph D Map

6 Which chart would be best to compare parts to a whole?

F Bar graph H Line graph

G Pie chart J Table

2

4

★ Assessment



Lesson 27 How Do Scientists Display Data?


Understand the TEKSIt is important to understand these terms when learning how scientific research impacts society.

Technology is the science of applying knowledge to practical purposes. It is a scientific method of achieving a practical purpose.

Application is the act of putting something to use. An application is also a term used for a program, especially for the computer, that per forms a particular task or a set of tasks.

Guided Instruction

Read the following information and answer the questions.The American Revolution and the Russian Revolution are two of the most famous revolutions

in history. You may have even studied these revolutions in your social studies class, but there is also a revolution that you can study in your science class. It is called the “Green Revolution.” This revolution is taking place right now. In fact, the Green Revolution is occurring at this very moment all over the world. What you might find interesting is that this revolution started over 60 years ago with a scientist who spent part of his career working and teaching in Texas. His name is Norman Borlaug. Today, Borlaug is known as the “Father of the Green Revolution.”

Borlaug was born in 1914 on a farm in Iowa. After graduating from the University of Minnesota, he worked at various research centers and universities around the country. In 1984, Borlaug joined the teaching staff at Texas A & M University, where he became a professor of international agriculture. Borlaug had always been interested in agriculture. He was especially interested in ways of increasing food production to feed the world’s growing population. In the 1940s, the world population started to grow rapidly. Concerns arose about feeding the world’s people, especially those in underdeveloped countries. One such place was Mexico.

In 1944, Borlaug had left his job and big salary in the United States to go to Mexico. He wanted to see if he could help increase food production to avoid massive starvation there. What Borlaug was trying to do was to develop the technology to provide enough food for the rapidly growing Mexican population. Technology is the practical application of science to real-world situations. Technology involves discoveries in science that have practical application to society. Borlaug wanted to develop the technology to increase Mexico’s wheat production.

He began by looking for strains of wheat that were naturally resistant to a disease called rust. A fungus that causes this disease attacks the wheat stem, eventually killing the plant. Rust was a serious problem with wheat crops in Mexico. Borlaug and his team worked hard in locating rust-resistant plants. They then used these plants to perform genetic crosses to obtain pure strains that were resistant to the fungus. To do this, Borlaug and his co-workers performed over 6,000 genetic crosses between wheat plants. By 1956, his rust-resistant varieties had helped Mexico double its

Words to Knowtechnologyapplication

TEKS 5.3(C) Connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists.

How Does Scientific Research Impact Society?Lesson30



wheat production. For the first time, the country no longer had to import wheat to feed its people. This was just the beginning of the Green Revolution.

Started in Mexico, the Green Revolution spread during the 1960s into other developing countries. For example, Borlaug was able to raise new wheat crops in Pakistan and India. Both countries almost doubled their wheat production in just five years. Borlaug’s work took him all over the world, including the rice paddies of Asia in the 1970s and to the savannas of Africa in the 1980s. Borlaug’s efforts and the technology that he developed saved countless lives throughout the world. Amazingly, Borlaug did not get the same recognition in this country that he received elsewhere.

In other parts of the world, Borlaug was considered a hero because his work had saved so many lives. He was awarded the Nobel Peace Prize in 1970. The committee that gave him the award said, “More than any other single person of this age, he has helped provide bread for a hungry world.” In 2007, Borlaug did receive the U.S. Congressional Gold Medal in recognition of his contributions. This is the highest award that an American civilian can get.

Borlaug said, “The Green Revolution is an on-going continuum. Millions of people are currently undernourished in the world. The world population for 2025, at a medium fertility rate, is projected to be about 8.3 billion people. I calculate that we will need an additional one billion tons of grain by then. We have to increase yields to feed these people.”

Borlaug died in 2009 in Dallas, but his work continues to have an impact on society even today. In 1986, he established the World Food Prize. It recognizes the efforts of individuals whose work have helped improve the quality, quantity, or availability of food throughout the world. In 2012, this award went to a scientist named Daniel Hillel. Hillel developed a totally new way to bring water to crops in dry regions throughout the Middle East and around the world. Borlaug’s work continues in this country, especially at the Norman Borlaug Institute for International Agriculture at Texas A & M University. Here, scientists are busy at work to continue the Borlaug legacy to fight global hunger and poverty.

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How Does Scientific Research Impact Society? Lesson 30


1. How can science have a positive impact on society?

2. How is Borlaug an example of a scientist who is more interested in his or her work than in what it pays?

3. What are some recent examples of practical applications of technology?

4. Why were Borlaug’s technologies so impor tant?

5. Why is bringing water to dry regions impor tant to the Green Revolution?

6. How is science different from technology?


Lesson 30 How Does Scientific Research Impact Society?


Critical Thinking


1. Do you think that Norman Borlaug would have followed the same career if he had been born in a city rather than on a farm in Iowa? Give reasons for your opinion.

2. What might be a reason why Borlaug did not get the same recognition in his own countr y that he received elsewhere?

3. What kinds of problems do you think might need to be addressed as a result of the population increase that is projected in the next 40 to 50 years? How might science and scientists help in addressing the problems?




★ Practice


1 Which is an example of technology helping scientists ask and answer questions?

A Microscope

B X-Ray

C Computer application

D All of these

2 For what was Norman Borlaug known?

F Father of Wheat Production

G Father of Technology

H Father of the Green Revolution

J Father of the American Revolution

3 How did Borlaug’s scientific research help society?

A He developed a computer application to produce more food.

B He developed the technology to grow wheat.

C He developed a scan that could X-ray a grain of wheat.

D He looked for strains of wheat that were naturally resistant to disease.

4 The science of applying knowledge to practical purposes is —

F luck H a guess

G technology J a hypothesis

5 As a result of Borlaug’s work in Mexico —

A the wheat crop diminished in that country

B the country no longer had to import wheat to feed its people

C another scientist developed a way to grow wheat

D Borlaug did not get any recognition

6 Using technology, scientists discovered germs like bacteria and viruses. How did this impact society?

F It increased the amount of germs in the world.

G It helped to identify diseases.

H It was an important step in finding ways to fight diseases.

J It helped to identify diseases and was an important step in finding ways to fight them.

6


Lesson 30 How Does Scientific Research Impact Society?


1 How does the discovery of a motor impact society?

A It provides transportation

B It powers tools that do work

C It enables medical equipment to run

D All of these

2 Scientists first discovered DNA in 1868, but it was not until 1953 that they built the first accurate model of it. How long did it take for them to perfect the technology to make an accurate model of DNA?

F 76 years

G 78 years

H 82 years

J 85 years

3 How did Norman Borlaug’s research impact society?

A He developed technologies to decrease wheat production.

B He fought against worldwide hunger and poverty.

C He developed a machine that makes food.

D He made medical advances in third world countries.

Use the graph that shows the world’s population growth since 1750 to answer questions 4 and 5.

Pop

ulat

ion

(Bill

ions

) Pop

ulation (Billions)

10

8

6

432101750 1800 1900

Year1850 1950 2000 2050

10

8

6

43210

World Population Development

Developing countries

Developed countries

4 Borlaug knew the world’s food supply could not support its population. What was the world population when Borlaug began his work in Mexico in 1944?

F A little more than 1 billion people

G A little more than 2 billion people

H A little more than 6 billion people

J A little more than 8 billion people

5 About how many people are expected to be living in developing countries in 2050 and will need to be fed?

A About 4 billion

B About 6 billion

C About 7 billion

D About 10 billion

1

4

5

★ Assessment





Teacher Edition

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Lesson Correlation to the Grade 5 Texas Essential Knowledge and Skills . . . . . . . . . . . . . . . . . . . . . . v

Letter to Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

Letter to Parents and Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix

What’s Ahead in Measuring Up® to the TEKS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi

What’s Inside: A Lesson Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xiii

Safety First . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xvi

Unit 1 What Are Matter and Energy All About?

TEKS Lesson

R 5.5(A) 1 What Are the Properties of Matter? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

R 5.5(A) 2 How Do We Determine the Mass and Density of an Object?. . . . . . . . . . . . . . 7

R 5.5(A), S 3.5(C) 3 What Are the States of Matter?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

S 5.5(B) 4 What Are the Properties of a Mixture? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

S 5.5(C) 5 What Is a Solution? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

R 5.5(A), S 5.5(B), S 3.5(C)

Lab Investigation: Physical and Chemical Changes . . . . . . . . . . . . . . . . . . . 28

★ Building Stamina®: Unit 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Unit 2 How Does Energy Affect Motion and Speed?

TEKS Lesson

R 5.6(A) 6 What Are the Uses of Energy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

R 5.6(B) 7 How Does Electricity Move? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

R 5.6(C) 8 How Does Light Travel? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

S 5.6(D), S 3.6(B) 9 What Makes an Object Move? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

R 5.6(B) Lab Investigation: Demonstrating the Flow of Electricity . . . . . . . . . . . . . 60

★ Building Stamina: Unit 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63

Contents

R = Readiness standard S = Supporting standard

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Unit 3 How Do Earth and Space Systems Work?

