Grade 7 Elevate Science Workbook

______ 4. Terry wishes he could magnify the cells even more so he could see more details.
He
suggests, “If we had an electron microscope, we could see all of the cells inside these cells, and
even the cells inside those smaller cells!” James disagrees with Terry’s thinking. What is wrong with
Terry’s suggestion?
A. It is not possible to see anything smaller than a cell with a microscope.
B. Electron microscopes are not as powerful as compound light microscopes.
C. Cells are the basic unit of life, and they do not have more cells inside them.
D. Terry could see the cells inside these cells if he focused the Microscope’s lenses properly.
Improvements in technology over centuries enabled scientists to develop the cell theory. Number
the events below in the correct order.
______ Schleiden and Schwann concluded after many observations that all plants and animals are
made of cells.
______ Scientists had very little idea of the structure of organisms.
______ Leeuwenhoek and Hooke used microscopes to observe cells in dead plants and tiny
organisms swimming in water.
______ Electron microscopes enabled scientists to see cells in great detail.
Write an answer for the following question in the space provided.

James looks into the microscope and sees that Terry has done a good job
of focusing on the sample, but the cells are still too small to see much detail. James
looks again at the microscope and figures out a way to see the cells much better.
Predict how James will improve the view of the sample. How will the magnification
and resolution of the image change?
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Topic 1
Name: _______________________________ Date: __________
Lesson 2: Cell Structures
Use the information below to answer question 1.

Before a new medicine is approved, scientists study the effects the medicine has on different
parts of the body. Often, a medicine is tested on mice before it is tested on humans. All the
cells in the illustration below came from the same mouse.
Write the letter of the correct answer on the line at left.
______ 1. If all of these cells are mouse cells, why do they look so different from each other?
A. Cells change shape as they get older.
B. Different cells specialize in different functions.
C. Each kind of cell is from a different organ system.
D. Different-shaped cells came from different ancestors.
Circle the words that correctly complete the sentences.
2. Alicia volunteered to become an organ and tissue donor when she got her state ID. If Alicia
dies, she can help to improve others’ lives. Her heart tissue, skin, bones, and veins can all
be transplanted into a patient in need. A group of similar (cells / organ systems /
organelles / molecules) make up a tissue. Several tissues make up an (organ system /
organ / organism / organelle).
Use the information below to answer questions 3, 4, and 5.

All the organelles in a cell work together to help the cell and the whole organism
function. Some diseases are caused by the failure of one type of organelle.
Write the letters of the correct answers on the lines at left.
______ 3. Lauren has cystic fibrosis. Her body is unable to control the flow of salt into and out of
her cells. Lauren’s symptoms include coughing and wheezing when she tries to exercise. She
receives breathing treatments that let her swim, dance, and sing. Which organelle is affected by
Lauren’s disease?
A. endoplasmic reticulum
B. cell membrane
C. cytoplasm
D. cell wall
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______ 4. A mosaic is a picture made up of small colored pieces. Mosaic viruses
cause plant leaves to look like mosaic art. A mixture of dark and light green patches
appear on the leaves. The light green patches are not able to capture much
energy from sunlight. Which organelle is affected by mosaic viruses?
A. vacuole
B. mitochondrion
C. chloroplast
D. cell wall
______ 5. Joe’s cells can’t convert food energy effectively into energy they can use. As a result, he
gets extremely tired, has weak legs, and can’t breathe well. Joe swims every day to keep his
body as strong as possible. Which organelle is affected by Joe's disease?
A. nucleus
B. mitochondrium
C. lysosome
D. chloroplast
6. Dr. Lopez studies the cells of oak trees that grow on steep hills. He is
learning how the trees can support themselves and get enough food. The trees have
very different needs than animals. Describe two structures found in plant cells but not
in animal cells. How do these structures help plant cells to meet a plant’s needs?
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Topic 1:
Name: _______________________________ Date: __________
Lesson 3: Obtaining and Removing Materials
Use the information below to answer question 1.

An amoeba is a single-celled organism. Amoebas extend their cell membrane around a food
particle or prey organism. Then, they bring the food into the cell, as is shown in the illustration.

______ 1. Which term best describes the cell process amoebas use to get food?
A. exocytosis
B. endocytosis
C. passive transport
D. facilitated diffusion
Choose a word to correctly fill in the blank in the paragraph below.
2. Talitha is performing an experiment on how plants get water up to their leaves. She adds
two drops of blue food coloring to a beaker of water. Then, she hears a fire alarm and heads
outside. When Talitha gets back to the classroom, the water in the beaker is all pale blue.
She recognizes that the process of __________________ has caused the dye to spread
evenly through the water.
Use the information below to answer questions 3-6.
Cholera (CALL er uh) is a disease caused by Vibrio cholerae bacteria. Cholera gets into the body
through contaminated water or food. Severe diarrhea from cholera can kill a person in just a few
hours.
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______ 3. In the first stage of cholera, the bacterium finds a host cell in the small intestine. The
bacterium then releases toxic proteins called toxins near the host cell. Through which process
could a large molecule such as a protein leave the cholera cell?
A. osmosis
B. diffusion
C. exocytosis
D. endocytosis
In the cell membrane. Soon, the cell has a lower concentration of chloride than the intestinal
fluid. Which process could the cell use to eject the chloride?
A. The cell uses passive transport and chloride ions diffuse across the cell membrane.
B. The cell uses active transport and chloride ions diffuse across the cell membrane.
C. The cell uses passive transport to pick up chloride ions and move them across the cell membrane.
D. The cell uses active transport to pick up chloride ions and move them across the cell membrane.
5. The cholera toxin causes intestinal cells to pump out their chloride ions. Soon, there is almost no
chloride in the cell, but still a lot of water. Predict what happens next, describe how it happens, and
explain the effect it has on the cells.
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Topic 1:
Name: _______________________________ Date: __________
Lesson 4: Cell Division
______ 1. A young deer needs cell division to grow to its full size. However, a
deer’s cells continue to divide through its whole life. Why do an adult
deer’s cells continue to divide? Choose the two statements that apply.
A. Cell division prevents cancer.
B. Cell division improves the deer memory.
C. Cell division repairs damage from injuries.
D. Cell division replaces old or diseased cells.
E. Cell division helps the deer eliminate wastes.
______ 2. Cells start to divide when they receive a signal. They continue to divide until they
get another signal to stop. A cell with damaged DNA may not respond to the stop signal. The
cell can become cancerous and divide uncontrollably. The cancerous cell and all its daughter
cells can form a tumor. During which step of the cell cycle does a cell get a signal to begin cell
division?
A. cytokinesis
B. interphase
C. prophase
D. telophase
______ 3. In 1825, French scientist François-Vincent Raspail became the first scientist to observe
that every cell is produced through cell division. How is cell division different in single-celled
organisms than in multi- celled organisms?
A. Single-celled organisms duplicate their genetic material twice during cell division.
B. Cytokinesis divides single-celled organisms into three daughter cells.
C. There is no metaphase for single-celled organisms.
D. Cell division results in reproduction in single-celled organisms.
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Use the information below to answer questions 4 and 5.
Andrea and Kamar are inspecting microscope slides. Each slide shows a cell or cells. The students’
task is to identify which stage of the cell cycle each slide shows. Kamar reads, “Squamous cells from
human cheek swab.” “I recognize this one. It’s in interphase,” says Andrea, peering into the
microscope.
______ 4. Based on Andrea’s observation, what might have been happening in the
cells at the time they were collected?

A. Two separate nuclei could have been forming.
B. The cells could have been growing to their full size.
C. The cell’s DNA could have been condensing into separate chromosomes.
D. The cell membrane could have been squeezing in around the middle of the cell.
Write an answer for the following question in the space provided .

5. Kamar looks at the slide, which is illustrated in the drawing below. “It kind of
looks like telophase. Do you see that the genetic material is already divided in two?”
Andrea takes a turn at the microscope. “Yes, but what’s that line going down the
middle? Are these two different cells?” she asks.
Identify what kind of cell or cells Andrea and Kamar are examining. Then, describe what is
happening to the cell or cells.
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Topic 1
Name: _______________________________ Date: __________
Lesson 5: Photosynthesis (use with pages 166– 171)

______ 1. The coral reef ecosystem is full of interactions among organisms. Large fish called
barracuda feed on smaller fish called parrot fish. The parrot fish feed on algae. Which of these
living things would be responsible for releasing oxygen from the process of photosynthesis?
A. parrot fish
B. algae
C. barracuda
D. large fish
Use the information below to answer questions 2-4.

