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Answer Keysfor Daily Work

Lessons 1–20

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Contents

Geography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Science Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Science Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

History Textbook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Lessons 1–20 GeoGraphy answer Key

C A LV E R T E D U C AT I O N

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Note: The answers listed herein that follow a page number are from Build Our Nation. The Activities are from Activity Pages.

LESSON 2

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Lesson Review 1 Paragraph should reflect an understanding of the terms defined on p. 19. 2 by location, by physical features, by economic activities, and by culture 3 Cultural regions reflect a shared way of life that may be seen in holidays celebrated, languages spoken, and so forth. 4 Student’s answer should be supported. He should suggest that cultures are more fluid than physical features. 5 Answers will vary with location. 6 It may be helpful to remind student of his shared culture as a United States citizen.

ACTIVITY 1

Reading Inset Maps(Geography Lesson 2)Answers will vary.

ACTIVITY 2

Longitude and Latitude(Geography Lesson 4)Top to bottom: Sacramento, CA; Newark, NJ; Cleveland, OH; Baltimore, MD; Houston, TX

ACTIVITY 3

Five Themes of Geography Review(Geography Lesson 9)Answers will vary.

LESSON 9

Page 29

Lesson Review1 Student’s article should use the terms defined on p. 30 in context. 2 by affecting human clothing, housing, farming, where cities are built, how they grow, and what the routes of highways and railroads are 3 cutting down trees, clearing land, and building dams, reservoirs, levees, and buildings 4 Answers will vary. 5 Answers will vary with location but should include references to climate, landforms, water supply, and changes made to the landscape by humans.

ACTIVITY 4

Political Map of the United States (Geography Lesson 12)Use pp. 10–11 in Student Atlas as a reference.

ACTIVITY 5

Reading a Physical Map(Geography Lesson 12)Answers will vary.

ACTIVITY 6

Average Annual Precipitation of Northeast States (Geography Lesson 19)Information for chart: ME: 41΄; MA: 45΄; NH: 42΄; VT: 39΄; RI: 44΄; CT: 47΄; NY: 39΄; PA: 41΄; NJ: 45΄; DE: 45΄; MD: 43΄

Answer KeysLessons 1–20

Geography© Houghton Mifflin

Lessons 1–20 science TexTbooK answer Key


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Be a Scientist The Scientific Method

Page 2

Look and WonderPossible answer: People can spread disease when they pass germs on towels and water glasses.

ExplorePossible answers: They come in contact with germs or with people who are sick; They get bitten by an insect or animal that carries a disease. Student may recall illness contracted by his pet. Possible answers: cold, flu, rabies. Possible answer: They investigate diseases by looking at cells and analyzing them in order to understand how they developed.

Page 13B

Try It 2 Possible answer: I was able to obtain some freshwater. The salt remained in the water that did not evaporate.

Apply It 2 Possible answer: Freshwater is a limited natural resource. In places that do not have an ample supply of freshwater, they may be able to extract freshwater from salt water using my device.

UNIT A

Page 17

Write About ItAccept all reasonable responses that are based on scientific information and make comparisons to the eating strategies described in the article.

CHAPTER 1

Lesson 1 Cells

Page 20

Look and WonderPossible answer: No, things look different depending on what they are made of.

Page 21

ExplorePossible prediction: They will have some things that are similar and some that are different. 5 Possible answer: Both the plant and the animal slides were made up of tiny structures. The shapes and colors of the structures were different in the plant and the animal slide.

Page 23Read a Photo Frog cells and amoeba cells both contain structures that can be seen with a microscope. Both types of cells have structures inside of them and round shapes. The amoeba cell looks larger and seems to have more structures in it.

Quick CheckCompare and Contrast They are similar because they are both made of cells. They are different because unicellular organisms are made of just one cell while multicellular organisms are made of many cells joined together.Critical Thinking Answers will vary. Possible answer: Most unicellular organisms are much smaller than multicellular organism and have simpler structures. They do not require as many resources or as much space.

Page 25

Quick CheckCompare and Contrast A mitochondrion is similar to a power plant because it provides energy to the cell.Critical Thinking Possible answer: I do not think a cell can function without a nucleus. The nucleus controls the cell’s activities. A cell could not break down food to provide energy, grow, or move without a nucleus. [Student may know that certain cells (e.g., red blood cells) do not have a nucleus and still function.]

Page 26Read a Diagram Both plant and animal cells have a nucleus, cytoplasm, vacuoles, a cell membrane, and mitochondria.

Page 27

Quick Lab5 The plant cell models are easier to stack than the animal cell models. 6 Answers will vary. Student may have chosen the vegetables because their size, shape, or color somewhat resembled the organelles in plant and animal cells.

Quick CheckCompare and Contrast A plant cell has a stronger outer covering because a plant cell has both a cell membrane and a cell wall. An animal cell has only a cell membrane.Critical Thinking possible answers: roots, flowers, or bark

Page 28

Quick CheckCompare and Contrast Organs are made of tissues and make up organ systems. In organ systems, organs


Science Textbook

© McGraw-Hill



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work together to carry out a function of an organ system such as digestion.Critical Thinking Complex organisms are made up of cells that form tissues, tissues that form organs, and organs that form organ systems such as digestion.

Page 29

Lesson ReviewThink, Talk, and Write 1 mitochondria

2 Different DifferentAlike

Plant cell has chloroplast, cell wall

has cell membrane, organelles

Animal cell many or no vacuoles

3 Probably not. Student should plan to look at cells of various organisms under a microscope to compare cell size. 4 C 5 B 6 Plant and animal cells contain a nucleus, mitochondria, cytoplasm, a cell membrane, and vacuoles. Plant cells also have a cell wall and chloroplasts. Math Link 64 bacteria cells Social Studies Link The Plague was caused by bacterium (Yersinia pestis), which is a unicellular organism, and it was spread by fleas.

Pages 30–31

Focus on SkillsApply It 2 Yes, both eggs changed size. The egg in the water has increased in size and gained mass. The egg in corn syrup has decreased in size or lost mass. The syrup was thicker than the liquid inside the egg, so liquid from inside the egg traveled across the membrane to leave the egg. The sugar could not move into the egg. Only water could cross into the egg cell membrane. 3 Answer may vary, depending on the student’s hypothesis.

Lesson 2 Classifying Life

Page 32

Look and WonderScientists classify organisms according to how closely they are related and to their similarities, such as physical characteristics, how an organism obtains food or reproduces, where an organism lives, and genetic information.

Page 33

Explore4 Answers will vary. Accept all serious classification efforts. 5 Classifying organisms helps scientists compare, identify, and learn about organism traits. 6 Possible answer: The plants, fungi, and animal specimens are more similar to each other than to the rocks because they are all living things.

Page 35Read a Chart A horse is more closely related to a dog because they are in the same class. Spiders share only the kingdom with the horse and dog.

Quick CheckClassify broadest: kingdom; narrowest: speciesCritical Thinking Possible answer: Only the genus and species are unique, so they are the only ones needed to identify the organism. Using all the names would be awkward.

Page 37Read a Graph The arthropods have the most species; the echinoderms have the fewest species.

Quick CheckClassify Dogs are vertebrates; butterflies are invertebrates.Critical Thinking Possible answer: Look at the structure of its cells under a microscope. If it does not have cell walls, it is an animal, not a plant.

Page 39

Quick Lab5 The number of squares covered by mold will increase every day.6 Sample graph:

# of Squares

Day 1 Day 2 Day 3

Quick CheckClassify Fungi cannot make their own food. They obtain their food from dead and decaying materials.Critical Thinking Dead organisms would be piled up because they were not broken down. The nutrients from once-living material would not be available to other organisms.

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Quick CheckClassify It is a true bacterium; it does not live in a harsh environment.Critical Thinking Some are unicellular and lack specialized tissues and have simple body structures.

Page 42

Quick CheckClassify Viruses are classified as nonliving. They cannot perform all the basic life processes of growth, reproduction, use of energy, getting rid of waste, and response to the environment. They can only carry out reproduction.Critical Thinking An infected person can transfer a disease-causing virus to someone else during the stage when the viruses burst open the cell.