TEKS Lesson

R 5.7(A), S 4.7(A) 10 How Do Sedimentary Rocks and Fossils Form? . . . . . . . . . . . . . . . . . . . . . . . . 71

R 5.7(B), S 3.7(B) 11 What Are the Effects of Weathering and Erosion?. . . . . . . . . . . . . . . . . . . . . 77

S 5.9(D) 12 How Do Fossils Teach Us About the Past? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

S 5.8(A), S 4.8(A) 13 What Is the Difference Between Weather and Climate? . . . . . . . . . . . . . . . . 88

S 5.8(B), S 4.8(B) 14 What Is the Sun’s Role in the Water Cycle? . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

R 5.8(C), S 4.8(C) 15 How Does Earth Rotate and What Is Its Impact? . . . . . . . . . . . . . . . . . . . . . . 99

S 5.8(D), S 3.8(D) 16 What Are the Characteristics of the Sun, Moon, and Earth? . . . . . . . . . . . . 105

R 5.7(B), S 3.7(B) Lab Investigation: Modeling an Erosion . . . . . . . . . . . . . . . . . . . . . . . . . . 111

★ Building Stamina: Unit 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Unit 4 What Are Ecosystems and How Do They Work?

TEKS Lesson

R 5.9(A), S 3.9(A) 17 How Do Organisms Live and Survive in Their Ecosystems? . . . . . . . . . . . . . 121

R 5.9(B) 18 How Does Energy Flow Within an Ecosystem? . . . . . . . . . . . . . . . . . . . . . . . 126

S 5.9(C) 19 How Do Ecosystems Change Over Time?. . . . . . . . . . . . . . . . . . . . . . . . . . . . 131

R 5.9(A), S 3.9(A) Lab Investigation: Designing a Habitat . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136


Unit 5 What Are Organisms and How Do They Survive?

TEKS Lesson

R 5.10(A), S 3.10(B) 20 How Do Adaptations Help Organisms Survive? . . . . . . . . . . . . . . . . . . . . . . 147

R 5.10(B) 21 What Is the Difference Between an Inherited and Learned Trait? . . . . . . . 153

R 5.10(B) Lab Investigation: Categorizing Traits of Plants and Animals . . . . . . . . . 158


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Unit 6 What Is the Process of a Scientifi c Investigation?

TEKS Lesson

5.1(A), 5.1(B), S 4.7(C) 22 How Do We Practice Lab Safety? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168

5.2(A), 5.2(B) 23 How Do We Conduct an Investigation?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

5.4 24 How Do We Collect and Analyze Scientifi c Data? . . . . . . . . . . . . . . . . . . . . 178

5.2(C) 25 How Do We Make Detailed Observations and Accurate Measurements? . . . 183

5.2(D), 5.2(E) 26 How Do We Interpret and Explain the Evidence?. . . . . . . . . . . . . . . . . . . . . 189

5.2(G) 27 How Do Scientists Display Data? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194

5.2(F), 5.4 Lab Investigation: Planning and Conducting an Investigation . . . . . . . . 199


Unit 7 How Is Scientifi c Reasoning Applied to Our Lives?

TEKS Lesson

5.3(A) 28 How Do We Analyze Scientifi c Explanations?. . . . . . . . . . . . . . . . . . . . . . . . 211

5.3(B) 29 How Can a Model Represent Something We Cannot See? . . . . . . . . . . . . . 217

5.3(C) 30 How Does Scientifi c Research Impact Society? . . . . . . . . . . . . . . . . . . . . . . . 222

5.3(B) Lab Investigation: Making a Model of a Constellation . . . . . . . . . . . . . . 228


End-of-Book ★ Building Stamina

Matter and Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236

Force, Motion, and Energy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240

Earth and Space . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244

Organisms and Environments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252

Scientifi c Investigation and Reasoning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 262

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 272

Commonly Used Units. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 273

Metric and English Conversions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 274

Science Reference Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 275

Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276

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iv

Measuring Up SupplementsPractice TestsThese assessments, written to match the STAAR® blueprints, will help students prepare for the rigor of the STAAR®

and are included as blackline masters in the Teacher Edition. They are also available in Measuring Up Insight®.

Measuring Up Insight®

This Web-based formative assessment program allows teachers to administer ready-made tests (including the STAAR®-emulating Practice Tests), and create and assign custom tests. Analytic reports help monitor student results and customize instruction, review, and remediation.

Measuring Up MyQuest®

Student-centered, standards-based, Web-based drill with integrated games makes mastering the TEKS fun. Optional linking to Insight makes practice purposeful.

9781640902961_TX5_MUD_Science_SE_interior.indb iv9781640902961_TX5_MUD_Science_SE_interior.indb iv 9/10/2018 3:57:01 PM9/10/2018 3:57:01 PM

vU = Unit Inv = Investigation

Texas Essential Knowledge and Skills Measuring UpLessons

TEKS 5.1 Scientifi c investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and environmentally appropriate and ethical practices. The student is expected to:

(A) demonstrate safe practices and the use of safety equipment as outlined in the Texas Education Agency-approved safety standards during classroom and outdoor investigations using safety equipment, including safety goggles or chemical splash goggles, as appropriate, and gloves, as appropriate

22

(B) make informed choices in the conservation, disposal, and recycling of materials 22

TEKS 5.2 Scientifi c investigation and reasoning. The student uses scientifi c practices during laboratory and outdoor investigations. The student is expected to:

(A) describe, plan, and implement simple experimental investigations testing one variable 23

(B) ask well defi ned questions, formulate testable hypotheses, and select and use appropriate equipment and technology

23

(C) collect and record information using detailed observations and accurate measuring 25

(D) analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence

26

(E) demonstrate that repeated investigations may increase the reliability of results 26

(F) communicate valid conclusions in both written and verbal forms U6 Inv

(G) construct appropriate simple graphs, tables, maps, and charts using technology, including computers, to organize, examine, and evaluate information

27

TEKS 5.3 Scientifi c investigation and reasoning. The student uses critical thinking and scientifi c problem solving to make informed decisions. The student is expected to:

(A) analyze, evaluate, and critique scientifi c explanations by using evidence, logical reasoning, and experimental and observational testing

28

(B) draw or develop a model that represents how something that cannot be seen such as the Sun, Earth, and Moon system and formation of sedimentary rock works or looks

29, U7 Inv

(C) connect grade-level appropriate science concepts with the history of science, science careers, and contributions of scientists

30

TEKS 5.4 Scientifi c investigation and reasoning. The student knows how to use a variety of tools and practices to conduct science inquiry. The student is expected to

collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, prisms, mirrors, balances, spring scales, graduated cylinders, beakers, hot plates, meter sticks, magnets, collecting nets, and notebooks; timing devices; and materials to support observations of habitats or organisms such as terrariums and aquariums

24, U6 Inv

TEKS 5.5 Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classifi ed, changed, and used. The student is expected to:

(A) classify matter based on measurable, testable, and observable physical properties, including mass, magnetism, physical state (solid, liquid, and gas), relative density (sinking and fl oating using water as a reference point), solubility in water, and the ability to conduct or insulate thermal energy or electric energy

1, 2, 3, U1 Inv

Lesson Correlation to the Streamlined TEKSThis worktext is customized to the Texas Essential Knowledge and Skills and will help you prepare

for the State of Texas Assessments of Academic Readiness (STAAR®) in Science.

9781640902961_TX5_MUD_Science_SE_interior.indb v9781640902961_TX5_MUD_Science_SE_interior.indb v 9/10/2018 3:57:02 PM9/10/2018 3:57:02 PM

vi U = Unit Inv = Investigation


(B) demonstrate that some mixtures maintain physical properties of their ingredients such as iron fi lings and sand and sand and water

4, U1 Inv

(C) identify changes that can occur in the physical properties of the ingredients of solutions such as dissolving salt in water or adding lemon juice to water

5

TEKS 5.6 Force, motion, and energy. The student knows that energy occurs in many forms and can be observed in cycles, patterns, and systems. The student is expected to:

(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy 6

(B) demonstrate that the fl ow of electricity in closed circuits can produce light, heat, or sound 7, U2 Inv

(C) demonstrate that light travels in a straight line until it strikes an object and is refl ected or travels through one medium to another and is refracted

8

(D) design a simple experimental investigation that tests the effect of force on an object 9

TEKS 5.7 Earth and space. The student knows Earth’s surface is constantly changing and consists of useful resources. The student is expected to:

(A) explore the processes that led to the formation of sedimentary rocks and fossil fuels 10

(B) recognize how landforms such as deltas, canyons, and sand dunes are the result of changes to Earth’s surface by wind, water, or ice

11, U3 Inv

TEKS 5.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:

(A) differentiate between weather and climate 13

(B) explain how the Sun and the ocean interact in the water cycle 14

(C) demonstrate that Earth rotates on its axis once approximately every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky

15

(D) identify and compare the physical characteristics of the Sun, Earth, and Moon 16

TEKS 5.9 Organisms and environments. The student knows that there are relationships, systems, and cycles within environments. The student is expected to:

(A) observe the way organisms live and survive in their ecosystem by interacting with the living and nonliving components

17, U4 Inv

(B) describe the fl ow of energy within a food web, including the roles of the Sun, producers, consumers, and decomposers