The Arizona poppy is a plant that is native to the southwestern United States. Its
orange flower blooms in the summer, and the plant is covered in small hairs. It is an
important part of the ecosystem, as at least 46 different species of insects visit the
flower for food.
2. Because the Arizona poppy is a plant, it undergoes the process of photosynthesis.

Which of the compounds in the word bank would the plant require as inputs for
photosynthesis, and which would be considered outputs? Write each word from the
word bank in the correct column in the table.
carbon dioxide • sugar • oxygen • water

______ 3. As an Arizona poppy plant carries out photosynthesis, which of the
following would not occur during stage 1 of the process?

A. Chlorophyll absorbs light energy.
B. Oxygen is released as waste.
C. Water splits into hydrogen and oxygen.
D. Carbon dioxide is used to make glucose.
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4. The Arizona poppy has adapted to living in areas that receive less rain, but there are
still periods of time that a drought occurs. What part(s) of photosynthesis would the
plant not be able to perform if there is no rain? What would be the long-term effects
on the plant if the drought were to continue? Explain your answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

______ 5. All living things need energy to survive. The most common source of energy
for organisms is glucose molecules, which are used as food. A plant’s food is no exception. Where
do plants get the carbon needed to make glucose molecules during the process of photosynthesis?
A. from the ground
B. from the air
C. from the water
D. from the sun
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Topic 1:
Name: _______________________________ Date: __________
Lesson 6: Cellular Respiration
1. In the paragraph below, select a word from each of the word banks to correctly
complete the sentences.
Word Bank 1: alcoholic fermentation • cellular respiration • photosynthesis •
lactic acid fermentation
Word Bank 2: intestines • mitochondria • muscles • cytoplasm
Word Bank 3: mitochondria • muscles • cytoplasm • intestines
Word Bank 4: carbon dioxide • oxygen • lactic acid • glucose
Word Bank 5: oxygen • carbon dioxide • cytoplasm • water
All plants and animals use the process of (1)_______________ to obtain energy
from food. This process begins in the (2)_________________, where glucose is
broken down into smaller molecules to produce energy. The second part of the
process takes place in the (3)_______________. Here the molecules are broken
down further and produce (4)_______________ as a waste product. In addition, the
second part of the process requires (5)_______________ in order to function.
______ 2. How is lactic acid fermentation different from the process of cellular respiration that
usually takes place in our cells?
A. Fermentation does not produce carbon dioxide.
B. Fermentation does not take place in human cells.
C. Fermentation produces more energy than respiration.
D. Fermentation does not require oxygen.
______ 3. Maria owns a bakery and bakes many different types of yeast breads. One day she
notices that the bread she baked is flat and does not contain the air bubbles that are usually
present. Which of the following would be a good explanation for what has happened to her
yeast?
A. The yeast did not produce the carbon dioxide needed for the bread to rise.
B. The yeast did not produce the alcohol needed for the bread to rise.
C. The yeast were very active and produced too much energy.
D. The yeast produced too much carbon dioxide.
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Use the information below to answer questions 4–6.
Callie did a lab during which she investigated the difference in cellular respiration rates
between two different types of corn: germinating and non-germinating. A germinating seed is one
from which a plant has started to grow. A non-germinating seed is usually dry, and a new plant
has not yet emerged. The data that she gathered are displayed in this graph:
______ 4. Which of the following statements are true concerning the data that Callie gathered
during the lab? Choose the two that apply.
A. The germinating corn seed consumed more oxygen than the non-germinating corn seed.
B. The non-germinating corn seed produced more carbon dioxide than the germinating corn seed.
C. The non-germinating corn seed performed more cellular respiration than the germinating corn
seed.
D. The germinating corn seed produced more energy than the non-germinating corn seed.
E. The non-germinating corn seed performed cellular respiration and

the germinating corn seed
performed fermentation.
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Topic 2:
Name: _______________________________ Date: __________
Lesson 1: Body Organization

______ 1. Humans have nearly 80 different kinds of organs. Each organ serves a specialized
purpose in the body. For example, the brain serves as the control center of the body. What do
single-celled organisms have that serve the same purpose as organs?
A. atoms
B. molecules
C. organelles
D. tissues
______ 2. The mesentery (MESS un tayr ee) is a structure that connects the loops of the small
intestine. The mesentery binds the intestine together so that it can’t get tangled or twisted. The
mesentery also carries blood, nerve signals, and lymph fluids to and from the intestine. Scientists
recently classified the mesentery as an organ. What must be true if the mesentery is an organ?
Choose the three statements that apply.
A. It is part of an organ system.
B. It has a specific function in the body.
C. It is composed of different kinds of tissues.
D. It is found in every type of multicellular organism.
E. It is a group of similar cells that carry out the same function.

In 2000, Bob Harmon discovered the best-preserved Tyrannosaurus rex skeleton ever found. The
fossilized dinosaur was sticking out of the wall of a canyon in Montana. Many scientists were
eager to study the fossils. Dr. Mary Schweitzer got one of the leg bones to analyze. Dr.
Schweitzer’s assistant dissolved the bones in acid and discovered that some soft tissue had
survived even after 68 million years. The discovery was a shock to the scientific community. No
one had ever found such old tissues.
______ 4. Dr. Schweitzer found structures identical to modern red blood cells and blood vessels
inside the bone. Which organ system do blood cells and blood vessels belong to?
A. circulatory system
B. nervous system
C. respiratory system
D. skeletal system
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______ 5. Before laying eggs, female birds store calcium inside their bones that they will need to
make eggshells. This layer of bone is called medullary bone. In the T. rex leg bone, Dr.
Schweitzer found tissue just like the medullary bone of birds. The dinosaur was a female! If Dr.
Schweitzer’s hypothesis is right, she is the first scientist to identify the sex of a T. rex.
Which organ system includes the bones?
A. skeletal system
B. muscular system
C. reproductive system
D. integumentary system
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Topic 2:
Name: _______________________________ Date: __________
Lesson 2: Systems Interacting
______ 1. A hedgehog lives in a backyard in England. Every night, the house owner puts out a
bowl of canned cat food and hard-boiled egg. The hungry hedgehog eats some of the food, then
stops when it is no longer hungry. This pattern helps the hedgehog to maintain a steady energy
level and weight. What is the name for keeping a stable internal environment despite changes in
the outside environment?
A. hormonal control
B. stimulus and response
C. balance
D. homeostasis
______ 2. Plant cells produce hormones that affect plant growth and behavior. Cytokinins and
auxins are two important types of plant hormones. Together, these hormones control cell division
in the plant. If cytokinin is high and auxin is low, the plant produces stems. When auxin is high and
cytokinin is low, roots grow. Plant hormones travel around plants in vessels called xylem.
Hormones also move from cell to cell in plants by diffusion or active transport. Where are
hormones produced in animals, and how are they transported throughout the body?
A. Animal hormones are produced in endocrine glands and travel through the blood.
B. Animal hormones are produced in lymph nodes and travel through the lymphatic system.
C. Animal hormones are produced inside the bones and travel through the nervous system.
D. Animal hormones are produced in sweat glands and travel through the skin.
3. Just like humans, dogs shiver and chatter their teeth when they are cold. The dog’s nervous
system and other systems interact in the temperature cycle. The result is to warm the dog to its
normal temperature. Number the steps below to indicate the order of the temperature cycle.
______ Muscles warm the body by shivering and chattering teeth.
______ The nervous system directs muscles to shiver and teeth to chatter.
______ The brain senses body temperature.
______ The brain detects that the body is too cold.

