Grade 1

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 My b o o k

Look at the cover.

I notice

I wonder

.
I am a scientist
I question.
I observe.

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I record.
I measure.

ii
 What does your robot look like?

Science makes me feel …

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I like science because …

iii
Consulting Authors
Michael A. DiSpezio Peter McLaren
Global Educator Executive Director of Next Gen
North Falmouth, Massachusetts Education, LLC
Providence, Rhode Island
Marjorie Frank
Science Writer and Content-Area Bernadine Okoro
Reading Specialist Social Emotional
Brooklyn, New York Learning Consultant
STEM Learning Advocate & Consultant
Michael R. Heithaus, PhD Washington, DC
Dean, College of Arts, Sciences &
Education Professor, Department Cary Sneider, PhD
of Biological Sciences Associate Research Professor
Florida International University Portland State University
Miami, Florida Portland, Oregon

Program Advisors
Paul D. Asimow, PhD Sten Odenwald, PhD
Eleanor and John R. McMillan Professor of Geology Astronomer
and Geochemistry NASA Goddard Spaceflight
California Institute of Technology Center
Pasadena, California Greenbelt, Maryland

Eileen Cashman, PhD Bruce W. Schafer

Professor of Environmental Resources Engineering Director of K-12 STEM Collaborations, Retired
Humboldt State University Oregon University System
Arcata, California Portland, Oregon

Mark B. Moldwin, PhD Barry A. Van Deman

Professor of Climate and Space Sciences and President and CEO
Engineering Museum of Life and Science © Houghton Mifflin Harcourt Publishing Company
University of Michigan Durham, North Carolina
Ann Arbor, Michigan
Kim Withers, PhD
Kelly Y. Neiles, PhD Assistant Professor
Associate Professor Texas A&M
of Chemistry University-Corpus Christi
St. Mary’s College of Maryland Corpus Christi, Texas
St. Mary’s City, Maryland

iv
 Classroom Reviewers
Julie Ahern Roya Hosseini Craig Moss
Andrew Cooke Magnet School Junction Avenue K–8 School Mt. Gleason Middle School
Waukegan, Illinois Livermore, California Sunland, California
Amy Berke Rana Mujtaba Khan Joanna O’Brien
South Park Elementary School Will Rogers High School Palmyra Elementary School
Rapid City, South Dakota Van Nuys, California Palmyra, Missouri
Pamela Bluestein George Kwong Wendy Savaske
Sycamore Canyon School Schafer Park Elementary School Education Consultant
Newbury Park, California Hayward, California Wisconsin Department of
Public Instruction
Kelly Brotz Kristin Kyde
Cooper Elementary School Templeton Middle School Isabel Souto
Sheboygan, Wisconsin Sussex, Wisconsin Schafer Park Elementary School
Hayward, California
Andrea Brown Marie LaCross
HLPUSD Science and STEAM Sulphur Springs United Michelle Sullivan
TOSA, Retired School District Balboa Elementary School
Hacienda Heights, California Santa Clarita, California San Diego, California
Marsha Campbell Bonnie Lock April Thompson
Murray Elementary School La Center Elementary School Roll Hill School
Hobbs, New Mexico La Center, Washington Cincinnati, Ohio
Leslie C. Antosy-Flores Imelda Madrid Tina Topoleski
Star View Elementary School Assistant Principal District Science Supervisor
Midway City, California Montague Charter Academy for Jackson School District
the Arts and Sciences Jackson, New Jersey
Theresa Gailliout Pacoima, CA
James R. Ludlow Elementary Terri Trebilcock
School Susana Martinez O’Brien Fairmount Elementary School
Philadelphia, Pennsylvania Diocese of San Diego Golden, Colorado
San Diego, California
Emily Giles Emily R.C.G. Williams
Assistant Principal Kara Miller South Pasadena Middle School
White’s Tower Elementary School Ridgeview Elementary School South Pasadena, California
Independence, KY Beckley, West Virginia
Robert Gray Mercy D. Momary
Essex Elementary School Local District Northwest
Baltimore, Maryland Los Angeles, California
Stephanie Greene Dena Morosin
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Science Department Chair Shasta Elementary School

Sun Valley Magnet School Klamath Falls, Oregon
Sun Valley, California
These are
some smart
people!

v
Designing Solutions.......................................... xi
Claims, Evidence, and Reasoning................xv
Safety in Science............................................ xvii

Unit 1 Engineering Design

Process................................................. 1
Lesson 1 A Design Process......................................... 2
Ha nds On Engineer It  Explore a Problem................. 4
Ha nds On Engineer It  Solve a Problem.................... 7
Unit Review.................................................................... 14

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vi
 Unit 2 Light and Sound..........................17
Lesson 1 All About Light.......................................... 18
Ha nds On Watch It Glow........................................... 20
Ha nds On  ake Observations in
M
  Different Light....................................... 23
Lesson 2 Light and Materials.................................. 30
Ha nds On Reflect Light.............................................. 32
Ha nds On Test What Happens to Light.................... 35
Lesson 3 All About Sound........................................ 42
Ha nds On Engineer It  Send a Message..................44
Ha nds On Make Something Move with Sound.......... 48
Unit Review.................................................................... 54
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vii
 Unit 3 Plant Parts...................................... 57
Lesson 1 Parts Help Plants Live................................ 58
Ha nds On Observe Roots and Leaves....................... 60
Ha nds On Observe Stems.......................................... 64
Engineer It 
Ideas from Plants................ 67
Lesson 2 Plants and Their Parents........................... 74
Ha nds On Grow Carrot Tops..................................... 76
Ha nds On Compare Parts..........................................79
Unit Review.................................................................... 86

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Salvan/Shutterstock

viii
 Unit 4 Animal Parts................................ 89
Lesson 1 Parts Help Animals Live............................90
Ha nds On Observe Animal Parts...............................92
Ha nds On Engineer It  Ideas from Animals.............95
Lesson 2 Animals and Their Parents..................... 102
Ha nds On Explore Animal Families......................... 104
Ha nds On Match the Animals.................................. 107
Lesson 3 Animals Take Care of
  Their Young..........................................114
Ha nds On Describe How Animals Help Young.........116
Ha nds On Compare Animal Parents........................119
Unit Review.................................................................. 126
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©AlizadaStudios/iStock/Getty Images Plus/Getty Images

ix
 Unit 5 Objects and Patterns
in the Sky....................................... 129
Lesson 1 Patterns in the Sky.................................. 130
Ha nds On  bserve the Daytime
O
  and Nighttime Sky............................... 132
Ha nds On Trace a Shadow...................................... 135

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Radius

Lesson 2 Patterns of Daylight................................ 142
Ha nds On Measure Daylight................................... 144
Ha nds On  bserve Patterns of Sunrise
O
  and Sunset.......................................... 147
Unit Review.................................................................. 154
Images/Getty Images

Interactive Glossary........................................G1
Index......................................................................I5
x
 Designing Solutions

A ferry boat and a bridge help people cross

water. They are both solutions to the same
problem. A solution is something that fixes
a problem.

An engineer uses math and science to

solve problems, such as how to cross water.
Engineers use a design process to help them
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find good solutions to problems.

You can use a design process, too!

A design process is a set of steps that helps
Mizioznikov/Adobe; (r) ©dszc/E+/Getty Images

you find a solution.

xi
Explore
Find out more about the
problem. You can find
better solutions when
you know more about a
problem.

Explore the problem in

the picture. Tell how you
can get more information
about the problem.

Make
Think of as many solutions as you can.
Then make a plan for how each solution
might solve the problem. You may make
and test many solutions.

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What solution do you think will best solve
the problem in the picture?

xii
 Test a solution to see how well it works. If it
does not work, choose another solution or
change the solution. Test again to see how
the changed solution worked.

More than one solution may solve a

problem. Compare the solutions to choose
which works better.

Observe the solutions. Fill in the chart.

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Solution 1 Solution 2

Good
features

Flawed
features

xiii
Make It Better
Make a change you think will make a good
solution better. Test the changed solution.

Why might you change and test a solution

many times?

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Sometimes you might go back to the

Explore or Make steps if you get new
information. You can repeat any
steps when you need to.

xiv
 Claims, Evidence, and Reasoning
Make a Claim
A claim is a statement you think is true.

You can make a claim

about what you observe.

Some solid
things sink.

A claim can be made

before you investigate.