18

(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways

19

(D) identify fossils as evidence of past living organisms and the nature of the environments at the time using models

12

TEKS 5.10 Organisms and environments. The student knows that organisms have structures and behaviors that help them survive within their environments. The student is expected to:

(A) compare the structures and functions of different species that help them live and survive in a specifi c environment such as hooves on prairie animals or webbed feet in aquatic animals

20

(B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle

21, U5 Inv

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viiU = Unit Inv = Investigation


TEKS 4.7 Earth and space. The students know that Earth consists of useful resources and its surface is constantly changing. The student is expected to:

(A) examine properties of soils, including color and texture, capacity to retain water, and ability to support the growth of plants

10

(C) identify and classify Earth’s renewable resources, including air, plants, water, and animals, and nonrenewable resources, including coal, oil, and natural gas, and the importance of conservation

22

TEKS 4.8 Earth and space. The student knows that there are recognizable patterns in the natural world and among the Sun, Earth, and Moon system. The student is expected to:

(A) measure, record, and predict changes in weather 13

(B) describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the Sun as a major source of energy in this process

14

(C) collect and analyze data to identify sequences and predict patterns of change in shadows, seasons, and the observable appearance of the Moon over time

15

TEKS 3.5 Matter and energy. The student knows that matter has measurable physical properties and those properties determine how matter is classifi ed, changed, and used. The student is expected to:

(C) predict, observe, and record changes in the state of matter caused by heating or cooling such as ice becoming liquid water, condensation forming on the outside of a glass of ice water, or liquid water being heated to the point of becoming water vapor

3, U1 Inv

TEKS 3.6 Force, motion, and energy. The student knows that forces cause change and that energy exists in many forms. The student is expected to:

(B) demonstrate and observe how position and motion can be changed by pushing and pulling objects such as swings, balls, and wagons

9

TEKS 3.7 Earth and space. The student knows that Earth consists of natural resources and its surface is constantly changing. The student is expected to:

(B) investigate rapid changes in Earth’s surface such as volcanic eruptions, earthquakes, and landslides

11, U3 Inv

TEKS 3.8 Earth and space. The student knows there are recognizable patterns in the natural world and among objects in the sky. The student is expected to:

(D) identify the planets in Earth’s solar system and their position in relation to the Sun 16

TEKS 3.9 Organisms and environments. The student knows and can describe patterns, cycles, systems, and relationships within the environments. The student is expected to:

(A) observe and describe the physical characteristics of environments and how they support populations and communities of plants and animals within an ecosystem

17, U4 Inv

TEKS 3.10 Organisms and environments. The student knows that organisms undergo similar life processes and have structures that help them survive within their environments. The student is expected to:

(B) investigate and compare how animals and plants undergo a series of orderly changes in their diverse life cycles such as tomato plants, frogs, and lady beetles

20

9781640902961_TX5_MUD_Science_SE_interior.indb vii9781640902961_TX5_MUD_Science_SE_interior.indb vii 9/10/2018 3:57:02 PM9/10/2018 3:57:02 PM


Und

erst

and

the

TEK

SAs

you

rea

d th

is l

esso

n, i

t is

impo

rtan

t to

kno

w t

hese

ter

ms

abou

t el

ectr

icity

.

Elec

trici

ty t

rave

ls i

n cl

osed

pat

hway

s ca

lled

circ

uits

.

The

flow

of

elec

tric

char

ge is

cal

led

an e

lect

ric c

urre

nt.

An e

lect

rom

agne

t co

nsis

ts o

f a

coil

of in

sula

ted

wire

wra

pped

aro

und

an

iron

core

.

Whe

n an

ele

ctric

cur

rent

run

s th

roug

h an

ele

ctro

mag

net,

it pr

oduc

es a

mag

netic

fie

ld, a

n ar

ea in

whi

ch a

mag

net

or a

pie

ce o

f m

etal

fee

ls t

he f

orce

of

anot

her

mag

net.

Gui

ded

Inst

ruct

ion

Rea

d th

e fo

llow

ing

info

rmat

ion

and

answ

er t

he q

uest

ions

.E

lect

rici

ty m

ust t

rave

l fro

m a

sou

rce

to y

our

hom

e an

d th

en in

you

r ho

me

to v

ario

us

appl

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es th

at u

se e

lect

rici

ty. H

ow d

oes

elec

tric

al e

nerg

y m

ove

from

pla

ce to

pla

ce?

The

el

ectr

ical

ene

rgy

you

use

in y

our

hom

e tr

avel

s in

a p

ath.

The

pat

h is

mad

e of

wir

es. A

n el

ectr

ical

co

rd is

one

of t

hose

wir

es.

Ele

ctri

cal e

nerg

y, o

r el

ectr

icity

, can

be

conv

erte

d in

to m

any

othe

r fo

rms

of e

nerg

y. T

his

prop

erty

mak

es e

lect

rica

l ene

rgy

very

use

ful.

Ele

ctri

city

trav

els

in c

lose

d pa

thw

ays

calle

d ci

rcui

ts.

A c

ircu

it ha

s an

ene

rgy

sour

ce, a

dev

ice

that

use

s el

ectr

icity

, and

wir

es a

nd s

witc

hes

that

con

nect

th

em. T

he p

ath

star

ts a

nd e

nds

at th

e en

ergy

sou

rce.

The

dra

win

g be

low

sho

ws

a ci

rcui

t. T

he fl

ow o

f ele

ctri

c ch

arge

s th

roug

h a

circ

uit i

s ca

lled

an e

lect

ric

curr

ent.

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ctri

c cu

rren

t flo

ws

alon

g th

e w

ire

from

the

batt

ery,

thro

ugh

the

switc

h,

thro

ugh

bulb

1, a

nd b

ack

to th

e ot

her

end

of th

e ba

tter

y. B

ulb

1 lig

hts.

Bul

b 2

does

not

ligh

t be

caus

e it

is n

ot p

art o

f a lo

op w

ith th

e ba

tter

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urre

nt m

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one

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ctio

n fr

om th

e ba

tter

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roug

h th

e w

ire

and

devi

ces

and

back

to th

e ba

tter

y.

batt

ery

elec

tric

cur

rent

switc

h

bulb

1bu

lb 2

Wor

ds to

Kno

wcir

cuit

electr

ic cu

rrent

electr

omag

net

mag

netic

field

R T

EKS

5.6(

B) D

emon

strate

that

the

flow

of e

lectri

city

in c

lose

d cir

cuits

can

pro

duce

ligh

t, he

at, o

r sou

nd.

How

Doe

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icit

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ove?

Less

on7

Figu

re A

Mas

tery

Educ

atio

n.co

m

Copy

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it 2

• H

ow D

oes

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t M

otio

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45

10/3

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24 Science • Level E Copying is illegal. Measuring Up to the Texas Essential Knowledge and Skills

5.

How

do

elec

trom

agne

ts g

et t

heir

nam

e?

They

are

mag

nets

cre

ated

by

elec

tric

ity.

6.

How

doe

s an

ele

ctro

mag

net

wor

k?

An

elec

trom

agne

t is

mad

e of

iron

wra

pp

ed in

a c

oil o

f w

ire.

Whe

n

curr

ent

flow

s th

roug

h th

e w

ire t

he ir

on b

ecom

es a

mag

net.

An

elec

trom

agne

t w

orks

onl

y w

hen

the

pat

h is

com

ple

te.

Crit

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Thi

nkin

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g qu

estio

ns.

1.

Wha

t is

a c

ircui

t? W

here

cou

ld y

ou f

ind

a ci

rcui

t?

A c

ircui

t is

a c

lose

d p

ath

thro

ugh

whi

ch c

urre

nt c

an t

rave

l. A

ny d

evic

e

that

use

s el

ectr

icity

has

a c

ircui

t.

2.

List

thr

ee f

orm

s of

ene

rgy

into

whi

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lect

rical

ene

rgy

can

be c

hang

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heat

, lig

ht,

soun

d, a

nd m

otio

n

3.

Elec

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ty t

hat

we

use

is p

rodu

ced

in p

ower

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nts

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ofte

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vels

mile

s to

rea

ch

our

hom

es.

The

elec

trici

ty t

rave

ls a

long

cop

per

wire

s. C

oppe

r is

a m

ater

ial w

ith lo

w

resi

stan

ce.

Why

do

you

thin

k co

pper

is u

sed?

Cop

per

is a

goo

d co

nduc

tor.

Mas

tery

Educ

atio

n.co

m

Copy

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is il

lega

l. Un

it 2

• H

ow D

oes

Ener

gy A

ffec

t M

otio

n an

d Sp

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47

How

Doe

s El

ectri

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Mov

e?Le

sson

7

Hav

e yo

u no

ticed

that

ligh

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bs c

an g

et v

ery

hot?

The

wir

e in

side

a li

ghtb

ulb

has

high

re

sist

ance

. It i

s ha

rd fo

r cu

rren

t to

flow

thro

ugh

the

wir

e. M

ater

ials

with

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h re

sist

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rgy

into

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t. In

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, the

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at in

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sist

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eat a

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slic

es o

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ad. W

ires

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mos

t ci

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ts, h

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ave

low

res

ista

nce.