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Picture yourself hiking in a narrow canyon in Utah. The canyon is dry and it hasn’t rained for
weeks. You see some thunderhead clouds in the sky, but not one drop of rain all day. Nevertheless,
a small rush of water starts to run through the canyon, turning it into a creek. There must have
been a heavy rainfall somewhere nearby. Water runs down the sides of the canyon, forming little
waterfalls. You realize that there could be a flash flood coming! You turn quickly up a side trail to
higher ground before you are washed down the canyon.
______ 4. What are the stimulus and response in this scenario?
A. The stimulus is the rain clouds and the response is the water in the canyon.
B. The stimulus is the appearance of water in the canyon and the response is moving to higher
ground.
C. The stimulus is water running down the canyon walls and the response is little waterfalls
forming.
D. The stimulus is the rain somewhere else and the response is you realize that there could be a
flash flood.
5. As soon as you realize that you are in danger, you feel your heart speed up. You feel very aware
of your surroundings. Your whole body is preparing to run or fight for your life. Read the phrases
that describe the body’s response to sudden stress. Draw lines to match each body system to the
response it triggers.
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Topic 2:
Name: _______________________________ Date: __________
Lesson 3: Supplying Energy
______ 1. Pearl’s grandmother had a mild form of inflammatory bowel disease,

which occurs in the large intestine. What is the function of the large
intestine?
A. produces bile and filters blood
B. produces and carries out peristalsis
C. reabsorbs water and contains villi for final nutrient absorption
D. reabsorbs water and compacts wastes in readiness for elimination

Sofia’s favorite meal is breakfast, and she is careful to include healthy components along with her
favorite foods. She knows breakfast helps to keep her energy levels up until lunch.
Circle the words that correctly complete the sentences.
2. The process in which your body breaks down food into nutrient molecules is (respiration /
differentiation / absorption / digestion). (Enzymes / Atoms / Nutrients / Fibers) are the
substances in food that provide the raw materials your body’s cells need to carry out all their
essential processes.

______ 3. Sofia’s digestive system helps her body get energy from food. How do the nutrients
from food get to the body’s cells?
A. The nutrients are distributed by the digestive system to the parts of the body that need them.
B. The nutrients are picked up and transported around the body by blood from the circulatory
system.
C. The nutrients are absorbed directly into the cells that need them.
D. The circulatory system brings nutrients to the digestive system to be processed for the cells.
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4. After breakfast, Sofia’s digestive system made some nutrients available to her cells. Read
each of the phrases that describe the different nutrients from food made available by digestion.
Use the graphic organizer to match the descriptions with the nutrients they describe.
used for growth and body repair, made of amino acids • help with chemical reactions,
water-soluble or fat-soluble • used for energy, measured in calories • used for long-term energy,
saturated or unsaturated
5. Issac wants to be a doctor and is especially interested in the diagram of the digestive system he
is studying in science class. Help him label some of the major organs found in the digestive
system by placing the words from the word bank in the
correct boxes.
liver • small intestine • esophagus • large intestine •stomach
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Topic 2:
Name: _______________________________ Date: __________
Lesson 4: Managing Materials

______ 1. Lucy learns that the lymphatic system is part of the circulatory system. She wants to
learn more about it and read more carefully about the part it plays in circulation. What is the role
of lymph nodes in the lymphatic system?
A. They are found in the plasma and help fight off bacteria and other harmful microorganisms.
B. They filter plasma and return it back to the bloodstream.
C. They filter lymph by trapping harmful bacteria and other microorganisms in the fluid.
D. They transport lymph to where it is needed in the body.

After a long soccer practice, Jack felt his pulse increase. As he cooled down, his pulse began to
slow. Since he’d been studying the circulatory system in science class, he knew why his pulse
slowed.
______ 2. What is the main structure of the circulatory system that makes the blood move through
the body?
A. artery
B. lymph vessels
C. heart
D. lungs
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Choose the words or phrases from the word bank that correctly complete the sentence.
3. Jack knows that the blood vessels carry oxygen to the body and pick up carbon dioxide.
veins • capillaries • blood vessels • arteries

_______________ carry blood away from the heart, while
_______________ carry blood back to the heart.
4. Order the phrases correctly to show the path of blood flow in the circulatory system. Start
with the blood traveling from the lungs.
______ carries oxygen and nutrients to the body cells
______ moves to right ventricle and to lungs
______ returns to right atrium
______ blood travels from the lungs to the left atrium
______ blood picks up waste products such as carbon dioxide
Circle the words or phrases that correctly complete the sentence.

5. David’s father is on dialysis because his kidneys have failed. He has to go regularly to have
his blood filtered.
The kidneys are composed of (blood cells / nephrons / water and urea / proteins) that
filter the blood and remove (blood / nephrons / sweat / wastes) and needed materials from
the blood before returning the needed materials and moving to excrete the urine.
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Topic 2:
Name: _______________________________ Date: __________
Lesson 5: Controlling Processes

Robert picks up a metal pan lid that was covering a pot of boiling water, and he drops it
immediately. Cells in his fingers sent the message that his fingers had touched heat.
1. Read each of the phrases that describe the cell and cell parts that send messages to the
brain. Use the graphic organizer to match the descriptions with the cells they describe.
cell that carries information through the nervous system • receives information and sends
it away from the cell • branched structure that picks up information

______ 2. The message carried is the nerve impulse, which is transmitted to nearby cells. What is
the space where one neuron can transmit the impulse to another neuron called?
A. peripheral
B. stimuli
C. synapse
D. signal
______ 3. This response is automatic and occurs without a conscious thought. What is this
response an example of?
A. reflex
B. instinct
C. synapse
D. neuron
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4. Rosa hit her elbow on a cabinet and felt a tingling in her arm. The tingling
settled down after a few minutes. She knew it was a nerve she had hit, so she looked
at a diagram to see where the nerves were located. She also looked at the other major parts of the
nervous system. Label the parts of the nervous system by placing the words from the word
bank in the correct boxes.
peripheral nerves • spinal cord • brain
Choose the words or phrases from the word bank that correctly complete the sentence.
5. Each spinal nerve has axons of sensory and motor neurons. The peripheral nervous
system has 43 nerves and connects the central nervous system to the rest of the body.
neurons • autonomic nervous system • spinal cord • somatic nervous system
The ____________________ controls actions such as texting or kicking a ball, while the
____________________ controls actions such as digestion and rate of breathing.
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Topic 3:
Name: _______________________________ Date: __________
Lesson 1: Patterns of Reproduction
Fill in the blank with a word that correctly completes the sentence.
1. Flatworms have a remarkable ability to generate a whole body from any small piece. This
multi-headed worm in will split apart and grow into several complete, separate individuals.
Offspring that are genetically identical to the parent are produced by_______________
reproduction.

______ 2. Ella and Olivia are sisters. Both sisters are taller than average, but each sister has specific
traits the other sister does not. Ella is a competitive swimmer who trains outside in the summer.
Her hair is bleached blond by the sun and chlorine in the pool water. Her many hours of practice
have made her fit and muscular. Olivia loves to help people and wants to become a nurse someday.
She volunteers every week at the nursing home where her great-grandmother lives. She walks the
residents to and from their daily activities, and in the evening during dinner, plays the piano
beautifully for them. Which of the following traits is inherited?
A. height
B. piano skills
C. sun-bleached hair
D. strong muscles
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3. Ty has two pet mice. One mouse has the gene for black fur color and the other mouse has
the gene for white fur color. The female mouse is pregnant now, and Ty wonders what color
or colors the baby mice will be. Read each phrase in the right column that describes a way
that the white and black fur alleles could interact. Then draw lines to match the pattern of
dominance in the left column with the correct offspring description in the right column.

Normal red blood cells slide easily through narrow blood vessels. In sickle cell disease,
many red blood cells change to a crescent shape like a slender moon. Crescent-shaped
blood cells cause blockages in blood vessels. These blockages decrease the transport of
oxygen. People with sickle cell disease often have sharp pains due to the lack of oxygen in
parts of the body.
______ 4. Sickle cell disease is caused by an abnormal type of red blood cell gene inherited by the
parents. What is the name for different forms of the same gene?
A. recessive genes
B. dominant genes
C. traits
D. alleles
______ 5. The sickle cell version of the gene that causes sickle cell disease is recessive. Suppose
that two parents with no symptoms have a child with sickle cell disease. What genes did the child
inherit from the parents?
A. The child must have inherited the sickle cell gene from their mother and the normal gene from
their father.
B. The child must have inherited the normal gene from their mother and the sickle cell gene from
their father
C. The child must have inherited sickle cell genes from both parents.
D. The child must have inherited normal genes from both parents.
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Topic 3:
Name: _______________________________ Date: __________
Lesson 2: Plant Structures and Reproduction

Catherine works in a plant nursery and likes all the brightly
colored flowers there. She asks the
owner about them and is surprised to learn that all flowers have two stages in their life cycle.
______ 1. What are the two stages plants go through during their life cycle?
Choose the two that apply.