Both the lemon and

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lime will sink.

A claim can be made

after you investigate.

Lemons float in water,

and limes sink.

xv
Use Evidence and Reasoning
Evidence is information that shows whether
or not your claim is true.

Data can be used as

evidence. Evidence can
come from things you
observe or read.

My claim was wrong.

A lemon will float,
and a lime will sink.

Reasoning tells how

or why the evidence
supports the claim. You

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can tell why your claim is
true or not. You can tell
how you know.
My evidence showed that
the lemon floats and the
lime sinks. This proves my
first claim was not true and
my second claim was true.

xvi
 Safety in Science
Doing science is fun. But a science lab
can be dangerous. Know the safety
rules and listen to your teacher.

Do not eat or drink anything.

Do not touch sharp things.
Wash your hands.
Wear goggles to keep your
eyes safe.
Be neat and clean up spills.
Tell your teacher if something breaks.
Show good behavior.
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xvii
Circle the pictures where a safety rule is
being followed. Place an X on the pictures
where a safety rule is not being followed.

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xviii
 In this unit, you will define problems
and design solutions that are related
to how the structure of an object
affects how the object works.

UNI T
Engineering
1 Design Process
Lesson 1
A Design Process.....................2

Unit Review............................ 14
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Mifflin Harcourt

UNIT 1 • Engineering Design Process 1

2
Lesson 1

LESSON 1 • A Design Process

A Design Process

Tangled up!
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Mifflin Harcourt
 What do you notice about Mia’s problem?

What do you wonder about Mia’s problem?

Ca n You Explain It?

How can Mia keep her problem

from happening?
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LESSON 1 • A Design Process 3

Engineer It
Explore a Problem

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You want to keep headphones from
getting twisted. You can make a model.
A model shows what something looks
like or how it works.

Ask a question about what you should

Shutterstock

do first to solve the problem.

4 LESSON 1 • A Design Process

 Materials Checklist
 headphones   classroom materials

Explore .
HMM
Step 1 
Look at the headphones.
Find out more about
the problem.

Make
Step 2 
Think of an idea for a
solution. Make a model
of the solution. 
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Mifflin Harcourt

LESSON 1 • A Design Process 5

Make a claim about why it is important to
find out more about a problem.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored


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How does this help me explain what

Mia needs to do to keep her problem
from happening?

6 LESSON 1 • A Design Process

 Engineer It
Solve a Problem

These solutions keep

headphones from
getting twisted.
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People use a model to make a solution.

People choose materials that will
work best.

Ask a question about how you can make

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a good solution.

LESSON 1 • A Design Process 7

Materials Checklist
 headphones   classroom materials

Make
Step 1 
Build a solution. Use your model.

BINGO!

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Step 2 
Test your solution.

8 LESSON 1 • A Design Process

 Step 3 
Write your results.
Works well Could work better

Make It Better
Step 4 
Share your solution.
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Step 5 
Choose a solution. It can be your
solution. It can be from another group.
Make it better.
What should you do if your
solution does not work?

LESSON 1 • A Design Process 9

Make a claim about how you can use a
design process to make a solution.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored


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How does this help me explain what Mia needs

to do to keep her problem from happening?

10 LESSON 1 • A Design Process

 Name 

Lesson Check
Ca n You Explain It?

What does Mia need to do to

keep her problem from
happening? Be sure to explain
how she can use the steps of a
design process to solve her problem.
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Mifflin Harcourt

LESSON 1 • A Design Process 11

Self Check
1. Gabriel uses a design process to
build a back scratcher. He tests the
back scratcher. It is not long enough.
What should he most likely do next?
A Throw out the back scratcher.
B Share his solution.
C Find ways to make his solution better.

2. How can the drawing be used?

Choose all correct answers.

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A It can be used to communicate a solution.

B It can be used to build a solution.
C It can be used to test a solution.

12 LESSON 1 • A Design Process

 3. Ana builds a clay boat. The
boat needs to be strong
enough to hold a few
pennies. How will Ana know
her boat works?
A She should test whether
the water is high enough.
B She should test whether
the boat floats.
C She should test whether the pennies float.

4. Juan builds a shelf for his books.

The shelf keeps falling over. What is
Juan’s problem?
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Mifflin Harcourt

LESSON 1 • A Design Process 13

 Name 

Unit Review
1. Tara’s dog treats keep crumbling.
Tara builds two solutions for the problem.
Why is it important to build more than
one solution?

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2. Cam wants to make a solution better.
What should he do before he makes his
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solution better? Choose all correct answers.

A Decide which parts of the solution work well.
B Decide which parts do not work well.
C Make a plan for making the solution better.

14 UNIT 1 • Engineering Design Process

 3. What are some questions that could
help you understand the problem in
the picture?
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4. What should you do next after you

have explored a problem?
A Think of possible solutions.
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B Build a possible solution.

C Test a possible solution.

UNIT 1 • Engineering Design Process 15

5. How can making a model help you
plan a solution?

6. Jayden builds a holder to keep his art

supplies together. How should he test
the holder?
A Draw a model.
B Put supplies in the holder.
C Put the holder on a shelf.

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16 UNIT 1 • Engineering Design Process

 In Unit 1, you planned and carried out
tests to solve problems related to the
structure of objects. In this unit, you will
plan and carry out tests to show how
light and sound can cause changes.

UNI T

2 Light and Sound

Lesson 1
All About Light........................ 18

Lesson 2
Light and Materials.............. 30
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Lesson 3
All About Sound.................... 42

Unit Review........................... 54

UNIT 2 • Light and Sound 17

18
Lesson 1

LESSON 1 • All About Light

All About Light

party!
Glow dance
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Mifflin Harcourt
 What do you notice about the children
and the glow jewelry?

What do you wonder about the children

and the glow jewelry?

Ca n You Explain It?

Why can you see the glow jewelry well

but not see the children very well?
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LESSON 1 • All About Light 19

Watch It Glow

These stickers
glow!

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Objects that glow give off their own
light. Light is energy that lets you see.

Ask a question about what kinds of

objects you can see in a dark room.
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20 LESSON 1 • All About Light

 Materials Checklist
  a glow stick  a classroom object

Step 1 
Look at a glow stick
and a classroom object.

Step 2 
Compare.
Which object is easier to see?

Glow stick Classroom object

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Mifflin Harcourt

LESSON 1 • All About Light 21

Make a claim about what kinds of
objects are easier to see in a dark room.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored


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How does this help explain why you can

see glow jewelry in a dark room?

22 LESSON 1 • All About Light

 Make Observations in
Different Light
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Treadway/Getty Images; (b) ©John and Lisa Merrill/Getty Images

You can not see much inside the dark cave. You can
see more inside the cave with lights.

Ask a question about how objects look

in different amounts of light.

LESSON 1 • All About Light 23

Materials Checklist
  2 shoeboxes   2 small objects  tape

Step 1 
Tape an object to the back of each box.
HMM
..

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Step 2 
Look through the hole in the box.
Move the top so different amounts of
light can reach the object.

You may need to wait your turn

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to look into the box. Why

should you wait turns?

24 LESSON 1 • All About Light

 Step 3 
Trade boxes. Do step 2
again.

Step 4 
Write what you see.

Amount of light What you see

no light

a little light
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a lot of light
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LESSON 1 • All About Light 25

Make a claim about how objects look in
different amounts of light.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored


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How does this help explain why you can

not see children well in a dark room?

26 LESSON 1 • All About Light

 Name 

Lesson Check
Ca n You Explain It?

Why can you see the glow

jewelry well but not see the
children very well? Be sure to
explain when you can and
can not see objects in the dark.
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Mifflin Harcourt

LESSON 1 • All About Light 27

Self Check
1. Look at the campfire.
Why can the people see
the fire?
A A light shines on the
fire.
B It is dark at night.
C The fire gives off its
own light.

2. How could you test if an object gives

off its own light? Write your test.

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Shannon/All Canada Photos/Getty Images

28 LESSON 1 • All About Light

 3. Audrey can not see her toy in a dark
room. Why not? Choose all correct
answers.
A The toy does not give off light.
B The toy is darker than the room.
C There is no light shining on the toy.

4. Look at the room. Why can you see

the objects in the room well?
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LESSON 1 • All About Light 29

30
Lesson 2

Light a nd
Materials

LESSON 2 • Light and Materials

Puppet show!
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Mifflin Harcourt; (b) ©Houghton Mifflin Harcourt
 What do you notice about the bright
and dark spots on the wall?