Ele

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cal e

nerg

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n be

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nged

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r th

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ater

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om a

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e ai

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en to

you

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ur b

rain

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rpre

ts th

ese

vibr

atio

ns a

s so

und.

A s

peak

er w

orks

usi

ng a

n el

ectr

omag

net.

An

elec

trom

agne

t is

mad

e of

iron

wra

pped

in a

coi

l of w

ire.

You

can

mak

e an

el

ectr

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rom

an

iron

nai

l, w

ire,

and

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atte

ry. W

hen

curr

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low

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roug

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e w

ire,

the

iron

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omes

a m

agne

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pro

duce

s a

mag

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c fi

eld.

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witc

h ca

n be

use

d to

sta

rt a

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top

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flow

of c

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nt. T

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lect

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plet

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ric

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ors

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use

el

ectr

omag

nets

. The

se d

evic

es c

hang

e el

ectr

ical

ene

rgy

into

mot

ion.

1.

Wha

t is

a c

ircui

t?

It is

a c

lose

d p

ath

thro

ugh

whi

ch a

n el

ectr

ic c

urre

nt c

an t

rave

l.

2.

Look

at

Figu

re A

. W

hy d

oes

elec

trici

ty f

low

to

one

bulb

but

not

the

oth

er?

Bulb

2 is

not

par

t of

a lo

op w

ith t

he b

atte

ry.

3.

Wha

t is

the

ene

rgy

sour

ce in

the

circ

uit?

a ba

tter

y

4.

How

can

you

tel

l the

wire

s of

a t

oast

er h

ave

high

res

ista

nce?

They

glo

w a

nd g

et h

ot.

Scie

nce

• L

evel

E

Copy

ing

is il

lega

l.

Mea

surin

g U

p to

the

Tex

as E

ssen

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Know

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Less

on 7

How

Doe

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1

Look

at

this

circu

it.

W

hen

the

switc

h is

clo

sed,

whi

ch b

ulbs

w

ill li

ght?

A

Bul

b 1

B

Bul

b 2

C

Bul

b 3

D

Bul

b 1

and

Bul

b 2

[TEK

S 5.

6(B)

, D

OK

3]

2

Whi

ch r

eal-

wor

ld e

xam

ple

wou

ld y

ou

use

to e

xpla

in h

ow e

lect

rici

ty f

low

s th

roug

h a

circ

uit?

F A p

erso

n dr

ivin

g a

car

alon

g a

high

way

G

A p

erso

n ridi

ng in

a c

ontin

uous

ci

rcle

on

a m

erry

-go-

roun

d

H

A p

erso

n sw

imm

ing

laps

in a

poo

l

J A p

erso

n us

ing

a fla

shlig

ht t

o fin

d th

e w

ay in

the

dar

k[T

EKS

5.6(

B),

DO

K 3]

3

Mat

eria

ls t

hat

vibr

ate

prod

uce

—

A

elec

trom

agne

tism

B

soun

d

C

light

D

elec

tric

ity [

TEKS

5.6

(B),

DO

K 1]

4

Wha

t is

the

flo

w o

f an

ele

ctrica

l ch

arge

cal

led?

F A c

ircu

it

G

Elec

trom

agne

tism

H

A m

agne

tic f

ield

J An

elec

tric

cur

rent

[TEK

S 5.

6(B)

, D

OK

1]

5

Why

doe

s a

light

bulb

get

ver

y ho

t?

A

It h

as a

low

wat

tage

.

B

The

wire

in it

has

low

res

ista

nce.

C

The

wire

in it

has

hig

h re

sist

ance

.

D

It is

abo

ut t

o bu

rn o

ut.

[TEK

S 5.

6(B)

, D

OK

1]

6

How

doe

s m

ovin

g a

switc

h tu

rn t

he

light

s on

in a

roo

m?

F It

rel

ease

s he

at t

hat

emits

ligh

t.

G

It t

rans

form

s m

echa

nica

l ene

rgy.

H

It m

akes

ele

ctrici

ty t

hat

trav

els

the

circ

uit.

J It

per

mits

ele

ctrici

ty t

o flo

w in

a

com

plet

e ci

rcle

.[T

EKS

5.6(

B),

DO

K 2]

1

2

★ A

sses

smen

t

DIR

ECTI

ON

S

Rea

d e

ach

qu

esti

on.

Then

cir

cle

the

lett

er f

or t

he

corr

ect

answ

er.

12

3

Mas

tery

Educ

atio

n.co

m

Copy

ing

is il

lega

l. Un

it 2

• H

ow D

oes

Ener

gy A

ffec

t M

otio

n an

d Sp

eed?

49

How

Doe

s El

ectri

city

Mov

e?Le

sson

7

★ P

ract

ice

DIR

ECTI

ON

S

Rea

d e

ach

qu

esti

on.

Then

cir

cle

the

lett

er f

or t

he

corr

ect

answ

er.

1

How

doe

s el

ectr

icity

tra

vel?

A

In o

pen

path

way

s ca

lled

circ

uits

B

In c

lose

d pa

thw

ays

calle

d ci

rcui

ts

C

Thro

ugh

high

res

ista

nce

mat

eria

ls

D

In b

oth

open

pat

hway

s ca

lled

circ

uits

and

thr

ough

hig

h re

sist

ance

mat

eria

ls[T

EKS

5.6(

B),

DO

K 1]

2

Wha

t is

the

flo

w o

f an

ele

ctric

char

ge c

alle

d?

F Circu

it

G

Elec

trom

agne

t

H

Elec

tric

cur

rent

J M

otio

n[T

EKS

5.6(

B),

DO

K 1]

3

Wha

t is

an

elec

trom

agne

t?

A

A c

lose

d pa

thw

ay

B

An

open

pat

hway

for

flo

w

of e

lect

rici

ty

C

An

open

circu

it th

at a

ttra

cts

mag

nets

D

A c

oil o

f w

ires

tha

t pr

oduc

es

a m

agne

tic f

ield

[TEK

S 5.

6(B)

, D

OK

1]

4

Wha

t is

a m

agne

tic f

ield

?

F A w

ide

open

fie

ld in

a w

oode

d ar

ea

for

elec

tric

ity t

o flo

w

G

An a

rea

in w

hich

a m

agne

t fe

els

the

forc

e of

ano

ther

mag

net

or m

etal

H

Met

als

that

do

not

attr

act

each

oth

er

J N

one

of t

hese

[TEK

S 5.

6(B)

, D

OK

1]

5

Mat

eria

ls w

ith h

igh

resi

stan

ce —

A

conv

ert

elec

tric

al e

nerg

y to

sou

nd

B

conv

ert

elec

tric

al e

nerg

y to

hea

t

C

conv

ert

elec

tric

al e

nerg

y to

ligh

t

D

are

able

to

sust

ain

cold

te

mpe

ratu

res

[TEK

S 5.

6(B)

, D

OK

1]

6

Wha

t m

ight

an

elec

tric

ian

do t

o pr

ovid

e m

ore

light

to

a ro

om?

F Add

mor

e he

at

G

Add

mor

e ci

rcui

ts

H

Add

mor

e sw

itche

s

J Add

mor

e el

ectr

icity

[TEK

S 5.

6(B)

, D

OK

3]

6

Scie

nce

• L

evel

E

Copy

ing

is il

lega

l.

Mea

surin

g U

p to

the

Tex

as E

ssen

tial

Know

ledg

e an

d Sk

ills

48

Less

on 7

How

Doe

s El

ectri

city

Mov

e?

9781

6409

0297

8_TX

5_M

UD

_Sci

_ATE

_int

erio

r.ind

b 2

597

8164

0902

978_

TX5_

MU

D_S

ci_A

TE_i

nter

ior.i

ndb

25

10/3

/201

8 2

:30:

27 P

M10

/3/2

018

2:3

0:27

PM


You

can

also

dis

play

dat

a in

a g

raph

. The

re a

re s

ever

al ty

pes

of g

raph

s yo

u ca

n us

e. I

n th

is

bar

grap

h be

low

, eac

h ba

r re

pres

ents

one

pla

nt. T

he h

eigh

t of e

ach

bar

repr

esen

ts th

e nu

mbe

r of

flo

wer

s ea

ch p

lant

had

on

Day

3.

0A

BP

lant

Number of Flowers

Day

3

C

1267 5 4 3

A s

cien

tist s

tudy

ing

plan

ts in

the

wild

mig

ht r

ecor

d th

e da

ily h

igh

tem

pera

ture

. Ove

r tim

e, th

is

coul

d be

a lo

t of d

ata.

A li

ne g

raph

like

the

one

belo

w is

a g

ood

way

to lo

ok a

t a lo

t of d

ata

poin

ts

at o

nce.

It i

s al

so u

sefu

l in

iden

tifyi

ng tr

ends

.

0

010

Day

Daily High Temp (ºc)

Dai

ly H

igh

Tem

per

atur

es

1520253035

510

1.

Acco

rdin

g to

the

tab

le,

on D

ay 1

whi

ch p

lant

had

the

mos

t flo

wer

s?

Plan

t C

2.

For h

ow m

any

days

wer

e th

e flo

wer

s co

unte

d?

thre

e da

ys

3.