A. sporophyte
B. fertilization
C. zygote
D. gametophyte
______ 2. What is the ripened ovary of an angiosperm called?
A. pollen
B. sepal
C. stamen
D. fruit
______ 3. Brady took a cutting from a sweet potato vine in his family garden and
placed the vine in a small vase filled with water. After about a week, tiny
roots had begun to grow. What is this an example of?
A. sexual reproduction
B. asexual reproduction
C. fertilization
D. vascular reproduction.

4. Caroline and her family often visit northern New Mexico during their summer vacation,
and she likes observing the pine cones that fall from the Ponderosa pines. She learns
that gymnosperms have adaptations that help them reproduce.
The female cone has a sticky substance on the outside and a(n) (fruit / ovule / scale /
seed) inside it, while the male cones have (sticky / lightweight / wet / deeply rooted)
pollen that can blow.
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5. Oliver notices a flower growing in his front flowerbed. It is one he has never seen
before, and he knows he didn’t plant this flower. Flowering plants have developed
ways to disperse seeds in different ways for a reason. Describe two ways seeds are
dispersed, and explain why it is important for them to be spread in different places.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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Topic 3:
Name: _______________________________ Date: __________
Lesson 3: Animal Behaviors for Reproduction

______ 1. Ethan went with his family to Florida for vacation and had the opportunity to
observe sea turtles hatching. After breaking out of their shells, the young hatchlings headed
toward the ocean as quickly as possible. What kind of behavior were the hatchlings exhibiting?
A. avoidance
B. navigation
C. migration
D. instinct

2. Ally sees a photograph of a macaroni penguin that lives in South Georgia, a sub-Antarctic
island. She reads more about these penguins and learns that they mate for life. She knows that
not all animals mate for life and that there are various combinations of mating systems.
Describe two of the mating systems, and explain why different systems exist.
Write the letters of the correct answers on the line at left.

______ 3. Animals communicate for various reasons, but one main reason is for reproduction. In
what ways do animals communicate with other members of their species with the goal of
reproduction? Choose the three that apply.
A. sound
B. aggression
C. pheromones
D. defending territory
E. displaying bright colors
______ 4. Migratory behaviors are another reproductive strategy practiced by the

musk ox. Migration is the regular, seasonal journey from one place to
another and then back again. For what reasons do animal migrate?
Choose the three that apply.
A. to find a better climate
B. to protect the offspring of the group
C. to find more food
D. to gather for mating
E. to increase their population
27
5. Carolina saw a picture showing fish in a group, and as she looked at the
image, she realized what was occurring as she’s recently learned about it in class.
This image is an example of (survivorship / courting behavior / external fertilization /

internal fertilization), where the eggs that get fertilized will (have a few that survive / all
grow to adulthood / develop outside the female’s body / develop inside the female’s
body).
Use the information below to answer questions 6.

Daniel reads about survival and reproductive strategies of animals. He is surprised at the complexity
of behaviors different kinds of animals practice. He is especially interested in the musk ox.
6. A group of musk oxen protects their young by forming a cirlce around them.
The adult oxen stand with their heads outward to face an enemy. The young remain
protected within the circle.
This is an example of a (migratory behavior / cooperative behavior / fertilization
strategy / herd instinct) in which the musk oxen help protect the (habitat / mates /
offspring / food) of the other group members.
28
Topic 4:
Name: _______________________________ Date: __________
Lesson 1: Living Things and the Environment
Circle the word or phrase in each set of parentheses that correctly completes the sentence.
1. Limiting factors cause the sizes of populations to (stop decreasing / stop
increasing) or to (increase / decrease).
Write the words from the word bank in the correct order.
2. A forest ecosystem has different levels of organization. Write the levels of
organization of the ecosystem in order so the smallest level with the fewest living
things is on the top.
ecosystem • organism • community • population
_______________
____________________
_________________________
______________________________

______ 3. Groundhogs inhabiting a meadow environment drink water and rely on
plants, including clover, for food. Which of the following terms describe
both the water and the clover that the groundhogs consume? Choose
all that apply.
A. limiting factors
B. abiotic factors
C. biotic factors
D. resources
29
Use the information and the graph below to answer questions 4 &5.
The American Plains bison is a grasslands species that eats mostly grasses. By the late 1800s, hunting
came close to causing this animal to disappear from the western United States. In the early 1900s,
landowners and the U.S. government took steps to save the bison. The graph shows data collected in
northern Yellowstone National Park between 1902 and 1915.
______4. What information do the y-axis values on the graph represent?

A. population size
B. community size
C. species birth rate
D. population density
______5. Which of the following events could have caused the change shown in the graph?
Choose all that apply.
A. natural disaster
B. decrease in food
C. increase in shelter
D. departure of bison
E. decrease in hunting of bison
30
Topic 4:
Name: _______________________________ Date: __________
Lesson 2: Energy Flow in Ecosystems

______ 1. In a prairie ecosystem, nitrogen and other matter builds up in animal
wastes. Which organisms return this matter to the ecosystem by
breaking down wastes?
A. producers
B. decomposers
C. primary consumers
D. secondary consumers
Complete the statement with a word or phrase.

2. A desert ecosystem includes grasses, mice, snakes, and hawks. As you move up the energy
pyramid in this ecosystem, each level has _______________ energy than the one below.
Use the word bank to classify the organisms.

3. For each organism and energy transfer described, write the energy role that
the organism is performing within its ecosystem.
consumer • producer • decomposer
4. Energy and matter cycle through a beach ecosystem on the Gulf of Mexico. Identify one kind of
model you can use to show the path of energy and matter through this ecosystem. Describe one
limitation and one benefit of using the model to show those processes.
31
Use the information and the chart below to answer questions 5 and 6.
Dr. Hernandez is a biologist investigating the ecosystem of the lightning whelk, a sea snail
found along the Atlantic coast. She collects data about the whelk and its relationship to
other organisms in its ocean ecosystem. She records the data in the table.
______ 5. Based on the data in the table, how should she classify the whelk?
A. carnivore
B. herbivore
C. omnivore
D. scavenger
6. Use information in the table to complete the model showing the flow of energy
among the organisms. Draw lines to indicate the order in which the organisms should
appear.
32
Topic 4:
Name: _______________________________ Date: __________
Lesson 3: Cycles of Matter
______ 1. Jim is a long-distance runner. After one of his workouts, drenched in sweat, he
headed back to his house to eat lunch. After lunch he noticed that he was completely dry. Which of
the following terms explains the part of the water cycle that Jim experienced between the end of
his run and after lunch?
A. evaporation
B. precipitation
C. condensation
D. decomposition
2.In the paragraph below, select a word from each of the word banks to correctly complete the
sentences.
Word Bank 1: Law of Conservation of Energy • Law of Conservation of Mass
Word Bank 2: plants • bacteria • fungi
Word Bank 3: bacteria • plants • animals
Word Bank 4: fungi • plants • animals
According to the (1)_____________________________, there is a fixed amount of
nitrogen on Earth. Nitrogen that exists in the air is fixed by (2)_________________
in root nodules. This allows it to exist in the soil. (3)_______________ then use the
nitrogen to make proteins and other complex compounds. When animals eat the
plants, the nitrogen is then transferred to their bodies. When these organisms die,
the nitrogen is broken down by (4)_______________ and returned to the air by
bacteria.
33
3.Write an answer for the following question on the line provided.
Baruch is interested in the carbon cycle. He learns that carbon enters the forest
from the atmosphere by the sugar-making process of ____________________.

Ally is a junior high student who has just learned about the carbon cycle in school. She is
concerned about the environment and decides to construct a model of the carbon cycle in her
community.