What do you wonder about the bright

and dark spots on the wall?

Ca n You Explain It?

What causes the bright and dark spots

on the wall?
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LESSON 2 • Light and Materials 31

Reflect Light

The light coming through the window travels

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in a straight line. Then it hits the glass handle.

Ask a question about what happens to

light when it hits a shiny material.
Bartram/EyeEm/Getty Images

32 LESSON 2 • Light and Materials

 Materials Checklist
  a flashlight   a mirror

AHA !
Step 1 
Make a plan to test how a
mirror affects a beam of
light. Tell your plan.

Step 2 
Use the materials to do your
test. What do you see?
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Step 3 
What causes what you see?
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LESSON 2 • Light and Materials 33

Make a claim about what happens to
light when it hits a shiny material.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored


© Houghton Mifflin Harcourt Publishing Company

How does this help explain what causes

bright spots on a wall?

34 LESSON 2 • Light and Materials

 Test What Happens
to Light
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You can see the girl’s face very well. You

can not see the boy’s face as well. It has
something to do with how light passes
through different parts of the door.

Ask a question about how much light

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passes through different materials.

LESSON 2 • Light and Materials 35

 Materials Checklist
  a flashlight   clear plastic
  wax paper  wood

AHA !

Step 1 
Make a plan to test how much light

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passes through each material.

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36 LESSON 2 • Light and Materials

 Step 2 
How much light passes through
each material?

Material Amount of light

clear plastic no light some light all light

wax paper no light some light all light

wood no light some light all light

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Why is it important to test one

material at a time?

LESSON 2 • Light and Materials 37

Make a claim about how much light
passes through different materials.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored


© Houghton Mifflin Harcourt Publishing Company

How does this explain what causes

bright and dark spots on a wall?

38 LESSON 2 • Light and Materials

 Name 

Lesson Check
Ca n You Explain It?

What causes the bright

and dark spots on
the wall? Be sure to
explain what happens when light
hits different materials.
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Mifflin Harcourt; (r) ©Houghton Mifflin Harcourt

LESSON 2 • Light and Materials 39

Self Check
1. Ted thinks shiny materials make light
move in a new direction. How could
he use a flashlight to test his idea?
A He could shine the light at a wooden door.
B He could turn the flashlight on and off to
send a message.
C He could see what happens when
he shines the light at a mirror.

2. What happens to light if it hits

a shiny piece of foil? Use the
evidence you have gathered to
answer the question.

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40 LESSON 2 • Light and Materials

 3. Which cup allows the most light to
pass through? Circle the cup.

4. Eli thinks that all objects block all

light. How can he test his idea?
A He can make a shadow on a wall.
B He can shine light on different objects.
C He can move a light closer
to an object.
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(l), (c), (r) ©Houghton Mifflin Harcourt

LESSON 2 • Light and Materials 41

42
Lesson 3

LESSON 3 • All About Sound

All About Sound

dancing!
The confetti is
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Mifflin Harcourt
 What do you notice about the confetti
on the speaker?

What do you wonder about the confetti

on the speaker?

Ca n You Explain It?

What causes the confetti to move?

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LESSON 3 • All About Sound 43

Engineer It
Send a Message

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Sounds are all around you.
What is sound? Sound is a kind of
energy that you hear. People use
sound to send messages to
each other.
Grill/Getty Images

Ask a question about what makes sound.

44 LESSON 3 • All About Sound

 Materials Checklist
  a metal can   a balloon
  a rubber band   wooden drumsticks

Explore C O OL !
Step 1 
Explore the problem.
You want to send a
message by using a drum.

Make
Step 2 
Make your drum. Make a plan to send
a message. Use different kinds of
sounds.
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Mifflin Harcourt

LESSON 3 • All About Sound 45

 Step 3 
Follow your plan. What were you able
to tell your partner?

Why should you and your

partner to follow
your plan?

Step 4 
Put one finger on the
top of the drum.
Hit another part of the

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

drum. What do you feel?

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46 LESSON 3 • All About Sound

 Make a claim about how the top of
the drum moves and the sound the
drum makes.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored


© Houghton Mifflin Harcourt Publishing Company

How does this help me explain what

causes confetti to move on a speaker?

LESSON 3 • All About Sound 47

Make Something Move
with Sound

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Houghton

The bowl of water is sitting on top
of a speaker. The speaker is playing
music. Something causes the water to
vibrate. To vibrate is to move quickly
back and forth.

Ask a question about what causes the

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water to vibrate.

48 LESSON 3 • All About Sound

 Materials Checklist
  a metal can   cling wrap   a rubber band
  puffed cereal   a pot   a wooden spoon

Step 1 
Place a handful of cereal
on top of the wrap.
T!
S WE E
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

Step 2 
Plan a way to make the cereal
vibrate. Use the spoon and the pot.

Step 3 
Write what you observe.
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LESSON 3 • All About Sound 49

Make a claim about what causes the
cereal to vibrate.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored


© Houghton Mifflin Harcourt Publishing Company

How does this help explain what causes

confetti to move on a speaker?

50 LESSON 3 • All About Sound

 Name 

Lesson Check
Ca n You Explain It?

What causes the confetti to

move? Be sure to explain how
sound is connected to how
it moves.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton
Mifflin Harcourt

LESSON 3 • All About Sound 51

Self Check

1. Tim plans and does the test shown

in the picture. What does this test
tell Tim?
Sounds can be loud or soft.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©sciencepho-

A

B Sounds can be high or low.

C Sounds can make objects move.

2. Can sound make objects vibrate?

Which test should you do to answer
the question?
tos/Alamy Images

A Press a key on a piano.

B Bang a pot near a pile of rice.
C Blow across the top of a water bottle.

52 LESSON 3 • All About Sound

 3. Skye places her finger at the end of a
trumpet making sound. What should
she feel?
A The trumpet is very hot.
B The trumpet is very still.
C The trumpet vibrates.

4. Alejandro wants to build a tool that

can send a message over a distance.
What should his tool be able to do?
© Houghton Mifflin Harcourt Publishing Company

LESSON 3 • All About Sound 53

 Name 

Unit Review
1. Olivia tests what happens when she
places a shiny metal spoon in the
path of a beam of light. What is she
most likely to see?
A The light bounces back from the spoon.
B The spoon takes in all the light.
C The light passes through the spoon.

2. How much light passes through each

object? Draw a line to match each
object to the words that describe it.

(r) ©EugeneTomeev/Shutterstock; (l) ©Houghton Mifflin Harcourt;

© Houghton Mifflin Harcourt Publishing Company • Image Credits:

(c) ©Dphotographer/iStock/Getty Images

No light passes All light passes Some light

through. through. passes through.

54 UNIT 2 • Light and Sound

 3. Veer thinks that materials that
vibrate can make sound. What could
he do to test this?

4. What is the effect of shining light on

a piece of cardboard?
A No light passes through the cardboard.
B All light passes through the cardboard.
C Some light passes through the cardboard.
© Houghton Mifflin Harcourt Publishing Company • Image Credits:

5. Observe the fireworks. Why can

you see them in the night sky?
(b) ©Graph_1980/Moment/Getty Images

A The sky around the fireworks

is dark.
B Fireworks give off their own
light.
C Light shines on the fireworks.

UNIT 2 • Light and Sound 55

6. Mia and her partner want to
design a way to communicate
with each other over a distance.
Describe a plan they could try
using a drum.

7. Emma wants to do a test to find out

if sound can move materials. Which
test should she do?
A Place sand on a drum and bang a pot next to it.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

B Pour a cup of sand in a large pot.
C Put sand in a shaker and shake it.

8. Toby has a book and a clock that glows on

a table next to his bed. Which object would
he be more likely to see in the dark? Why?
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56 UNIT 2 • Light and Sound

 In Unit 2, you explained and
described how light helps you see.
In this unit, you will be able to
observe and describe patterns of
plant parts to see how different
examples of the same kind of plant
are alike and how they are different.

UNI T
Plant Parts
3 Lesson 1
Parts Help Plants Live���������� 58

Lesson 2
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bl) ©Houghton

Plants and Their Parents������74

Unit Review........................... 86
Mifflin Harcourt

UNIT 3 • Plant Parts 57

58
Lesson 1

LESSON 1 • Parts Help Plants Live

Keep me dry!
Pa rts Help Pla nts Live

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (cr) ©Royal

Freedman/Alamy; (cl) ©messenjah/iStockPhoto.com
 What do you notice about the leaf and
the umbrella?