Why

are

map

s, t

able

s, a

nd g

raph

s us

eful

?

They

org

aniz

e da

ta s

o th

at it

is e

asie

r to

ana

lyze

and

inte

rpre

t th

em.

Mas

tery

Educ

atio

n.co

m

Copy

ing

is il

lega

l. Un

it 6

• W

hat

Is t

he P

roce

ss o

f a

Scie

ntifi

c In

vest

igat

ion?

195

How

Do

Scie

ntis

ts D

ispl

ay D

ata?

Less

on 2

7

Und

erst

and

the

TEK

SIt

is

impo

rtan

t to

und

erst

and

thes

e di

ffer

ent

type

s of

dis

play

s w

hen

read

ing

this

les

son.

A m

ap d

ispl

ays

loca

tions

.

A ta

ble

orga

nize

s a

larg

e am

ount

of

info

rmat

ion,

usu

ally

in

colu

mns

.

A ch

art

is a

typ

e of

dis

play

tha

t or

gani

zes

info

rmat

ion.

A gr

aph

is a

dia

gram

, us

ually

with

dot

s an

d lin

es,

whi

ch s

how

s a

syst

em o

f re

latio

nshi

ps

betw

een

thin

gs.

Gui

ded

Inst

ruct

ion

Rea

d th

e fo

llow

ing

info

rmat

ion

and

answ

er t

he q

uest

ions

.If

you

r fa

mily

has

eve

r go

tten

lost

whi

le d

rivi

ng, y

ou m

ay h

ave

chec

ked

a m

ap. I

f you

wan

ted

to g

o m

arin

e fis

hing

, you

may

hav

e ch

ecke

d a

tabl

e to

find

out

whe

n w

ould

be

a hi

gh ti

de. I

f you

w

ent t

o a

base

ball

gam

e, y

ou m

ay h

ave

chec

ked

a ch

art

to s

ee w

ho w

as p

layi

ng fo

r ea

ch te

am. I

f yo

u w

ante

d to

kee

p a

reco

rd o

f you

r gr

owth

, the

n yo

u m

ay h

ave

plot

ted

a gr

aph

to s

how

how

you

gr

ew e

ach

year

. Sci

entis

ts a

lso

use

map

s, ta

bles

, cha

rts,

and

gra

phs

in th

eir

wor

k. B

y do

ing

so, t

hey

can

mor

e ea

sily

ana

lyze

and

inte

rpre

t the

dat

a th

ey c

olle

ct.

Dur

ing

a sc

ienc

e in

vest

igat

ion,

dat

a fr

om a

n ex

peri

men

t are

col

lect

ed, a

naly

zed,

and

sha

red

with

oth

ers.

For

dat

a to

be

usef

ul, t

hey

mus

t be

pres

ente

d in

the

mos

t app

ropr

iate

form

. Sup

pose

yo

u ar

e st

udyi

ng th

ree

rare

pla

nts

in th

e w

ild. Y

ou w

ill li

kely

wan

t to

mak

e a

map

to s

how

the

loca

tion

of th

e pl

ants

. To

help

find

you

r w

ay b

ack,

you

may

wan

t to

note

land

mar

ks. Y

ou s

houl

d or

gani

ze th

e da

ta y

ou c

olle

ct fo

r ea

ch p

lant

dur

ing

each

vis

it. A

tabl

e is

one

way

to p

rese

nt a

nd

com

pare

dat

a. A

tabl

e is

mad

e up

of r

ows

and

colu

mns

. You

can

use

a ta

ble

like

the

one

belo

w to

ea

sily

rec

ord

and

revi

ew h

ow m

any

flow

ers

each

pla

nt h

ad o

n a

spec

ific

day.

Num

ber

of F

low

ers

Per

Pla

ntP

lant

AP

lant

BP

lant

CD

ay 1

22

3D

ay 2

32

4D

ay 3

41

6

You

coul

d th

en s

umm

ariz

e th

e da

ta in

a c

hart

this

way

.

Tota

l Num

ber

of F

low

ers

on E

ach

Pla

ntP

lant

AP

lant

BP

lant

C9

513

Wor

ds to

Kno

wm

aptab

lech

art

grap

h

TEKS

5.2

(G)

Cons

truct

appr

opria

te sim

ple

grap

hs, t

ables

, map

s, an

d ch

arts

usin

g tec

hnol

ogy,

inclu

ding

com

puter

s, to

org

anize

, exa

min

e, an

d ev

aluate

info

rmati

on.

How

Do

Scie

ntis

ts D

ispl

ay D

ata?

Less

on27 Sc

ienc

e •

Lev

el E

Co

pyin

g is

ille

gal.

M

easu

ring

Up

to t

he T

exas

Ess

entia

l Kn

owle

dge

and

Skill

s19

4

9781

6409

0297

8_TX

5_M

UD

_Sci

_ATE

_int

erio

r.ind

b 9

897

8164

0902

978_

TX5_

MU

D_S

ci_A

TE_i

nter

ior.i

ndb

98

10/3

/201

8 2

:36:

12 P

M10

/3/2

018

2:3

6:12

PM


★ P

ract

ice

DIR

ECTI

ON

S

Rea

d e

ach

qu

esti

on.

Then

cir

cle

the

lett

er f

or t

he

corr

ect

answ

er.

1

Whi

ch o

rgan

izes

a la

rge

amou

nt o

f in

form

atio

n in

col

umns

?

A

Map

B

Gra

ph

C

Tabl

e

D

Dat

a[T

EKS

5.2(

G),

DO

K 1]

2

Whe

re w

ould

you

loo

k to

fin

d a

spec

ific

loca

tion

?

F M

ap

G

Gra

ph

H

Tabl

e

J D

ata

[TEK

S 5.

2(G

), D

OK

1]

3

You

are

inve

stig

atin

g in

whi

ch s

oil t

ype

a pl

ant

grow

s be

st?

Wha

t ki

nd o

f ch

art

coul

d be

st s

how

a c

ompa

riso

n of

pla

nt

heig

hts

over

sev

eral

wee

ks?

A

Pie

char

t

B

Bar

gra

ph

C

Tabl

e

D

Venn

dia

gram

[TEK

S 5.

2(G

), D

OK

2]

4

Whi

ch w

ould

you

fin

d in

a li

ne g

raph

?

F D

ata

poin

ts,

or d

ots

G

Col

umns

and

row

s w

ith in

form

atio

n

H

A c

ircl

e w

ith p

erce

ntag

es

J Lo

catio

ns o

f ci

ties

and

tow

ns[T

EKS

5.2(

G),

DO

K 2]

Use

th

e ch

art

to a

nsw

er q

ues

tion

s 5

an

d 6

.

0A

BP

lant

Number of Flowers

Pla

nt G

row

th D

ay 3

C

1267 5 4 3

5

How

man

y flo

wer

s di

d Pl

ant

C h

ave?

A

4 C

7

B

1 D

6

[TEK

S 5.

2(G

), D

OK

3]

6

How

man

y flo

wer

s di

d Pl

ant

A h

ave?

F 4

G

1

H

7

J 6

[T

EKS

5.2(

G),

DO

K 3]

5 6

Mas

tery

Educ

atio

n.co

m

Copy

ing

is il

lega

l. Un

it 6

• W

hat

Is t

he P

roce

ss o

f a

Scie

ntifi

c In

vest

igat

ion?

197

How

Do

Scie

ntis

ts D

ispl

ay D

ata?

Less

on 2

7

4.

Whe

n m

ight

you

use

a b

ar g

raph

?

You

can

use

a ba

r gr

aph

to c

omp

are

data

abo

ut d

iffer

ent

grou

ps.

5.

Whe

n w

ould

be

a go

od t

ime

to u

se a

line

gra

ph?

You

can

use

a lin

e gr

aph

whe

n yo

u w

ant

to s

how

cha

nges

in d

ata

over

time.

6.

Acco

rdin

g to

the

line

gra

ph s

how

ing

daily

hig

h te

mpe

ratu

res,

wha

t tr

end

appe

ared

afte

r D

ay 6

?

The

daily

hig

h te

mp

erat

ure

star

ted

to d

rop

.

Crit

ical

Thi

nkin

g

Answ

er t

he f

ollo

win

g qu

estio

ns.

1.

Look

at t

he b

ar g

raph

on

the

prev

ious

pag

e. H

ow c

ould

you

sho

w t

he d

ata

for

all t

hree

da

ys o

n a

sing

le g

raph

?

You

wou

ld c

hang

e th

e la

bels

on

the

x-ax

is t

o sh

ow D

ays

1, 2

, an

d 3.

For

each

day

you

wou

ld s

how

the

num

ber

of f

low

ers

for

each

pla

nt.

You

coul

d m

ake

the

bar

for

each

pla

nt a

diff

eren

t co

lor.

2.

How

can

a c

ompu

ter

be u

sefu

l in

orga

nizi

ng d

ata?

A c

omp

uter

is u

sefu

l bec

ause

it h

as t

he t

echn

olog

y to

cre

ate

a m

ap,

tabl

e, c

hart

, or

gra

ph.

3.

Look

at

the

line

grap

h on

the

pre

viou

s pa

ge.

Sum

mar

ize

the

chan

ges

show

n ov

er t

ime.