______ 4. What could both add and remove carbon from the atmosphere in the model above?
A. the car
B. the deer
C. an insect
D. the tree
5. Ally wants to reduce the amount of carbon dioxide in her local area. What
are two different things that Ally could do to reduce the amount of carbon dioxide in
the atmosphere? Explain how each would reduce the amount of carbon.
34
Topic 5:
Name: _______________________________ Date: __________
Lesson 1: Interactions in Ecosystems

1. Two species of turtles in a pond use the same species of fish as their food.
The struggle of the turtles to survive as they use the same limited resource is called
_______________.
______ 2. In a garden ecosystem, a bee has a relationship with a flowering plant.
The relationship is an example of mutualism. How are the bee and the
plant affected in this relationship?
A. The bee and the plant both benefit.
B. The bee and the plant are both harmed.
C. The bee is harmed and the plant benefits.
D. The bee benefits and the plant is harmed.
______ 3. In the Everglades, a heron has relationships of predation with different

organisms. Which organism in the food web below represents the
heron’s prey?
A. bladderwort
B. carp
C. turtle
D. alligator
35
Use the information below to answer questions 4–6.
Jamal investigates several interactions among organisms in a woodland ecosystem. He
observes that coyotes hunt and kill white-tailed deer. He learns that lungworms live in the
lungs of the deer, making it difficult for the deer to breathe. He also learns that larvae of
nasal bot flies live in the nasal passages of the deer and cause them minor harm.
______ 4. Which sentence describes the lungworms and fly larvae?
A. They are both hosts.

B. They are both predators.
C. They have different niches in the same habitat.
D. They compete for the same resources in a shared niche.
______ 5. Which of the following relationships is an example of parasitism?
Choose all that apply.
A. coyote and deer
B. deer and lungworm
C. coyote and lungworm
D. deer and nasal bot fly
E. lungworm and nasal bot fly
6. Suppose that more coyotes move into the woodland. How would this
change affect the other populations that Jamal observes? Explain your answer.
36
Topic 5:
Name: _______________________________ Date: __________
Lesson 2: Dynamic and Resilient Ecosystems

Use the word bank below to complete the paragraph.
primary secondary pioneer mature
1. In Hawaii, new land forms when lava erupts from Kīlauea volcano and hardens. The new land is
without any living things. The first organisms to populate the surface of that new land are known as
_______________ species. With time, a series of changes called _______________ succession
occur, through which the new land becomes colonized by a variety of organisms.
______ 2. The state of Florida purchased farmland from landowners in the Everglades to stop
farming activities there. The farmlands were once wetlands that were drained for growing crops.
The state also removed structures that had previously disrupted the water’s natural flow. What
will most likely happen if farming stops and water flows on this land again?
A. Populations of native wetland plants will recolonize the land.
B. Populations of native wetland animals will emigrate from the land.
C. The community of organisms currently living there will remain the same.
D. A new community of woodland organisms will develop through
primary succession.
______ 3. Logging involves people cutting down trees to acquire timber for uses
such as building homes and making paper. How would logging affect a
pine forest ecosystem? Choose all that apply.
A. It would remove all the soil from the area.
B. It would change the plant populations in the area.
C. It would remove all the populations from the area.
D. It would change the animal populations in the area.
37
Use the following information to answer questions 4 and 5.
A small, rocky island is home to a community of organisms. They include birds, insects, lichen,
moss, shrubs, and small plants. Flooding during a storm damages the ecosystem, except for the
lichen and moss.
4. Predict how the ecosystem changes immediately during the flood, after the floodwater drains,
and over time.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

______ 5. Two students observe the changes to the island community during and after the storm.
Chinh classifies the changes as primary succession, whereas Brenda classifies them as secondary
succession. Which argument is supported by the evidence?
A. Chinh is correct because lichen and moss were the first organisms to return to the island.
B. Brenda is correct because the lichen and moss were disturbed, but remained on the island.
C. Both students are correct because the changes were caused by a natural event rather than by
human activity.
D. Neither student is correct because the changes were caused by human activity rather than by a
natural event.
38
Topic 5:
Name: _______________________________ Date: __________
Lesson 3: Biodiversity

______ 1. A healthy forest ecosystem in the Northwest is home to elk, mule deer, chipmunks,
ground squirrels, and a variety of plants. What is the relationship between biodiversity and
available resources?
A. Biodiversity is not affected by changes to available resources.
B. Biodiversity decreases the amount of available resources.
C. Biodiversity increases with abundant resources and decreases when resources are scarce.
D. Biodiversity decreases with abundant resources and increases when resources are scarce.
______ 2. Wolves were reintroduced to Yellowstone National Park in 1995. This keystone species
restored the park’s ecosystem. What is the ecological value of a keystone species?
A. They influence the survival of many other species in an ecosystem.
B. They prevent the ecosystem from changing and growing.
C. They protect land and water resources within the ecosystem.
D. They decrease the number of unwanted species in an ecosystem.
3. Steven lives on a farm in Iowa, which is known for its fertile soil and abundant crop production.
His family grows corn and raises hogs, so their livelihood is tied to the ecosystem Use the graphic
organizer to classify these words and phrases that describe the economic value of ecosystems as
direct value or indirect value.
crops recreational raw materials shade trees wetlands

activities
39
Use the following information to answer questions 4 and 5.
Jenna is studying biodiversity and the factors that affect it. She learns that many factors influence
whether an ecosystem is healthy or not, and she knows that biodiversity varies within different
ecosystems.
4. Identify and explain three factors that affect biodiversity.

______ 5. How do human activities negatively affect biodiversity? Choose the three that apply.
A. introducing invasive species
B. growing trees in deforested regions
C. enacting captive breeding programs
D. removing natural resources
E. adding carbon dioxide to the atmosphere
40
Topic 6:
Name: _______________________________ Date: __________
Lesson 1: Nonrenewable Energy Resources

Gold is a natural resource, because it occurs naturally in the environment and because humans use
it. Gold cannot be made from other substances, and there is a finite supply of it.
______ 1. Which of the following are examples of natural resources? Choose the three that apply.
A. houses
B. trees
C. sunlight
D. clothing
E. coal
F. concrete
______ 2. What is gold an example of?

A. a fossil fuel
B. a renewable resource
C. a nonrenewable resource
D. a natural pollutant

3. Dakota pumped the gasoline for his dad’s truck when they stopped to refuel. He thought
about gasoline and the fossils fuels people use every day.
The reason fossil fuels are useful is because they provide (clean energy / renewable
forms of energy / the same amount of energy as the other types of fuels / fuel that
burns much hotter than wood), but fossil fuels are harmful to the atmosphere because
they emit (less harmful gases than other fuels / multiple kinds of gases / carbon
dioxide / oxygen).
41
______ 4. Diana’s father works in Houston, Texas, as a geologist in the oil and gas industry. He
identifies locations where hydraulic fracturing, or fracking, might produce fuel resources. How does
fracking work?
A. Pressurized fluids are used to break up layers of shale rock. They force out the natural gas
trapped there, which is then collected.
B. Pressurized fluids are inserted into different kinds of rock. They force out the groundwater, and
the fossil fuels are extracted from
the groundwater.
C. Pressurized fluids are inserted into deep oil wells to get the remaining oil.
D. Pressurized fluids are inserted into known gas fields to locate the gases. The gases mix with the
liquid before they are extracted.

5. Geologists estimate that people have used about half of the petroleum resources on Earth in
the last few centuries.
The resources are being used due to a(n) ____________ population

6. Coal is a fossil fuel that we burn for fuel. We also use it in water and air purification systems,
medical equipment, and as a building material. Describe how coal is formed, where it gets its
original source of energy from, and why its distribution varies around the world. Then state
whether coal is likely being formed today.
42
Topic 6:
Name: _______________________________ Date: __________
Lesson 2: Renewable Energy Resources

Julio’s family recently installed solar panels on their house in Phoenix, Arizona. They wanted to
decrease their electrical bills, although the panels cost them some money upfront. The remaining
electrical energy in Julio’s home comes from a hydroelectric power plant.
______ 1. What kind of resource is solar power?
A. generated energy
B. short-term energy
C. nonrenewable
D. renewable
______ 2. Julio knows that hydroelectric energy is a renewable resource; however,

it has some drawbacks as well. What are the problems created by using
hydroelectric power? Choose the three that apply.
A. disrupts natural processes such as fish migration
B. must be close to a source of moving water
C. dams must be built
D. requires the use of turbines
E. affects habitats
43
3. Charlotte visited Iceland with her family one summer, and she was amazed at all the hot water
pools in the capital. She knows that these sorts of pools are not common in her state, but Iceland
has a special geographic location. Look at the diagram.
Iceland uses a large amount of (solar energy / hydroelectric energy / geothermal energy
/ biomass) because it is located over an area of (water / heat / power / wells).