What do you wonder about the leaf

and the umbrella?

Ca n You Explain It?

How can observing the shapes of

plants give people ideas?
© Houghton Mifflin Harcourt Publishing Company

LESSON 1 • Parts Help Plants Live 59

Observe Roots
and Leaves
leaves

roots

You can see leaves on trees and bushes.

If you lift up a tree or a bush, you can
see its roots.
© Houghton Mifflin Harcourt Publishing Company

Ask a question about how leaves and

roots help a plant.

60 LESSON 1 • Parts Help Plants Live

 Materials Checklist
  a plant   gloves

Step 1 
Observe the shape of a leaf.
Tell about its shape.

Step 2 
Compare the brown leaf to the
green leaves.

?
WHY
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Houghton

Step 3 
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Why do you think the leaf turned brown?

LESSON 1 • Parts Help Plants Live 61

Step 4 
Observe the roots of the plant.
Observe their shape.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Houghton

Step 5 
Tell how you think the shape of the roots
helps a plant.
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Why should you follow safety

rules during the activity?

62 LESSON 1 • Parts Help Plants Live

 Make a claim about how leaves and
roots help a plant.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored

© Houghton Mifflin Harcourt Publishing Company

How does this help me explain how

observing the shapes of plants gives
people ideas?

LESSON 1 • Parts Help Plants Live 63

Observe Stems

The long stems of the celery

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©YuriyS/

connect the roots to the leafy tops.
How does water get from soil to the
leaves of a plant?

Ask a question about how stems help

iStockphoto.com/Getty Images

a plant.

64 LESSON 1 • Parts Help Plants Live

 Materials Checklist
  a cup of water   food coloring
  2 celery stalks HM M.

Step 1 
Observe the celery.
Draw it. Put the
food coloring and
celery in the water.

Step 2 
Observe the celery the next day.
Draw the celery again.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Houghton

before after
Mifflin Harcourt

Step 3 
Tell the effect you observed. What caused
the effect?

LESSON 1 • Parts Help Plants Live 65

Make a claim about how the shape of a
stem helps a plant.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored

© Houghton Mifflin Harcourt Publishing Company

How does this help me explain how
observing the shapes of plants gives
people ideas?

66 LESSON 1 • Parts Help Plants Live

 Engineer It
Ideas from Plants

a theater building durian fruit

The shape of the building looks like the

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Esplanade/

shape of the fruit. People may mimic, or

copy, what they see in nature to make
things that solve problems.
Alamy; (r) ©Chang-Pooh24/Shutterstock

Ask a question about how observing a

plant could help you make something.

LESSON 1 • Parts Help Plants Live 67

Materials Checklist
  pictures of plants   craft materials

Explore
Step 1 
Explore the problem. You need to make
something that will keep you cool.

Make
Step 2 
Observe a plant to get
an idea for a solution.
Make a plan.
Share your plan.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Houghton

Mifflin Harcourt

68 LESSON 1 • Parts Help Plants Live

 Why should you listen to different
ideas when you make a plan?

Step 3 
Build your solution. Follow your plan.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Houghton

Step 4 
Test your solution.

Step 5 
Share your solution. How did you mimic
a plant?
Mifflin Harcourt

LESSON 1 • Parts Help Plants Live 69

Make a claim about how observing
plants gave you an idea.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored

© Houghton Mifflin Harcourt Publishing Company

How does this help me explain how
observing the shapes of plants gives
people ideas?

70 LESSON 1 • Parts Help Plants Live

 Name 

Lesson Check
Ca n You Explain It?

How can observing the shapes of

plants give people ideas? Be
sure to tell how observing nature
helps people solve problems.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Royal
Freedman/Alamy; (b) ©messenjah/iStockPhoto.com

LESSON 1 • Parts Help Plants Live 71

Self Check
1. Which plant did people observe to
get the idea for each solution?
Draw lines to match the pictures.

(tr) ©junyanjiang/Shutterstock; (bl) ©Gherzak/Shutterstock; (tl) ©Leonid Ikan/

© Houghton Mifflin Harcourt Publishing Company • Image Credits:
2. Tari wants to make a hat to keep her

Shutterstock; (br) ©Space Images/Getty Images

head cool. Which plant part would be
best for her to observe for ideas?
A thorns that protect a bush
B leaves that shade a tree from the sun
C strong roots that keep a tree in the ground

72 LESSON 1 • Parts Help Plants Live

 3. Look at the roots.

Describe how the shape of plant roots

is connected to how roots help a plant.
© Houghton Mifflin Harcourt Publishing Company

4. How is the shape of plant stems

connected to how stems help a plant?
A Stems have tubes that move water.
B Stems have flat surfaces that catch sunlight.
C Stems grow into the ground and keep a plant
in place.

LESSON 1 • Parts Help Plants Live 73

74
Lesson 2

Pa rents

young tulips

LESSON 2 • Plants and Their Parents

Pla nts a nd Their

adult tulips

Look at the colors!

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (bg) ©Monika
Salvan/Shutterstock; (inset) Photo24/Brand X Pictures/Getty Images
 What do you notice about the young
tulips and the adult tulips?

What do you wonder about the young

tulips and the adult tulips?

Ca n You Explain It?

How can plants of the same kind look

alike but different?
© Houghton Mifflin Harcourt Publishing Company

LESSON 2 • Plants and Their Parents 75

Grow Carrot Tops

All these plants are of the same kind.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Getty

The roses are of the same kind. But they
look different.

Ask a question about how plants of the

same kind can be alike and different.
Images

76 LESSON 2 • Plants and Their Parents

 Materials Checklist
  a bowl    carrot tops
  water   a small paper clip HMM.

Step 1 
Pour water into the bowl.
Add the carrot tops.

Step 2 
Put your carrots in a
sunny place.

Step 3 
Observe and measure
the carrots. Write your observations.
© Houghton Mifflin Harcourt Publishing Company • Image Credits:

Day Observations
Day 3 carrot 1 __________ paper clips long
carrot 2 __________ paper clips long
(t), (b) ©Houghton Mifflin Harcourt

Day 5 carrot 1 __________ paper clips long

carrot 2 __________ paper clips long
Day 7 carrot 1 __________ paper clips long
carrot 2 __________ paper clips long
Day 9 carrot 1 __________ paper clips long
carrot 2 __________ paper clips long

LESSON 2 • Plants and Their Parents 77

 Step 4 
Compare the carrots. Look for patterns
in their parts and sizes.

Make a claim about how plants of the

same kind can be alike and different.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored

© Houghton Mifflin Harcourt Publishing Company

How does this help me explain how

plants of the same kind can look alike
but different?

78 LESSON 2 • Plants and Their Parents

 Compare Parts

young sunflower parent sunflower

A parent is a plant or animal that

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Stanislava

makes young similar to itself.

Parent plants make young plants.

Ask a question about how young

Yaneva/Shutterstock; (r) ©Chaiyas/Dreamstime

plants are alike and different from

their parents.

LESSON 2 • Plants and Their Parents 79

 Materials Checklist
  young carrot plants   picture of adult carrot plant

Step 1 
Look at the picture of the adult carrot
plant. Write your observations.

HMM

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Houghton

Step 2 
Look at your young carrot plants.
Mifflin Harcourt

Write your observations.

80 LESSON 2 • Plants and Their Parents

 Step 3 
How are the adult and young plants
alike and different? Look for patterns.

Alike Different
© Houghton Mifflin Harcourt Publishing Company

Should I listen if someone has

an idea that is different from
mine? Why?

LESSON 2 • Plants and Their Parents 81

Make a claim about how young
plants and adult plants can be alike
and different.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored

© Houghton Mifflin Harcourt Publishing Company

How does this help me explain how
plants of the same kind can look alike
but different?

82 LESSON 2 • Plants and Their Parents

 Name 

Lesson Check
Ca n You Explain It?

How can plants of the same kind

look alike but different? Be sure
to explain how you can observe
patterns to tell if two plants are
of the same kind.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Getty
Images

LESSON 2 • Plants and Their Parents 83

Self Check
1. Observe this young plant and its
parent plant. What patterns do you
see? Choose all correct answers.

young plant parent plant

A Their leaves are the same shape.
B Their leaves are purple and green.
C The young plant has more leaves than the
parent plant.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©Pattie

2. Cate sees a young plant in a park.
She wants to find an adult plant
Calfy/Getty Images; (l) ©Pat Canova/Getty Images
that is the same kind of plant. What
should Cate look for?
A a plant that is the same size
B a plant with the same number of leaves
C a plant with leaves that are like the young
plant’s leaves

84 LESSON 2 • Plants and Their Parents

 3. Which plant is the parent of each
young plant? Match the young to
its parent.
(tr) ©zhukovvvlad/Getty Images; (bl) ©sandramirey/Getty Images;
© Houghton Mifflin Harcourt Publishing Company • Image Credits:

4. You find two plants that are of the

(tl) ©iStock/Getty Images; (br) ©Jo Whitworth/Alamy

same kind. What differences might

you observe in the plants?

LESSON 2 • Plants and Their Parents 85

 Name 

Unit Review
1. Observe the young plant. Look for
patterns. Which plant is its parent?
A B C

2. How can plants of the same kind

be different? Choose all correct
answers.
A Their flowers can be different colors.
B They can grow different kinds of fruits.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©valda/

iStock/Getty Images; (bl) ©rimglow/iStock/Getty Images; (bc) ©frytka/iStock/
C They can have different numbers of leaves.

Getty Images; (br) ©Serg_Velusceac/iStock/Getty Images

3. Zak found a plant in his yard. He wants
to find a young plant of the same kind.
What should he look for?
A a plant that is the same size
B a smaller plant with bigger leaves
C a smaller plant with leaves that are the
same shape
86 UNIT 3 • Plant Parts
 4. Which plant shape did people
observe to get the idea for each
solution? Draw lines to match
the pictures.
(tc) ©halecr/iStockPhoto.com; (br) ©John Mcgrath/EyeEm/Getty Images

(tr) ©IamOkay/Shutterstock; (bl) ©Dennis Hallinan/Getty Images;

5. Alonso wants to design a waterproof

© Houghton Mifflin Harcourt Publishing Company • Image Credits:
(tl) ©Emmanuel LATTES/Alamy; (bc) ©Julio Cortez/AP Images;

box that can float. Which plant would

be best to observe for ideas?
A a plant with seeds that are carried by wind
B a plant with seeds that are carried by water
C a plant with seeds that stick to animal fur

UNIT 3 • Plant Parts 87

6. How does the shape of leaves help
leaves catch sunlight?
A Leaves have tubes inside.
B Leaves have sharp points.
C Leaves have wide, flat surfaces.

7. Kim observes a picture of a seed that

sticks to clothing. She wants to copy the
shape of the seed to design something
to keep a jacket pocket closed. Describe
the steps Kim should take.

8. What patterns can you observe in order to © Houghton Mifflin Harcourt Publishing Company

tell if an adult plant and a young plant are

of the same kind? Choose all correct answers.
A patterns in leaf shape
B patterns in stem shape
C patterns in flower shape

88 UNIT 3 • Plant Parts

 In Unit 3, you observed patterns in
plant parts. In this unit, you will
observe animals and their parts and
explain how young animals and adult
animals are the same and different.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Sergiy

UNI T
Animal Parts
4 Lesson 1
Bykhunenko/Shutterstock

Parts Help Animals Live........ 90

Lesson 2
Animals and Their Parents.. 102

Lesson 3
Animals Take Care
of Their Young.......................114

Unit Review.......................... 126

UNIT 4 • Animal Parts 89

90
Lesson 1

LESSON 1 • Parts Help Animals Live

Going up!
Pa rts Help Animals Live

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Iamnao/

Shutterstock; (r) ©Biomimetics and Dexterous Manipulation Lab, Stanford
University
 What do you notice about the gecko
and the person?

What do you wonder about the gecko

and the person?

Ca n You Explain It?

How can observing the shapes of

animal parts give people ideas?
© Houghton Mifflin Harcourt Publishing Company

LESSON 1 • Parts Help Animals Live 91

Observe Animal
Parts

Animals can be different shapes and

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Jordi Prat

sizes. Some animals have long tails.
Other animals have short tails.

Ask a question about how different

body parts help an animal do a job
more easily.
Puig/Shutterstock

92 LESSON 1 • Parts Help Animals Live

 Materials Checklist N E AT !

  animal pictures

Step 1 
Look at the animals.
Look at their body parts.
Step 2 
List the animal parts. List the job of
each part.
Jobs Animal Body Parts
See and hear
Move
Eat food
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

Drink water
Stay safe

Step 3 
How do animals use their body parts to
meet their needs?
Mifflin Harcourt

LESSON 1 • Parts Help Animals Live 93

Make a claim about how the shapes of
body parts help animals meet their needs.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored


© Houghton Mifflin Harcourt Publishing Company

How does this help me explain how

observing the shapes of animal parts
gives people ideas?

94 LESSON 1 • Parts Help Animals Live

 Engineer It
Ideas from Animals

The sloth and the frog have parts that

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Kristel

help them hang from trees. People copy

what they see in nature to make things.
Segeren/Shutterstock; (r) ©Ondrej Prosicky/Shutterstock

Ask a question about how observing an

animal could help you make something.

LESSON 1 • Parts Help Animals Live 95

Materials Checklist
• craft materials
• animal pictures
LOOK!

Explore
Step 1 
Explore the problem. You
need to make something
to hang a picture.

Make
Step 2 
Look at animal pictures. Get an idea for
your tool. Make a plan. Share your plan.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

Mifflin Harcourt

96 LESSON 1 • Parts Help Animals Live

 Step 3 
Build your tool. Follow your plan.

Why should you follow the plan

you made?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

Step 4 
Test your tool. 

Make It Better
Step 5 
Mifflin Harcourt

Compare tools. Look for ways to make

your tool better.

LESSON 1 • Parts Help Animals Live 97

Make a claim about how observing
animals gave you an idea.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored

© Houghton Mifflin Harcourt Publishing Company

How does this help me explain how

observing the shapes of animals gives
people ideas?

98 LESSON 1 • Parts Help Animals Live

 Name 

Lesson Check
Ca n You Explain It?

How can observing the shapes

of animal parts give people
ideas? Be sure to tell how
observing nature helps people
solve problems.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Iamnao/
Shutterstock; (b) ©Biomimetics and Dexterous Manipulation Lab, Stanford
University

LESSON 1 • Parts Help Animals Live 99

Self Check
1. You want to make a solution that
helps you swim faster. Circle the parts
of each animal you should observe.

2. Juan wants to make a tool to grab

things that are hard to reach. Which
set of parts should he observe?
A the hard shell and thin legs of a beetle

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Mark

B the long neck and pointy beak of a heron

Boster/Getty Images; (r) ©Andrew McLachlan/Getty Images

C the big ears and strong legs of a rabbit

100 LESSON 1 • Parts Help Animals Live

 3. Which animal did people observe to
get the idea for each solution? Match
each object to the animal.
Ryan/National Geographic/Getty Images; (tl) ©Cultura RM / Oliver Furrer/Getty
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tr) ©Pete

Images; (bl) ©Ben Twist/iStockPhoto.com; (br) ©Nick Hawkins/age fotostock

4. Some animals have eyes on the sides

of their heads. Describe how this type
of eye can help an animal survive.

LESSON 1 • Parts Help Animals Live 101

102
Lesson 2

Pa rents

puppies!
Look at the

LESSON 2 • Animals and Their Parents

Animals a nd Their

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©GlobalP/

iStock/Getty Images Plus/Getty Images
 What do you notice about the puppies
and their parent?

What do you wonder about the puppies

and their parent?

Ca n You Explain It?

How can animals of the same kind look

alike but different?
© Houghton Mifflin Harcourt Publishing Company

LESSON 2 • Animals and Their Parents 103

Explore Animal
Families

These animals are

the same kind.

Parent animals make young animals.

Young animals and parent animals do

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©smereka/

not look exactly alike.

Ask a question about how young

animals and their parents can look alike
and different.
Shutterstock

104 LESSON 2 • Animals and Their Parents

 Materials Checklist
C O OL !
  pictures of parent animals
  pictures of young animals

Step 1 
Look at pictures of parent
animals and their young.

Step 2 
How are the parents and
alike? How are they different?
Look for patterns.

Alike Different
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

Animal 1

Animal 2
Mifflin Harcourt

Animal 3

LESSON 2 • Animals and Their Parents 105

Make a claim about how young
animals and their parents can look
alike and different.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored

© Houghton Mifflin Harcourt Publishing Company

How does this help me explain how animals

of the same kind can look alike but different?

106 LESSON 2 • Animals and Their Parents

 Match the Animals
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©CSP_natspel /

These fish are of the same kind. But

they look different.

Ask a question about how animals

of the same kind can look alike
Fotosearch LBRF/age fotostock

and different.

LESSON 2 • Animals and Their Parents 107

 Materials Checklist
  animal pictures

Step 1 
Look at the pictures.

C O OL !

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

Step 2 
Match the animals that are of the
same kind.

Why should I finish one step

Mifflin Harcourt

before I do the next step?

108 LESSON 2 • Animals and Their Parents

 Step 3 
How do you decide which
animals to match?

Step 4 
Write what is alike and different about
the animals.

Alike Different
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

Animal 1

Animal 2
Mifflin Harcourt

Animal 3

LESSON 2 • Animals and Their Parents 109

Make a claim about how animals of the
same kind can be alike and different.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored


© Houghton Mifflin Harcourt Publishing Company

How does this help me explain how

animals of the same kind can look
alike but different?

110 LESSON 2 • Animals and Their Parents

 Name 

Lesson Check
Ca n You Explain It?

How can animals of the same

kind look alike but different?
Be sure to explain how you can
observe patterns to tell if animals
are of the same kind.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©GlobalP/
iStock/Getty Images Plus/Getty Images

LESSON 2 • Animals and Their Parents 111

Self Check
1. Observe each young animal and its
parent. What pattern do you see?

A They are the same size.

B They have the same pattern on their fur.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (r) ©S. Cooper
C They have different body parts.

2. What is true about most young

animals and their parents? Choose
Digital/Shutterstock; (l) ©Terry Whittaker/Alamy
all correct answers.
A Young animals have parts like their parents.
B Young animals grow to look like their parents.
C Young animals are bigger than their parents.

112 LESSON 2 • Animals and Their Parents

 3. How are the dogs alike and different?
Describe patterns that you observe.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©PK-Photos/

4. Marco observes a young animal that

has fur on its body. What will the
young animal’s parents likely have?
E+/Getty Images

A fur
B scales
C a shell

LESSON 2 • Animals and Their Parents 113

 Lesson 3

Animals Take Ca re
of Their Young

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Giedriius/

Pick me!
Shutterstock

114 LESSON 3 • Animals Take Care of Their Young

 What do you notice about the young
bird and its parent?

What do you wonder about the young

bird and its parent?

Ca n You Explain It?

How does the pattern of the young

bird’s behavior let the parent know
that the young bird needs something?
© Houghton Mifflin Harcourt Publishing Company

LESSON 3 • Animals Take Care of Their Young 115

Describe How Animals
Help Young

© Houghton Mifflin Harcourt Publishing Company • Image Credits:

This parent helps its young take a break
from walking. The parent shows ©AlizadaStudios/iStock/Getty Images Plus/Getty Images

a behavior that helps the young. A

behavior is a way an animal acts.

Ask a question about how parent

animals help their young.

116 LESSON 3 • Animals Take Care of Their Young

 Materials Checklist M.
HM M
  animal pictures

Step 1 
Look at the picture.
Notice how the
parent helps its
young.
Step 2
Share your picture. Tell how the parent
helps the young animal.

Step 3 
Draw some ways animal parents help
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

their young.
Mifflin Harcourt

LESSON 3 • Animals Take Care of Their Young 117

Make a claim about how parent
animals help their young.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored


© Houghton Mifflin Harcourt Publishing Company

How does this help me explain how a

young animal gets what it needs from
its parent?

118 LESSON 3 • Animals Take Care of Their Young

 Compare Animal
Parents

Very young birds can not leave their

nest. How does a parent know when
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©wizdata/

they need food?

Ask a question about how the behaviors

of young and parent animals help the
young survive.
Shutterstock

LESSON 3 • Animals Take Care of Their Young 119

 Materials Checklist
  a computer COOL!

  animal books

Step 1 
Find out how parents and
their young behave.
Step 2 
Write or draw the behaviors you find.

Cause Effect

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

Mifflin Harcourt

120 LESSON 3 • Animals Take Care of Their Young

 Step 3 
Look at your table. What patterns do
you see? Tell a partner.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

Why should you listen to others

Mifflin Harcourt

during the activity?

LESSON 3 • Animals Take Care of Their Young 121

Make a claim about how the behaviors
of young and parent animals help the
young survive.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored


© Houghton Mifflin Harcourt Publishing Company

How does this help me explain how the

pattern of a young bird’s behavior lets
the parent know what it needs?

122 LESSON 3 • Animals Take Care of Their Young

 Name 

Lesson Check
Ca n You Explain It?

How does the pattern of the

young bird’s behavior let the
parent know that the young
bird needs something? Be sure
to tell how animals behave so the
young survive.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Giedriius/
Shutterstock

LESSON 3 • Animals Take Care of Their Young 123

Self Check
1. Observe each bird and its young.
What pattern do you see?

A The parent bird is feeding its young.

B The parent bird is teaching its young to fly.

Nicklen/ National Geographic/ Getty Images; (r) © Anthony Pierce / Alamy Stock
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Paul
C The parent bird and its young are staying safe.

2. A young bear climbs a tall tree. It

sleeps on a branch. The parent sleeps
below to _____ its young.
A comfort
B feed
Photo

C protect

124 LESSON 3 • Animals Take Care of Their Young

 3. Nilda watched a video about meerkats.
She saw some young meerkats call
out. Then, she saw an adult bring food.
How do young meerkats behave so
they can get food?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©meyblume/

4. Which behaviors do young animals

learn from their parents that help the
young survive? Choose all correct
answers.
A how to get food
Shutterstock

B how to hide from danger

C how to stay warm

LESSON 3 • Animals Take Care of Their Young 125

126
with their parents.

horses be different?

UNIT 4 • Animal Parts

Unit Review
Name 

2. Bella observes two horses that are

patterns. Draw lines to match them

of the same kind. How might the two

1. Observe the young animals. Look for

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (br) ©Suzanne (tr) ©Farinosa/iStock/Getty Images; (bl) ©Aaron Amat/Shutterstock
L. Collins/Science Source/Getty Images; (tl) ©James Coleman/Shutterstock;
(bc) ©J & C Sohns/Getty Images; (tc) ©Martin Shields/Science Source;
 3. Tara wants to design a solution that
will protect her head. Which shape
should she copy for her solution?
A the shape of a turtle shell
B the shape of an eagle talon
C the shape of a porcupine quill

4. Susan observes a young animal with

scales on its body. What will the
young animal’s parent likely have?
A feathers
B fur
C scales

5. Which is evidence that young animals

and their parents are similar? Choose
© Houghton Mifflin Harcourt Publishing Company

all correct answers.

A They usually have the same shape.
B They can be different colors.
C They usually have the same parts.

UNIT 4 • Animal Parts 127

6. Which tool copies the way a bird’s
beak grabs food?
A B C

7. Which is the most likely reason a

young bird makes noise?
A to hide from danger
B to find its way back home
C to get food from its parent

8. Describe a pattern of behavior that

Chuenchom/iStock/Getty Images; (c) ©Stocksnapper/Shutterstock; (r) ©pjohnson1/

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Thammasak
helps a young animal get food from
its parent.

iStock/Getty Images

128 UNIT 4 • Animal Parts

 In Unit 4, you observed patterns to
compare animals of the same kind.
In this unit, you will do investigations
to identify patterns in objects in the
sky and in the amount of daylight
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

through the year.

UNI T
Objects and
5 Patterns in the Sky
Mifflin Harcourt

Lesson 1
Patterns in the Sky............... 130

Lesson 2
Patterns of Daylight............. 142

Unit Review.......................... 154

UNIT 5 • Objects and Patterns in the Sky 129

130
Lesson 1

daytime

LESSON 1 • Patterns in the Sky

changes!
Look at the
Patterns in the Sky

nighttime

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©CHALERMPHON

SRISANG/Shutterstock; (r) ©Rastan/iStock/Getty Images Plus/Getty Images
 What do you notice about objects in
the sky?

What do you wonder about objects in

the sky?

Ca n You Explain It?

How do objects in the sky seem

to change?
© Houghton Mifflin Harcourt Publishing Company

LESSON 1 • Patterns in the Sky 131

Observe the Daytime
and Nighttime Sky

You may have noticed that the sky looks

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Zastolskiy

different from day to night.

Ask a question about the kinds of

objects you can see in the daytime sky
and in the nighttime sky.
Victor/Shutterstock

132 LESSON 1 • Patterns in the Sky

 Materials Checklist
  pictures of the daytime sky
  pictures of the nighttime sky

Step 1  NEAT!

Look at the pictures of

the daytime sky and the
nighttime sky.

Step 2 
When can you see the
sun, moon, and stars?

Sun Moon Stars

Daytime sky
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

Nighttime sky

Step 3 
Look at your chart. Tell patterns you see..
Mifflin Harcourt

LESSON 1 • Patterns in the Sky 133

Make a claim about objects you see in
the daytime sky and in the nighttime sky.

What is your evidence? Talk with a partner about

your reasoning.

Making Sense
I explored


© Houghton Mifflin Harcourt Publishing Company

How does this help me explain how

objects in the sky seem to change?

134 LESSON 1 • Patterns in the Sky

 Trace a Shadow
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (c) ©Weng

The sun seems to look different

throughout the day.

Ask a question about how the sun seems

to move in the daytime sky.
Kong Kam/EyeEm/Getty Images

LESSON 1 • Patterns in the Sky 135

 Materials Checklist
  a pencil in a ball of clay
  a crayon   a piece of paper

Step 1 
Put the ball of clay and pencil in a sunny place.

HMM.

Step 2 
Write the time. Trace the shadow you see.

© Houghton Mifflin Harcourt Publishing Company • Image Credits:

(t), (b) ©Houghton Mifflin Harcourt

Step 3 
Trace the shadow at two other times of the day.

136 LESSON 1 • Patterns in the Sky

 Step 4 
How does the shadow show how the sun
moves during the day?

Who can you ask for help if

you get stuck on a project?

Step 5 
Talk with a partner about how the sun
will move tomorrow.
© Houghton Mifflin Harcourt Publishing Company

LESSON 1 • Patterns in the Sky 137

Make a claim about how the sun seems
to change during the day.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored


© Houghton Mifflin Harcourt Publishing Company

How does this help me explain how

objects in the sky seem to change?

138 LESSON 1 • Patterns in the Sky

 Name 

Lesson Check
Ca n You Explain It?

How do objects in the sky seem

to change? Be sure to describe
the pattern of changes.
(t) ©CHALERMPHON SRISANG/Shutterstock; (b) ©Rastan/iStock/Getty Images
© Houghton Mifflin Harcourt Publishing Company • Image Credits:

Plus/Getty Images

LESSON 1 • Patterns in the Sky 139

Self Check
1. Tina wants to know whether the
moon moves across the sky at night.
What can she do to describe how the
moon appears?

2. What time of day is it in each

picture? Write words from the box to
label the pictures.

night late afternoon noon

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©Vassiliy

Vishnevskiy/Getty Images; (c) ©I am waiting for the request/Getty Images;
(r) ©Jia-We Kuo/Getty Images

140 LESSON 1 • Patterns in the Sky

 3. Which is a pattern of objects in the
sky? Choose all correct answers.
A The sun seems to move in the daytime sky.
B All stars appear in the daytime sky.
C The moon seems to change shape during
the month.

4. Look at the shadow. What time do

you think it is? Tell your reasoning.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Pilar Azaña
Talán/Getty Images

LESSON 1 • Patterns in the Sky 141

142
Lesson 2

LESSON 2 • Patterns of Daylight

winter
Patterns of Daylight

Save some for me!

summer

© Houghton Mifflin Harcourt Publishing Company • Image Credits:

(t), (b) ©Houghton Mifflin Harcourt
 What do you notice about the
two pictures?

What do you wonder about the

two pictures?

Ca n You Explain It?

Why does it get dark earlier in winter

than in summer?
© Houghton Mifflin Harcourt Publishing Company

LESSON 2 • Patterns of Daylight 143

Measure Daylight
The sun rises and sets each day.

Daylight is light from the sun. You can

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) Radius

see daylight from the time the sun seems
to rise to the time the sun seems to set.

Ask a question about how to measure

the hours of daylight in a day.
Images/Getty Images

144 LESSON 2 • Patterns of Daylight

 Materials Checklist
  craft materials   computer

Step 1 
Make a plan. Measure the hours of
daylight in one day.

Step 2 
Follow your plan. Write your
observations.
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

Daylight starts

Daylight ends

Step 3  AHA!
Mifflin Harcourt

Share your observations.

How are they alike?
How are they different?

LESSON 2 • Patterns of Daylight 145

Make a claim about how to measure
the hours of daylight in one day.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored


© Houghton Mifflin Harcourt Publishing Company

How does this help me explain why it gets dark

earlier in winter than in summer?

146 LESSON 2 • Patterns of Daylight

 Observe Patterns of
Sunrise and Sunset

winter summer

Not every day has the same number of

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (l) ©John A.

hours of daylight. The hours change from

season to season. A season is a time of
Anderson/Shutterstock; (r) ©MISHELLA/Shutterstock

year with a certain kind of weather.

Ask a question about daylight in

different seasons.

LESSON 2 • Patterns of Daylight 147

 Materials Checklist
  a computer   crayons
  a calendar   drawing paper

Step 1  WOW!

Choose a date and its

season. Find what time
the sun will seem to rise
and set that day.

Step 2 
Find the times the sun will seem to rise
and set on days in the other seasons.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

Sunrise Sunset
Spring day

Summer day

Fall day
Mifflin Harcourt

Winter day

148 LESSON 2 • Patterns of Daylight

 Step 3 
How many hours of daylight are there in each day?

spring day
summer day
fall day
winter day
© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Houghton

Step 4 
Compare the hours of daylight you
found. Write any patterns.
Mifflin Harcourt

LESSON 2 • Patterns of Daylight 149

 How did talking with another
group help you find patterns?

Make a claim about the hours of

daylight in different seasons.

What is your evidence? Talk with a

partner about your reasoning.

Making Sense
I explored
© Houghton Mifflin Harcourt Publishing Company

How does this help me explain why it gets dark

earlier in winter than in summer?

150 LESSON 2 • Patterns of Daylight

 Name 

Lesson Check
Ca n You Explain It?

Why does it get dark earlier in

winter than in summer? Be sure
to talk about the hours of
daylight in different seasons.
© Houghton Mifflin Harcourt Publishing Company • Image Credits:
(t), (b) ©Houghton Mifflin Harcourt

LESSON 2 • Patterns of Daylight 151

Self Check
1. Which describes the pattern of sunset
from winter to summer?

winter, 4:43 at night summer, 8:29 at night

A The sun seems to set earlier in summer.
B The sun seems to set earlier in winter.
C The sun seems to set at the same time in winter
and in summer.

2. The sun seems to set at 7 o’clock

on the first day of spring. When will
© Houghton Mifflin Harcourt Publishing Company
it seem to set on the first day of
summer?
A earlier than 7 o’clock
B later than 7 o’clock
C at the same time

152 LESSON 2 • Patterns of Daylight

 3. You want to plant flowers in the
season with the most daylight. Which
season would you choose?
A fall
B summer
C winter

4. Do you think that the hours of

daylight in each season are the same
every year? Explain your reasoning.
© Houghton Mifflin Harcourt Publishing Company

LESSON 2 • Patterns of Daylight 153

 Name 

Unit Review
1. Look at the shadow in the picture.
Where does the sun seem to be?
A low in the morning sky
B high in the noon sky
C low in the afternoon sky

2. Which pattern starts over again

each day?
A The sun seems to move across the sky.
B The shape of the moon changes.
The seasons change.

© Houghton Mifflin Harcourt Publishing Company • Image Credits: ©Ulrich

C

3. Which statements are true about fall?

Choose all correct answers.
A Fall has fewer hours of daylight than summer.
Krellner/iStock/Getty Images

B Fall comes right after summer.

C Fall comes right after winter.

154 UNIT 5 • Objects and Patterns in the Sky

(bl) ©CHALERMPHON SRISANG/Shutterstock; (br) ©Rastan/iStock/Getty Images
4. How is winter different from summer?