For

the

first

six

day

s, t

he h

igh

tem

per

atur

e ge

nera

lly in

crea

sed

each

day.

Aft

er D

ay 6

, th

e te

mp

erat

ure

bega

n to

dec

reas

e.

Scie

nce

• L

evel

E

Copy

ing

is il

lega

l.

Mea

surin

g U

p to

the

Tex

as E

ssen

tial

Know

ledg

e an

d Sk

ills

196Le

sson

27

How

Do

Scie

ntis

ts D

ispl

ay D

ata?

9781

6409

0297

8_TX

5_M

UD

_Sci

_ATE

_int

erio

r.ind

b 9

997

8164

0902

978_

TX5_

MU

D_S

ci_A

TE_i

nter

ior.i

ndb

99

10/3

/201

8 2

:36:

13 P

M10

/3/2

018

2:3

6:13

PM


1

Wha

t do

tab

les,

bar

gra

phs,

and

pie

ch

arts

hav

e in

com

mon

?

A

They

are

all

colo

r-co

ded.

B

They

all

have

col

umns

.

C

They

are

all

tool

s th

at

orga

nize

dat

a.

D

They

all

have

bar

s.[T

EKS

5.2(

G),

DO

K 2]

2

A v

ideo

gam

e de

velo

per

asks

50

chi

ldre

n w

hich

is t

heir f

avor

ite

of 5

gam

es.

Whi

ch c

hart

wou

ld b

est

disp

lay

the

resu

lts?

F Bar

gra

ph

G

Pie

char

t

H

Tabl

e

J All

of t

hese

[TEK

S 5.

2(G

), D

OK

3]

3

Whi

ch w

ould

be

best

to

show

the

he

ight

of

a he

lium

bal

loon

in a

ir a

t di

ffer

ent

tem

pera

ture

s?

A

Bar

gra

ph

B

Pie

char

t

C

Line

gra

ph

D

Tabl

e[T

EKS

5.2(

G),

DO

K 2]

4

Look

at

the

char

t.

Num

bers

of Ve

rteb

rate

Spe

cies

6,00

0Re

ptile

s

9,00

0Birds

4,50

0M

amm

als

20,0

00Fi

shes

2,40

0Am

phib

ians

Whi

ch t

ype

of v

erte

brat

e ha

s th

e m

ost

spec

ies?

F Birds

H

M

amm

als

G

Fish

es

J Re

ptile

s[T

EKS

5.2(

G),

DO

K 3]

5

You

are

in a

car

on

a to

ur w

ith

your

fa

mily

and

can

not

find

a hi

stor

ic

land

mar

k. W

hat

disp

lay

wou

ld h

elp

you

find

it?

A

Line

gra

ph

C

Tabl

e

B

Bar

gra

ph

D

Map

[TEK

S 5.

2(G

), D

OK

2]

6

Whi

ch c

hart

wou

ld b

e be

st t

o co

mpa

re

part

s to

a w

hole

?

F Bar

gra

ph

H

Line

gra

ph

G

Pie

char

t J

Tabl

e[T

EKS

5.2(

G),

DO

K 2]

2

4

★As

sess

men

t

DIR

ECTI

ON

S

Rea

d e

ach

qu

esti

on.

Then

cir

cle

the

lett

er f

or t

he

corr

ect

answ

er.

Scie

nce

• L

evel

E

Copy

ing

is il

lega

l.

Mea

surin

g U

p to

the

Tex

as E

ssen

tial

Know

ledg

e an

d Sk

ills

198Le

sson

27

How

Do

Scie

ntis

ts D

ispl

ay D

ata?

9781

6409

0297

8_TX

5_M

UD

_Sci

_ATE

_int

erio

r.ind

b 1

0097

8164

0902

978_

TX5_

MU

D_S

ci_A

TE_i

nter

ior.i

ndb

100

10/3

/201

8 2

:36:

14 P

M10

/3/2

018

2:3

6:14

PM


whe

at p

rodu

ctio

n. F

or th

e fir

st ti

me,

the

coun

try

no lo

nger

had

to im

port

whe

at to

feed

its

peop

le.

Thi

s w

as ju

st th

e be

ginn

ing

of th

e G

reen

Rev

olut

ion.

Star

ted

in M

exic

o, th

e G

reen

Rev

olut

ion

spre

ad d

urin

g th

e 19

60s

into

oth

er d

evel

opin

g co

untr

ies.

For

exa

mpl

e, B

orla

ug w

as a

ble

to r

aise

new

whe

at c

rops

in P

akis

tan

and

Indi

a. B

oth

coun

trie

s al

mos

t dou

bled

thei

r w

heat

pro

duct

ion

in ju

st fi

ve y

ears

. Bor

laug

’s w

ork

took

him

all

over

the

wor

ld, i

nclu

ding

the

rice

pad

dies

of A

sia

in th

e 19

70s

and

to th

e sa

vann

as o

f Afr

ica

in th

e 19

80s.

Bor

laug

’s ef

fort

s an

d th

e te

chno

logy

that

he

deve

lope

d sa

ved

coun

tless

live

s th

roug

hout

the

wor

ld. A

maz

ingl

y, B

orla

ug d

id n

ot g

et th

e sa

me

reco

gniti

on in

this

cou

ntry

that

he

rec

eive

d el

sew

here

.In

oth

er p

arts

of t

he w

orld

, Bor

laug

was

con

side

red

a he

ro b

ecau

se h

is w

ork

had

save

d so

m

any

lives

. He

was

aw

arde

d th

e N

obel

Pea

ce P

rize

in 1

970.

The

com

mitt

ee th

at g

ave

him

the

awar

d sa

id, “

Mor

e th

an a

ny o

ther

sin

gle

pers

on o

f thi

s ag

e, h

e ha

s he

lped

pro

vide

bre

ad fo

r a

hung

ry w

orld

.” I

n 20

07, B

orla

ug d

id r

ecei

ve th

e U

.S. C

ongr

essi

onal

Gol

d M

edal

in r

ecog

nitio

n of

hi

s co

ntri

butio

ns. T

his

is th

e hi

ghes

t aw

ard

that

an

Am

eric

an c

ivili

an c

an g

et.

Bor

laug

sai

d, “

The

Gre

en R

evol

utio

n is

an

on-g

oing

con

tinuu

m. M

illio

ns o

f peo

ple

are

curr

ently

und

erno

uris

hed

in th

e w

orld

. The

wor

ld p

opul

atio

n fo

r 20

25, a

t a m

ediu

m fe

rtili

ty r

ate,

is

pro

ject

ed to

be

abou

t 8.3

bill

ion

peop

le. I

cal

cula

te th

at w

e w

ill n

eed

an a

dditi

onal

one

bill

ion

tons

of g

rain

by

then

. We

have

to in

crea

se y

ield

s to

feed

thes

e pe

ople

.”B

orla

ug d

ied

in 2

009

in D

alla

s, b

ut h

is w

ork

cont

inue

s to

hav

e an

impa

ct o

n so

ciet

y ev

en to

day.

In

198

6, h

e es

tabl

ishe

d th

e W

orld

Foo

d Pr

ize.

It r

ecog

nize

s th

e ef

fort

s of

indi

vidu

als

who

se w

ork

have

hel

ped

impr

ove

the

qual

ity, q

uant

ity, o

r av

aila

bilit

y of

food

thro

ugho

ut th

e w

orld

. In

2012

, th

is a

war

d w

ent t

o a

scie

ntis

t nam

ed D

anie

l Hill

el. H

illel

dev

elop

ed a

tota

lly n

ew w

ay to

bri

ng

wat

er to

cro

ps in

dry

reg

ions

thro

ugho

ut th

e M

iddl

e E

ast a

nd a

roun

d th

e w

orld

. Bor

laug

’s w

ork

cont

inue

s in

this

cou

ntry

, esp

ecia

lly a

t the

Nor

man

Bor

laug

Ins

titut

e fo

r In

tern

atio

nal A

gric

ultu

re

at T

exas

A &

M U

nive

rsity

. Her

e, s

cien

tists

are

bus

y at

wor

k to

con

tinue

the

Bor

laug

lega

cy to

fig

ht g

loba

l hun

ger

and

pove

rty.

Mas

tery

Educ

atio

n.co

m

Copy

ing

is il

lega

l. Un

it 7

• H

ow Is

Sci

entif

ic R

easo

ning

App

lied

to O

ur L

ives

?22

3

How

Doe

s Sc

ient

ific

Rese

arch

Impa

ct S

ocie

ty?

Less

on 3

0

Und

erst

and

the

TEK

SIt

is

impo

rtan

t to

und

erst

and

thes

e te

rms

whe

n le

arni

ng h

ow s

cien

tific

re

sear

ch im

pact

s so

ciet

y.

Tech

nolo

gy is

the

sci

ence

of

appl

ying

kno

wle

dge

to p

ract

ical

pur

pose

s.

It is

a s

cien

tific

met

hod

of a

chie

ving

a p

ract

ical

pur

pose

.

Appl

icat

ion

is t

he a

ct o

f pu

tting

som

ethi

ng t

o us

e. A

n ap

plic

atio

n is

als

o a

term

use

d fo

r a

prog

ram

, es

peci

ally

for

the

com

pute

r, th

at p

erfo

rms

a pa

rtic

ular

tas

k or

a s

et o

f ta

sks.

Gui

ded

Inst

ruct

ion

Rea

d th

e fo

llow

ing

info

rmat

ion

and

answ

er t

he q

uest

ions

.T

he A

mer

ican

Rev

olut

ion

and

the

Rus

sian

Rev

olut

ion

are

two

of th

e m

ost f

amou

s re

volu

tions

in

his

tory

. You

may

hav

e ev

en s

tudi

ed th

ese

revo

lutio

ns in

you

r so

cial

stu

dies

cla

ss, b

ut th

ere

is

also

a r

evol

utio

n th

at y

ou c

an s

tudy

in y

our

scie

nce

clas

s. I

t is

calle

d th

e “G

reen

Rev

olut

ion.

” T

his

revo

lutio

n is

taki

ng p

lace

rig

ht n

ow. I

n fa

ct, t

he G

reen

Rev

olut

ion

is o

ccur

ring

at t

his

very

mom

ent

all o

ver

the

wor

ld. W

hat y

ou m

ight

find

inte

rest

ing

is th

at th

is r

evol

utio

n st

arte

d ov

er 6

0 ye

ars

ago

with

a s

cien

tist w

ho s

pent

par

t of h

is c

aree

r w

orki

ng a

nd te

achi

ng in

Tex

as. H

is n

ame

is N

orm

an

Bor

laug

. Tod

ay, B

orla

ug is

kno

wn

as th

e “F

athe

r of

the

Gre

en R

evol

utio

n.”

B

orla

ug w

as b

orn

in 1

914

on a

farm

in I

owa.

Aft

er g

radu

atin

g fr

om th

e U

nive

rsity

of

Min

neso

ta, h

e w

orke

d at

var

ious

res

earc

h ce

nter

s an

d un

iver

sitie

s ar

ound

the

coun

try.

In

1984

, B

orla

ug jo

ined

the

teac

hing

sta

ff a

t Tex

as A

& M

Uni

vers

ity, w

here

he

beca

me

a pr

ofes

sor

of

inte

rnat

iona

l agr

icul

ture

. Bor

laug

had

alw

ays

been

inte

rest

ed in

agr

icul

ture

. He

was

esp

ecia

lly

inte

rest

ed in

way

s of

incr

easi

ng fo

od p

rodu

ctio

n to

feed

the

wor

ld’s

grow

ing

popu

latio

n. I

n th

e 19

40s,

the

wor

ld p

opul

atio

n st

arte

d to

gro

w r

apid

ly. C

once

rns

aros

e ab

out f

eedi

ng th

e w

orld

’s pe

ople

, esp

ecia

lly th

ose

in u

nder

deve

lope

d co

untr

ies.

One

suc

h pl

ace

was

Mex

ico.

In 1

944,

Bor

laug

had

left

his

job

and

big

sala

ry in

the

Uni

ted

Stat

es to

go

to M

exic

o. H

e w

ante

d to

see

if h

e co

uld

help

incr

ease

food

pro

duct

ion

to a

void

mas

sive

sta

rvat

ion

ther

e. W

hat

Bor

laug

was

tryi

ng to

do

was

to d

evel

op th

e te

chno

logy

to p

rovi

de e

noug

h fo

od fo

r th

e ra

pidl

y gr

owin

g M

exic

an p

opul

atio

n. T

echn

olog

y is

the

prac

tical

app

licat

ion

of s

cien

ce to

rea

l-wor

ld

situ

atio

ns. T

echn

olog

y in

volv

es d

isco

veri

es in

sci

ence

that

hav

e pr

actic

al a

pplic

atio

n to

soc

iety

. B

orla

ug w

ante

d to

dev

elop

the

tech

nolo

gy to

incr

ease

Mex

ico’

s w

heat

pro

duct

ion.

H

e be

gan

by lo

okin

g fo

r st

rain

s of

whe

at th

at w

ere

natu

rally

res

ista

nt to

a d

isea

se c

alle

d ru

st.

A fu

ngus

that

cau

ses

this

dis

ease

att

acks

the

whe

at s

tem

, eve

ntua

lly k

illin

g th

e pl

ant.

Rus

t was

a

seri

ous

prob

lem

with

whe

at c

rops

in M

exic

o. B

orla

ug a

nd h

is te

am w

orke

d ha

rd in

loca

ting

rust

-re

sist

ant p

lant

s. T

hey

then

use

d th

ese

plan

ts to

per

form

gen

etic

cro

sses

to o

btai

n pu

re s

trai

ns th

at

wer

e re

sist

ant t

o th

e fu

ngus

. To

do th

is, B

orla

ug a

nd h

is c

o-w

orke

rs p

erfo

rmed

ove

r 6,

000

gene

tic

cros

ses

betw

een

whe

at p

lant

s. B

y 19

56, h

is r

ust-

resi

stan

t var

ietie

s ha

d he

lped

Mex

ico

doub

le it

s

Wor

ds to

Kno

wtec

hnol

ogy

appl

icatio

n

TEKS

5.3

(C)

Conn

ect g

rade

-leve

l app

ropr

iate

scien

ce c

once

pts

with

the

histo

ry o

f scie

nce,

scien

ce c

aree

rs, a

nd c

ontri

butio

ns o

f scie

ntist

s.

How

Doe

s Sc

ient

ific

Res

earc

h Im

pact

Soc

iety

?Le

sson

30 Scie

nce

• L

evel

E

Copy

ing

is il

lega

l.

Mea

surin

g U

p to

the

Tex

as E

ssen

tial

Know

ledg

e an

d Sk

ills

222

9781

6409

0297

8_TX

5_M

UD

_Sci

_ATE

_int

erio

r.ind

b 1

1297

8164

0902

978_

TX5_

MU

D_S

ci_A

TE_i

nter

ior.i

ndb

112

10/3

/201

8 2

:36:

33 P

M10

/3/2

018

2:3

6:33

PM


Crit

ical

Thi

nkin

g

Answ

er t

he f

ollo

win

g qu

estio

ns.

1.D

o yo

u th

ink

that

Nor

man

Bor

laug

wou

ld h

ave

follo

wed

the

sam

e ca

reer

if h

e ha

d be

enbo

rn in

a c

ity r

athe

r th

an o

n a

farm

in Io

wa?

Giv

e re

ason

s fo

r yo

ur o

pini

on.

Mak

e su

re s

tude

nts

give

logi

cal r

easo

ns fo

r the

ir op

inio

ns. F

or e

xam

ple

,

stud

ents

may

poi

nt o

ut th

at B

orla

ug m

ight

not

hav

e be

en a

s in

tere

sted

in a

gric

ultu

re if

he

had

grow

n up

in a

city

. Th

eref

ore,

he

mig

ht h

ave

follo

wed

a d

iffer

ent

care

er p

ath.

2.W

hat

mig

ht b

e a

reas

on w

hy B

orla

ug d

id n

ot g

et t

he s

ame

reco

gniti

on i

n hi

s ow

nco

untr

y th

at h

e re

ceiv

ed e

lsew

here

?

One

pos

sibi

lity

is t

hat

the

bene

fits

of h

is w

ork

wer

e no

t di

rect

ly f

elt

in

the

U.S

. bu

t ra

ther

in o

ther

par

ts o

f th

e w

orld

.

3.W

hat

kind

s of

pro

blem

s do

you

thi

nk m

ight

nee

d to

be

addr

esse

d as

a r

esul

t of

the

popu

latio

n in

crea

se t

hat

is p

roje

cted

in t

he n

ext

40 t

o 50

yea

rs?

How

mig

ht s

cien

cean

d sc

ient

ists

hel

p in

add

ress

ing

the

prob

lem

s?

Som

e p

robl

ems

mig

ht b

e in

crea

sed,

suc

h as

wor

ldw

ide

med

ical

pro

blem

s, h

ousi

ng a

nd jo

b sh

orta

ges,

and

san

itatio

n. S

cien

tists

use

wha

t th

ey k

now

abo

ut s

cien

ce t

o de

velo

p n

ew t

echn

olog

ies

that

can

solv

e p

robl

ems.

Mas

tery

Educ

atio

n.co

m

Copy

ing

is il

lega

l. Un

it 7

• H

ow Is

Sci

entif

ic R

easo

ning

App

lied

to O

ur L

ives

?22

5

How

Doe

s Sc

ient

ific

Rese

arch

Impa

ct S

ocie

ty?

Less

on 3

0

1.H

ow c

an s

cien

ce h

ave

a po

sitiv

e im

pact

on

soci

ety?

Scie

ntifi

c di

scov

erie

s ca

n ha

ve p

ract

ical

ap

plic

atio

ns t

hat

imp

rove

our

daily

live

s.

2.H

ow is

Bor

laug

an

exam

ple

of a

sci

entis

t w

ho is

mor

e in

tere

sted

in

his

or h

er w

ork

than

in w

hat

it pa

ys?

He

gave

up

a la

rge

sala

ry t

o tr

y to

hel

p M

exic

o fe

ed it

s gr

owin

g

pop

ulat

ion.

3.W

hat

are

som

e re

cent

exa

mpl

es o

f pr

actic

al a

pplic

atio

ns o

f te

chno

logy

?

Exam

ple

s in

clud

e co

mp

uter

tec

hnol

ogy,

suc

h as

tab

lets

and

cel

l

pho

nes.

4.W

hy w

ere

Borla

ug’s

tec

hnol

ogie

s so

impo

rtan

t?

His

tec

hnol

ogie

s en

able

d un

derd

evel

oped

cou

ntrie

s to

incr

ease

the

ir

crop

pro

duct

ion

and

ther

efor

e fe

ed m

ore

peo

ple

.

5.W

hy is

brin

ging

wat

er t

o dr

y re

gion

s im

port

ant

to t

he G

reen

Rev

olut

ion?

Plan

ts n

eed

wat

er t

o ca

rry

out

pho

tosy

nthe

sis.

With

out

wat

er,

crop

s

will

die

.

6.H

ow is

sci

ence

diff

eren

t fro

m t

echn

olog

y?

Scie

nce

is a

sea

rch

for

answ

ers

abou

t ho

w t

he n

atur

al w

orld

wor

ks.

Tech

nolo

gy is

the

ap

plic

atio

n of

sci

entif

ic k

now

ledg

e to

soc

iety

.

Scie

nce

• L

evel

E

Copy

ing

is il

lega

l.

Mea

surin

g U

p to

the

Tex

as E

ssen

tial

Know

ledg

e an

d Sk

ills

224Le

sson

30

How

Doe

s Sc

ient

ific

Rese

arch

Impa

ct S

ocie

ty?

9781

6409

0297

8_TX

5_M

UD

_Sci

_ATE

_int

erio

r.ind

b 1

1397

8164

0902

978_

TX5_

MU

D_S

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:36:

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2:3

6:35

PM


1

How

doe

s th

e di

scov

ery

of a

mot

or

impa

ct s

ocie

ty?

A

It p

rovi

des

tran

spor

tatio

n

B

It p

ower

s to

ols

that

do

wor

k

C

It e

nabl

es m

edic

al e

quip

men

t to

run

D

All

of t

hese

[TEK

S 5.

3(C

), D

OK

3]

2

Sci

entis

ts f

irst

dis

cove

red

DN

A in

186

8,

but

it w

as n

ot u

ntil

1953

tha

t th

ey

built

the

first

acc

urat

e m

odel

of

it. H

ow

long

did

it t

ake

for

them

to

perf

ect

the

tech

nolo

gy t

o m

ake

an a

ccur

ate

mod

el

of D

NA?

F 76

yea

rs

G

78 y

ears

H

82 y

ears

J 85

yea

rs[T

EKS

5.3(

C),

DO

K 2]

3

How

did

Nor

man

Bor

laug

’s r

esea

rch

impa

ct s

ocie

ty?

A

He

deve

lope

d te

chno

logi

es t

o de

crea

se w

heat

pro

duct

ion.

B

He

foug

ht a

gain

st w

orld

wid

e hu

nger

and

pov

erty

.

C

He

deve

lope

d a

mac

hine

tha

t m

akes

foo

d.

D

He

mad

e m

edic

al a

dvan

ces

in t

hird

w

orld

cou

ntries

.[T

EKS

5.3(

C),

DO

K 1]

Use

th

e g

rap

h t

hat

sh

ows

the

wor

ld’s

p

opu

lati

on g

row

th s

ince

17

50

to

answ

er q

ues

tion

s 4

an

d 5

.

Population (Billions)

Population (Billions)

10 8 6 4 3 2 1 0 1750

1800

1900

Year

1850

1950

2000

2050

10 8 6 4 3 2 1 0

Wor

ld P

opul

atio

n D

evel

opm

ent

Dev

elop

ing

coun

trie

s

Dev

elop

ed c

ount

ries

4

Bor

laug

kne

w t

he w

orld

’s f

ood

supp

ly

coul

d no

t su

ppor

t its

pop

ulat

ion.

Wha

t w

as t

he w

orld

pop

ulat

ion

whe

n Bor

laug

be

gan

his

wor

k in

Mex

ico

in 1

944?

F A li

ttle

mor

e th

an 1

bill

ion

peop

le

G

A li

ttle

mor

e th

an 2

bill

ion

peop

le

H

A li

ttle

mor

e th

an 6

bill

ion

peop

le

J A li

ttle

mor

e th

an 8

bill

ion

peop

le[T

EKS

5.3(

C),

DO

K 3]

5

Abo

ut h

ow m

any

peop

le a

re e

xpec

ted

to b

e liv

ing

in d

evel

opin

g co

untr

ies

in

2050

and

will

nee

d to

be

fed?

A

Abo

ut 4

bill

ion

B

Abo

ut 6

bill

ion

C

Abo

ut 7

bill

ion

D

Abo

ut 1

0 bi

llion

[TEK

S 5.

3(C

), D

OK

3]

1

4

5

★As

sess

men

t

DIR

ECTI

ON

S

Rea

d e

ach

qu

esti

on.

Then

cir

cle

the

lett

er f

or t

he

corr

ect

answ

er.

Mas

tery

Educ

atio

n.co

m

Copy

ing

is il

lega

l. Un

it 7

• H

ow Is

Sci

entif

ic R

easo

ning

App

lied

to O

ur L

ives

?22

7

How

Doe

s Sc

ient

ific

Rese

arch

Impa

ct S

ocie

ty?

Less

on 3

0

★Pr

acti

ce

DIR

ECTI

ON

S

Rea

d e

ach

qu

esti

on.

Then

cir

cle

the

lett

er f

or t

he

corr

ect

answ

er.

1

Whi

ch is

an

exam

ple

of t

echn

olog

y he

lpin

g sc

ient

ists

ask

and

ans

wer

qu

estio

ns?

A

Mic

rosc

ope

B

X-Ra

y

C

Com

pute

r ap

plic

atio

n

D

All

of t

hese

[TEK

S 5.

3(C

), D

OK

2]

2

For

wha

t w

as N

orm

an B

orla

ug k

now

n?

F Fa

ther

of

Whe

at P

rodu

ctio

n

G

Fath

er o

f Te

chno

logy

H

Fath

er o

f th

e G

reen

Rev

olut

ion

J Fa

ther

of

the

Am

eric

an R

evol

utio

n[T

EKS

5.3(

C),

DO

K 1]

3

How

did

Bor

laug

’s s

cien

tific

res

earc

h he

lp s

ocie

ty?

A

He

deve

lope

d a

com

pute

r ap

plic

atio

n to

pro

duce

mor

e fo

od.

B

He

deve

lope

d th

e te

chno

logy

to

grow

whe

at.

C

He

deve

lope

d a

scan

tha

t co

uld

X-ra

y a

grai

n of

whe

at.

D

He

look

ed f

or s

trai

ns o

f w

heat

tha

t w

ere

natu

rally

res

ista

nt t

o di

seas

e.[T

EKS

5.3(

C),

DO

K 1]

4

The

scie

nce

of a

pply

ing

know

ledg

e to

pr

actic

al p

urpo

ses

is —

F lu

ck

H

a gu

ess

G

tech

nolo

gy

J a

hypo

thes

is[T

EKS

5.3(

C),

DO

K 1]

5

As

a re

sult

of B

orla

ug’s

wor

k in

M

exic

o —

A

the

whe

at c

rop

dim

inis

hed

in

that

cou

ntry

B

the

coun

try

no lo

nger

had

to

impo

rt w

heat

to

feed

its

peop

le

C

anot

her

scie

ntis

t de

velo

ped

a w

ay

to g

row

whe

at

D

Bor

laug

did

not

get

any

rec

ogni

tion

[TEK

S 5.

3(C

), D

OK

1]

6

Usi

ng t

echn

olog

y, s

cien

tists

dis

cove

red

germ

s lik

e ba

cter

ia a

nd v

irus

es.

How

di

d th

is im

pact

soc

iety

?

F It

incr

ease

d th

e am

ount

of

germ

s in

the

wor

ld.

G

It h

elpe

d to

iden

tify

dise

ases

.

H

It w

as a

n im

port

ant

step

in f

indi

ng

way

s to

fig

ht d

isea

ses.

J It

hel

ped

to id

entif

y di

seas

es a

nd

was

an

impo

rtan

t st

ep in

fin

ding

w

ays

to f

ight

the

m.

[TEK

S 5.

3(C

), D

OK

3]

6

Scie

nce

• L

evel

E

Copy

ing

is il

lega

l.

Mea

surin

g U

p to

the

Tex

as E

ssen

tial

Know

ledg

e an

d Sk

ills

226Le

sson

30

How

Doe

s Sc

ient

ific

Rese

arch

Impa

ct S

ocie

ty?

9781

6409

0297

8_TX

5_M

UD

_Sci

_ATE

_int

erio

r.ind

b 1

1497

8164

0902

978_

TX5_

MU

D_S

ci_A

TE_i

nter

ior.i

ndb

114

10/3

/201

8 2

:36:

35 P

M10

/3/2

018

2:3

6:35

PM

Grade 5 | Lessons 7, 27, 30 The sample pack features

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Transcript of Grade 5 | Lessons 7, 27, 30 The sample pack features