______ 4. Biofuels are renewable resources because they are made from corn or
sugar cane. In what ways are biofuels and fossil fuels similar?
A. They are both examples of renewable resources.
B. They are both formed from biomass or plant-based materials.
C. They are both burned and give off emissions.
D. They both require more energy to produce or refine them than they yield.
5. Carson’s class visited a hydroelectric plant on a field trip during their study of energy. The
process interested him, and he had the chance to observe it in action. Explain how moving water
generates electrical power, and describe where it goes.
44
Topic 8:
Name: _______________________________ Date: __________
Lesson 1: Wave Properties

______ 1. Nina learns about different types of waves in her science class. What
does every type of wave transfer?

A. color
B. energy
C. heat
D. matter
2. Use the graphic organizer to classify these phrases as a type or characteristic of mechanical
waves or electromagnetic waves.
visible light • ocean waves • sound waves • must have matter to travel • travels with or without
a medium
Mechanical Wave Electromagnetic Waves
45
3. Chris creates models of two different types of waves using a computer
program. Label his models by placing the words from the word bank in the correct boxes.
compression • crest • longitudinal • rarefaction • transverse • trough

4. Transverse and longitudinal waves can combine. Describe what kind of wave is formed and how
matter moves as the wave passes through.
____________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
46
Topic 8:
Name: _______________________________ Date: __________
Lesson 2: Wave Interactions
1. Marti is sitting in the sand beside a lake. She notices the sunlight shining on the lake. Read each
sentence in the right column that describes how energy from the sun interacts with substances.
Then draw lines to match each process in the left column with an example of it in the right column.

2. Max and Jimmy want to jump on a trampoline. Max begins jumping in a steady pattern, making
small waves in the trampoline. Jimmy starts jumping on the trampoline too. Suddenly, Max goes
twice as high even though he did not put any extra effort into jumping. What type of wave
interaction is this? Explain how it occurred.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______ 3. Max and Jimmy continue jumping on a trampoline. When they jump at the same
time, Max makes a wave crest and Jimmy makes a wave trough. What type of wave interaction
occurred?
A. reflection
B. refraction
C. destructive interference
D. constructive interference
47
_______ 4. Some kids are playing with a jump rope. They notice that they can
make transverse waves when they shake the rope up and down. They shake it quickly and notice
that the wave that forms appears to be holding still. What type of wave interaction is this?
A. absorption
B. constructive interference
C. refraction
D. standing wave
5. Some students are investigating how resonance works using two tuning forks. Next to each step
in the process listed below, write a 1, 2, or 3 on the line at left to indicate the correct order of the
steps.
______ Strike one tuning fork on the edge of the table to make it vibrate.
______ The second tuning fork will begin to vibrate at the same rate as the first one.
______ Hold the vibrating tuning fork right beside the other one.
48
Topic 8:
Name: _______________________________ Date: __________
Lesson 3: Sound Waves

Juliana and Asha were using a trumpet to test how sound waves travel. Juliana blew a series of
notes through the trumpet, while Asha changed her location around the room in between each
trial.
_______ 1. Asha found that the horn sounded loudest when she was in a direct line from where the
sound originated. What is the term for this type of wave?
A. latitudinal
B. longitudinal
C. compressed
D. diffracted
_______ 2. Asha used a detector to measure how loudly Juliana was playing the trumpet. Asha put
the detector right in front of the trumpet and got a reading of 80 decibels. She then opened the
door and went down the hall a short distance, where she got a reading of 50 decibels. How much
louder was the trumpet when Asha was standing right next to it than when she was down the hall?
A. 30 times
B. 300 times
C. 100 times
D. 1000 times
_______ 3. Brianna and Roger were conducting an experiment that involved sending sound waves
through different materials. When the pair organized their data, they discovered that there was a
pattern to the speeds the sound waves traveled. What can change the speed of sound through a
material? Choose the two that apply.
A. mass
B. temperature
C. length
D. width
E. density
49
4. Jamie was practicing for his piano recital and always warmed up by playing scales.
He started at the lower notes and practiced different patterns toward the higher notes
before heading back down. As Jamie’s fingers moved across the piano keys, the
____________ changed.
Circle the words or phrases that correctly complete the sentences.

5. Quinn enjoys watching the trains go by after school. He walks to a field that is between his
school and house and sits on a large rock to wait for the train.
As the train approaches him, the sound waves are (amplified / louder / compressed /
spread out), which causes the pitch to be (compressed / higher / lower / quieter). After
the train passes Quinn, he notices that the pitch changes as the sound waves are
(amplified / louder / compressed / spread out).

6. Jonathan is working in his basement on a science fair project when his little
sister closes and locks the door. Jonathan wants to let his parents know that he is
stuck down in the basement. He can either yell as loudly as he can, bang on the
metal pipes, or bang on the concrete wall. Which should he do if he wants someone
to hear him? Explain your answer, and explain why the other options would not be as
effective.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
50
Topic 8:
Name: _______________________________ Date: __________
Lesson 4: Electromagnetic Waves

_______ 1. Light from the sun travels in electromagnetic waves. Which of these
statements describe electromagnetic waves? Choose the three that apply.
A. consist of transverse wave patterns
B. can move through a vacuum
C. caused by a vibration in a medium
D. consist of longitudinal wave patterns
E. requires a medium, such as air, to travel
F. made of vibrating electric and magnetic fields

2. Electromagnetic waves are organized in an electromagnetic spectrum from
long wavelengths to short wavelengths. The wave with the longest wavelength in the
electromagnetic spectrum is a(n) (gamma ray / ultraviolet wave / radio wave). The
wave with the shortest wavelength in the electromagnetic spectrum is a(n) (X-ray /
gamma ray / ultraviolet wave).
_______ 3. It has just stopped raining, and Tom and Amy look up and see a rainbow. They know
that the colors are arranged in wavelengths from longest to shortest, starting with red, then
orange, yellow, green, blue, and then purple. Which color has the lowest frequency?
A. green
B. purple
C. blue
D. red
51
4. Ann and Jesse’s mom is driving them to school. They are listening to music
on an FM radio station. When they ride in the car with their father, they sometimes
listen to AM radio. Ann wants to find out the difference between AM and FM radio
signals. She finds a diagram in an online search.
How do the AM and FM radio waves compare? In your answer, explain how the wavelength
affects the frequency of the radio waves.
____________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________________________________________________
52
Topic 8:
Name: _______________________________ Date: __________
Lesson 5: Light

_______ 1. Rebecca was deciding what color to paint her room. She was in between sky blue, sea
green, or canary yellow. While thinking about which color would be best, she wondered why things
had color at all, such as the sky being blue. What makes the sky appear to be blue?
A. Only blue light can pass through the atmosphere without hitting particles.
B. The particles in the atmosphere are naturally blue.
C. Only blue light is absorbed by the particles in the atmosphere.
D. Only blue light is reflected by the particles in the atmosphere.
2. Emil shows his little brother how light interacts with objects. He also teaches his brother the
difference between translucent, transparent, and opaque. Use the graphic organizer to sort
these objects from their home into their proper categories.
dirty window • wooden table • glass of water • refrigerator door • tissue paper • smart phone
protector screen
Complete each statement with a word or phrase.