Page 43

Lesson ReviewThink, Talk, and Write 1 vertebrates



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2 Fungi

not a plant not an animal

does not move, multicellular

does not make its own food

3 A virus that infects cells takes over the cell’s activities just as a computer virus takes over the computer’s activities. 4 B 5 A 6 All living things are made of cells. However, living things are also different. They differ in size, structure, and how they obtain food.Writing Link Student should find that helpful bacteria live in the digestive systems of animals, where they help with digestion and produce key vitamins. Others break down dead matter and add nutrients to the soil, which plants need for growth.Social Studies Link Student should find that Alexander Fleming discovered the antibiotic penicillin. The discovery was accidental because the fungus that produced it, Penicillium notatum, was a contaminant on a culture of Staphylococcus bacteria.

Page 45

Reading in ScienceWrite About It 1 The chart should include the following steps: First Ms. Corthals collects tissue samples. Then she stores then in small tubes. Finally, she preserves the samples by placing the tubes in a freezer. 2 Encourage student to use the chart to summarize Ms. Corthals’s work.

Lesson 3 Plants

Page 46

Look and WonderPossible answer: Cactus plants have cells with similar structures, roots that take in water, and leaves that make food for the plant.

Page 47

ExplorePossible hypothesis: If the number of leaves on a plant decreases, then less water will move through it. 3 Water in the cups has gone down slightly and traveled into the celery stalks. 4 Answers will vary. There will be little if any movement in the stalk with no leaves and the stalk with few leaves. 5 The independent variable is the number of leaves on each celery stalk. The dependent variable is the height of the water in the celery stalk. 6 Yes, the water traveled highest in the celery stalk with the most leaves. It traveled less in the celery stalks without leaves. 7 Answers will vary depending on the hypothesis. Student should note that if the number of leaves on a plant decreases, then the water transport will decrease.

Page 49

Quick CheckDraw Conclusions It’s a gymnosperm.Critical Thinking Taller plants get more sunlight so they are better able to survive.

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Quick Lab1 The darker area in the center contains the vascular system. The lighter area on either side is the cortex. The outer covering is the epidermis. 2 The epidermis is the outer covering. The cortex surrounds the darker center, which is the inner transport layer. 4 taproot 5 Possible answer: It would be easier to pull a taproot out of the ground because it is just one root. A fibrous root has many smaller roots to hold the plant in the ground.

Page 51

Quick CheckDraw Conclusions deep underground, rather than shallow, moist soil

Critical Thinking Possible answer: A desert plant will have more root hairs because it needs to absorb all of the water it can get.

Page 52Read a Diagram Answers will vary. Possible answer: The woody stem has much more xylem and it is arranged in rings.

Page 53

Quick CheckDraw Conclusions Water comes in at the roots and goes upward to the rest of the plant. Once water travels up the plant, it never needs to return to a lower part of the plant. The xylem moves water in one direction.Critical Thinking Soft stems are not as strong as woody stems, so trees sacrifice food-making capacity for strength. Trees need a strong stem to support their many branches, leaves, and sometimes heavy fruit.

Page 55Read a Diagram The sugar is transported from the leaves through the stem to the roots by the phloem tissue.

Quick CheckDraw Conclusions The stomata probably would be closed tight to prevent evaporation of water.Critical Thinking the cactus because it would help prevent water loss

Page 56

Quick CheckDraw Conclusions Yes, plants must burn the sugar that they make for energy. When this sugar is burned, carbon dioxide is produced.Critical Thinking Food is much easier to store. You can go for days without food, but you must breathe oxygen continuously.



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Page 57

Lesson ReviewThink, Talk, and Write 1 angiosperms 2

Text Clues Conclusions

plant in jar insect gets oxygen

3 Plants need animals because animals supply carbon dioxide for food-making. Plants can also get carbon dioxide from cellular respiration of other plants. 4 A 5 B 6 Plants have structures such as roots, stems, and leaves. Roots anchor the plant and absorb water. Stems provide support and serve as a transport system. Food is made in a plant’s leaves.Writing Link Student should discuss how plants use energy from sunlight for their needs and make food that other organisms eat to get energy.Math Link 1/100

Lesson 4 Classifying Animals

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Look and WonderYou can look at characteristics such as how it gets food, how it reproduces, and whether it moves.

Page 61

Explore6 Answers will vary. Student should realize that many more questions are needed to identify any animal.

Page 63

Quick CheckMain Idea and Details sponges, cnidarians, and wormsCritical Thinking All cnidarians have stinging cells and radial symmetry.

Page 65Read a Photo Both arthropods have jointed legs and segmented bodies.

Quick CheckMain Idea and Details Answers will vary; possible answers: head, eyes, legs.Critical Thinking No; most insects, for example, are smaller than mollusks but not simple at all.

Quick Lab3 Answers will vary. Student should infer how wings or a hard exoskeleton help the organism to survive.

Page 67Read a Photo Birds have dry skin and feathers; reptiles have dry skin and scales.

Quick CheckMain Idea and Details Vertebrates have nerve cords, backbones, bilateral symmetry, and skeletons inside their bodies.Critical Thinking Since reptiles rely on environmental heat, they cannot get warm enough at night to be active.

Page 68

Quick CheckMain Idea and Details All mammals have some hair, feed their young milk, have large brains, and are warm-blooded.Critical Thinking Mammals need more food in order to regulate their body temperatures. They are warm-blooded and get body heat from burning food.

Page 69

Lesson ReviewThink, Talk, and Write 1 mollusks 2

Main Idea Details

characteristics of birds

warm-blooded

two wings

feathers

hollow bones

3 Birds are warm-blooded. If dinosaurs were warm-blooded, there could be a connection between

groups. 4 C 5 D 6 Animals can be classified as invertebrates and vertebrates. Groups of invertebrates include sponges, cnidarians, worms, mollusks, arthropods, and echinoderms. Groups of vertebrates include fish, amphibians, reptiles, birds, and mammals. Math Link about 18 percent Social Studies Link Student will find that Australia separated from other land masses early in mammalian evolution. Monotremes and marsupials thrived there. Elsewhere, placental mammals replaced marsupials, except in South America.

Page 71

Math in ScienceSolve It 1 The butterfly has bilateral symmetry. 2 Drawings will vary.

Lesson 5 Animal Systems

Page 72

Look and Wonder Possible answer: Muscles make the wings move.

Page 73

ExplorePossible prediction: The muscles make the bones move. If you shorten a muscle, the bone will move. 5 When the muscle shortens, the bone pulls up. When the muscle returns to its original length, the bones fall back. 6 The two parts of the straw represent bones. The string represents a muscle. 7 My arm muscles and leg muscles are similar to this model because they move in the same way as the model moves. 8 Possible answer: When a muscle lengthens and the opposing muscle shortens, the joint will move the opposite way. Muscles pull on bones when they shorten. When muscles lengthen, bones can straighten.



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Explore More The straw may not be able to move in response to movement in the string if it did not have a place where it could bend.

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Quick CheckSummarize A nerve signal arrives at the muscle and causes the muscle to contract. The contracted muscle pulls on the tendon, which pulls the leg bone up. Another muscle, which pulls down, relaxes. This cycle of contracting and relaxing continues as the rabbit runs.Critical Thinking Muscles are connected to bones by the tendons.

Page 76Read a Diagram You would expect many blood vessels along the edges of the small intestine. These vessels deliver nutrients to the blood.

Page 77

Quick Lab2 The water went through the paper towel, and the pepper did not. 4 Both the water and the sugar went through the paper towel. 5 The pepper was too large to flow through the paper towel. The dissolved sugar was small enough to flow through the paper towel with the water. 6 The paper towel lets only some substances pass through. Nephrons let only useful substances pass back into the blood.

Quick CheckSummarizing chewing in the mouth, chemical breakdown in the stomach, further chemical breakdown in the small intestine and absorption into the bloodstream, and reabsorption of water and removal of undigested waste matter in the large intestineCritical Thinking Nephrons have a membrane that allows some substances to flow in and out. Waste products are kept inside nephrons until they flow out of the body in urine, and useful substances such as

nutrients are passed to the blood through blood vessels.

Page 79Read a Diagram Oxygen-poor blood is pumped to the lungs, where blood picks up oxygen and rids itself of carbon dioxide.