A Winter has fewer hours of daylight than summer.

B Winter has more hours of daylight than summer.
C Winter has the same number of hours of
Plus/Getty Images

daylight as summer.

5. What are differences between the

daytime sky and the nighttime sky?
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (tl) ©Creatas
Video/Getty Images; (tr) ©Robert Houser/UpperCut Images/Getty Images;

UNIT 5 • Objects and Patterns in the Sky 155

6. When does the sun seem to rise?
A in the morning
B at noon
C at night

7. Maya observes patterns of daylight.

Which day of the year will she find
has the most hours of daylight?
A the first day of winter
B the first day of spring
C the first day of summer

8. How can you find the hours of

daylight on any day of the year?
A Look up the temperature on that day.
© Houghton Mifflin Harcourt Publishing Company
B Look up the times of sunrise and sunset
on that day and count the hours.
C Look up the shape of the moon on that day.

156 UNIT 5 • Objects and Patterns in the Sky

 Interactive Glossary
This Interactive Glossary will help you learn how to spell and define
a vocabulary term. The Glossary will give you the meaning of the
term. It will also show you a picture to help you understand what
the term means.

Where you see write your own words or draw your

own picture to help you remember what the term means.

B
 behavior 
A way an animal acts. (p. 116)
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Simon Gakhar/Getty

D
 design process 
A set of steps that helps you find
good solutions. (p. xi )
Images; (b) ©Houghton Mifflin Harcourt

G1
L
 light 
Energy that lets you see. (p. 20)

M
 mimic 
To copy. (p. 67)

Shannon/All Canada Photos/Getty Images; (c) ©Lex Aalders/EyeEm/Getty Images

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Stephen
 model 
A drawing or copy that shows what
something is like or how something
works. (p. 4)

G2
G2
 P
 parent 
A plant or animal that makes young
like itself. (p. 79)

S
 season 
A time of year with a certain kind of
weather. (p. 147)
© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©Geostock/Getty
Images; (c) ©ElenaBelozorova/Getty Images; (b) ©Houghton Mifflin Harcourt

 solution 
Something that fixes a problem. (p. xi)

G3
 V

G4
G4
(p. 48)
 sound 

 vibrate 
something vibrates. (p. 44)

To move quickly back and forth.

A kind of energy you hear when

© Houghton Mifflin Harcourt Publishing Company • Image Credits: (t) ©JGI/Jamie Grill/Getty
Images; (b) ©Houghton Mifflin Harcourt
 Index
room, 22, 26
A B spot, 31, 38, 39
adult behavior, 116 day, 132
plant, 74, 75, 82 bird, 115, 119, 123 daylight, 144
tulips, 74, 75 penguin, 114, 123 hours in different
animal. See also bird; bright spot, 31, 34, 38, seasons, 147, 150,
fish 39 151
alike but different, measure hours, 144
103, 104, 106, 107, C daytime, 130
110, 111 sky, 132, 135
Can You Explain It? 3,
behavior, 115, 116, design, 67, 95
11, 19, 27, 31, 39, 43,
119, 122, 123 design process, xi,
51, 59, 71, 75, 83, 91,
body parts, 92 2–11
99, 103, 111, 115, 123,
care for young, 114 durian fruit, 67
131, 139, 143, 151
cat, 89
cave, 23
different shapes, 92
change, 130 E
different sizes, 92
in the sky, 131, 134, energy
dog, 102, 111
138 light, 20
frog, 95
claim, xv sound, 44
gecko, 90, 91
claim, evidence, and engineer, xi
horses, 104
reasoning, in Hands evidence, xvi
koalas, 116
On! 6, 10, 22, 26, 34,
lemur, 92
needs, 118, 122, 123
38, 47, 50, 63, 66, 70, F
78, 82, 94, 98, 106, fish, 107
parent, 102, 104,
© Houghton Mifflin Harcourt Publishing Company

110, 118, 122, 134, flashlight, 17

106, 115, 116, 118,
138, 146, 150
119, 122, 123
confetti, 42, 43, 47, 50,
parts, 91 G
51
parts help, 90, 95 glow, 20
puppies, 102 glow jewelry, 18, 19,
sloth, 95 D
22, 27
survival, 119, 123 dark, 27
young, 104, 106, 115, cave, 23
116, 118, 119, 122, earlier in winter, 143,
123 146, 150, 151

I5
Index
Observe Animal reflects, 32
H Parts, 92–94 from sun, 144
Hands On! Observe Patterns
Compare Animal of Sunrise and M
Parents, 119–122 Sunset, 147–150
Making Sense, in
Compare Parts, Observe Roots and
Hands On! 6, 10, 22,
79–82 Leaves, 60–63
26, 34, 38, 47, 50,
Describe How Observe Stems,
63, 66, 70, 78, 82,
Animals Help 64–66
94, 98, 106, 110, 118,
Young, 116–118 Observe the Daytime
122, 134, 138, 146,
Engineer It • Explore and Nighttime
150
a Problem, 4–6 Sky, 132–134
material, 7
Engineer It • Ideas Reflect Light, 32–34
measure daylight, 144
from Animals, Test What Happens
message, 44
95–98 to Light, 35–38
mimic, 67
Engineer It • Ideas Trace a Shadow,
model, 4, 7–8
from Plants, 67–70 135–138
movement, 51
Engineer It • Send a Watch It Glow,
music, 44
Message, 44–47 20–22
Engineer It • Solve a headphones, 4, 7
Problem, 7–10 hours of daylight, 144, N
Explore Animal 147, 150, 151 nature, 67, 71, 95, 99
Families, 104–106 needs of animals, 94,
Grow Carrot Tops, L 118, 122, 123
76–78 night, 132

© Houghton Mifflin Harcourt Publishing Company

leaf, 59, 60, 64
Make Observations nighttime, 130
Lesson Check, 11, 27,
in Different Light, sky, 132
39, 51, 71, 83, 99,
23–26
111, 123, 139, 151
Make Something
light, 20 O
Move with Sound,
different amounts of, observe
48–50
23 animal parts shape,
Match the Animals,
hits different 91, 94, 99
107–110
materials, 39 animal shapes, 98
Measure Daylight,
passes through animals, 95, 98
144–146
material, 35 nature, 99

I6
 patterns, 83, 111, 147 tulips, 74, 75 looks different, 135
plant shapes, 63, 66, young, 74, 75, 79, 82 moves, 135
70, 71 problem, xii, 3, 6, 10, rise, 144, 147
plants, 67 11, 67, 71, 95, 99 set, 144, 147
puppet, 30
P T
parent, 79 R tangle, 2, 4, 7
animal, 102, 104, reasoning, xvi theater building, 67
116, 118, 119 roots, 60, 64
bird, 115, 122, 123 U
sunflower, 79 S umbrella, 58, 59
pattern
safety, xvii Unit Review, 14–16,
of behavior, 115,
season, 147 54–56, 86–88, 126–
122, 123
Self Check, 12–13, 28– 128, 154–156
of changes, 139
29, 40–41, 52–53, 72–
of daylight, 142
observe, 83, 111
73, 84–85, 100–101, V
112–113, 124–125,
in the sky, 130 vibrate, 48
140–141, 152–153
person, 91
shadow, 135
plant
sky, 131, 132, 134, 138, W
adult, 74, 75, 82
139 weather, 147
alike but different,
solution, xi, 5, 7–10 winter, 142, 143, 146,
75, 76, 78, 79,
solve problems, 4, 7, 147, 150, 151
82, 83
11, 67, 71, 95, 99
© Houghton Mifflin Harcourt Publishing Company

bush, 60
colors, 74
sound, 44, 51 Y
speaker, 43, 47, 48, 50
durian fruit, 67 young
spot
leaves, 60, 64 animal, 104, 116, 118,
bright, 31, 34, 38, 39
parts help, 58 119
dark, 31, 38, 39
roots, 60, 64 bird, 115, 119, 122,
stem, 64
shapes of, 59, 63, 123
summer, 142, 143,
66, 70, 71 plant, 74, 75, 79, 82
146, 147, 150, 151
stems, 64 sunflower, 79
sun
and their parents, 74 tulips, 74, 75
light, 144
tree, 60

I7
 Color Me!

Engi neeri n
robot g
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 © Houghton Mifflin Harcourt Publishing Company

L i fe S c ience
robot

I am a scientist!
 Keep going!

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