3. Jocelyn was researching what makes certain surfaces have mirror-like qualities. She knows
that most mirrors are made from aluminum, as are soda cans. She wondered why she can see
her face in a mirror but not in a soda can.
The mirror is polished smooth, so that ____________ reflection occurs. The soda can,
however, has a rougher surface, so that ____________ reflection occurs.
53
Adit was running down his driveway when he tripped over his brother’s bike. He fell, skinning his
knee and chin on the pavement.
_______ 4. He wanted to learn more about the blood from his scraped knee, so he
took out his microscope and created a slide of his blood. With the
magnification provided by the microscope, Adit saw that his blood was
made up of many red cells in a clear fluid. Which of the following
provides magnification in a microscope?
A. concave mirrors
B. convex mirrors
C. concave lenses
D. convex lenses
_______ 5. Adit wanted a better look at the cut on his chin, so he used his mother’s
makeup mirror to make the area look larger. What type of mirror was
used in the makeup mirror?
A. curved
B. concave
C. flat
D. convex
54
Topic 9:
Name: _______________________________ Date: __________
Lesson 1: Electric Force

Mia is building a diorama showing the parts of an atom. She wants to better understand the effects
of electric forces. An atom is made up of particles called protons, neutrons, and electrons.

______ 1. Which of the following best describes each particle?
A. Protons are negative, neutrons are neutral, and electrons are positive.
B. Protons are neutral, neutrons are positive, and electrons are negative.
C. Protons are positive, neutrons are neutral, and electrons are negative.
D. Protons are neutral, neutrons are negative, and electrons are positive.

2. Mia learns that electric forces are (attractive / repellent / neutral / explosive) between
particles like protons and electrons. The electric forces are (attractive / repellent / neutral /
explosive) between particles like two protons. These forces can be experienced over a
distance due to (electric charge / potential energy / electric discharge / electric fields).

______ 3. Oliver builds a circuit connecting a light bulb to a battery with wires,
leaving a gap in one of the wires. He places several objects across the gap to close the loop. He
wants to see which objects allow electricity to flow and turn on the light bulb. Why do some
materials allow electricity to flow through while others do not?
A. Electricity will flow if the atoms in the material are bound tightly to each other.
B. Electricity will flow if the atoms in the material are bound loosely to each other.
C. Electricity will flow if the electrons are bound tightly to their atoms in the material.
D. Electricity will flow if the electrons are bound loosely to their atoms in the material.
55
______ 4. Potential energy is the stored energy a system has to do an action, such as when you lift
a book over your head right before you drop it. Potential energy also exists between charged
particles. Which of the following is true about the potential energy between charged particles?
Choose the two that apply.
A. Potential energy increases as like charges get closer.
B. Potential energy increases as opposite charges get closer.
C. Potential energy remains the same between like charges as they move apart.
D. Potential energy increases as any charges move closer together.
E. Potential energy decreases as like charges get closer together.

5. Jelani and Mikah are watching an approaching storm from their living room window. All of a
sudden, they see a bright flash of lightning that is soon followed by a clap of thunder. What causes
lightning? Describe each step involved in the forming of lightning, and give an example of a similar
process from everyday life.
56
Topic 9:
Name: _______________________________ Date: __________
Lesson 2: Magnetic Force

Suki was investigating magnetism with two bar magnets. She finds that her magnets stick to
some surfaces like the refrigerator door, the sink, and the window frame. The magnets did not
stick to the window glass, the door, or the wall.
______ 1. What types of material attract a magnet?

A. materials containing any type of metal
B. materials that are shiny
C. materials that contain iron
D. materials that contain another magnet
______ 2. Next, she decides to investigate their magnetic force. What tests could she perform to
determine which magnet has a stronger magnetic force? Choose the two that apply.
A. Put both magnets on a refrigerator door, and test which requires more force to pull it off the
door.
B. Put them next to each other, and test how much force is required to separate the two magnets.
C. Pour iron filings onto both magnets while they are close together and see which magnet collects
the largest pile of filings.
D. Pour iron filings onto both magnets while they are apart and see which filings arrange into lines
that are closer together.
57
______ 3. Naji was using his computer to model the strength of the magnetic field around a bar
magnet. He knows that certain parts of the magnetic field are stronger than others.
Where are the strongest and weakest parts of the magnetic field shown in the diagram?
A. strongest: A, weakest: B
B. strongest: A, weakest: D
C. strongest: C, weakest: A
D. strongest: C, weakest: B
______ 4. Justin was creating a chart comparing the potential energy between
charged particles and the potential energy of magnets. Which of the
following is true?
A. The potential energy between both like charges and like poles increases as they move closer
together.
B. The potential energy increases between like charges and decreases between like poles as they
move closer together.
C. The potential energy between both like charges and like poles decreases as they move closer
together.
D. The potential energy decreases between like charges and increases between like poles as they
move closer together.
5. The magnetic field of Earth acts very similarly to a bar magnet. The magnetic field is created by
molten iron within Earth’s core. Humans and animals rely on the magnetic field for navigation.
Describe how the magnetic field is used for navigation, and explain how it protects life on Earth.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
58
Topic 9:
Name: _______________________________ Date: __________
Lesson 3: Electromagnetic Force

Amina is constructing an electromagnet to demonstrate at the upcoming science fair. She is using
wire, a nail, and a battery.
______ 1. How would this electromagnet work?
A. The wire creates a loop between the nail and the battery, turning the nail into a magnet when
current flows.
B. The wire loops the nail to the battery so that the current can flow directly into the nail, creating
a magnet.
C. The wire loops around the nail, which becomes magnetic when the current flows from the
battery through the wires.
D. The wire loops around the nail and the battery, turning the entire system into a magnet.
______ 2. She is using identical materials to create three different electromagnets of varying
strength. How can the same materials be used to create a stronger electromagnet?
A. Add more wire in between the battery and nail so that more current can flow.
B. Place less wire in between the battery and the nail so that more current gets to the nail.
C. Add more loops of wire around the nail to increase the magnetic field.
D. Wrap fewer loops of wire around the nail to increase the magnetic field.

3. Amina also wants to make a chart to show which direction the magnetic field is flowing for each
of her electromagnets. Describe how she would determine the direction of the magnetic field for
the electromagnets. Include a description of how the magnetic field appears around looped wire.
59
4. Terrence is comparing information about solenoids and electromagnets for a class project. Read
each phrase and determine if it describes either a solenoid or an electromagnet. Write each phrase
into the correct box of the graphic organizer.
created from a stacked loop of wires • has a ferromagnetic core • used in MRI machines •
if each has the same number and tightness of loops, this is stronger

______ 5. Kira is creating a list of the possible ways that the strength of an electromagnet can be
altered. Which of the following should Kira not add to her list?
A. adding an insulator to the electromagnet
B. creating more wire loops
C. changing the current in the wire
D. spacing out the existing wire loops
60
Topic 9:
Name: _______________________________ Date: __________
Lesson 4: Electric and Magnetic Interactions

Juan sets up an experiment to test for the direction of a magnetic field. He performs his experiment
twice: once with a straight piece of wire and once with a loop, as shown in the example below.
Both wires have a current running through them from a battery.

1. Juan wants to measure the current traveling through the straight wire in his experiment. He uses
a(n) ____________ as his tool. He places the wire in between two permanent magnets to measure
the current created by the magnetic field.
______ 2. Using the right-hand rule, in which direction will the single wire move, and in which
direction will the loop rotate?
A. wire moves down, loop rotates left
B. wire moves down, loop rotates right
C. wire moves up, loop rotates left
D. wire moves up, loop rotates right
______ 3. Tom and his group were making a poster for their classroom to depict the ways that
electricity and magnetism work together. Which of the following should the group add to their
poster? Choose the two that apply.
A. A current can move a magnet.
B. A magnet placed on a wire can stop current in a wire.
C. Magnetic fields can induce a current.
D. Magnetic fields cause wires with no current to spin.
E. A current can induce a magnetic field.
61
______ 4. Kamaria explains the difference between alternating and direct currents to her younger
brother. What is the primary difference between the two currents?
A. Direct current has a constant amount of current, while alternating current has a varying amount
of current.
B. Direct current has a varying amount of current, while alternating current has a constant amount
of current.
C. Direct current keeps changing direction, while alternating current always flows in one direction.
D. Direct current always flows in one direction, while alternating current keeps changing direction.
5. Complete the paragraph with words or phrases from the word bank.
primary • generating • step-up • step-down
Talia was reading about the differences between the two types of transformers. She learned that
____________ transformers have more loops in their primary coils than in their secondary coils.
These transformers are typically used in objects like laptop
chargers. ____________ transformers have fewer loops in their primary coils than in their
secondary coils. These transformers assist in transferring electricity between locations.