Quick CheckSummarize The heart pumps oxygen-rich blood to the body cells. Body cells return carbon dioxide-rich blood to the heart and then the lungs, where the blood picks up oxygen. The oxygen-rich blood returns to the heart and is pumped back to the body cells.Critical Thinking The respiratory system is part of the excretory system because it removes carbon dioxide from the body. Carbon dioxide is a cellular waste product.

Page 80

Quick CheckSummarize Nerve impulses go from the eyes to the brain. The brain sends a message to move the legs. The brain’s message goes to the spinal cord. It travels through nerve cells in the spinal cord to the muscles. The muscles in the legs move so the rabbit can run.Critical Thinking The rabbit could not get away from a fox or other animal fast enough.

Page 81

Lesson ReviewThink, Talk, and Write 1 endocrine system 2

heart pumps

blood travels

oxygen in cells

steps to bring blood to cells

3 Plants use carbon dioxide to produce oxygen and food during photosynthesis. 4 B 5 C 6 The

skeletal, nervous, and muscular systems work together to move the body. The digestive, respiratory, circulatory, and excretory systems work together to remove waste and to deliver nutrients to cells.Writing Link Student should describe the parts and functions of the system he chooses.Math Link Have student begin by computing the minutes in a day. (24 hours × 60 minutes = 1,440 minutes; 1,440 × 80 = 115,200) It will pump 115,200 times in a day.

Page 82

Be a Scientist

Structured InquiryForm a Hypothesis Possible hypothesis: If the body requires more oxygen, then heart rate will increase. Draw Conclusions 6 Answers will vary. Student should observe an increase in heart rate as he goes from resting to walking to jogging. 7 Answers will vary, depending on the hypothesis. 8 The kind of exercise was the independent variable. The pulse rate was the dependent variable.

Guided Inquiry Form a Hypothesis Possible hypothesis: If the body requires more oxygen, then the breathing rate will increase. Draw Conclusions Possible answer: Breathing rates vary according to the amount of air needed.

Pages 84–85

Chapter 1 ReviewVocabulary 1 organism 2 classification 3 digestive system 4 skeletal system 5 cell 6 photosynthesis 7 tissue 8 kingdom 9 invertebrate 10 xylemSkills and Concepts 11 D 12 C 13 C 14 False: Oxygen-poor blood gets pumped to the lungs. In the lungs, blood picks up oxygen and is pumped back to the heart. From the heart, this oxygen-rich blood is pumped to the



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rest of the body. 15 Student should conclude that is a plant cell. Animal cells have many small vacuoles or none at all. 16 Answers will vary, but student should suggest placing the two types of fungi into a similar environment and measuring which grows the most over the same period of time. Accept all reasonable answers. 17 the animal kingdom, the arthropod phylum; other possible animals in the phylum include spiders, crabs, and insects 18 Student may conclude that a lizard could not survive in Antarctica because it is cold-blooded. It does not burn a lot of food to generate heat and cannot automatically keep its body temperature warm. 19 Answers will vary. Possible answer: There are two types of plants that produce seeds. Gymnosperms are seed plants that do not produce flowers. Angiosperms are seed plants that produce flowers. 20 All living things are made of the same tiny building blocks—cells.

Performance Assessment4 points: Student has (1) observed animals in public spaces; (2) listed at least five animals; (3) accurately listed each by scientific name, including genus and species; (4) grouped the animals by genus if possible.3 points: Student has correctly completed three of the four steps.2 points: Student has correctly completed two of the four steps.1 point: Student has correctly completed one of the four steps.

Pages 85A–85B

Test Preparation1 B 2 D 3 D 4 A 5 B 6 A 7 C 8 C 9 A 10 D 11 Vertebrates are animals with a backbone. Invertebrates are animals without a backbone. Possible answers: vertebrate: dog; invertebrate: jellyfish 12 Xylem is tissue that moves water and minerals up through the plant. Xylem tissue transports in only one direction—up from the plant roots to the leaves. Phloem is tissue that transports sugars throughout the

plant. Phloem can transport sugars up and down the plant. 13 The beetle’s exoskeleton is a hard skeleton on the outside of its body. It provides both strength and protection. In order for the beetle to grow, it needs to shed its exoskeleton and create a larger one

CHAPTER 2

Lesson 1 Reproduction

8

Look and WonderAccept reasonable answers. Student may recognize that the plants grew from another plant part.

Page 89

ExplorePossible prediction: A stem placed in water can grow into a new plant. 4 After two weeks, student should observe that the cutting has long, hairlike roots growing from the stem. 5 Answers will vary. Possible answer: Roots began sprouting from the cutting. 6 Yes, a new plant began growing from the stem cutting of the plant. It did not need a seed to grow.Explore More Student should write a prediction about other plants, such as the coleus plant, which may grow from a cutting, and then design an experiment to test his prediction. Swedish ivy is another plant that grows quickly and easily from a stem cutting.

Page 91

Quick CheckSequence A sperm cell and an egg cell join to form a fertilized egg.Critical Thinking Possible answer: This could be a disadvantage if the parent organism did not have desirable traits.

Page 92

Quick Lab2 Bacteria and many protists reproduce by splitting. Hydra and other cnidarians reproduce by budding. Strawberries and some kinds of grasses reproduce by vegetative propagation.

Page 93Read a Photo the stem

Quick CheckSequence First, the organism produces a copy of its genetic material. Next, the organism splits into two new individuals.Critical Thinking A drone is a male bee and develops from an unfertilized egg. A worker bee is female and develops from a fertilized egg.

Page 94Read a Photo The puppies all look different, which means they have traits from both parents. They are the result of sexual reproduction.

Quick CheckSequence Possible answer: Enemy appears. Slow mice get eaten. Fast mice survive and reproduce to change the mouse population to fast mice.Critical Thinking Asexual reproduction can occur without a mate.

Page 95

Lesson ReviewThink, Talk, and Write 1 vegetative propagation 2

Small bud grows on parent .

Bud may break off .

Bud grows apart or attached to parent .

3 Sexual reproduction produces individuals with new traits that may be better suited to changes in the environment. 4 B 5 A 6 Budding,



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splitting, and vegetative propagation are types of asexual reproduction. Asexual reproduction requires only one parent. Some organisms reproduce sexually. In sexual reproduction, a male sperm joins with a female egg cell.Writing Link Accept report that includes information about Dolly, such as when she was born and when she died.Math Link 7,500 drones

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Math in ScienceSolve It 1 2,187 strawberry plants 2 Graph should describe the information on the chart.

Lesson 2 Plant Life Cycles

Page 98

Look and WonderAll living things need water, gases (or oxygen), food, and space to live.

Page 99

ExplorePossible hypothesis: If seeds are placed in a moist environment, then they will grow. 8 The independent variable was the amount of moisture on the paper towel and the dependent variable was whether the seed germinated. 9 sunlight; proper placement in soil; regular watering 10 Answers may vary. Possible answer: Yes, my results supported my hypothesis. The seed in the moist environment germinated and then sprouted once planted. The seed in the dry environment did not germinate or sprout.

Page 101Read a Diagram Yes, the heart-shaped plant comes from the spores that were produced by the leafy fern

plant. Spores are the asexual stage of reproduction, so the heart-shaped plant has the same genetic information as the leafy plant.

Quick CheckCause and Effect The fertilized egg develops on the female structure and forms the stalk and a spore capsule.Critical Thinking Possible answer: Spraying spores gives them a chance to land far enough away from the adult plant to give them enough room to grow.

Page 103Read a Chart Complete flowers have petals, sepals, stamens, and pistils. Incomplete flowers are missing one or more of these parts.

Quick CheckCause and Effect An imperfect flower does not produce both egg and sperm cells.Critical Thinking No. If a flower is imperfect, then it is missing either stamens or pistils. If it is missing one of these parts, the flower is incomplete.

Page 105

Quick CheckCause and Effect Pollen rubs off on the pollinator and on to the pistil of the next flower, which causes the flower to be pollinated.Critical Thinking Yes, the pollination means that the pollen has reached the female part of the flower. For fertilization to occur, male sex cells in the pollen must successfully move down the style and fertilize the egg in the ovary.

Page 107

Quick LabPossible prediction: Burr-like seeds stick to the fur of animals or to the clothing of people. Wispy seeds are

carried by the wind. Heavy seeds are eaten. Coconut seeds are carried by water.

Quick CheckCause and Effect Seeds have tough seed coats for protection and to keep them from drying out. They also contain a food supply.Critical Thinking Seeds could have blown there in the wind, floated there as fruits or seeds in the water, or been carried there by animals.

Page 108

Quick CheckCause and Effect Resin is the sticky substance that holds the pollen for fertilization to take place.Critical Thinking Possible answer: In both the conifer and the angiosperms life cycles, pollination occurs when pollen from the male part of the plant reaches the female part of the plant. Both life cycles produce seeds.

Page 109

Lesson ReviewThink, Talk, and Write 1 monocots 2 Cause → Effect

Water carries sperm to female .

→Fertilization takes place .

3 Fertilization cannot take place without pollination putting a sperm cell in place. 4 A 5 D 6 Plants such as mosses and ferns reproduce using spores. Angiosperms are flowering plants that produce seeds. Conifers produce seeds, but they have cones, not flowers. Plants grow and develop in different ways.Writing Link Encourage student to be creative and show off the flower’s attributes, like colors and scent.Social Studies Link Student can focus on a crop or on a pollinator like bees.



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Pages 110–111

Focus on SkillsApply It Student should say he uses his sense of sight, smell, and touch to observe the flower. If the flower has both stamen and pistils, it is a perfect flower. If either part is missing, the flower is imperfect.

Lesson 3 Animal Life Cycles

Page 112

Look and WonderPossible answer: Ducklings go through several developmental changes as they grow to adults.

Page 113

Explore4 The shortest stage was from single cell to tadpole, only 4 days. The longest was between stages 2 and 3, over 75 days. 5 possible answer: between the egg and tadpole stage 6 Stage 2 is more like a fish with gills and a tail. In stage 4, the tadpole’s tail is much shorter. It has 4 legs and no gills. It looks more like a frog than a fish.Explore More Student should discover that the fertilized egg divides into 2, 4, and then 8 and 16 cells, and so forth. Eventually the embryo has a comma shape but is still surrounded and protected by the jelly-like egg.

Page 115Read a Diagram In incomplete metamorphosis, the pupa stage is skipped.

Quick CheckCompare and Contrast Larva is the immature stage; a butterfly is the adult. A larva is a caterpillar with no wings; a butterfly has wings. A larva body continues to change; a butterfly body is complete. A larva and a butterfly eat different food.Critical Thinking Grasshoppers have an exoskeleton. This does not increase in size as they grow. They must shed their hard, outer skeletons to make room for a larger body size.

Page 117

Quick Lab4 The amount of “fertilized” marbles will vary, but the amount should be very few. 5 Student should conclude that external fertilization is not an accurate process.

Quick CheckCompare and Contrast In both fertilizations the sperm cells join the egg cell. External fertilization involves large numbers of sex cells deposited into water. Internal fertilization involves fewer sex cells joining directly in a female’s body.Critical Thinking Currents could prevent sperm cells from reaching and fertilizing the eggs, thus preventing reproduction.

Page 118Read a Photo The frog egg provides the least protection for developing young. Its shell is softer than the reptile shell or the chicken eggs.

Quick CheckCompare and Contrast Fish, amphibians, birds, and reptiles lay eggs that mature outside of the body. Mammals produce eggs and embryos that mature inside the mother. The eggs of fish and amphibians have a jelly-like outer layer. The eggs of birds and reptiles have a harder, protective outer layer.Critical Thinking Possible answer: Since reptiles invest less energy into caring for their young, they are forced to have more eggs to get reasonable number to survive.

Page 119

Lesson ReviewThink, Talk, and Write 1 pupa 2

Different DifferentAlike

Complete metamorphosis Four stages: egg larva, pupa, adult

Metamorphosis

Incomplete metamorphosis Three stages: egg, nymph, adult

3 Mammal eggs grow inside of the female’s body. They get nutrition from the mother, Therefore, they do not need that food supply. 4 D 5 B 6 Answer will vary. Animals grow, develop, and reproduce in different ways.Math Link Student can write a proportion to solve the problem: 4/1,000 = 100/x; x = 25,000 eggsHealth Link The shell keeps the embryo from drying out. The yolk is the food supply for the growing embryo.



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Pages 120–121

Be a Scientist

Structured InquiryForm a Hypothesis Possible hypothesis: If the amount of light is decreased, then wax moth larvae will pupate faster than if they are kept in the light. Draw Conclusions 8 Yes, the amount of light affected the growth of the wax worms. Wax worms in the darkened cup grew faster than the worms under the light source.

Guided InquiryForm a Hypothesis Possible hypothesis: If the temperature of the environment of wax moth larvae is increased, then the rate of their life cycle will increase.Draw Conclusions Answers will vary.

Lesson 4 Traits and Heredity

Page 122

Look and WonderPossible answer: Traits, or characteristics, are passed from parent to offspring during asexual and sexual reproduction.

Page 123

Explore7 Possible answer: Yes, some traits must appear more frequently than other traits. Some forms of traits must be inherited or passed down more frequently.

Page 125

Quick CheckFact and Opinion The statement is a fact because it can be verified. The ability to breathe and blink are behaviors with which animals are born.Critical Thinking The weaver bird will build an elaborate hanging nest out of twigs, even though robins build

a different type of nest. Building a nest is an instinct. Being around other kinds of birds will not change this behavior.

Page 127Read a Diagram They are represented by Pp because they received the P form of the gene from one parent and the p form from the other parent.

Quick Lab1 The corn has purple and yellow kernels. 2 Answers will vary, but student should count more purple kernels than yellow kernels. 3 Answers will vary, but student should realize that there are fewer yellow kernels than purple kernels. 4 Purple kernels appear more frequently. 5 The trait for purple kernels is dominant because it appears more frequently than the trait for yellow kernels.

Quick CheckFact and Opinion The first statement is a fact because it can be verified. The second statement is an opinion because it is a choice someone prefers.Critical Thinking No, you would not be able to tell what color flowers its offspring would have. You would need to know the color of its parents’ flowers and the color of the flowers with which the plant is crossed.

Page 128Read a Chart The second daughter, as shown by an unshaded circle, does not have dimples.

Quick CheckFact and Opinion Fact: A pedigree is a chart used to study heredity patterns. Opinion: The pedigree does not give enough information about offspring.Critical Thinking The daughter without dimples does not carry the dimple trait. She could not have children with dimples unless she

married a person dominant for the gene.

Page 129

Lesson ReviewThink, Talk, and Write 1 pedigree 2

Fact Opinion

Web building in spiders is an instinct .

Spider webs are scary .

3 A carrier can safely have children as long as he or she does not reproduce with another carrier. In that case, children with the disease can result. 4 A 5 B 6 Genes contain the chemical instructions for inherited traits. Parents pass genes to their offspring.Writing Link Accept all reasonable stories that indicate student understands how genes are passed from parents to offspring.Math Link 20,000 genes ÷ 23 chromosomes = 870 genes/chromosome

Pages 130–131

Reading in ScienceWrite About It 1 The bacterium Bt contains a gene that is toxic to the corn borer. 2 Unfortunately it may be toxic to other insects as well, such as the Monarch butterfly. Since all insects have a role to play in the environment, killing off a species or groups of species will have an impact on an ecosystem.

Pages 132–133

Chapter 2 ReviewVocabulary 1 embryo 2 pupa 3 heredity 4 pollination 5 inherited trait 6 gene 7 fertilization 8 metamorphosis 9 pedigree 10 germination

Skills and Concepts 11 B 12 B 13 D 14 True. If the man has children with a woman who has the dominant form of the trait, their children may have



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dimples. 15 First, a female lays eggs. Next, a wormlike larva hatches from the egg. The larva becomes a pupa, during which a caselike cocoon surrounds the organism. When it leaves the cocoon, the organism is an adult. 16 Offspring inherit one set of genes from each parent, so they have different combinations of these genes that result in their traits. 17 Answers will vary. Check to see that student’s drawing shows all of the properties required. 18 The flower is probably pollinated by animals or insects. It is large and bright to attract pollinators. Wind-pollinated flowers tend to be smaller and duller in color. 19 The sperm cells may not be able to find and fertilize the egg cells. Sex cells can be lost or eaten by other animals. Sex cells are exposed to pollution and extreme temperature. 20 Offspring inherit genes from parents. Genes contain the chemical instructions for inherited traits

Performance Assessment4 points: Student has (1) gathered pictures that represent at least three generations of the same family; (2) correctly identified physical traits of various family members; (3) compared family members’ traits; (4) showed understanding that traits are inherited from previous generations.3 points: Student has correctly completed three of the four possible tasks.2 points: Student has correctly completed two of the four tasks.1 point: Student has correctly completed one of the four tasks.

Pages 133A–133B

Test Preparation1 D 2 D 3 C 4 C 5 A 6 B 7 D 8 D 9 D 10 C 11 A 12 Sexual reproduction produces more variety since the traits of two parents are mixed in each offspring. The new offspring may be better suited to the environment than the parents. 13 The male part of the flower is the

stamen. It is made of the filament and the anther. The female part of the flower is the pistil. It is made of the stigma, the style, and the ovary. Pollen is a yellow powder that contains sperm cells. Pollen is produced in the anther in the stamen. The pollen is carried in the stigma. From there it passes down to the style to the ovary, where it fertilizes the egg. 14 This seed is most likely dispersed by the wind. It has winglike structures that allow the seed to be carried by the wind. Seeds can also be dispersed by water or animals.

Lessons 1–20 science acTiviTies answer Key


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ACTIVITY 1

Parts of a Plant Cell(Science Lesson 3)1 vacuole 2 cytoplasm 3 nucleus 4 cell membrane

ACTIVITY 2

Experiment(Science Lesson 4)

Try it Sample answers

First Measurement

Second Measurement

Third Measurement

Egg #1 70 .8 g 88 g 119 g

Egg #2 69 .5 g 89 g 55 g

Apply it9 Yes, mass of the egg changed. The egg in water gained mass. The egg in corn syrup lost mass. Water left the egg in corn syrup and entered the egg in water. 10 Possible answer: Yes, the syrup was thicker than the liquid inside the egg, so liquid from inside the egg traveled across the membrane to leave the egg. The sugar could not move into the egg. Only water could cross into the egg cell membrane. The opposite happened with the egg in water.

ACTIVITY 3

Plant Walk and Exhibit (Enrichment)(Science Lesson 6)

What to DoChart should include information under each heading for each individual plant that a student and an adult family member observe.

What did you learn?All answers will depend on the types of plants the student selected; example: daisy/vascular/seeds/angiosperm/bright yellow center with white petals.

ACTIVITY 4

Classification Puzzle(Science Lesson 8)

What to Do1 vertebrates 2 reptiles 3 sponge 4 cartilage 5 amphibians 6 marsupials 7 monotremes 8 radial 9 placental 10 arthropods

What Did You Learn?

ACTIVITY 5

Animal Symmetry (Enrichment)(Science Lesson 8)

Solve It1 bilateral symmetry 2 Answers will vary but should reflect student’s understanding of symmetry. The simplest answer would be a square with two lines of symmetry dividing it into equal fourths

Try It Again1 radial symmetry 2 bilateral symmetry 3 The figure would be asymmetrical. 4 (total minutes shoveling) – (minutes of shoveling already) = (number of minutes left). The square has two lines of symmetry so the total time for the job (10 minutes × 4) is 40 minutes. 40 minutes – 10 minutes = 30 minutes of shoveling left.

F G E G A E G N O P S N Q U E

X E A R T H R O P O D S E L G

R Y A N Q V N S A L R I N D A

M E J S E M E R T O N O M K L

W V P K N Y L R T D I A X E I

M D V T M A B T E N R A M B T

A M A T I L T C B S L Q R E R

S G M D I L E O U H E V H W A

H A A E J S E P I E Y R Y A C

M R R X T H I S S A A T R U B

G H T A T A E G D S E F R V M

O P Y P L A C E N T A L E Z D

L A P S X O R S E A V T P O C

H I N T S S N A I B I H P M A

P D S E T A R B E T R E V S N


Science Activities



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ACTIVITY 6

Cells and Kingdoms(Science First Review Lesson)

All Living Things

Are made of

CellsAre classified into

Kingdoms

There are two types of cells.

There are two types of kingdoms.

Plant Cells Animal Cells Multicellular Unicellular

Plant and animal cells have many of the same structures . However, plants cells

have certain unique parts .Fungi Archaea

Chloroplasts Animals Bacteria

Large Vacuole Plants Protists

Cell Wall Protists

ACTIVITY 7

Growing Plants Without Seeds(Science Lesson 11)

What Did You Learn?1 Answers will vary. A bud should appear in 10–15 days. 2 Vines will grow from the bud for the next 3–6 months. The vines will sprout morning-glory-shaped leaves and climb anywhere they are trained to climb. New plants can be snapped off the mother plant and placed in soil. 3 Answers will vary depending on the type of plant the student uses. For example, Coleus usually takes about a week to sprout roots. 4 The roots should be long enough to plant the cutting in soil.

ACTIVITY 8

Seed and Spore Collection(Science Lesson 11)

What Did You Learn?Answers will vary depending on the seeds or spores student used on his poster. Student should suggest that a plant’s environment dictates how a seed travels to the soil. For example, if a plant lives on an open plain, its seeds or

spores most likely travel to the soil either by wind or by an animal’s fur.

ACTIVITY 9

It’s All Part of Growing (Enrichment)(Science Lesson 11)

Solve It1 2,187 plants 2

Strawberry Reproduction Data

Year 1 2 3 4 5 6

Number of Plants 9 27 81 243 729 2,187

4000380036003400320030002800260024002200200018001600140012001000

800600400200

00 1 2 3 4 5 6 7 8

y-ax

is _

____

____

____

____

____

____

____

____

____

_

x-axis _______________________________

Title ______________________________________Strawberry Reproduction

Years

Num

ber o

f Pla

nts

ACTIVITY 10

Parts of a Flower(Science Lesson 13)1 stamen 2 sepal 3 petal 4 pistilSample chart answers: Petals are the brightly colored outer blooms of a flower. They attract bees and birds to pollinate the flower. Sepals are the green parts between petals; they cover and protect the flower when it is a bud. Stamen is the male part of the flower, and it produces pollen. Pistil is the female part of a flower, and it contains the ovary where fertilization occurs.



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ACTIVITY 11

Types of Fertilization(Science Lesson 15)External: egg and sperm joined outside female body; high risk process; numerous sex cells released. Internal: egg and sperm join inside female body; provides protection for the fertilized egg; fewer eggs produced.

ACTIVITY 12

Traits and Heredity(Science Lesson 18)trait; heredity; instincts; Gregor Mendel; genes; chromosomes; sperm cell; pedigree

ACTIVITY 13

Cells and Kingdoms(Science Second Review Lesson)1 c 2 a 3 b 4 d 5 c 6 a 7 b 8 d 9 a 10 b 11 c 12 d 13 a 14 b 15 b

Lessons 1–20 hisTory TexTbooK answer Key


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CHAPTER 2

Page 37Map Skill They were following herds of large game.

Page 39Cultures Answers will vary. Student may note that Ireland, Russia, and other European countries came to depend on the potato.

Lesson Review1 Paragraphs should use words in context. See definitions on p. 35. 2 across the Bering land bridge 3 They learned to hunt smaller animals with new weapons; began to fish and dig for clams and oysters; collected roots, seeds, nuts, and berries; made new tools; began to farm; established permanent villages. 4 Student may suggest that agriculture led to a better way of life, permanent villages, and more time for investing in culture. 5 corn, squash, beans, tomatoes, potatoes 6 Explanations will vary.

Page 41Map Skill The Maya settled in dense rainforests; Mound Builders settled along rivers.

Page 46Economics The value of such goods could go up.

Lesson Review1 Paragraphs should use terms in context. See definitions on p. 40. 2 agriculture, development of special skills, food surpluses, cities, government 3 Maya; large cities, powerful leaders, accurate calendars, picture language; Aztec: warriors, huge empire, religion, schooling 4 The Anasazi irrigated the land. The Mound Builders farmed river land.

5 Answers will vary. 6 Girls learned household skills. Boys learned fighting skills to become warriors. 7 Maya: rainforests, plains, farmed; Aztec: valley, conquered farming peoples; Anasazi: rock canyons, plateau, irrigated farmland; Mississippians: river plains, woodlands, good farmland

Page 47

Skills Workshop Think It Through Point out that when we refer to a school year, we actually refer to parts of two years. Have student create a miniature timeline for the school year. Use It 1 BC: corn cultivation, Adena, the Maya, Teotihuacan; AD: Anasazi, Cahokia 2 8th century 3 21st century

Page 51

Response Activities1 They were hardworking and ferocious. 2 Student’s story should present the point of view of a people who had been conquered by and greatly feared the Aztecs. 3 Collages will vary depending on the Native American peoples chosen.

Page 53Map Skill built for warmth or coolness

Page 54Cultures The central plaza was very important, a place where all the people of the village could meet.

Page 55

Lesson Review1 Paragraphs should use words in context. See definitions on p. 52. 2 Woodland Native Americans relied on their environment for their food and for the materials they used to build their houses. 3 Homes and

meeting buildings were built around a central plaza. Beyond the homes were the fields. 4 They saw how the seasons returned food to the land, and they developed religious beliefs based on the seasonal cycle. They probably respected the land very much. 5 Old and sick people were taken care of; men and women had roles such as hunting and farming that helped the community; gathering together provided protection. 6 Possible answers include rivers, mountains, valleys, and other geographic features.

Page 59Map Skill different materials; more resources

Page 61National Heritage Other celebrations include births, weddings, and national events.

Page 63

Lesson Review1 Sentences should use the term in context. See definition on p. 58. 2 The abundant natural resources in the Northwest led to a prosperous life for these groups; the harsh environment of the Great Basin led to a hard life of wandering for food; Plains Indians moved about looking for food that was fairly abundant; the Native Americans of the Southwest lived in communities dependent on farming. 3 They tried to do things that would keep them in harmony with nature. 4 The abundant resources of the sea and forests there led to great wealth. 5 availability of trees 6 Answers will vary depending on where student lives and the group he chooses.


History Textbook

© Houghton Mifflin



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Page 65

Response Activities1 The earth; He loves and appreciates nature. 2 Poems should reflect student’s feelings about nature and the world around him. 3 Student’s research should reflect the history, dance, poetry, art, or music of a Native American nation in his region.

Pages 66–67

Chapter 2 ReviewSummarizing the Main Idea 1 Possible answers: Maya were farmers, built stone cities; Aztec were warriors, built Tenochtitlán; Mound Builders were farmers, buried their dead in mounds; Eastern Woodland Indians hunted deer and fish, were farmers, organized a government; Northwest Indians hunted whales and forest animals, gathered foods, had a celebration called potlatch; Southwest Indians were farmers, built pueblos, had many religious traditions.Vocabulary 2 Journal entries should use vocabulary words in context. Reviewing the Facts 3 First, early peoples hunted large animals during the Ice Age. As the ice melted and the large animals died, they fished and learned how to hunt small game and to gather edible plants. They made tools to help them gather food. Later they became farmers, learning how to grow crops and store food. 4 The Maya built large stone cities with bridges and palaces, made accurate calendars, invented a picture language and wrote books; the Aztecs built a huge empire that eventually controlled half of Mexico. 5 Aztecs believed that bravery in battle would please their gods. 6 Native Americans along the East Coast farmed in addition to hunting and gathering, while the Native Americans in the Pacific Northwest relied strictly on hunting and gathering. 7 They built their homes of mud and poles in forests near rivers so they could hunt and fish. They cleared fields to plant

corn, beans, and squash. 8 They shared similar climates, were farmers, and had many religious traditions.Skill Review: Using B.C., A.D., and Centuries 9 the 12th century 10 5,000 years ago Geography Skills 11 Student should use factual information about Native American cultures to support his choices. 12 Postcard should include accurate information about the civilization selected.Critical Thinking 13 Answer should compare the way in which an ancient civilization acquired its food, shelter, and comfort with the ways such things are provided today. 14 Cities might be abandoned if the population gets too large for available resources, because of drought, or if people die from illness or wars. Writing: Citizenship and Economics 15 Student should include reasons for his opinions. 16 Charts should show how various ancient civilizations used natural resources such as water and land.

ActivitiesCulture/Research List should include objects associated with the civilization he has selected and the reason for his selections. History/Math Timeline should show approximate years in which the different civilizations existed and factual information about each civilization.

CHAPTER 3

Page 74Economics Iceland and Greenland provided places to rest and obtain supplies for continuing the journey to North America.

Page 76Map Skill The center, or marketplace, was very important to traders.

Page 77Map Skill possible answers: Gao, Ghat, Tripoli; Tuat, Algiers, Tunis

Page 78

Lesson Review1 See definitions on p. 73. 2 Over many years, they traveled by boat from Iceland to Greenland to Newfoundland. 3 It brought wealth and people to the city. With the wealth, Mansa Musa brought scholars and the arts to the city. 4 Both traveled and were great leaders. 5 It leads to an exchange of goods and ideas, a better way of life, and additional wealth. 6 possible answers: Kiev, Birka

Page 79

Skills Workshop Think It Through Have the student research and debate the issue “television is a more informative news source than newspapers.” Use It Be sure student answers who, what, why, when, and where questions.

Page 80Economics Large, elaborate buildings and well-dressed people are evidence of wealth.

Page 81Map Skill Mountains, rivers, bodies of water, and the vast distance made it difficult to reach China from Europe by land.

Page 84Map Skill The growing contact among people in trade allowed greater sharing of ideas. Europe was relatively small and had a number of trading centers scattered throughout the area.

Page 85

Lesson Review1 See definitions on p. 80. 2 As he visited many cities of China he saw coal, paper money, and gunpowder.



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3 New ideas led to new discoveries and inventions, a rebirth of learning, and creativity. 4 His tales were of things beyond their imagination; they seemed too grand and unbelievable. He had no proof of his stories. 5 Yes, crossing or going around rivers; possible route would be through Austria, Hungary, Poland or the Ottoman Empire, and Russia. 6 Discuss student’s poster and display it if possible.

Pages 86–87

Chapter 3 ReviewSummarizing the Main Idea 1 Possible answers: Africa: trade center—Timbuktu; reasons—Arab book trade helped Timbuktu prosper; people came to see and worship in mosques, increasing the amount of trading. Asia: trade center—China; reasons—Chinese society was very advanced; they could print on paper and make silk. Traders traveled along the empire’s great system of roads. Europe: trade center—Cordoba, Spain; reasons—Muslim rulers set up libraries, studied, and made great discoveries; they influenced the way Europeans thought and encouraged learning. Vocabulary 2 Student should write a paragraph in which vocabulary words are used correctly in context. Reviewing the Facts 3 The Vikings were traders from northern Europe. They sailed ships through Europe, parts of the Middle East, and Canada, making settlements and trading goods. 4 Mansa Musa brought Muslim scholars to Mali and set up Timbuktu as a great center of learning. 5 They were merchants and went to China to trade their goods. 6 Marco Polo learned about coal, paper money, and gunpowder. He brought these ideas back to Europe and then wrote a book about his experiences in China. 7 Through their capital in Cordoba, Spain, the Muslims brought a great deal of learning to Europe, including advances in science and math.

8 The study of the writings of Aristotle and other Greek and Roman authors helped lead to a great rebirth in learning and creativity. Skill Review: Gathering Information from the Media 9 Student should be able to identify facts and opinions and develop informed opinions. 10 Television script should include answers to Who? When? Where? and Why? questions. Geography Skills 11 Student should measure the most direct route to his destination and give the approximate distance in miles. 12 Student’s brochure could include attractions like mosques, palaces, and libraries; demonstrate the climate; and show the wealth and prosperity of the trade centers. Critical Thinking 13 Trade centers and centers of learning worked hand in hand. People came to study, learn, and worship, increasing the number of people willing to trade. 14 The Renaissance involved a rebirth of learning and creativity that inspired many people to produce new forms of literature, architecture, art, and scientific inventions. As a result of the Renaissance, people had more opportunities and choices in life. Writing: Citizenship and Culture 15 Suggestion should show an understanding of trade as the exchange of goods of equal value. 16 Description may reflect amazement and excitement at discoveries such as coal, gunpowder, and paper money as he sees them for the first time.

ActivitiesCulture/Research Student’s paragraph should include his own opinions about the artist’s work.History/Arts Student’s artwork might show people trading goods or in the middle of discussions, as well as elaborate buildings such as palaces, mosques, and libraries.

CHAPTER 4

Page 91Map Skill Dias stopped along the western coast of Africa, but da Gama sailed directly to the tip of southern Africa.Economics to get valuable items of trade in return from the Portuguese

Page 93Map Skill He did not realize that the East Indies were 10,000 miles away. He thought they were much closer.

Page 94Map Skill Ferdinand and Isabella; to honor them

Page 95Map Skill Australia, Africa, Antarctica

Lesson Review1 Paragraph should reflect an understanding of definitions on p. 89. 2 Portuguese sailors reached Asia by sailing around the southern tip of Africa. 3 Columbus was looking for Asia by sailing west. He found the Bahamas. 4 because he did not know of the existence of the Americas 5 The cross-staff, a better compass, and the astrolabe aided exploration. 6 Goals might include gathering valuable goods, learning about new plants and animals, making peace, and simply surviving and returning.

Page 99

Response Activities1 Answers will vary. Student may suggest that Pedro would not join other expeditions as he disliked the way other peoples were treated by the Spaniards. 2 Journal entries will vary but should reflect the astonishment of a native child at the arrival of the Spanish. 3 Chart should correctly present the two sides’ points of view.



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Page 101Technology It gave them protection from attack that the native people lacked. It was heavy, hot to wear, and made it more difficult to move.

Page 104Map Skill Florida

Page 105

Lesson Review1 Student’s paragraph should reflect an understanding of definitions on p. 100. 2 by joining his soldiers with thousands of native people who were part of the Aztec empire but who resented Aztec rule 3 The Seven Cities of Gold were legendary cities supposed to be the richest in the world. The Spanish hoped to find them in the Americas. 4 Answers should be supported using facts from the text. 5 Arizona, New Mexico, Texas, Oklahoma, Kansas, Florida, Alabama, Georgia, Tennessee, Arkansas 6 Student should use simple graphic elements to creatively represent the subject of his story. Each series of pictographs should show a progression of events, rather than various facets of a single event.

Page 109Map Skill Part 1: melons, sugar cane, fruit trees, goats, onions, chickens; Part 2: Explorers brought plants and animals in order to have familiar food sources and possibly as trade items.

Page 110

Lesson Review1 Student’s paragraph should reflect an understanding of definitions on p. 106. 2 The African slave trade began in the 1500s when the Spanish wanted to replace Native American workers who had died or run away. 3 The transfer of plants and animals brought new foods into the diet, changed hunting practices, and expanded the agricultural output of Europeans, Africans, and Americans.

4 Several items introduced by Europeans have become major farm products in the Americas, including wheat, cattle, and hogs. 5 Answers will vary but may emphasize the cruelty of slavery. 6 Answers will vary but may suggest bringing wheat, any of a number of fruits, or sugar cane.

Page 112Chart Skill Spain: 67; England: 196

Page 113Map Skill It might have turned out to be shorter and faster than the route around Africa, and it would have avoided conflicts with the ships of other nations.

Page 115Geography Because these regions of the world had not been explored before by Europeans, all of the information that was gathered about the people, animals, and plants was new and of interest.

Lesson Review1 Student’s sentences should reflect an understanding of definitions on p. 111. 2 English attacks on Spanish ships carrying the valuable cargo from the Americas and the Spanish desire to conquer more lands led to the Battle of the Spanish Armada. 3 Explorations for the Northwest Passage led to more settlements in the new world. 4 A harsh climate makes it more difficult for humans to survive and establish permanent settlements. 5 Cartier’s friendly style probably encouraged the Iroquois to be more peaceful and helpful. 6 Illustrations should show details along the route.

Pages 116–117

Skills Workshop Think It Through To help him locate places using degrees and minutes, have him make up coordinates. Then locate these coordinates on a world map and identify the location as being a country or ocean.

Use It 1 approximately 89°W, 42°N; 88°50΄W, 41°25΄N; the map showing minutes 2 Portage; no, scale is too large.

Pages 118–119

Chapter 4 ReviewSummarizing the Main Idea 1 Possible answers: Lesson 1: Christopher Columbus sailed west from Spain and to the Americas; Queen Isabella of Spain funded Columbus’s voyage of exploration. Lesson 2: Hernando Cortes conquered Aztec empire; Montezuma was the last Aztec emperor; Bartolome de las Casas defended the rights of Native Americans against Spanish. Lesson 3: Christopher Columbus’s voyages led the Columbian Exchange. Lesson 4: Queen Elizabeth I of England encouraged Drake to attack Spanish ships to gain access to the treasures of the Americas; Jacques Cartier searched for the Northwest Passage and befriended the Iroquois.Vocabulary 2 Student should write a biography in which vocabulary words are used correctly in context.Reviewing the Facts 3 compass, cross staff, and astrolabe 4 Many Europeans treated Native Americans cruelly. 5 Magellan’s crew completed the first European circumnavigation. 6 He was searching for gold. 7 He did not believe that the Native Americans should be treated cruelly or enslaved. 8 Enslaved Africans worked on sugar cane plantations and in Spanish silver mines. 9 It enabled the English, French, and Dutch to challenge the Spanish and explore in the Americas. 10 All were searching for the Northwest Passage. Skill Review: Using Degrees and Minutes 11 89°5´W, 41°20´N 12 Student should use the atlas to give the latitude and longitude readings for his community. Geography Skills 13 Magellan crossed the Atlantic then sailed south because he had heard of Balboa’s



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sighting of another ocean on the other side of Panama. 14 Charts should list explorers, years they traveled, nations they served, and places explored.Critical Thinking 15 The introduction of new diseases from Europe would still have killed many Native Americans. 16 The conquest of the Americas led to a tremendous growth in the African slave trade. 17 The Spanish settled in Mexico. The French settled in Canada. Today Spanish and French are still reflected in the cultures of these two countries.Writing: Citizenship and Geography 18 Paragraph should describe current conditions of Native Americans in the student’s part of the country. 19 Letter should describe the new plants and animals found by Spanish explorers, what he thinks of these plants and animals, and how he plans to use them.

ActivitiesCulture/Arts Poem should describe the Spanish conquest of the Aztec empire. Encourage student to explore Aztec and Spanish points of view.History/Research Student’s paragraph should compare and contrast the Inca and the Aztec.

CHAPTER 5

Page 123Art The artist is showing the parents looking lovingly at the baby, touching and holding the baby, and smiling.

Page 125

Lesson Review1 Student’s paragraph should reflect an understanding of the definitions on p. 121. 2 Spain wanted to exploit the rich resources of the New World, including timber, fertile soil, gold, and silver. 3 The Spanish established missions in New Mexico to convert the Native Americans to Christianity. 4 Adopting the Spanish way of life offered the Pueblo protection against

Apache and Navajo attacks. The disadvantages included religious persecution. 5 Today, the influence of New Spain can be seen in the building styles of the southwestern United States and in place names. 6 Maps will vary. Encourage student to use his imagination and the images and content in his text for ideas.

Page 128Science The Algonquins are using spears and a net to fish.

Page 130 Math Fewer people would be needed.

Page 131

Lesson Review1 See definitions on p. 128. 2 The settlers disappeared without a trace. The only clue was the word CROATOAN carved on a post. 3 At first, life in the Jamestown settlement was difficult. The colonists nearly starved. Finally, they learned how to grow their own food, and they found a cash crop in tobacco. 4 a disadvantage because the colonists did not want to work or grow food 5 made it impossible for John White to get supplies to the Roanoke colonists quickly 6 Answers will vary but may include that a leader should be strong, able to organize people and give orders, and knowledgeable about how to survive in the wilderness.

Pages 132–133

Skills Workshop Think It Through Explain that facts can change when going from an eyewitness account to a secondary source. Say that people’s opinions sometimes alter the retelling of an event and that details may be lost or added. To demonstrate this, play the telephone game. The person at the front of the line is told a short story that passes back down the line from person to person. Compare the last person’s version to the original.

Discuss the differences and the need for accuracy when passing on information.

Page 135Map Skill More than half of their trip was completed.

Page 137Art The people have bowed heads and folded hands. They appear to be praying.

Page 139

Lesson Review1 Student’s paragraph should reflect an understanding of the definitions on p. 134. 2 The Pilgrims settled in New England to escape religious persecution and because it was too dangerous to sail around Cape Cod to their promised land in Virginia. 3 to create a model community as an example to the Church of England and the rest of the world and to escape religious persecution 4 It established law in the colony and helped the Pilgrims work together to survive. 5 Settling on the coast made travel easier and also provided a source for food. 6 Answers will vary. Student should include rules to keep order and to resolve disputes.

Page 142Geography They traveled by water.

Page 144Map Skill It was on the Atlantic Ocean at the mouth of a major river.

Page 145Economics The woman’s expensive clothing, jewelry, and Chinese fan show that New Amsterdam had an active trading business with distant countries.

Page 146Map Skill France; Spain



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Page 147

Lesson Review1 See definitions on p. 142. 2 to take advantage of the fur trade and to convert Native Americans to Catholicism 3 The Dutch, Germans, Norwegians, Swedish, French, Danish, English, Jews, and Africans; they settled in New Amsterdam for religious freedom or to gain wealth, or they came as indentured servants or slaves. 4 Fur was easy to get, but metal tools were not; metal tools were both durable and useful. 5 New Netherland’s location on the Atlantic and along the Hudson River made it accessible for ships and encouraged growth in trade. 6 Plays will vary. Student should include economic and cultural aspects of a colonist’s life.

Page 151

Response Activities1 The Europeans’ demand for furs and the discovery that North America was a rich source of furs opened a highway of trade between the continents and encouraged exploration and settlement in America. 2 Encourage student to refer to information provided in the article as he plans his journal entry. 3 Invite student to determine his needs and then select items for trade.

Pages 152–153

Chapter 5 ReviewSummarizing the Main Idea 1 Possible answers: Pilgrims: Plymouth; organized a government and wrote the Mayflower Compact. Puritans: Boston; established a thriving and growing settlement. French: Great Lakes area and south to New Orleans; traded furs. Dutch: New York area; welcomed people of many nationalities and allowed for religious freedom. Vocabulary 2 Student should write a letter in which vocabulary words are used correctly in context.

Reviewing the Facts 3 The many valuable resources found in New Spain, including gold, silver, lumber from trees, and crops from the fertile soil, were sent back to Spain. 4 huge land areas owned by the Spanish colonists 5 The Spanish built missions to try to convert the Pueblo to Christianity. Popé led a successful revolt forcing the Spanish to retreat south for a short period of time. 6 John White recorded information about the homes in which Native Americans lived, the ways in which they grew crops, ceremonies they held, and their fishing techniques. 7 Everyone was expected to work hard. The colonists successfully grew tobacco. 8 The Mayflower Compact gave colonists rules and laws by which to live. 9 The Puritans learned what to expect from earlier settlers. They brought many people and supplies. 10 New France was settled by missionaries, explorers, and fur traders, while New Netherland was settled by wealthy patroons.Skill Review: Comparing Uses of Primary and Secondary Sources 11 The first statement is a secondary source, and the second statement is a primary source. The secondary source gives information about Juana. The primary source provides information on women making a camp.Geography Skills 12 Student’s map should show the general geographic areas in which different groups of colonists settled. 13 Colonists learned to use the resources around them: they planted crops that would grow in their regions; if they lived near water they fished; colonists who lived in deep, cold, wooded areas became fur trappers. Critical Thinking 14 The lives of the Native Americans changed drastically as a result of increased population, disease, and technology. 15 The English may have moved to another area, joined the Croatoans, or been killed by Native Americans. 16 The settlers had to provide for their own

basic needs, create new governments, and overcome difficult challenges. Writing: Citizenship and Economics 17 Brochures may include information about how basic needs are met, day-to-day responsibilities, games and other forms of entertainment, and education. 18 Answers will vary but should include logical and practical reasons for selecting a particular geographic area, such as resources and ease of transportation.

ActivitiesHistory/Art Timeline should reflect an understanding of when the different colonies were settled and key events in the development of the colonies.

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LESSON 1

Page 61 c 2 e 3 e 4 a 5 d 6 b 7 a 8 f 9 a 10 bA, B, D, E

Page 7Immediate Family: brother, sister, mother, father, stepfather, stepmother; Other Relatives: aunt, cousin, grandmother, grandfather, uncle; Male: cousin, brother, grandfather, uncle, father, stepfather; Female: aunt, cousin, mother, grandmother, sister, stepmother; Same Generation as You: cousin, brother, sister; Older Generation than You: aunt, mother, father, uncle, grandfather, grandmother, stepfather, stepmother

Page 8 stringed: cellos, violins, guitar; wind: piccolos, flutes, tubas, trumpet; percussion: bass drums, triangle, cymbals percussion and stringed: percussion because the piano keys are struck, and stringed because piano strings are moved by hammers

LESSON 3

Page 9Realistic story: Daniel sat at the school’s new computer and turned it on. The computer whirred, buzzed, clicked, and then showed a prompt sign. Daniel inserted a disk and hit a few keys. He had a great idea for a story. Fantasy: Daniel sat at the school’s new computer and turned it on. The computer whirred, buzzed, clicked, and then showed a prompt sign. Daniel thought he must be mistaken

when he saw the keyboard typing by itself. Then Daniel saw this message on the screen: “Wait till you see what I can do!”

Page 10 1 several 2 made a swishing sound 3 fireflies 4 105 5 near freezing 6 taller than an ant hill 7 very beautiful 8 almost deafen us for the moment 9 very rapidly 10 with a sunburn

LESSON 4

Page 11A 1 John bought a new car, which he thinks is the best car ever made. 2 Because she felt that she might get a lot of attention, Peg joined the basketball team. 3 Darren and Hank bravely walked into the forest, which everyone believed was haunted. 4 “You surely have the most beautiful house in town,” Lila said when she came to visit Judy. 5 When the class judged the pictures, most of the students thought Art’s drawing was the best. 6 The grocery store has several new clerks, who the manager thinks will do very well. B 1 O 2 F 3 F 4 O 5 O

Page 121 fact 2 fact 3 opinion 4 opinion 5 fact 6 opinion 7 opinion 8 opinion 9 opinion 10 fact

LESSON 7

Page 13A 1 I, C 2 J, G 3 B, E 4 D, F 5 H, A B Answers will vary according to the dictionaries used.

Page 14 1 D, E; clothes 2 D, E; seat 3 E, D; plant 4 D, E; shelter 5 D, E; bird 6 D, E; tool 7 D, E; weather 8 E, D; emotion

LESSON 10

Page 15 A Answers will vary. Suggestion: Summary 2 gives the main idea of the entire paragraph. Summary 1 is an opinion. Summary 3 tells only about certain details of the paragraph. B Answers will vary, but each should be briefer than the paragraph above.

Page 16Probable responses: I A overturned drawers B smashed lamps C upended tables D slashed cushions E closet emptied F wastebaskets turned over II A two burly men inside B a large box between them

Page 17 I A road maps B charts C globe D atlas II A weather map B physical map C political map

Page 18 Suggested answers: I A Produces honey and helps flowers grow B symbolizes hard work II A traps insects and sucks blood B symbolizes misers III A moves slowly B symbolizes laziness IV A changes its form B symbolizes the process of life

LESSON 12

Answers will vary. Possible answers: A 1a They both have wings. b They both have beaks. 2a They are different sizes. b One is a water bird and the other is not.


Critical Thinking© Steck-Vaughn Company

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B Likenesses: 1 unusual nests 2 chicks dig through barriers Differences: 1 nests made differently 2 different incubation time

Answers will vary.

Page 24 Answers will vary.

LESSON 15

Page 25A Structure II: 1 My hat 2 Fuzzy, warm, soft 3 Protects, covers, cuddles 4 Makes a whirl of color on snow 5 Ski capB Structure I: Poems will vary in subject matter but should adhere to Structure I.

Page 26A 2 talk, speak 3 boat, ship 4 fury, rage 5 turn, spin 6 quit, leave B 2 trust, rely 3 spot, stain 4 hate, detest 5 swap, trade 6 crave, desire 7 peal, ring 8 sleep, nap 9 fear, dread 10 steal, rob

LESSON 17

Page 27A Answers will vary but should tell the story in sequence. B 4; A police officer would not tell a cat about a traffic sign. C Fanciful; It would really not happen.

Page 28Probable responses: 2 Force spouts into the holes. 3 Hang buckets from spouts to collect sap. 4 Pour sap into large tanks. 5 Take tanks to sap house. 6 Boil sap.

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