6. Jonathan is writing an essay on wind turbines. He understands that a wind turbine is a type of
generator that uses wind to produce electricity. Explain how a wind turbine creates electricity that
we can use in our homes.
62
Topic
10:
Name: _______________________________ Date: __________
Lesson 1: Electric Circuits
Complete the sentences with words or phrases.

1. Ronnie was building a circuit connecting a battery to a light bulb to a battery. The current flows
due to a difference in potential energy called ____________. The light bulb is a(n) ____________,
which slows the flow of current in the circuit.
Adrienne measured the voltage in her circuit and found it to be 120 volts. She knew that the
resistor she had placed in her circuit had a resistance of 1,500 ohms.
______ 2. What was the current in her circuit in amps?
A. 120 amps
B. 12.5 amps
C. 180,000 amps
D. 0.08 amps
______ 3. If she increased the voltage in the circuit and kept the resistance the same, what would
happen to the amount of current?
A. increase
B. decrease
C. stay the same
D. double
63
______ 4. Sydney was organizing a box of resistors by resistance range. She knows that there are
several factors that go into determining the resistance. Which of the following factors is resistance
dependent on?
Choose the three that apply.
A. temperature
B. mass
C. diameter
D. material
E. current
F. voltage

5. Kimo has ten light bulbs that he is using to build a light fixture for his living room. If he doesn’t
want all of the lights to go out when just one bulb burns out, what type of circuit should he use?
Explain your reasoning. Including why another type of circuit wouldn’t work. Give another example
of this type of circuit that you encounter in your everyday life.
64
Topic
10:
Name: _______________________________ Date: __________
Lesson 2: Signals

1. Elias was reading a book about the history of Morse code. He was particularly interested in how
the circuits allow the code to be created and sent. The signal is created by pulses of energy called
a(n) ____________ when a switch is closed on a circuit.

Noah was comparing two different recordings of a song that he had made. One recording was from
a digital signal, and the other was from an analog signal. Write the letters of the correct answers on
the lines at left.
______ 2. What differences are there between the digital and analog recordings? Choose the two
that apply.
A. Digital signals are continuous.
B. Analog signals are higher resolution.
C. Digital signals can be better stored electronically.
D. Analog signals consist of numerical values recorded at a specific time interval.
E. Digital signals take up more space.
______ 3. Noah wanted to convert the analog recording into a digital signal so that he could put it
on his mp3 player. What could Noah do to get the highest quality digital signal from the analog
recording?
A. lower amplitude of analog signal
B. higher amplitude of analog signal
C. lower sampling rate of analog signal
D. higher sampling rate of analog signal
65
______ 4. Harper and Ava passed notes to each other in the hallway between classes. They used a
type of binary code so that others wouldn’t be able to read the notes. What symbols do the friends
use in their notes?
A. bytes and digits
B. analog and digital
C. dots and dashes
D. pixels and bits
______ 5. Aroha enjoys walking to the beach and photographing the sunset. When she downloads
the images to her computer, she saves two different versions. She keeps one version with the full
amount of pixels, so that she can use the images for any project in the future. In the second
version, she reduces the number of pixels by half. What would be a benefit of reducing the number
of pixels?
A. less storage space
B. better quality
C. better for creating large posters
D. less boxy-looking

6. Braydon is building a pair of devices that will send and receive signals to and from each other. He
is trying to determine if he should use electronic or electromagnetic signals to send and receive the
information. If he wants to have the most flexibility in how he uses the devices, which type of signal
should he use? State which and explain your reasoning.
66
Topic
10:
Name: _______________________________ Date: __________
Lesson 3: Communication and Technology

______ 1. Kiri created a timeline of how information has been stored and shared over time. Her
timeline ranges from clay tablets that were created over 4,500 years ago to the smart phones that
we use today. She divided her timeline into sections based on the most popular medium of the
time period. What is the period of today’s information technology called?
A. cell phone age
B. technology age
C. information age
D. sharing age
Ivan is interested in becoming an engineer in the field of improving communication technology. He
hasn’t yet decided if he wants to focus more on the hardware or software side of the technology.
______ 2. What would Ivan be studying if he focused on software?
A. the soft parts of the technology, such as the rubber coating around the wires
B. the antenna within the technology that sends and receives the data
C. the computer that runs the physical parts of the technology
D. the programming that makes the physical parts of the technology run
Circle the words or phrases that correctly complete the paragraph.

3. Ivan made a list of each subject on his computer that he had saved to his cloud account. He
knew that the list was stored at a server farm somewhere far away. Later that evening, he
tried to access his list, and the connection was much slower. He realized that certain
upgrades of the server farm hardware could help the connection. Ivan thought that a more
powerful (antenna / battery / computer / program) could increase the (security / noise /
compatibility / bandwidth) to allow more users to connect quickly at any given time.
67
4. Antonia made a model of each of the different types of transmissions that are used today. Her
first model shows information being sent through a copper wire. The second shows information
being sent through a glass fiber. The third shows information being sent wirelessly. Help Antonia by
using words in the word bank to fill in the graphic organizer. Use the phrases to describe each
model type, and match one benefit of each type of transmission to each model.
electromagnetic transmission - fiber-optic cables • electronic transmission •
electromagnetic transmission - atmosphere • flexibility with location • more
information faster • sends power to charge a device

5. Padma is comparing and contrasting the use of digital and analog signals for use in data
transmissions. After gathering all of her data, she concludes that one type of signal is superior to
the other. Her explanations include factors of both reliability and efficiency. Which type of signal is
better for transmissions? Discuss three reasons why, and give an example from your everyday life
that uses that type of signal.
68

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______ 4. Terry wishes he could magnify the cells even more so he could see more details.

Write an answer for the following question in the space provided.

Name: _______________________________ Date: __________

Lesson 2: Cell Structures

Use the information below to answer question 1.

Write the letter of the correct answer on the line at left.

Circle the words that correctly complete the sentences.

Use the information below to answer questions 3, 4, and 5.

Write an answer for the following question in the space provided.

Name: _______________________________ Date: __________

Lesson 3: Obtaining and Removing Materials

Use the information below to answer question 1.

Write the letter of the correct answer on the line at left.

Choose a word to correctly fill in the blank in the paragraph below.

evenly through the water.

Use the information below to answer questions 3-6.

Write the letters of the correct answers on the lines at left.

Write an answer for the following question in the space provided.

Name: _______________________________ Date: __________

Lesson 4: Cell Division

Write the letters of the correct answers on the lines at left.

Write the letter of the correct answer on the line at left.

cells at the time they were collected?

Write an answer for the following question in the space provided .

Name: _______________________________ Date: __________

Lesson 5: Photosynthesis (use with pages 166– 171)

Write the letter of the correct answer on the line at left.

Use the information below to answer questions 2-4.

2. Because the Arizona poppy is a plant, it undergoes the process of photosynthesis.

carbon dioxide • sugar • oxygen • water

Write the letter of the correct answer on the line at left.

following would not occur during stage 1 of the process?

Write the letter of the correct answer on the line at left.

Name: _______________________________ Date: __________

Lesson 6: Cellular Respiration

Write the letters of the correct answers on the lines at left.

Write the letters of the correct answers on the lines at left.

E. The non-germinating corn seed performed cellular respiration and

Name: _______________________________ Date: __________

Lesson 1: Body Organization

Write the letters of the correct answers on the lines at left.

Use the information below to answer questions 4, 5, and 6.

Name: _______________________________ Date: __________

Lesson 2: Systems Interacting

Write the letters of the correct answers on the lines at left.

B. stimulus and response

______ Muscles warm the body by shivering and chattering teeth.

______ The brain senses body temperature.

______ The brain detects that the body is too cold.

Write the letter of the correct answer on the line at left.

______ 4. What are the stimulus and response in this scenario?

Name: _______________________________ Date: __________

Lesson 3: Supplying Energy

Write the letter of the correct answer on the line at left.

______ 1. Pearl’s grandmother had a mild form of inflammatory bowel disease,

Use the information below to answer questions 2, 3, and 4.

Write the letter of the correct answer on the line at left.

Name: _______________________________ Date: __________

Lesson 4: Managing Materials

Write the letter of the correct answer on the line at left.

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date:

Name: _____________________ Date: