2

Level

& S p ace
Earth
Life
hy s i cal
P
 Author
Debbie Gorrell
 Publishing Credits
Corinne Burton, M.A.Ed., Publisher
Conni Medina, M.A.Ed., Managing Editor
Emily R. Smith, M.A.Ed., Content Director
Shaun Bernadou, Art Director
Lynette Ordoñez, Editor

Image Credits
p.148, p.158 Peter Gudella/Shutterstock; all other images from iStock and/or Shutterstock.

Standards
© 2014 Mid-continent Research for Education and Learning (McREL)
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States.
Washington, DC: The National Academies Press.

For information on how this resource meets national and other state standards,
see pages 10–13. You may also review this information by visiting our website
at www.teachercreatedmaterials.com/administrators/correlations/ and
following the on-screen directions.

Shell Education
A division of Teacher Created Materials
5301 Oceanus Drive
Huntington Beach, CA 92649-1030
www.tcmpub.com/shell-education

978-1-4258-1408-3
©2018 Shell Educational Publishing, Inc.

The classroom teacher may reproduce copies of materials in this book for classroom use only. The reproduction of any part
for an entire school or school system is strictly prohibited. No part of this publication may be transmitted, stored, or recorded
in any form without written permission from the publisher.

2 51408—180 Days of Science © Shell Education

 Table of Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Standards Correlations . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Daily Practice Pages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Teacher Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Digital Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216

Introduction
With today’s science and technology, there are more resources than ever to help students
understand how the world works. Information about science experiments you can do at
home is widely available online. Many students have experience with physics concepts
from games.
While students may be familiar with many of the topics discussed in this book, it is not
uncommon for them to have misconceptions about certain subjects. It is important for
students to learn how to apply scientific practices in a classroom setting and within their lives.
Science is the study of the physical and natural world through observation and experiment.
Not only is it important for students to learn scientific facts, but it is important for them
to develop a thirst for knowledge. This leads to students who are anxious to learn and who
understand how to follow practices that will lead them to the answers they seek.

The Need for Practice

To be successful in science, students must understand how people interact with the physical
world. They must not only master scientific practices but also learn how to look at the world
with curiosity. Through repeated practice, students will learn how a variety of factors affect
the world in which they live.

Understanding Assessment
In addition to providing opportunities for frequent practice, teachers must be able to assess
students’ scientific understandings. This allows teachers to adequately address students’
misconceptions, build on their current understandings, and challenge them appropriately.
Assessment is a long-term process that involves careful analysis of student responses from
discussions, projects, or practice sheets. The data gathered from assessments should be used
to inform instruction: slow down, speed up, or reteach. This type of assessment is called
formative assessment.

© Shell Education 51408—180 Days of Science 3

 How to Use This Book
Weekly Structure
All 36 weeks of this book follow a regular weekly structure. The book is divided into three
sections: Life Science, Physical Science, and Earth and Space Science. The book is structured
to give students a strong foundation on which to build throughout the year. It is also designed
to adequately prepare them for state standardized tests.
Each week focuses on one topic. Day 1 sets the stage by providing background information
on the topic that students will need throughout the week. In Day 2, students analyze data
related to the topic. Day 3 leads students through developing scientific questions. Day 4
guides students through planning a solution. Finally, Day 5 helps students communicate
results from observations or investigations.
Day 1—Learning Content: Students will read grade-appropriate
content and answer questions about it.

Day 2—Analyzing Data: Students will analyze scientific data and

answer questions about it.

Day 3—Developing Questions: Students will read a scenario

related to the topic, answer questions, and formulate a scientific
question about the information.

Day 4—Planning Solutions: Students will read a scenario related

to the topic, answer questions, and develop a solution or plan an
investigation.

Day 5—Communicating Results: Students accurately

communicate the results of an investigation or demonstrate what
they learned throughout the week.

Three Strands of Science

This book allows students to explore the three strands of science: life science, physical science,
and earth and space science. Life science teaches students about the amazing living things
on our planet and how they interact in ecosystems. Physical science introduces students to
physics and chemistry concepts that will lay the groundwork for deeper understanding later
in their education. Earth and space science familiarizes students with the wonders of the
cosmos and the relationships between the sun, Earth, moon, and stars.

4 51408—180 Days of Science © Shell Education

 How to Use This Book (cont.)
Weekly Topics
The following chart shows the weekly focus topics that are covered during each week of
instruction.

Unit Week Science Topic

1 Growing in Sun and Shade
2 Water, Water, Everywhere
3 What Does a Seed Do?
4 What is Pollination?
5 Animals and Pollination
6 Catching a Ride
Life Science
7 Life in Warm Places
8 Life in Cold Places
9 Freshwater Animals
10 Saltwater Animals
11 Life in a Rainforest
12 Life in a Desert
1 Properties of Objects
2 States of Matter
3 Properties of Materials
4 Texture
5 Soak It Up
6 Hardness
Physical Science
7 Does It Bend?
8 Build a Tower
9 Time for Remodeling
10 Heating and Cooling Water
11 Changing Matter
12 Heating Things Up
1 All Kinds of Rocks
2 How Can Rocks Change?
3 Fast and Slow Changes
4 Volcanoes
5 Earthquakes
Earth and Space 6 Windbreaks
Science 7 Plugging It Up
8 Helper Plants
9 Glaciers and Icebergs
10 Map It
11 Water on the Move
12 Can You Drink It?
© Shell Education 51408—180 Days of Science 5
 How to Use This Book (cont.)
Best Practices for This Series
■ Use the practice pages to introduce important science topics to your students.
■ Use the Weekly Topics chart on page 5 to align the content to what you’re covering in class.
Then, treat the pages in this book as jumping off points for that content.
■ Use the practice pages as formative assessment of the science strands and key topics.
■ Use the weekly themes to engage students in content that is new to them.
■ Encourage students to independently learn more about the topics introduced in this series.
■ Lead teacher-directed discussions of the vocabulary and concepts presented in some of the
more complex weeks.
■ Support students in practicing the varied types of questions asked throughout the
practice pages.
■ When possible, have students participate in hands-on activities to answer the questions
they generate and do the investigations they plan.

Using the Resources

An answer key for all days can be found on pages 194–204. Rubrics for Day 3 (developing
questions), Day 4 (planning solutions), and Day 5 (communicating results) can be found
on pages 210–212 and in the Digital Resources. Use the answer keys and rubrics to assess
students’ work. Be sure to share these rubrics with students so that they know what is
expected of them.
________________
_________________ Date:
________________ Student Name: ___________ Rubric
Student Name: ___________
_________________ Date:
Rubric Communicating Results
Developing Questions rubric every four weeks
to evaluate students’ Day
5 activity sheets.

to evaluate students’ Day

3 activity sheets. Directions: Complete this over the four weeks can
be evaluated
rubric every four weeks per student. Their work Then, add up
Directions: Complete this over the four weeks can
be evaluated Only one rubric is needed writing a score in each row.
per student. Their work work in each category by in each row and
Only one rubric is needed writing a score in each
row. Then, add up together. Evaluate their may earn up to 5 points
work in each category by Student Name: ________ total on the line. Students
together. Evaluate their may earn up to 5 points
in each row and their scores, and write the
total on the line. Students ________________
____ Date: ________ up to 15 points total.
their scores, and write the
up to 15 points total. Score
Planning Solutions Rubric
________
5 3 1 Score
3 1 Directions: Complete
Skill
Skill 5 this rubric every four
Only one rubric is weeks to evaluate
needed per student. students’ Day 4 activity
together. Evaluate Their work over the sheets.
their four weeks can be
their scores, and write work in each category by writing a evaluated Creates charts and Does not create
Showing Data

the total on the line. score in each row. Creates charts and
Asking Scientific

Does not ask up to 15 points total. Students may earn Then, add up
graphs to correctly
graphs to correctly charts and graphs to
Asks scientific Asks scientific up to 5 points in each
show data most of
Questions

scientific questions row and

show data all or correctly show data.
questions related to questions related to Skill
related to text. 5 the time.
text all or nearly all text most of the time. 3 nearly all the time.
the time. 1 Score
Planning Tests

Plans reasonable
tests to study topics Plans reasonable
Making Connections

all or nearly all the tests to study topics Does not plan
reasonable tests to Makes connections Does not make
time. most of the time. Makes connections
between new connections between
Interpreting Text

Correctly interprets Does not correctly study topics. between new

Correctly interprets information and new information and
texts to answer interpret texts to information and
texts to answer prior knowledge prior knowledge.
questions most of answer questions. prior knowledge all
questions all or most of the time.
the time. or nearly all the time.
nearly all the time.
Making Predictions

Makes reasonable
predictions all or Makes reasonable
predictions most Does not make
Explaining Results
Applying Information

nearly all the time. of reasonable

the time. Does not use
Does not apply new predictions. Uses evidence to
Applies new
Applies new Uses evidence to evidence to explain
information to form information to form explain results most
information to form explain results all or results.
questions most of of the time.
questions all or questions. nearly all the time.
the time.
nearly all the time.
Choosing Next Steps

Chooses reasonable
Chooses reasonable
next steps for tests
all Does not choose Total Points:
Total Points: or nearly all the time. next steps for tests reasonable next steps
most of the time.
for tests.

© Shell Education
© Shell Education

210 51408—180 Days of Science

212 51408—180 Days of Science
Total Points:

© Shell Education

51408—180 Days
of Science 211

6 51408—180 Days of Science © Shell Education

 How to Use This Book (cont.)
Diagnostic Assessment
Teachers can use the practice pages as diagnostic assessments. The data analysis tools
included with the book enable teachers or parents to quickly score students’ work and
monitor their progress. Teachers and parents can see which skills students may
need to target further to develop proficiency.
Students will learn science content, how to analyze data, how to develop scientific questions,
how to plan solutions, and how to accurately communicate results. You can assess students’
learning using the answer key for all days. Rubrics are also provided on pages 210–212 for
Days 3–5 to help you further assess key analytical skills that are needed for success with
the scientific practices. Then, record their scores on the Practice Page Item Analysis sheets
(pages 213–215). These charts are provided as PDFs, Microsoft Word® files, and Microsoft
Excel® files. Teachers can input data into the electronic files directly, or they can print
the pages.
To Complete the Practice Page Analysis Charts
■ Write or type students’ names in the far-left column. Depending on the number of
students, more than one copy of the form may be needed or you may need to add rows.
■ The science strands are indicated across the tops of the charts.
■ Students should be assessed every four weeks, as indicated in the first rows of
the charts.
■ For each student, evaluate his or her work over the past four weeks using the answer key
for Days 1 and 2 and the rubrics for Days 3–5.
■ Review students’ work for the weeks indicated in the chart. For example, if using the Life
Science Analysis Chart for the first time, review students’ work from weeks 1–4. Add the
scores for Days 1 and 2 for each student, and record those in the appropriate columns.
Then, write students’ rubric scores for Days 3–5 in the corresponding columns. Use these
scores as benchmarks to determine how each student is performing.

Analysis Chart
Chart Earth and Space Science
Life Science Analysis total of each student’s Day
1 and Day 2 scores from
the four weeks.
the
the four weeks. Directions: Record the Add the totals, and record
1 and Day 2 scores from rubric scores (pages 210–212).
total of each student’s Day Add the totals, and record
the Then, record each student’s class score in the last row.
Directions: Record the column. Record the average
rubric scores (pages 210–212). sums in the Total Scores
Then, record each student’s class score in the last row.
column. Record the average
sums in the Total Scores
Physical Science
Scores
Total

Analysis Chart
Scores
Total

Directions: Record
the total of each student’s
Then, record each Day 1 and Day 2 scores
CR

student’s rubric scores from the four weeks.

sums in the Total (pages 210–212).
Scores column. Record Add the totals, and
CR

the average class score record the

PS

in the last row.

Week 12
PS

CR = Communicating Results
Scores
Total

DQ
Week 12

CR = Communicating Results
DQ

Day
2
CR
Day
2

Day
1
PS
Day

Week 12
1

CR
DQ
CR

PS = Planning Solutions,
PS
PS = Planning Solutions,

Day
2
PS

Week 8
Results

DQ
Week 8

Day
1
DQ

Solutions, CR = Communicating

Day
2
CR
Day
2

DQ = Developing Questions,
Day
1
PS
DQ = Developing Questions,
Day
1

Week 8

CR
DQ
CR

Day

PS
2
PS

Week 4
Questions, PS = Planning
Week 4

DQ
Day
1
DQ

Day
CR

2
Day
2

Day
PS

1
Day

Classroom Score
1

Week 4
Classroom Score

DQ

Student Name
DQ = Developing
Student Name

Average
Day
Average

2
Day
1

215
213 51408—180 Days of Science
51408—180 Days of Science
Student Name

© Shell Education
© Shell Education
Classroom Score
Average

214 51408—180 Days

of Science

© Shell Education

Digital Resources
The Digital Resources contain digital copies of the rubrics, analysis sheets, and standards
correlations. See page 216 for more information.

© Shell Education 51408—180 Days of Science 7

 How to Use This Book (cont.)
Using the Results to Differentiate Instruction
Once results are gathered and analyzed, teachers can use the results to inform the way they
differentiate instruction. The data can help determine which science skills and topics are
the most difficult for students and which students need additional instructional support and
continued practice.
Whole-Class Support
The results of the diagnostic analysis may show that the entire class is struggling with certain
science topics. If these concepts have been taught in the past, this indicates that further
instruction or reteaching is necessary. If these concepts have not been taught in the past,
this data is a great preassessment and may demonstrate that students do not have a working
knowledge of the concepts. Thus, careful planning for the length of the unit(s) or lesson(s)
must be considered, and additional front-loading may be required.
Small-Group or Individual Support
The results of the diagnostic analysis may show that an individual student or a small group
of students is struggling with certain science skills. If these concepts have been taught in
the past, this indicates that further instruction or reteaching is necessary. Consider pulling
these students aside to instruct them further on the concepts while others are working
independently. Students may also benefit from extra practice using games or computer-based
resources.
Teachers can also use the results to help identify proficient individual students or groups of
students who are ready for enrichment or above-grade-level instruction. These students may
benefit from independent learning contracts or more challenging activities.

8 51408—180 Days of Science © Shell Education

 Standards Correlations
Shell Education is committed to producing educational materials that are research and
standards based. In this effort, we have correlated all of our products to the academic
standards of all 50 states, the District of Columbia, the Department of Defense Dependents
Schools, and all Canadian provinces.

How to Find Standards Correlations

To print a customized correlation report of this product for your state, visit our website at
www.teachercreatedmaterials.com/administrators/correlations/ and follow the on-
screen directions. If you require assistance in printing correlation reports, please contact our
Customer Service Department at 1-877-777-3450.

Purpose and Intent of Standards

The Every Student Succeeds Act (ESSA) mandates that all states adopt challenging academic
standards that help students meet the goal of college and career readiness. While many
states already adopted academic standards prior to ESSA, the act continues to hold states
accountable for detailed and comprehensive standards.
Standards are designed to focus instruction and guide adoption of curricula. Standards
are statements that describe the criteria necessary for students to meet specific academic
goals. They define the knowledge, skills, and content students should acquire at each level.
Standards are also used to develop standardized tests to evaluate students’ academic progress.
Teachers are required to demonstrate how their lessons meet state standards. State standards
are used in the development of all of our products, so educators can be assured they meet the
academic requirements of each state.
McREL Compendium
Each year, McREL analyzes state standards and revises the compendium to produce a general
compilation of national standards. The standards listed on page 10 support the objectives
presented throughout the weeks.
Next Generation Science Standards
This set of national standards aims to incorporate knowledge and process standards into a
cohesive framework. The standards listed on pages 10–13 support the objectives presented
throughout the weeks.

© Shell Education 51408—180 Days of Science 9

 Standards Correlations (cont.)
180 Days of Science is designed to give students daily practice in the three strands of science.
The weeks support the McREL standards and NGSS performance expectations listed in the
charts below.

McREL Standards
Standard Weeks Unit
Knows that plants and animals need certain resources for energy and growth
1, 2 Life Science
(e.g., water, food).
Understands that living things have similar needs (e.g., water, food). 1, 2 Life Science
Knows the basic needs of plants and animals (e.g., air, water, nutrients, light
3, 5 Life Science
or food, shelter).
Knows that living things are found almost everywhere in the world and
that distinct environments support the life of different types of plants and 7–12 Life Science
animals.
Knows that plants and animals have features that help them live in different
7–12 Life Science
environments.
Knows that different objects are made up of many different types of
Physical
materials (e.g., cloth, paper, wood, metal) and have many different observable 1–7
Science
properties (e.g., color, size, shape, weight).
Knows that things can be done to materials to change some of their
Physical
properties (e.g., heating, freezing, mixing, cutting, dissolving, bending), but 10–12
Science
not all materials respond the same way to what is done to them.
Earth and
Knows that rocks come in many different shapes and sizes (e.g., boulders,
1 Space
pebbles, sand).
Science
Earth and
Knows that Earth materials consist of solid rocks, soils, liquid water, and the
1–5, 10–11 Space
gases of the atmosphere.
Science
Earth and
Knows that water can be a liquid or a solid and can be made to change from
9, 11–12 Space
one form to the other, but the amount of water stays the same.
Science

Next Generation Science Standards

Science and Cross-
Disciplinary
Week
Unit

Performance Expectation Engineering Cutting

Core Ideas
Practices Concepts
Interdependent
Plan and conduct an investigation to determine if Planning and Carrying Cause and
1 Relationships in
plants need sunlight and water to grow. Out Investigations Effect
Ecosystems
Life Science

Interdependent
Plan and conduct an investigation to determine if Planning and Carrying Cause and
2 Relationships in
plants need sunlight and water to grow. Out Investigations Effect
Ecosystems
Interdependent
Planning and Carrying
3 N/A Relationships in N/A
Out Investigations
Ecosystems

10 51408—180 Days of Science © Shell Education

 Standards Correlations (cont.)
Next Generation Science Standards
Science and Cross-
Disciplinary
Week
Unit

Performance Expectation Engineering Cutting

Core Ideas
Practices Concepts
Develop a simple model that mimics the function
Interdependent
of an animal in dispersing seeds or pollinating
Relationships
plants.
Developing and Using in Ecosystems Structure and
4 Develop a simple sketch, drawing, or physical
Models Developing Function
model to illustrate how the shape of an object
Possible
helps it function as needed to solve a given
Solutions
problem.
Interdependent
Planning and Carrying
5 N/A Relationships in N/A
Out Investigations
Ecosystems
Develop a simple model that mimics the function
Interdependent
of an animal in dispersing seeds or pollinating
Relationships in
plants.
Developing and Using Ecosystems Structure and
6 Develop a simple sketch, drawing, or physical
Life Science

Models Developing Function

model to illustrate how the shape of an object
Possible
helps it function as needed to solve a given
Solutions
problem.
Make observations of plants and animals to Planning and Carrying Biodiversity and
7 N/A
compare the diversity of life in different habitats. Out Investigations Humans
Make observations of plants and animals to Planning and Carrying Biodiversity and
8 N/A
compare the diversity of life in different habitats. Out Investigations Humans
Make observations of plants and animals to Planning and Carrying Biodiversity and
9 N/A
compare the diversity of life in different habitats. Out Investigations Humans
Make observations of plants and animals to Planning and Carrying Biodiversity and
10 N/A
compare the diversity of life in different habitats. Out Investigations Humans
Make observations of plants and animals to Planning and Carrying Biodiversity and
11 N/A
compare the diversity of life in different habitats. Out Investigations Humans
Make observations of plants and animals to Planning and Carrying Biodiversity and
12 N/A
compare the diversity of life in different habitats. Out Investigations Humans
Plan and conduct an investigation to describe Structure and
Planning and Carrying
1 and classify different kinds of materials by their Properties of Patterns
Out Investigations
observable properties. Matter
Plan and conduct an investigation to describe Structure and
Planning and Carrying
2 and classify different kinds of materials by their Properties of Patterns
Physical Science

Out Investigations
observable properties. Matter
Analyze data obtained from testing different
Structure and
materials to determine which materials have the Analyzing and Cause and
3 Properties of
properties that are best suited for an intended Interpreting Data Effect
Matter
purpose.
Analyze data obtained from testing different
Structure and
materials to determine which materials have the Analyzing and Cause and
4 Properties of
properties that are best suited for an intended Interpreting Data Effect
Matter
purpose.

© Shell Education 51408—180 Days of Science 11

 Standards Correlations (cont.)
Next Generation Science Standards
Science and Cross-
Disciplinary
Week
Unit

Performance Expectation Engineering Cutting

Core Ideas
Practices Concepts
Analyze data obtained from testing different
materials to determine which materials have the
properties that are best suited for an intended Structure and
Analyzing and Cause and
5 purpose. Properties of
Interpreting Data Effect
Analyze data from tests of two objects designed to Matter
solve the same problem to compare the strengths
and weaknesses of how each performs.
Plan and conduct an investigation to describe Structure and
Planning and Carrying
6 and classify different kinds of material by their Properties of Patterns
Out Investigations
observable properties. Matter
Plan and conduct an investigation to describe Structure and
Planning and Carrying
7 and classify different kinds of material by their Properties of Patterns
Out Investigations
observable properties. Matter
Make observations to construct an evidence-
Structure and
based account of how an object made of a small Planning and Carrying Energy and
8 Properties of
set of pieces can be disassembled and made into a Out Investigations Matter
Physical Science

Matter
new object.
Make observations to construct an evidence-
Constructing Structure and
based account of how an object made of a small Energy and
9 Explanations and Properties of
set of pieces can be disassembled and made into a Matter
Designing Solutions Matter
new object.
Constructing
Construct an argument with evidence that some Explanations and
Chemical Cause and
10 changes caused by heating or cooling can be Designing Solutions
Reactions Effect
reversed and some cannot. Engaging in Argument
from Evidence
Constructing
Construct an argument with evidence that some Explanations and
Chemical Cause and
11 changes caused by heating or cooling can be Designing Solutions
Reactions Effect
reversed and some cannot. Engaging in Argument
from Evidence
Constructing
Construct an argument with evidence that some Explanations and
Chemical Cause and
12 changes caused by heating or cooling can be Designing Solutions
Reactions Effect
reversed and some cannot. Engaging in Argument
from Evidence
Constructing
Earth and Space Science

1 N/A Explanations and N/A N/A

Designing Solutions
Constructing
Explanations and
Use information from several sources to provide
Designing Solutions The History of Stability and
2 evidence that Earth events can occur quickly or
Obtaining, Evaluating, Planet Earth Change
slowly.
and Communicating
Information

12 51408—180 Days of Science © Shell Education

 Standards Correlations (cont.)
Next Generation Science Standards
Science and Cross-
Disciplinary
Week
Unit

Performance Expectation Engineering Cutting

Core Ideas
Practices Concepts
Constructing
Explanations and
Use information from several sources to provide
Designing Solutions The History of Stability and
3 evidence that Earth events can occur quickly or
Obtaining, Evaluating, Planet Earth Change
slowly.
and Communicating
Information
Constructing
Explanations and
Use information from several sources to provide
Designing Solutions The History of Stability and
4 evidence that Earth events can occur quickly or
Obtaining, Evaluating, Planet Earth Change
slowly.
and Communicating
Information
Constructing
Explanations and
Use information from several sources to provide
Designing Solutions The History of Stability and
5 evidence that Earth events can occur quickly or
Obtaining, Evaluating, Planet Earth Change
slowly.
and Communicating
Information
Influence of
Engineering,
Earth Materials
Compare multiple solutions designed to slow or Constructing Technology,
and Systems
Earth and Space Science

6 prevent wind and water from changing the shape Explanations and and Science
Optimizing the
of the land. Designing Solutions on Society and
Design Solution
the Natural
World
Influence of
Engineering,
Earth Materials
Compare multiple solutions designed to slow or Constructing Technology,
and Systems
7 prevent wind and water from changing the shape Explanations and and Science
Optimizing the
of the land. Designing Solutions on Society and
Design Solution
the Natural
World
Earth Materials
Compare multiple solutions designed to slow or Constructing
and Systems Stability and
8 prevent wind and water from changing the shape Explanations and
Optimizing the Change
of the land. Designing Solutions
Design Solution
Constructing
The Universe and
9 N/A Explanations and N/A
Its Stars
Designing Solutions
Plate Tectonics
Develop a model to represent the shapes and Developing and Using and Large-
10 Patterns
kinds of land and bodies of water in an area. Models Scale System
Interactions
Obtaining, Evaluating, The Roles of
Obtain information to identify where water is
11 and Communicating Water in Earth’s Patterns
found on Earth and that it can be solid or liquid.
Information Surface Processes
Obtaining, Evaluating, The Roles of
Obtain information to identify where water is
12 and Communicating Water in Earth’s Patterns
found on Earth and that it can be solid or liquid.
Information Surface Processes

© Shell Education 51408—180 Days of Science 13

 WEEK 1
DAY
Life Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Growing in Sun and Shade

All plants need water and light to grow. Plants use light, water,
Learning Content

and air to help make their food. Some plants need more light than
others. Cactus plants need many hours of sunlight every day. So
do daisies. Ferns like lots of shade. Other plants like hostas can live
as long as they get some light every day.

sun shade

1. What do plants need every day to grow?

a. water b. light
c. water and light d. neither water nor light

2. Which two plants need a lot of sunlight each day?

a. hostas and ferns b. ferns and daisies
c. cactus and daisies d. daisies and hostas

3. Why do all plants need light?

______________________________________________________________

______________________________________________________________

______________________________________________________________

14 51408—180 Days of Science © Shell Education

 WEEK
WEEK 11
Life Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Different plants need different amounts of sun and light.
Study the chart. Then answer the questions.

Cactus Fern Hosta Daisy

Hours of

Analyzing Data
Type
Sun

6 to 8
full sun X X
hours
partial 4 to 8
X
sun hours
3 to 4
shade X
hours

1. Which plant is a partial sun plant?

a. cactus b. fern
c. hosta d. daisy

2. Which plant is a shade plant?

a. cactus b. fern
c. hosta d. daisy

3. What might happen if a full sun plant didn’t get enough sun
during the day?
______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 15

 WEEK 1
DAY
Life Science

3
Name: ___________________________________ Date: ________________

Directions: Read the text. Answer the questions.

Missy’s dad gave her two plants. One

Developing Questions

of the plants needs full sun. The other

plant needs partial sun. Missy puts one
plant in a sunny window and the other
plant on a table.

1. Which plant should go in the sunny window?

a. the one that likes full sun
b. the one that likes partial sun
c. both because they both like full sun
d. both because they both like full shade

2. What should Missy ask to find out if her plants are in the
right place?
a. How many plants are there?
b. How big is the window?
c. How do the plants look?
d. How old are the plants?

3. Write a question you have about the difference between

the plants.
______________________________________________________________

______________________________________________________________
16 51408—180 Days of Science © Shell Education
 WEEK
WEEK 11
Life Science DAY

4
Name: ___________________________________ Date: ________________

Directions: Read the text. Answer the questions.

Leo has two plants. He puts

Planning Solutions
both plants in a window that
is sunny all day long. A few
days later, one of Leo’s plants is
green and growing. The other
plant is turning brown.

1. What might be happening to the plant that is turning brown?

a. It is growing really fast.
b. It is sleeping.
c. It is getting too much sun.
d. It is growing more leaves.

2. Leo wants both of his plants to grow. What does he need to do?
a. give them both more light
b. give the brown one more light
c. give the green one more light
d. give the brown one less light

3. What could Leo do to see if the brown plant needs more shade?
______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 17

 WEEK 1
DAY
Life Science

5
Name: ___________________________________ Date: ________________
Directions: The following plants need different amounts of light. Put
each plant’s name in the correct part of the diagram.

• cactus—full sun • ivy—partial sun

Communicating Results

• fern—shade • sunflower—full sun

• grass—partial sun • viola—shade

Sun Shade

Part Sun/
Shade

18 51408—180 Days of Science © Shell Education

 WEEK
WEEK 2
2
Life Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Water, Water, Everywhere

Plants need water to live. Along

Learning Content
with air and light, water helps plants
make the food they need to grow and
make new plants. The roots of a plant
soak up water. Some plants need a
lot of water. Some plants even live in
the water! Other plants live in very dry
areas. Those plants have ways to store
water for when they need it later. Most plants don’t like to be too
wet or too dry. If they get too wet or too dry, they will die.

1. What do plants use to soak up water?

a. leaves b. stems
c. roots d. flowers

2. What might happen if a plant gets too much water?

a. It would grow too fast. b. It would die.
c. It would make flowers. d. Nothing would happen.

3. Why does a plant need water?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 19

WEEK 2
DAY
Life Science

2
Name: ___________________________________ Date: ________________
Directions: Read the text. Study the chart. Answer the questions. Tye
has three plants. She tests to see how much water each one needs.

Plant 1 Plant 2 Plant 3

Analyzing Data

Water Given 2 cups of water 1 cup of water no water

(each week)

Week 1 growth 0 inches 0 inches 0 inches

Week 2 growth 1 inch 1 inch 0 inches
Week 3 growth 2 inches 1 inch 0 inches
Week 4 growth 3 inches 2 inches 0 inches
Total Growth 5 inches 4 inches 0 inches

1. Which plant grew the fastest?

a. Plant 1 grew the fastest. b. Plant 2 grew the fastest.
c. Plant 3 grew fastest. d. They grew at the same rate.

2. How can Tye decide how much water to give her plants?
a. by seeing which one grew b. by seeing how much water
the most each one soaks up
c. by letting all the plants d. by putting all her plants
get dry underwater

3. Why didn’t plant 3 grow?

______________________________________________________________

______________________________________________________________

______________________________________________________________

20 51408—180 Days of Science © Shell Education

 WEEK
WEEK 2
2
Life Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Olivia has a garden. She looks at

the plants in her garden one day.

Developing Questions
On one side of the garden, parts of
the plants are bent over and wilted.
The same parts of the plants on the
other side are strong and green.

1. What part of the plants did Olivia look at?

a. stems and leaves b. roots and seeds
c. seeds and flowers d. flowers and roots

2. How does Olivia know which plants are the most healthy?
a. by their color b. by their size
c. by their age d. by their names

3. Write a question you would like to ask about the plants in

Olivia’s garden.
______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 21

 WEEK 2
DAY
Life Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Olivia goes out to her garden. It

Planning Solutions

rained last night. Now the plants

on both sides of the garden are
strong and green.

1. What made the plants that were wilted and bent over become
green and strong?
a. they got more water b. they got more sun
c. they got more rest d. they got more shade

2. What can Olivia do to make sure she has a healthy garden?

a. She can give both sides less water.
b. She can give the side that was brown more water.
c. She can give the side that was green more water.
d. She can stop watering her garden.

3. What can Olivia do if her plants become wilted again?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

22 51408—180 Days of Science © Shell Education

 WEEK
WEEK 2
2
Life Science DAY

5
Name: ___________________________________ Date: ________________

Directions: Read Olivia’s notes about her garden. Complete the chart,
and answer the question.

Communicating Results
The plants on the left side of the
garden are bent over and wilting.
The plants on the right side are
green and strong. Both sides of
the garden get bright sunlight all
day long. The plants on the right
side get a lot of water. The plants
on the left get a little water.

Plants on the Left Plants on the Right

How do the plants

look?

How much sunlight

do the plants get?

How much water do

the plants get?

1. What should Olivia do to her garden to get the left side green and
strong, based on her notes?
______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 23

 WEEK 3
DAY
Life Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

What Does a Seed Do?

All plants begin as seeds. Seeds are
Learning Content

the way many plants reproduce, or make

more plants. But seeds can’t sprout—or
germinate—on their own. They need to be
planted in soil. They need water to grow
roots. The roots help seeds soak up more
water to become seedlings. When seedlings
poke through the ground, you know the
seeds have germinated.

1. What do seeds need to sprout?

a. soil only b. water only
c. water and soil d. sunlight only

2. What is a seed called when it pokes through the ground?

a. a leaf b. a seedling
c. a root d. a flower

3. Do you think a seed could sprout if it didn’t get any water? Explain
why or why not.
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

24 51408—180 Days of Science © Shell Education

 WEEK
WEEK 3
3
Life Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Look at the picture. Answer the questions about a plant
life cycle.
Tomato Plant Life Cycle

Analyzing Data
seed

fruit seedling

flower

mature
plant

1. Seeds are found inside which structure on a tomato plant?

a. fruit b. seedling
c. mature plant d. flower

2. What is the next stage after the plant makes flowers?

a. The seed germinates. b. The mature plant grows
seeds.
c. The flower makes fruit. d. The fruit becomes a seed.

3. At what stage of the life cycle do we often pick plants because

they are pretty or smell good?
______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 25
 WEEK 3
DAY
Life Science

3
Name: ___________________________________ Date: ________________

Directions: Read the text. Answer the questions.

Liam has a garden. He plants bean seeds. He

plants carrot seeds. He plants radish seeds. Liam
Developing Questions

hopes he will have many beans, carrots, and

radishes to eat.

1. Liam’s seeds will go through the plant life cycle. Which stage in the
life cycle will Liam see next?
a. plants with flowers b. mature plants
c. plants with fruit d. seedlings

2. Liam wants to know when he might see vegetables growing.

What question might he ask?
a. Which seeds have the b. Which seeds do birds
fastest life cycle? like to eat?
c. Which seeds are the d. Which seeds cost the
biggest? most?

3. None of Liam’s seeds grew. What question could Liam ask to find
out why they did not grow?
______________________________________________________________

______________________________________________________________

4. Write a question Liam might have about replanting his garden.

______________________________________________________________

______________________________________________________________

26 51408—180 Days of Science © Shell Education

 WEEK
WEEK 3
3
Life Science DAY

4
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

The seeds in Liam’s garden have grown! He has too many

carrots. He doesn’t have enough beans. He has just enough

Planning Solutions
radishes.

1. Next year, Liam wants the right number of plants. He should

.
a. plant the same number of seeds
b. plant more carrot seeds and fewer radish seeds
c. plant more radish seeds and fewer bean seeds
d. plant more bean seeds and fewer carrot seeds

2. Liam wants to add lettuce next year. He doesn’t have any more
space in his garden. What should he do?
a. He should plant lettuce, but fewer carrots.
b. He should plant lettuce, but fewer beans.
c. He should plant lettuce, but fewer radishes.
d. He should plant lettuce and nothing else.

3. How can Liam test how fast each kind of seed grows before
planting them in his outdoor garden?
_________________________________________

_________________________________________

_________________________________________

_________________________________________
© Shell Education 51408—180 Days of Science 27
 WEEK 3
DAY
Life Science

5
Name: ___________________________________ Date: ________________
Directions: Draw a graph of how long it takes each seed to sprout.

lettuce: 2 days beans: 8 days cabbage: 5 days

cucumber: 4 days parsley: 13 days
Communicating Results

Number of Days to Sprout

13
12
11
10
9
8
7
Days

6
5
4
3
2
1
let

cu

ca

be

pa
bb
cu

rsl
t

an
uc

mb

ey
ag

s
e

e
er

28 51408—180 Days of Science © Shell Education

 WEEK
WEEK 4
4
Life Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

What Is Pollination?
Plants that have flowers make

Learning Content
pollen. Most pollen looks like yellow
dust inside the flower. Pollen is
found on a plant’s stamen. It is then
moved to the pistil. This process is
called pollination. The plant can now
make fruit. Seeds grow inside the fruit and can make new plants.

1. Why is pollination important to plants?

a. Pollination helps make b. Pollination makes flowers
seeds. look pretty.
c. Pollination helps plants d. Pollination helps plants
grow taller. soak up water.

2. What kind of plants have pollen?

a. all kinds of plants b. flowering plants
c. plants without flowers d. underwater plants

3. You see a plant with a flower. What is one thing you can know
right away?
______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 29

WEEK 4
DAY
Life Science

2
Name: ___________________________________ Date: ________________

Directions: Look at the picture. Then answer the questions.

Pistil
Pollination The pistil leads
to the ovule
where seeds
Analyzing Data

are formed.

Stamen
The stamen
makes pollen.

1. What part of the flower makes pollen?

a. pistil b. stamen
c. leaf d. petal

2. How does the pollen get from one flower to another in the picture?
a. A bee takes it. b. A butterfly takes it.
c. A worm carries it. d. both a and b

3. What might be another way for pollen to get from flower

to flower?
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
30 51408—180 Days of Science © Shell Education
 WEEK
WEEK 4
4
Life Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Pollen makes some people sneeze. It can give them runny eyes,
too. They are allergic to the flowers. One day Oliver walked by
some flowers. He smelled the flowers and began to sneeze.

Developing Questions
1. Why did Oliver sneeze?
a. He smelled a wet dog. b. He smelled pollen.
c. He caught a cold. d. He smelled smoke.

2. What question should Oliver ask to find out why the flowers made
him sneeze?
a. What kind of flowers are b. What animals like to eat the
they? flowers?
c. What color are the flowers? d. How tall do the plants with
the flowers grow?

3. What else might Oliver want to know about the flowers he

walked by?
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 31

 WEEK 4
DAY
Life Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Then answer the
questions.

Oliver knows that daisies make him sneeze.

They make his eyes run. He knows he is
Planning Solutions

allergic to them.

1. How can Oliver find out if he is allergic to

other flowers?
a. by smelling them
b. by looking at them
c. by touching them
d. by watering them

2. When should Oliver play indoors with his friends if he is allergic

to pollen?
a. spring, when plants are about to grow
b. summer, when flowers bloom
c. fall, when leaves turn color
d. winter, when plants aren’t growing

3. Oliver’s friend says he is not allergic to any flowers. What can Oliver
do to find out if his friend is correct?
______________________________________________________________

______________________________________________________________

______________________________________________________________

32 51408—180 Days of Science © Shell Education

 WEEK
WEEK 4
4
Life Science DAY

5
Name: ___________________________________ Date: ________________
Directions: Look at the chart. Then draw a picture of the flowers
Oliver should plant in his garden.

Rose Daisy Sunflower Pansy

Communicating Results
Oliver sneezes
X
immediately
Oliver sneezes after
X
a few minutes
Oliver never
X X
sneezes

© Shell Education 51408—180 Days of Science 33

 WEEK 5
DAY
Life Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Animals and Pollination

You may see bees on flowers. You
Learning Content

may see butterflies and other bugs,

too. They are drinking nectar. Nectar
is a sweet liquid inside a flower. The
animals need nectar to grow. The
animals help the plants, too. Some
pollen gets on the animals. As they fly from flower to flower, they
take the pollen with them. If the flowers are the same type, they
can use the pollen to make seeds.

1. Why do bees visit flowers?

a. to get nectar b. to meet other bees
c. to keep warm d. to make a home

2. What kind of animal would be the best for pollination?

a. animals that fly b. animals that crawl
c. animals that walk d. animals that swim

3. How do plants and animals help each other when animals

pollinate plants?
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

34 51408—180 Days of Science © Shell Education

 WEEK
WEEK 5
5
Life Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Look at the picture. Then answer the questions.

The bee drinks The pollen on the

nectar from a flower. bee sticks onto
another flower.

Analyzing Data
Pollen sticks to
the bee’s body.

1. What is nectar?
a. something that sticks to a b. something that a bee
bee’s body makes
c. something a bee drinks d. something that a bee puts
in flowers

2. What happens to pollen that sticks to a bee’s body?

a. It sticks to a new flower. b. It stays on the bee forever.
c. It all falls to the ground. d. It turns into nectar.

3. Describe how the pollen gets from one flower to another.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 35

 WEEK 5
DAY
Life Science

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Lisa knows that butterflies like bright colors. She knows they like
flowers that smell sweet. She wants many butterflies to visit her
Developing Questions

garden. She goes to a garden store to get some flowers to plant.

1. What should Lisa look for when she chooses her flowers?
a. their size
b. their color
c. their leaves
d. their fruit

2. What is a question Lisa could ask to help her pick a flower a

butterfly would like to visit.
a. Do they feel soft?
b. Do they smell sweet?
c. Do they grow tall?
d. Do they have thorns?

3. What question could Lisa ask to learn more about the kinds of
flowers that butterflies like best?
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

36 51408—180 Days of Science © Shell Education

 WEEK
WEEK 5
5
Life Science DAY

4
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

You want to show the class

Planning Solutions
how pollination works. You make
a model of a bee and a flower.
You need to add some pretend
pollen to the flower.

1. What do you want your pretend pollen to do?

a. stick to the bee
b. be light in weight
c. be dark in color
d. both a and b

2. What would make the best pretend pollen?

a. soap
b. flour
c. paint
d. string

3. How can you show how the bee carries the pollen?
______________________________________________________________

______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 37
 WEEK 5
DAY
Life Science

5
Name: ___________________________________ Date: ________________
Directions: Draw a picture in the box to show an animal pollinating a
flower. Then finish the sentence below the box.
Communicating Results

1. The animal carries from one flower to

another flower.

38 51408—180 Days of Science © Shell Education

 WEEK
WEEK 6
6
Life Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Catching a Ride
Many plants need help spreading

Learning Content
their seeds. This helps plants grow in
new places. Some seeds have spines,
spikes, or hooks. These seeds stick
to the fur or feathers of animals. The
animals carry the seeds around until
the seeds drop off in new places. Some
seeds inside fruits are eaten by animals.
The seeds pass through the animals’
bodies and are dropped as waste. Wind and water can also help
spread seeds. These seeds are very light and can be carried by wind,
or they can float on water and be carried far from the parent plant.

1. What animal is likely to carry around seeds with hooks?

a. frog b. snake
c. rabbit d. fish

2. What kind of seed is spread by wind?

a. a seed that is light b. a seed that is inside fruit
c. a seed that has spikes d. a seed that has hooks

3. Why do plants need help spreading their seeds?

______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 39

WEEK 6
DAY
Life Science

2
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the chart. Then answer the
questions.

Jin has some seeds from a maple tree. He goes outside

and throws each seed in the air. Wind blows each seed.
Analyzing Data

When the seed lands, he measures how far it traveled.

Seeds Distance Traveled

Seed 1 16 centimeters
Seed 2 8 centimeters
Seed 3 18 centimeters
Seed 4 22 centimeters
Seed 5 10 centimeters
Seed 6 16 centimeters

1. How are Jin’s maple seeds carried to new places?

a. They float on water. b. They are blown by wind.
c. They stick on animal fur. d. They are eaten and
dropped as waste.

2. Which seed traveled farther than 20 centimeters?

a. Seed 1 b. Seed 2
c. Seed 4 d. Seed 6

3. What might make a maple tree seed travel very far from the parent
maple tree?
______________________________________________________________

______________________________________________________________
40 51408—180 Days of Science © Shell Education
 WEEK
WEEK 6
6
Life Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Rosa makes a model to show how animals spread seeds.

She puts fuzzy socks over her shoes. The fuzz helps seeds

Developing Questions
stick to the socks. She walks outside in the grass where
she knows a lot of seeds fall. Rosa goes inside and
counts how many seeds stuck to her socks.

1. What kinds of seeds likely stuck to Rosa’s socks?

a. seeds that can float in water
b. seeds that fly in the air
c. seeds that are inside fruits
d. seeds with spines or hooks

2. What question is Rosa trying to answer by using her model?

a. How does wind carry seeds?
b. How do seeds get carried by fur?
c. What kinds of seeds grow inside fruit?
d. Why do plants need help spreading seeds?

3. What else might Rosa want to know about the seeds that were in
the grass where she walked?
______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 41

 WEEK 6
DAY
Life Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Rosa put fuzzy socks over her shoes. The fuzz helps seeds stick
to the socks. Rosa counted the seeds that stuck to her socks. She
Planning Solutions

only counted a total of three seeds.

1. Only a few seeds stuck to Rosa’s socks because .

a. the socks were not fuzzy enough
b. she did not walk fast enough
c. she put the socks on over her shoes
d. seeds do not stick to other objects

2. What can Rosa do to make her model work better?

a. She can walk in a different area of grass.
b. She can pick up seeds with her hands.
c. She can use socks that are more like animal fur.
d. She can try to pick up different kinds of seeds.

3. Rosa makes changes to her model. What can she do to find out if
the model works better now?
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
42 51408—180 Days of Science © Shell Education
 WEEK
WEEK 6
6
Life Science DAY

5
Name: ___________________________________ Date: ________________
Directions: Draw a picture of a seed that is spread by animals. Then
draw a picture of a seed that is carried by wind or water. Label parts of
the seeds that help them to be spread.

Seed Spread by Animals

Communicating Results
Seed Spread by Wind or Water

© Shell Education 51408—180 Days of Science 43

 WEEK 7
DAY
Life Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Life in Warm Places

A habitat is the place where a plant
Learning Content

or animal lives. Living things get what

they need from their habitat. They get
air, water, and food from their habitat.
Habitats called savannas are warm
all year. Savannas have wet summers and dry winters. Savanna
plants and animals can survive in warm habitats. Many plants are
short. They have small leaves. They can grow without a lot of
water. Animals do not have thick fur. Some have a thin layer of
hair. Others have scales.

1. Which sentence describes a savanna?

a. It is always wet. b. It is always dry.
c. It is wet in the summer. d. It is wet in the winter.

2. Which animal lives in a savanna?

a. zebra b. whale
c. penguin d. polar bear

3. Why do animals that live in warm habitats have thin hair instead of
thick fur?
______________________________________________________________

______________________________________________________________

______________________________________________________________

44 51408—180 Days of Science © Shell Education

 WEEK
WEEK 7
7
Life Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Study the chart about animals that live in the savanna.
Then answer the questions.

Zebra Crocodile Cheetah Elephant

Analyzing Data
Thin Fur
X X X
or Hair
Scales X
Eats Plants X X
Eats Other
X X
Animals

1. What animal has thin fur and eats other animals?

a. zebra b. crocodile
c. cheetah d. elephant

2. What are characteristics of an elephant?

a. thin hair and eats other b. thin hair and eats plants
animals
c. scales and eats other d. scales and eats plants
animals

3. What might happen to the animals if the habitat changed and

became very cold?
______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 45

 WEEK 7
DAY
Life Science

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Denny and his family live in a warm, dry

Developing Questions

savanna habitat. Denny wants to grow some

plants outside in his yard. He is not sure
what kinds of plants grow well in his yard.

1. What question should Denny ask to help him choose plants that
will grow well in his yard?
a. Can the plants survive cold b. How much water do the
winters? plants need?
c. How much do the plants d. Do the plants grow fast?
cost?

2. What kinds of plants are best for Denny to grow?

a. plants that are tall b. plants that do not need
sunlight
c. plants that need a lot of d. plants that can survive dry
water all year winters

3. What else might Denny want to know about the plants he will
grow in his yard?
______________________________________________________________

______________________________________________________________

______________________________________________________________

46 51408—180 Days of Science © Shell Education

 WEEK
WEEK 7
7
Life Science DAY

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Denny decides to plant star grass and a

maple tree. Star grass is a short plant that

Planning Solutions
can survive when the soil gets dry. A maple
tree is a tall plant that does not grow well
when the soil gets dry. Both kinds of plants
grow well when it is warm outside.

1. Why is the star grass a better choice than the maple tree?
a. It is tall and needs more b. It grows well when it is
water. warm.
c. It can survive when the soil d. It stops growing in the
gets dry. winter.

2. What should Denny do if the maple tree dies?

a. Choose a plant that can b. Choose another maple tree
grow in dry winters. to plant.
c. Choose a plant that can d. Choose a plant that can
grow when it is warm. grow when it is wet.

3. Denny really wants to grow a maple tree. What can he do to help

the maple tree grow in his yard?
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 47
 WEEK 7
DAY
Life Science

5
Name: ___________________________________ Date: ________________

Directions: Draw a picture of an animal that lives in a savanna. Then

draw a picture of a plant that grows in a savanna. Finish the sentences
under the boxes.

Animal That Lives in a Savanna

Communicating Results

Plant that Grows in a Savanna

1. The animal has to help it live

in a savanna.
2. The plant has to help it live
in a savanna.

48 51408—180 Days of Science © Shell Education

 WEEK
WEEK 8
8
Life Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Life in Cold Places

Some habitats are always cold.

Learning Content
They get a lot of snow. A tundra is
cold and dry all year. Most plants
that grow in the tundra are small
and short. Many plants have tiny
leaves. They can grow with very
little water. A lot of plants stop
growing in the winter. Many tundra animals have thick fur. Some
have a thick layer of feathers. Some animals have white fur. This
helps them hide. They blend in with the snow.

1. Which sentence describes a tundra?

a. It is always wet. b. It is almost always dry.
c. It is wet in the summer. d. It is wet in the winter.

2. What kinds of plants grow in a cold habitat?

a. plants that are tall b. plants with large leaves
c. plants that stop growing in d. plants that need a lot of
the winter water in the summer
3. Why might animals in a tundra want to hide by blending into
the snow?
______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 49

WEEK 8
DAY
Life Science

2
Name: ___________________________________ Date: ________________
Directions: Study the diagram about animals that live in the tundra.
Then answer the questions.
Eats Plants Eats Animals
Analyzing Data

Eats Plants
and Animals
lemming arctic fox
wolverine
caribou penguin

1. Which animals eat only plants?

a. arctic fox and penguin b. snowy owl and wolverine
c. lemming and caribou d. caribou and arctic fox

2. Which animal might eat grasses and small rabbits?

a. lemming b. wolverine
c. penguin d. caribou

3. Caribou eat plants. Why might these animals move to warmer

places in the winter?
______________________________________________________________

______________________________________________________________

______________________________________________________________

50 51408—180 Days of Science © Shell Education

 WEEK
WEEK 8
8
Life Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Kim is learning about the tundra. She has

Developing Questions
pictures of different plants and animals. She
needs to choose the pictures that show tundra
plants and animals.

1. What can Kim do to help her choose the correct animal pictures?
a. She can look for pictures b. She can look for pictures
that show plants in warm that show a lot of rain.
habitats.
c. She can look for animals d. She can look for animals
with long tails. with thick fur.

2. What question should Kim ask to help her choose the correct plant
pictures?
a. Do the plants make fruits b. Can the plants survive in
with seeds? cold places?
c. What do the plant seeds d. Which plants need sunlight
look like? to grow?

3. What other question might Kim ask about the plants and animals
in the pictures?
______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 51

 WEEK 8
DAY
Life Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions. Kim needs to
choose pictures that show tundra plants and animals. She chooses
these animal pictures.
Planning Solutions

polar bear arctic hare snake penguin

1. Which animal picture does not belong?

a. polar bear b. arctic hare
c. snake d. penguin

2. What can Kim do to fix her mistake?

a. Choose more pictures of b. Choose pictures of plants
snakes. instead.
c. Replace the penguin d. Replace the snake picture
picture with a fish picture. with a caribou picture.
3. Kim has pictures of animals. What else might be in pictures of
a tundra?
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

52 51408—180 Days of Science © Shell Education

 WEEK
WEEK 8
8
Life Science DAY

5
Name: ___________________________________ Date: ________________
Directions: Circle the animals that live in the tundra. Then circle the
word to finish the sentence.

Communicating Results
snake penguin

polar bear elephant

arctic fox zebra

1. Many tundra animals have ( scales / fur ).

© Shell Education 51408—180 Days of Science 53

 WEEK 9
DAY
Life Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Freshwater Animals
Streams, lakes, and ponds
Learning Content

are freshwater habitats. These

habitats are home to many
animals. Most freshwater animals
swim. Fish spend all of their
time underwater. Some animals
can walk on land. Some can fly.
Freshwater animals have different
body coverings. They may have fur, feathers, wet skin, or scales.
Some freshwater animals eat plants. Some eat other animals.

1. Which sentence describes freshwater animals?

a. They have different kinds of b. They all eat the same kind
body coverings. of food.
c. They can all walk on land. d. They can live in places that
get dry.

2. Which of these is not a freshwater habitat?

a. lake b. river
c. ocean d. pond

3. Do you think a freshwater animal could live only on land? Explain.

______________________________________________________________

______________________________________________________________

54 51408—180 Days of Science © Shell Education

 WEEK
WEEK 9
9
Life Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Mallard ducks live in freshwater habitats. Look at the
picture of the mallard duck. Then answer the questions.

long beak
strong wings

Analyzing Data
waterproof feathers

wide paddle feet

1. What part of a mallard duck helps it eat?

a. feathers b. beak
c. feet d. wings

2. What part of a mallard duck helps keep it dry?

a. feathers b. beak
c. feet d. wings

3. What are three ways that a mallard duck can move around in its
habitat? Explain how you know.
______________________________________________________________

______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 55
 WEEK 9
DAY
Life Science

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.
Developing Questions

Alex puts freshwater in a tank. He adds

some rocks. Alex wants to add freshwater
animals.

1. What kinds of animals should Alex add to the tank?

a. Animals that only swim. b. Animals that only walk on
land.
c. Animals that only eat other d. Animals that only eat
animals. during the day.

2. Alex wants to help make sure the animals survive. What question
might he ask?
a. When were the animals b. Why do the animals swim?
born?
c. What color are the animals? d. What do the animals eat?

3. What other question might Alex want to ask about the animals
he chooses?
______________________________________________________________

______________________________________________________________

______________________________________________________________

56 51408—180 Days of Science © Shell Education

 WEEK
WEEK 9
9
Life Science DAY

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Planning Solutions
Alex chooses two kinds of freshwater fish
for the tank. Both kinds of fish eat plants.
He puts three of each kind of fish in the tank.

1. What does Alex need to add to the tank to help the fish survive?
a. plants b. more fish
c. a large rock d. more water

2. Alex learns that the tank is too small for all of his fish. What is the
best solution?
a. Add more fish. b. Put plants in the tank.
c. Give the fish more food. d. Put everything into a larger
tank.

3. Alex wants to add another kind of animal to the tank. What kind of
animal should he add? Explain.
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 57

 WEEK 9
DAY
Life Science

5
Name: ___________________________________ Date: ________________
Directions: The following freshwater animals move around their
habitat in different ways. Put each animal’s name in the correct part of
the diagram.

• box turtle—swims and • raccoon—walks on land

Communicating Results

walks on land
• bullfrog—swims and walks
• American eel—swims on land
• beaver—swims and walks • trout—swims
on land

Walks on Land Swims

Swims and
Walks on Land

58 51408—180 Days of Science © Shell Education

 WEEK
WEEK 10
10
Life Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Saltwater Animals
Oceans are saltwater habitats.

Learning Content
There are many kinds of ocean
animals. Fish, sea turtles, and
squid, are ocean animals. Most
animals swim underwater. They
breathe with gills.
Many parts of oceans are
deep. Deep water is very cold. It is also and dark. The sun does not
reach the bottom. Plants cannot grow. Few animals live in very
deep water.

1. Where do saltwater animals live?

a. oceans b. streams
c. ponds d. rivers

2. Why do most saltwater animals have gills?

a. to help them swim b. to help them catch food
c. to help them breathe d. to help them stay warm

3. Why is it hard for many animals to live in the deepest parts

of the ocean?
______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 59

WEEK 10
DAY
Life Science

2
Name: ___________________________________ Date: ________________
Directions: Study the chart. Then answer the questions.

Animal Length
elephant seal
Analyzing Data

7 meters

blue whale
33 meters

sea turtle
2 meters

giant squid
12 meters

1. Which animal is longer than 30 meters?

a. elephant seal b. blue whale
c. sea turtle d. giant squid

2. Which animal is the shortest?

a. elephant seal b. blue whale
c. sea turtle d. giant squid

3. What is another measurement that scientists might use to

compare sizes of saltwater animals?
______________________________________________________________

60 51408—180 Days of Science © Shell Education

 WEEK
WEEK 10
10
Life Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Zoe has a question. She wants to

Developing Questions
learn about saltwater animals. She
reads some information in a book. She
reads that sharks use fins to swim. She
also reads that sea turtles use flippers
to swim. Zoe learns that crabs use legs
to walk. Starfish use tiny feet to walk.

1. Which saltwater animal has flippers?

a. fish b. starfish
c. sea turtle d. crab

2. What question does Zoe have about saltwater animals?

a. What body coverings do b. What do saltwater animals
saltwater animals have? eat?
c. Where do saltwater animals d. How do saltwater animals
live? move?

3. Write a question you have about saltwater animals.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 61

WEEK 10
DAY
Life Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Jason draws a picture of a

saltwater habitat. There is a
Planning Solutions

mistake in his picture.

1. Which animal does not

belong in Jason’s picture?
a. shark
b. mouse
c. jellyfish
d. octopus

2. What animal in the picture uses

fins to swim?
a. shark
b. mouse
c. jellyfish
d. octopus

3. What are some other animals that Jason could add to his drawing?
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

62 51408—180 Days of Science © Shell Education

 WEEK
WEEK 10
10
Life Science DAY

5
Name: ___________________________________ Date: ________________
Directions: Draw a picture of two saltwater animals in the box. Label
each animal to show what body part it uses to move.

Communicating Results

© Shell Education 51408—180 Days of Science 63

WEEK 11
DAY
Life Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Life in a Rainforest
Rainforests are warm, wet
Learning Content

habitats. Tall trees grow in

rainforests. Plants grow well in
rainforests. They get a lot of rain.
There is a lot of food for animals.
Some rainforest animals are
bats and snakes. Jaguars and chimpanzees live in rainforests too.
Most animals live in the top layer of trees. This is where leaves and
branches protect the animals. There is so much food in this part of
the rainforest. Some animals never explore the ground!

1. Which words describe a rainforest habitat?

a. cold and dry b. cold and wet
c. warm and dry d. warm and wet

2. Which of these is a rainforest animal?

a. whale b. bear
c. jaguar d. penguin

3. Why do most rainforest animals live in the top layer of trees?

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

64 51408—180 Days of Science © Shell Education

 WEEK
WEEK 11
11
Life Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Howler monkeys live in rainforests. Look at the picture of
a howler monkey. Then answer the questions.

Analyzing Data
1. How is the howler monkey using its tail?
a. to hold onto a tree b. to pick fruit from branches
c. to walk on the ground d. to carry leaves

2. Think about the rainforest habitat. Why do howler monkeys have

thin hair instead of thick fur?
a. to keep warm b. to keep cool
c. to blend in with trees d. to keep from drying out

3. The howler monkey is looking for food. What is one thing this tells
you about the kind of food howler monkeys eat?
______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 65
WEEK 11
DAY
Life Science

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Carl has a question. He wants to know about rainforest animals.

He reads about them. Carl reads that jaguars eat fish, turtles, and
Developing Questions

deer. He reads that chimpanzees eat fruits, nuts, and insects.

jaguar chimpanzee

1. What do chimpanzees eat?

a. fruits b. turtles
c. deer d. fish
2. What question does Carl have about rainforest animals?
a. What body coverings do b. What do rainforest animals
rainforest animals have? eat?
c. Where do rainforest animals d. How do rainforest animals
live? move?

3. Write a question you have about rainforest animals.

______________________________________________________________

______________________________________________________________

______________________________________________________________

66 51408—180 Days of Science © Shell Education

 WEEK
WEEK 11
11
Life Science DAY

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Nina wants to show that many different kinds of animals live in

rainforests. She draws a picture.

Planning Solutions
1. What animal did Nina draw?
a. deer b. monkey
c. jaguar d. bear

2. What can Nina do to improve her picture?

a. add some snow b. draw the trees smaller
c. add more kinds of animals d. draw the animals larger

3. What are some other animals that Nina could add to her drawing?
______________________________________________________________

______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 67
WEEK 11
DAY
Life Science

5
Name: ___________________________________ Date: ________________
Directions: Draw a rainforest habitat. Draw two different kinds of
animals in the rainforest. Write the name of each animal.
Communicating Results

68 51408—180 Days of Science © Shell Education

 WEEK
WEEK 12
12
Life Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Life in a Desert
Deserts are dry habitats.

Learning Content
Some deserts are really hot
during the day. They get cold at
night. Other deserts are cold all
the time. Some desert animals
are kangaroo rats, lizards, and
snakes. These animals can
survive in the dry desert. Kangaroo rats get water from seeds they
eat. Many animals hide underground during the day. This helps
them stay cool. They come out at night to find food.

1. Which words describe a desert habitat?

a. mostly dry b. always hot
c. always wet d. never dry

2. Which of these is a desert animal?

a. fish b. monkey
c. seal d. lizard

3. Why do some desert animals have to get water by eating food?

______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 69

WEEK 12
DAY
Life Science

2
Name: ___________________________________ Date: ________________
Directions: Study the chart about desert animals. Then answer the
questions.

Desert Kangaroo Horned

Rattlesnake
Fox Rat Lizard
Analyzing Data

Hair X X
Scales X X
Eats Plants X X
Eats Other
X X X X
Animals

1. Which two animals have hair?

a. rattlesnake and desert fox b. desert fox and kangaroo rat
c. kangaroo rat and d. horned lizard and
horned lizard rattlesnake

2. Which two animals eat only other animals?

a. rattlesnake and desert fox b. desert fox and kangaroo rat
c. kangaroo rat and d. horned lizard and
horned lizard rattlesnake

3. Why might it be easier for animals that eat both plants and other
animals to find food?
______________________________________________________________

______________________________________________________________

______________________________________________________________

70 51408—180 Days of Science © Shell Education

 WEEK
WEEK 12
12
Life Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the picture. Then answer the
questions.

Developing Questions
Chen gets a new pet lizard. He
knows the lizard lives in a desert
habitat. Chen sets up a tank for
the lizard.

1. What kind of body covering does the lizard have?

a. wet skin b. thin fur
c. dry scales d. tiny feathers

2. What question should Chen ask to help him take care of his lizard?
a. What should the lizard be b. Why do lizards live in the
named? desert?
c. How old is the lizard? d. What does the lizard eat?

3. What other question might Chen ask about his pet lizard?
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 71

WEEK 12
DAY
Life Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Chen observes his pet

Planning Solutions

lizard. He sees that it is not

eating. The lizard is not
healthy. The tank is too cold
for the lizard.

1. How does Chen know that the lizard is not eating?

a. He observes the lizard. b. He touches the lizard.
c. He reads about the lizard. d. He stops feeding the lizard.

2. What is one thing Chen can do to make the lizard healthier?

a. Add more water to the b. Put some plants in the tank.
tank.
c. Put a heat lamp over the d. Add more rocks to the tank.
tank.

3. Chen does something to try to make the lizard healthier. How can
he know if it is helping?
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

72 51408—180 Days of Science © Shell Education

 WEEK
WEEK 12
12
Life Science DAY

5
Name: ___________________________________ Date: ________________
Directions: The following desert animals eat different foods. Put each
animal’s name in the correct part of the diagram.

• kangaroo rat—plants and • desert cottontail—only plants

Communicating Results
animals
• desert tortoise—only plants
• rattlesnake—only animals
• desert fox—plants and
• horned lizard—only animals animals

Eats Only Plants Eats Only Animals

Eats
Plants and
Animals

© Shell Education 51408—180 Days of Science 73

 WEEK 1
DAY
Physical Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Properties of Objects
Look at the objects around you.
Learning Content

They are very different. Some might

be made with plastic. Others might
be made with wood or paper. But
they all are the same in one way. They are all kinds of matter.
Matter is anything that has mass and takes up space.
All kinds of matter have properties that help you describe it. You
can see many properties of matter. Examples are size, shape, and
color. Mass is one property of matter. An object’s mass tells how
much matter is in the object.

1. What is matter?
a. something that looks b. something that is heavy
colorful
c. anything that has mass and d. anything that has a
takes up space large shape

2. Which property tells you how much matter is in an object?

a. mass b. size
c. shape d. color

3. What is the same about all of the objects around you?

______________________________________________________________

______________________________________________________________

74 51408—180 Days of Science © Shell Education

 WEEK
WEEK 11
Physical Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Study the chart about the properties of four sports balls.
Then answer the questions.

Basketball Tennis Ball Golf Ball Ping Pong

Ball

Analyzing Data
Color orange yellow white white
Size very large large small small
Shape round round round round

1. Which sports ball is the largest?

a. basketball b. tennis ball
c. golf ball d. ping pong ball

2. Which two sports balls are the most alike?

a. basketball and tennis ball b. tennis ball and ping
pong ball
c. golf ball and tennis ball d. ping pong ball and golf ball

3. What are some other properties you might use to describe the
sports balls?
______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 75

 WEEK 1
DAY
Physical Science

3
Name: ___________________________________ Date: ________________

Directions: Read the text. Answer the questions.

Deena wants to make a tool to sort her beads.

She will put the beads into an opening at the top
of the tool. The opening must be large enough for
Developing Questions

each kind of bead. Beads will then be sorted when

they pass through different openings inside the tool.
The picture shows the kinds of beads Deena has.

1. What is different for all of the beads?

a. size only
b. shape only
c. color and size
d. shape and color

2. What question should Deena ask to help her make the tool?
a. What is the mass of each kind of bead?
b. What color is each kind of bead?
c. How many beads are there?
d. What are the shapes of the beads?

3. What other question might Deena want to ask about her beads to
help her build the sorting tool?
______________________________________________________________

______________________________________________________________

______________________________________________________________

76 51408—180 Days of Science © Shell Education

 WEEK
WEEK 11
Physical Science DAY

4
Name: ___________________________________ Date: ________________

Directions: Read the text. Answer the questions.

Ian needs to sort a group of objects into three smaller groups.

The objects in each group should have one property that is
the same.

Planning Solutions
1. What is the same about all of the objects?
a. They are all the same size.
b. They are all the same shape.
c. They are all the same mass.
d. They are all made of matter.

2. Ian puts the star, pin, and eraser into a group. What property did he
use to sort the objects?
a. size
b. shape
c. color

3. Is there more than one property that Ian can use to sort the
objects? Explain
______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 77
 WEEK 1
DAY
Physical Science

5
Name: ___________________________________ Date: ________________
Directions: Use a property to sort the buttons into two groups. Draw
one group in the box on the left. Draw the other group in the box on
the right. Write the property you used below the boxes.
Communicating Results

Group 1 Group 2

__________________________________________________________________

78 51408—180 Days of Science © Shell Education

 WEEK
WEEK 2
2
Physical Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

States of Matter
Matter can be a solid, a liquid, or a gas. A solid has a shape of

Learning Content
its own. A liquid takes the shape of the container it is in. Liquids
do not have a shape of their own. They can flow. Some liquids are
thick. They flow slowly. Others are thin. They flow quickly. A gas
does not have a shape of its own. Gases spread out to fill different
spaces. You cannot see most gases. But you know when a gas is
inside a balloon. The balloon gives gas a shape.

solid liquid gas

1. Which of these is a liquid?

a. ice cube b. milk
c. wood block d. air
2. Which of these describes a solid?
a. has a shape of its own b. takes the shape of its
container
c. may flow slowly or quickly d. spreads out to fill spaces

3. What happens when a balloon is filled with gas?

______________________________________________________________

© Shell Education 51408—180 Days of Science 79

WEEK 2
DAY
Physical Science

2
Name: ___________________________________ Date: ________________
Directions: Jon has four samples of matter. Study the chart about the
samples. Then answer the questions.

Sample 1 I can see it flowing slowly.

Analyzing Data

Sample 2 It has its own shape.

Sample 3 I cannot see it.
Sample 4 I can see it flowing quickly.

1. Which sample is a solid?

a. sample 1 b. sample 2
c. sample 3 d. sample 4

2. Which two samples are liquids?

a. sample 1 and sample 2 b. sample 1 and sample 4
c. sample 3 and sample 4 d. sample 2 and sample 3

3. Write an example of what each sample of matter might be.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

80 51408—180 Days of Science © Shell Education

 WEEK
WEEK 2
2
Physical Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Alan has three containers.

Developing Questions
Each one is filled with a
different kind of liquid.
One is water, one is milk, and
one is honey. Alan needs to
know what liquid is in
each container.

1. Alan looks inside the containers. How does he know they are all
liquids?
a. They all take the shape of b. They all have their own
the container. shape.
c. They all flow quickly. d. They are all a kind of matter.

2. What question should Alan ask to help him know which liquid is in
each container?
a. How much liquid is in the b. What color is each liquid?
containers?
c. What shape is each liquid? d. How much space does each
liquid fill?

3. The liquids are different colors. What is another property that is

different about the liquids?
______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 81

 WEEK 2
DAY
Physical Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Alan learns what is in each container. He wants to answer

the question, “What happens when all of the liquids are mixed
Planning Solutions

together?”

milk water honey

1. What will Alan likely observe when he mixes the liquids?

a. The liquids will change into solids.
b. The liquids will get smaller.
c. The liquids will change color.
d. The liquids will have their own shapes.

2. Alan notices that each container is filled to the top. Which is the
best solution?
a. Pour the liquids into another identical container.
b. Pour the liquids into another much larger container.
c. Try to answer the question without testing it.
d. Ask a different question about the liquids.

3. Alan thinks the liquids will flow differently when he mixes them.
What can Alan do to find out if he is right?
______________________________________________________________

______________________________________________________________
82 51408—180 Days of Science © Shell Education
 WEEK
WEEK 2
2
Physical Science DAY

5
Name: ___________________________________ Date: ________________
Directions: Draw a picture of a solid. Draw a picture of a liquid. Draw
a picture to show a gas.

Solid

Communicating Results
Liquid

Gas

© Shell Education 51408—180 Days of Science 83

 WEEK 3
DAY
Physical Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Properties of Materials
Materials have different properties. Wood is a material. Wood
Learning Content

is hard. It can be smooth or rough. It is used to make furniture.

Paper is another material. It also comes from trees. Most paper
is smooth. You can fold paper. Cloth is a material used to make
clothing. Cotton, silk, and wool can all be made into cloth. Cotton
is soft. Silk is smooth and shiny. Wool is fuzzy. Metal is a material.
It is usually hard and shiny. Iron and steel are two kinds of metals.

1. Which two materials come from trees?

a. paper and metal b. metal and cloth
c. wood and paper d. metal and wood

2. Which of these is made from cloth?

a. desk b. sweater
c. pencil d. nail

3. Write one property of each material: wood, paper, cloth, metal.

______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________
84 51408—180 Days of Science © Shell Education
 WEEK
WEEK 3
3
Physical Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Study the chart about properties of materials. Then
answer the questions.

Wood Paper Cloth Metal

Analyzing Data
Hard X X
Soft X
Can Be Folded X X
Cannot Be Folded X X

1. Which material is soft?

a. wood
b. paper
c. cloth
d. metal

2. Which two materials can be folded?

a. wood and paper
b. paper and cloth
c. cloth and metal
d. metal and wood

3. What are other properties can you use to describe the materials?
______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 85

 WEEK 3
DAY
Physical Science

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Engineers are building a new slide for a playground. The old

slide is broken. The engineers need to pick a material for the slide.
Developing Questions

1. Which property should the material have?

a. soft b. hard
c. bumpy d. can be folded

2. What question should the engineers ask to best help them pick a
material for the slide?
a. How strong is the material? b. What color is the material?
c. When will children use d. When did the old slide
the slide? break?

3. What other questions might the engineers want to ask about the
material they will use?
______________________________________________________________

______________________________________________________________

______________________________________________________________
86 51408—180 Days of Science © Shell Education
 WEEK
WEEK 3
3
Physical Science DAY

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Engineers will build a new slide. They will use either plastic or
metal. Both materials are hard and smooth. Plastic is easier to

Planning Solutions
bend into different shapes. It breaks easier than metal. Metal is not
easy to bend. Metal does not break as easy as plastic.

1. Which properties are the same for plastic and metal?

a. Both are hard and smooth. b. Both are smooth and are
easy to bend.
c. Both are hard and break d. Both break and bend easily.
easily.

2. Why might a plastic slide be better than a metal slide?

a. It will last longer. b. It can have a curved shape.
c. It will have a harder surface. d. It will have a smoother
surface.

3. The engineers wonder which material gets hotter in the sun. What
can they do to find out before they build the new slide?
______________________________________________________________

______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 87
 WEEK 3
DAY
Physical Science

5
Name: ___________________________________ Date: ________________
Directions: Circle the objects made of wood. Draw a box around the
objects made of paper. Draw an X over the objects made of cloth.
Draw a over the objects made of metal.
Communicating Results

88 51408—180 Days of Science © Shell Education

 WEEK
WEEK 4
4
Physical Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Texture
Texture is a property you can use to describe matter. Texture

Learning Content
describes how something feels. Touching an object can tell you
about the object’s texture. Looking at the object can also tell you
about its texture. There are many words you can use to describe
texture. An object might feel or look smooth, rough, bumpy, or
fuzzy. An object might feel hard or soft. Texture is often important
when making objects. For example, the top of a table is smooth. A
blanket is soft.

1. Which sense tells you the most about an object’s texture?

a. smell b. taste
c. touch d. hearing

2. Which word describes an object’s texture?

a. rough b. strong
c. sour d. loud

3. Can an object have two different textures? Explain.

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 89

WEEK 4
DAY
Physical Science

2
Name: ___________________________________ Date: ________________
Directions: Study the chart about textures of four objects. Then
answer the questions.

Object 1 Object 2 Object 3 Object 4

Analyzing Data

Rough X
Smooth X X
Fuzzy X
Soft X X

1. Which object is smooth and soft?

a. object 1
b. object 2
c. object 3
d. object 4

2. Which of these might be object 3?

a. a rock
b. a sweater
c. a fork
d. a balloon

3. Why do you think people use smooth materials to make spoons

and forks?
______________________________________________________________

______________________________________________________________

90 51408—180 Days of Science © Shell Education

 WEEK
WEEK 4
4
Physical Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Jeff has some rocks. He wants to organize the rocks. He will use
texture to put the rocks into two groups.

Developing Questions
1. What are two groups Jeff can use to organize the rocks by texture?
a. heavy and light b. small and large
c. dark and light d. rough and smooth

2. What question can Jeff ask to help him organize the rocks?
a. How small are the rocks? b. How do the rocks feel?
c. What color are the rocks? d. How many rocks are there?

3. Jeff has a hand lens. A hand lens makes things look bigger. How
might Jeff use the hand lens to help him organize the rocks?
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 91

 WEEK 4
DAY
Physical Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Tea has a tall ramp for her toy

Planning Solutions

cars. The ramp is smooth. Cars

move fast when they go down the
ramp. She wonders how the ramp
will work if the texture is different.

1. What is the texture of the ramp?

a. tall b. smooth
c. fast d. straight

2. What can Tea do to find out how the ramp will work if the texture
is different?
a. Make the ramp longer. b. Cover the ramp with
bumpy carpet.
c. Use smaller cars on d. Make another ramp that
the ramp. has a smooth texture.

3. Tea finds out that the cars move faster on the smooth texture.
What does this tell her about texture and how objects move?
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

92 51408—180 Days of Science © Shell Education

 WEEK
WEEK 4
4
Physical Science DAY

5
Name: ___________________________________ Date: ________________
Directions: Draw a line to the word that best describes the texture of
each object.

Communicating Results
sticky

bumpy

fuzzy

slippery

© Shell Education 51408—180 Days of Science 93

 WEEK 5
DAY
Physical Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Soak It Up
Learning Content

Some materials can soak up liquid.

Absorbency describes how well something
can soak up liquid. Some materials are not
absorbent. Foil and plastic are not absorbent.
They do not soak up water. Absorbency is
important. You might want an absorbant
material to mop a floor. You would not want a
raincoat that is absorbent!

1. Which of these describes absorbency?

a. how smooth b. how fast water pours
something feels
c. how thick something is d. how much liquid
something can soak up

2. Which of these would you want to have a lot of absorbency?

a. sponge b. umbrella
c. mug d. sweater

3. How might the absorbency of a bath towel be helpful?

______________________________________________________________

______________________________________________________________

______________________________________________________________

94 51408—180 Days of Science © Shell Education

 WEEK
WEEK 5
5
Physical Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Read the text. Study the chart. Then answer
the questions.

Olaf has three cloths. He tests to find out how much water each
cloth soaks up. Olaf measures the amount of water in units called

Analyzing Data
milliliters, or mL, for short.

Cloth 1 Cloth 2 Cloth 3

Thickness thick thin very thick
Amount of Water
9 mL 5 mL 14 mL
Soaked Up

1. Which cloth has the most absorbency?

a. cloth 1 b. cloth 2
c. cloth 3 d. The cloths have the same
absorbency.

2. What does Olaf’s experiment show about the thickness and

absorbency of the cloths?
a. Thin cloths are more b. Thick cloths are more
absorbent than thick cloths. absorbent than thin cloths.
c. Thickness does not change d. Thin cloths are not able to
absorbency. soak up water.

3. Which cloth is best for making a mop that cleans wet floors?
______________________________________________________________

© Shell Education 51408—180 Days of Science 95

 WEEK 5
DAY
Physical Science

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.
Developing Questions

Helen needs to buy paper

towels. The store sells two
brands of paper towels.
Helen wonders which brand
she should buy.

Brand A Brand B

1. Why is absorbency an important property of paper towels?

a. Paper towels are used to b. Paper towels are thicker
clean spills. than napkins.
c. Paper towels can only be d. Paper towels are easier to
used once. use than sponges.

2. What question can Helen ask to help her decide which brand
to buy?
a. Which brand has a smooth b. Why are paper towels
surface? better than sponges?
c. What happens to paper d. How much liquid does each
towels after they are used? brand absorb?

3. What other question might Helen ask to help her decide which
brand to buy?
______________________________________________________________

______________________________________________________________
96 51408—180 Days of Science © Shell Education
 WEEK
WEEK 5
5
Physical Science DAY

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Study the picture. Answer the questions.

Planning Solutions
Helen buys two brands of paper towels. She
and her friend test the absorbency of Brand A.
The picture shows their test.

Brand A

1. What will likely happen if Brand A is not very absorbent?

a. The paper towel will tear. b. The paper towel will get
smaller.
c. There will be a lot of water d. There will not be a lot of
in the pan. water in the pan.

2. Helen wants to compare the absorbency of Brand A and Brand B.

What else do Helen and her friend need to do?
a. Do the same test tomorrow. b. Do the same test with a
different liquid.
c. Do the same test with d. Do the same test with more
Brand B. layers of Brand A.

3. Helen’s tests show that Brand A is the most absorbent. How might
Helen check her results?
______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 97

 WEEK 5
DAY
Physical Science

5
Name: ___________________________________ Date: ________________
Directions: Draw a graph to show how much water each material
soaked up. Then answer the question.

Material 1 Material 2 Material 3 Material 4

Communicating Results

2 milliliters 8 milliliters 4 milliliters 10 milliliters

Absorbency of Materials
11
10
9
8
Milliliters of Water

7
6
5
4
3
2
1
0
Ma

Ma

Ma

Ma
ter

ter

ter

ter
i

ial

i
al

al

al
1

1. Which material is the most absorbent?

______________________________________________________________

98 51408—180 Days of Science © Shell Education

 WEEK
WEEK 6
6
Physical Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Hardness

Learning Content
Hardness is an important property of
matter. Hardness describes how firm an
object is. Hardness also describes how hard
easily an object can be scratched. Hard
objects are firm. They do not scratch
easily. Soft objects are not firm. They
might scratch easily. A rock is hard. A
piece of clay is soft.
soft

1. Which of these describes a very hard object?

a. not firm and does not b. firm and does not
scratch easily scratch easily
c. not firm and scratches d. firm and scratches easily
easily

2. Which of these would you want to be very hard?

a. pillow b. socks
c. table d. sofa

3. Why might someone want to use a soft material?

______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 99

WEEK 6
DAY
Physical Science

2
Name: ___________________________________ Date: ________________
Directions: Read the text. Study the chart. Then answer the
questions.

Nina tests the hardness of four objects. Nina uses the tests to
score the hardness of the objects. A score of 4 means the object is
Analyzing Data

the hardest.

Object A Object B Object C Object D

Hardness Score 2 4 1 3

1. Which object is the hardest?

a. object A b. object B
c. object C d. object D

2. Which object scratches the easiest?

a. object A b. object B
c. object C d. object D

3. Compare object A and object B. Which is harder? How do

you know?
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

100 51408—180 Days of Science © Shell Education

 WEEK
WEEK 6
6
Physical Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Builders are putting new wood

Developing Questions
floors in a house. They will choose
from different kinds of wood. The
woods have different hardnesses.

1. Why is hardness an important property of floors?

a. so the floors are firm
b. so the floors feel soft
c. so the floors can bend
d. so the floors feel rough

2. What question is most important for the builders to ask when

choosing a wood?
a. Which wood is the softest?
b. Which wood will last the longest?
c. How many people use wood floors?
d. Where does the wood for floors come from?

3. What other question might the builders ask to help them decide
which wood to use?
______________________________________________________________

______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 101
 WEEK 6
DAY
Physical Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Study the picture. Answer the questions.

The builders choose pine as the

Planning Solutions

material for new floors in a house. The

builders learn that the new floors are
getting scratched easily.

1. What do the builders learn about pine?

a. Pine is a good choice for all floors.
b. Pine is not hard enough for this floor.
c. Pine is better than walnut for floors because it is softer.
d. Pine should not be used to make things because it is too hard.

2. What can the builders do to best solve the problem of

scratched floors?
a. Tell other builders that pine is good for flooring.
b. Paint the pine floors so people can easily see the scratches.
c. Replace the pine with a material that is softer.
d. Replace the pine with wood that is harder.

3. The builders want to find out if a different wood scratches less than
pine. What can they do to find out?
______________________________________________________________

______________________________________________________________

______________________________________________________________
102 51408—180 Days of Science © Shell Education
 WEEK
WEEK 6
6
Physical Science DAY

5
Name: ___________________________________ Date: ________________
Directions: People often score the hardness of materials using
numbers. A score of 10 means the material is the hardest. Complete
the graph to show the hardness of different woods.

Oak: 3 Mahogany: 6

Communicating Results
Bamboo: 9 Cherry: 7
Teak: 10 Pine: 2

Hardness of Wood
10
9
8
7
Hardness

6
5
4
3
2
1
Oa

Ba

Te

Ma

Ch

Pin
a
mb

err
k

ho

e
k

y
ga
oo

ny

© Shell Education 51408—180 Days of Science 103

 WEEK 7
DAY
Physical Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Does It Bend?
Flexibility is a property of matter. It describes how easily
Learning Content

something bends without breaking. Some objects are flexible.

They bend easily. Other objects are not flexible. They are rigid. If
you try to bend them, they might break.
Many objects are made with flexible materials. These objects
need to bend. Rubber bands are made with flexible material.
Other objects are made with rigid material. These objects should
not bend. Mirrors and glass windows are made with rigid material.

1. What is flexibility?
a. how easily something b. how easily something
scratches bends
c. how hard something feels d. how heavy something feels

2. Which of these is the most flexible?

a. fork b. toothbrush
c. pencil d. rubber band

3. Why is it important for a rubber band to be flexible?

______________________________________________________________

______________________________________________________________
104 51408—180 Days of Science © Shell Education
 WEEK
WEEK 7
7
Physical Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the chart. Then answer the
questions.

Hank tests the flexibility of four objects. He tries to bend each

object. He uses the tests to score the flexibility of the objects. A

Analyzing Data
score of 4 means the object is the most flexible. It bends easily. An
object with a score of 1 breaks easily.

Object A Object B Object C Object D

Flexibility Rating 4 2 3 1

1. Which object is most likely to break when you try to bend it?
a. object A b. object B
c. object C d. object D

2. Which object is the most flexible?

a. object A b. object B
c. object C d. object D

3. Glass does not bend. It breaks easily. Which object could be made
of glass? Explain how you know.
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 105

 WEEK 7
DAY
Physical Science

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Liza is designing a paper

clip. She wants the paper clip
Developing Questions

to open wide. It should hold

a thick stack of papers. She
wants the paper clip to be able
to be squeezed tight. It should
hold thin stacks of paper. Liza
needs to pick a material for the
paper clip.

1. What question should Liza ask to help her pick a material?

a. Why are some materials b. How flexible is the material?
rigid?
c. What colors are different d. When was the first paper
materials? clip made?

2. Why does the material for the clip need to be flexible?

a. so it can hold different b. so it can keep its shape
stacks of papers
c. so it can break if it needs to d. so it can stay rigid

3. What question do you have about the design of Liza’s paper clip?
______________________________________________________________

______________________________________________________________

______________________________________________________________

106 51408—180 Days of Science © Shell Education

 WEEK
WEEK 7
7
Physical Science DAY

4
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Liza picks plastic as the material

Planning Solutions
to make the paper clip. Liza tries
to open the paper clip to fit a thick
stack of paper. The paper clip
breaks.

1. What does Liza learn about plastic?

a. Plastic is not rigid enough for her paper clip design.
b. Plastic is easy to bend without breaking.
c. Plastic is not flexible enough for her paper clip design.
d. Plastic is more rigid that most other materials.

2. What can Liza do to best solve her problem?

a. Pick a material that is more flexible.
b. Tell people the paper clip only holds one piece of paper.
c. Glue the paper clips together when they break.
d. Stop making paper clips.

3. Could Liza have tested the material before choosing it? Explain.
______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 107

 WEEK 7
DAY
Physical Science

5
Name: ___________________________________ Date: ________________
Directions: Draw an object that is very flexible in the first column.
Draw an object that is rigid in the second column. Then complete the
sentences below the boxes.

Flexible Object Rigid Object

Communicating Results

The is flexible because

The is rigid because

.
108 51408—180 Days of Science © Shell Education
 WEEK
WEEK 8
8
Physical Science DAY

1
Name: ___________________________________ Date: ________________

Directions: Read the text. Answer the questions.

Build a Tower
Many objects are made with small

Learning Content
pieces. Towers are made with blocks.
The blocks can be put together. This
makes a larger object. The tower is
larger than each block. Each block has
certain properties. The tower that is
made also has certain properties. Some
properties of the blocks and some
properties of the tower may be the same. One property is always
different. The blocks and the tower are different sizes.

1. How can you use small pieces to make a larger object?

a. Get larger pieces. b. Count the small pieces.
c. Take the small pieces apart. d. Put the small pieces
together.

2. Which property always changes when you make a large tower with
smaller blocks?
a. color b. size
c. hardness d. texture

3. The tower in the picture is made with blocks. What is another

object made with small pieces?
______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 109

WEEK 8
DAY
Physical Science

2
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the chart. Then answer
the questions.

Moe builds a tower made with blocks. The blocks have different
shapes. They are made with different materials. Moe makes a tally
Analyzing Data

chart to show the blocks he uses.

Blocks Tally Marks

square wood
rectangle wood
square plastic
rectangle plastic

1. Which kind of block did Moe use the most?

a. square wood b. square plastic
c. rectangle plastic d. rectangle metal

2. How many blocks did Moe use to build the tower?

a. 8 b. 11
c. 18 d. 28

3. Is each block that makes up the tower larger or smaller than the
whole tower? How do you know?
______________________________________________________________

______________________________________________________________

110 51408—180 Days of Science © Shell Education

 WEEK
WEEK 8
8
Physical Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Carla is in a contest. She needs to build a tower. She must

use all of the wood blocks in the picture. The tower must be a

Developing Questions
certain height.

1. What question will help Carla decide how to put the blocks
together?
a. What colors are the blocks? b. Why are the blocks made
of wood?
c. How many blocks should d. How tall does the tower
be used? need to be?

2. What property do all the blocks have in common?

a. same color b. same material
c. same size d. same shape

3. What other question might Carla ask to help her decide how
to build the tower?
______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 111

 WEEK 8
DAY
Physical Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.
Planning Solutions

Carla builds a tower with the wooden

blocks. The tower is tall enough for the
contest. But it quickly falls over. The tower
needs to stand up without falling over.

1. What problem does Carla need to solve?

a. The tower falls over too b. The tower is too tall.
easily.
c. The tower is made with too d. The tower has too many
many blocks. different shapes.

2. What can Carla do to best solve her problem?

a. Use different colors of b. Use paper blocks instead of
blocks. wooden blocks.
c. Put the blocks together d. Count the blocks to make
differently. sure she used them all.

3. Did Carla use all of the blocks to build her tower? How do
you know?
______________________________________________________________

______________________________________________________________

______________________________________________________________
112 51408—180 Days of Science © Shell Education
 WEEK
WEEK 8
8
Physical Science DAY

5
Name: ___________________________________ Date: ________________
Directions: Look at the blocks. Draw a tower that uses all of the
shapes below.

Communicating Results
Tower

© Shell Education 51408—180 Days of Science 113

 WEEK 9
DAY
Physical Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Time for Remodeling

Objects made with small pieces
Learning Content

can be taken apart. The pieces can

be put together differently. A tower
can be made with small blocks.
You can take the tower apart. You
can use the same blocks to make a
different tower. When you put something together differently, you
rearrange it. The new tower might have a different shape. It might
be taller or wider. Many different objects can be built using the
same set of small pieces.

1. What does it mean to rearrange something?

a. Put something together b. Build a tower with different
differently. blocks.
c. Make an object using d. Count the number of pieces
smaller pieces. that make up an object.

2. What do you have to do before you can rearrange the blocks that
make a tower?
a. Count the blocks. b. Take the blocks apart.
c. Put the blocks together d. Make a new tower with the
differently. same blocks.

3. Why might you want to rearrange the pieces of an object?

______________________________________________________________

______________________________________________________________

114 51408—180 Days of Science © Shell Education

 WEEK
WEEK 9
9
Physical Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Anne builds a tower. Then she builds a new tower the
next day. Look at the pictures, and answer the questions.

Tower 1 Tower 2

Analyzing Data
1. How many blocks does Anne use to build Tower 1?
a. 6 b. 7
c. 8 d. 9

2. What is true about the two towers?

a. Tower 1 has a different b. They are made with
shape than Tower 2. different blocks.
c. Tower 1 is taller than d. Tower 1 is made with more
Tower 2. blocks than Tower 2.

3. How can you know if the towers were made using the
same blocks?
______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 115
 WEEK 9
DAY
Physical Science

3
Name: ___________________________________ Date: ________________
Directions: Kenny uses blocks to make a tower. Look at the picture.
Answer the questions.
Developing Questions

1. How can Kenny use the same blocks to make a tower with different
properties?
a. Add more blocks to the tower he made.
b. Count the number of blocks in the tower he made.
c. Remove some blocks from the tower he made.
d. Rearrange the blocks to make a taller tower.

2. What question can you ask to find out if Kenny used all of the
same blocks?
a. How many blocks are in each tower?
b. What shape and color are the blocks in each tower?
c. What is the shape and height of each tower?
d. both a and b

3. Can Kenny use the same blocks to make three different towers?
Explain.
______________________________________________________________

______________________________________________________________
116 51408—180 Days of Science © Shell Education
 WEEK
WEEK 9
9
Physical Science DAY

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Pat has a set of blocks. She needs to use the same blocks to
make two towers. The towers should have at least one property
that is not the same.

Planning Solutions
1. What does Pat know before she decides how to build the towers?
a. One tower will have b. One tower will be more
more blocks. colorful.
c. Both towers will be the d. Both towers will have
same height. eight blocks.

2. Pat builds one tower. What does she need to do next?

a. Add eight more blocks to b. Use the same blocks to
the tower. build a new tower.
c. Use six blocks to make a d. Get a new set of blocks
new tower. with different shapes.

3. Pat worries that her new tower will look just like the first tower.
What can she do to make sure they are different?
______________________________________________________________

______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 117
 WEEK 9
DAY
Physical Science

5
Name: ___________________________________ Date: ________________
Directions: Look at the tower. Draw a tower in the box below that is
made with all of the same blocks. The two towers should have at least
one property that is not the same.
Communicating Results

New Tower

118 51408—180 Days of Science © Shell Education

 WEEK
WEEK 10
10
Physical Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Heating and Cooling Water

Heating and cooling can change

Learning Content
water. You can heat ice. This changes
.

the water from a solid to a liquid. The

water changes states. It changes its
shape. It gets warmer.
Changing water from a solid to a
liquid can be undone. You can cool
the water. It will change from a liquid
to a solid. Liquid water freezes and
becomes ice when it is cold enough.

1. What happens when liquid water changes into ice?

a. The water freezes. b. The water melts.
c. The water changes to gas. d. The water is heated.

2. What happens when ice changes into liquid water?

a. The water freezes. b. The water melts.
c. The water keeps its shape. d. The water is cooled.

3. Ice melts and changes to a liquid. How can you undo this change?
______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 119

WEEK 10
DAY
Physical Science

2
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the chart. Then answer the
questions.

Eve puts a cup of ice cubes in a sunny window. She observes

the cup after 1 minute, 5 minutes, and 60 minutes. Eve writes her
Analyzing Data

observations in a chart.

After 1 minute After 5 minutes After 60 minutes

Some of the ice
All of the ice
cubes melted.
Cup of Ice Ice cubes look cubes melted.
There is water
Cubes mostly the same. There is only
and ice in
water in the cup.
the cup.

1. Why did the ice cubes look mostly the same after 1 minute?
a. No heat was added. b. Too much heat was added.
c. Too much time passed. d. Not enough time passed.

2. How long did it take for all of the ice to melt?

a. 1 minute b. 5 minutes
c. 6 minutes d. 60 minutes

3. Can Eve undo the change that happened? Explain.

______________________________________________________________

______________________________________________________________

______________________________________________________________

120 51408—180 Days of Science © Shell Education

 WEEK
WEEK 10
10
Physical Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Robert does an experiment. He puts a

Developing Questions
large cup of water and a small cup of water
in a freezer. He observes the cups many
times. Robert records how long it takes
each cup to change to ice.

1. Which of these tells Robert that the water has changed to ice?
a. The water is a solid. b. The water feels colder.
c. The water is shaped like d. The water melts.
the cup.

2. What question is Robert likely trying to answer?

a. How cold does water get when it freezes?
b. What happens when water is heated?
c. Does it take longer for a larger amount of water to freeze?
d. Why does water change to a solid when it melts?

3. Write a question about the change that happens in Robert’s

experiment.
______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 121

WEEK 10
DAY
Physical Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Alma has a pitcher of lemonade. She

Planning Solutions

knows the lemonade is mostly water. Alma

wonders if she can change the lemonade to
make lemon ice pops.

1. What should Alma do to find out if she can make ice pops?
a. Take water away from the b. Add water to the lemonade.
lemonade.
c. Cool the lemonade. d. Heat the lemonade.

2. Alma pours the lemonade into small cups. What should she
do next?
a. Put the cups in a sunny b. Put the cups in a freezer.
place.
c. Pour the lemonade back d. Leave the cups on a table.
onto the pitcher.

3. Alma changes the lemonade into ice pops. She wonders how long
it takes for the ice pops to melt. How can she find out?
______________________________________________________________

______________________________________________________________

______________________________________________________________

______________________________________________________________

122 51408—180 Days of Science © Shell Education

 WEEK
WEEK 10
10
Physical Science DAY

5
Name: ___________________________________ Date: ________________
Directions: Draw a picture in the column on the left to show what
happens when ice is heated. Draw a picture in the column on the
right to show what happens when water is frozen.

Heating Ice Freezing Water

Communicating Results

© Shell Education 51408—180 Days of Science 123

WEEK 11
DAY
Physical Science

1
Name: ___________________________________ Date: ________________

Directions: Read the text. Answer the questions.

Changing Matter
There are many ways to change matter. You can cool water to
Learning Content

freeze it. You can heat ice to melt it. You can cut paper into many
pieces. You can bend a straw into different shapes. All of these
things change the properties of matter.
Some changes to matter can
be undone. Melting butter can be
undone. The butter can be cooled
and made solid again. Some
changes cannot be undone.
Burning paper cannot be undone.
The paper becomes ash. It can not
be made into unburned paper again.

1. Which property changes when paper is cut into many pieces?

a. color b. texture
c. size d. state

2. Which change cannot be undone?

a. burning paper b. melting butter
c. freezing water d. bending a straw

3. How can you know if a change can be undone?

______________________________________________________________

______________________________________________________________

124 51408—180 Days of Science © Shell Education

 WEEK
WEEK 11
11
Physical Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the chart. Then answer the
questions.

Raul melts a crayon. Raul writes his observations in a chart.

Analyzing Data
Before Melting After Melting
Crayon is a solid. It is red.
Crayon is a liquid. It is
Notes It smells like wax. It feels
red. It smells like wax.
hard.

Picture of
crayon

1. What property of the crayon stayed the same?

a. color b. hardness
c. shape d. state

2. Why did the crayon change to a liquid?

a. The crayon was cooled. b. The crayon was heated.
c. The crayon changed shape. d. The crayon smelled
like wax.

3. What is another change Raul could make to the crayon?

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 125

WEEK 11
DAY
Physical Science

3
Name: ___________________________________ Date: ________________

Directions: Read the text, and answer the questions. Raul wonders if
melting a crayon can be undone.

Before Melting After Melting

Developing Questions

1. What can Raul do to find out if the change to the crayon can
be undone?
a. Heat the crayon again. b. Cool the crayon.
c. Cut another crayon d. Melt another crayon.
into pieces.

2. Raul tries to undo the change. What question will help him know if
the change was undone?
a. Why can some changes be b. How are crayons different
undone? than other matter?
c. What happens to matter d. Did the the crayon change
when it is heated? to a solid?

3. What other question might Raul ask to help him know if the
change was undone?
______________________________________________________________

______________________________________________________________

______________________________________________________________

126 51408—180 Days of Science © Shell Education

 WEEK
WEEK 11
11
Physical Science DAY

4
Name: ___________________________________ Date: ________________

Directions: Read the text, and answer the questions.

Raul learns that melting wax crayons

Planning Solutions
can be undone. He thinks that melting
other things made with wax can be
undone. Raul wants to test his idea using
a candle.

1. What does Raul want to do?

a. Show that crayons and b. Find out if wax candles are
candles are different. made of different colors.
c. Show that melting wax d. Test the wax in a candle by
objects things can feeling how hard it is.
be undone.

2. What can Raul do to test his idea?

a. Melt the candle and then b. Observe candles that are
cool it. different sizes.
c. Make a list of all things that d. Cool the candle to see if
are made with wax. it becomes solid.

3. Raul learns that melting a candle can also be undone. What did
Raul likely observe about the candle?
______________________________________________________________

______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 127
WEEK 11
DAY
Physical Science

5
Name: ___________________________________ Date: ________________
Directions: Draw a picture of a change that can be undone. Draw a
picture of a change that cannot be undone.

Can Be Undone Cannot Be Undone

Communicating Results

128 51408—180 Days of Science © Shell Education

 WEEK
WEEK 12
12
Physical Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Heating Things Up
Heating matter can change

Learning Content
it. It can make solids melt. It can
make liquids boil. These changes
can be undone by cooling matter.
Sometimes changes cannot
be undone. The changed matter
has different properties. Burning,
baking, and cooking cannot be undone. When wood is burned,
some of the wood changes to ash. Some gas forms. When dough
is baked, it makes bread. The bread looks and smells different.

1. Which two changes cannot be undone?

a. melting butter and b. boiling water and
boiling water baking bread
c. baking bread and d. burning logs and
burning logs melting butter

2. What happens to wood when it is burned?

a. It turns into other kinds b. It keeps it properties.
of matter.
c. It turns into a solid. d. It makes a change that can
be undone.

3. What happens to bread dough when it is baked?

______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 129
WEEK 12
DAY
Physical Science

2
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the chart. Then answer the
questions.

Ellen cracks open an egg. The egg is raw. She cooks the egg.
Ellen writes her observations in a chart.
Analyzing Data

Before Cooking After Cooking

The egg is a solid. The
egg is a different
Notes The egg is a liquid.
color. The egg has a
different shape.

Picture

1. How did the egg change? What happened to the egg?

a. It kept the same shape. b. It stayed the same color.
c. It changed from a solid to d. It changed form a liquid to
a liquid. a solid.

2. How did Ellen change the egg after she cracked it?
a. She cooled the egg. b. She heated the egg.
c. She mixed the egg with d. She made the egg change
new things. from solid to liquid.

3. Cooking an egg is a change that cannot be undone? What does

this mean?
______________________________________________________________

______________________________________________________________
130 51408—180 Days of Science © Shell Education
 WEEK
WEEK 12
12
Physical Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Ellen has another egg. The egg

is not cooked. It is raw. She has a

Developing Questions
question about the egg. She will leave
the egg in its shell. Ellen plans to put
the egg in boiling water to answer her
question.

1. What question does Ellen have about eggs?

a. What do eggs taste like when they are not cooked?
b. Why do eggs have shells that crack open?
c. What happens when an egg is cracked open?
d. How does heating a shelled egg change it?

2. Ellen boils the egg. What question can she ask to learn how the
egg changed?
a. How long did the water take to boil?
b. What does the egg look and feel like?
c. How much water was used to boil the egg?
d. Where did the egg come from?

3. What other question might Ellen ask to learn more about how
the egg changed?
______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 131
WEEK 12
DAY
Physical Science

4
Name: ___________________________________ Date: ________________

Directions: Read the text. Answer the questions.

Ellen takes the shell off the boiled

egg. She observes the egg. It is now
Planning Solutions

a solid. Ellen thinks that the change

to the egg cannot be undone. She
wants to test her idea.

1. What does Ellen want to do?

a. Show that boiling an egg cannot be undone.
b. Find out what happens to a boiled egg.
c. Test a boiled egg to see how it feels.
d. Look for different ways to cook eggs.

2. What can Ellen do to test her idea?

a. Boil another egg.
b. Freeze the boiled egg.
c. Cook another egg on the stove.
d. Cook the boiled egg on the stove.

3. What will happen in Elllen’s test if she is right?

______________________________________________________________

______________________________________________________________

______________________________________________________________

132 51408—180 Days of Science © Shell Education

 WEEK
WEEK 12
12
Physical Science DAY

5
Name: ___________________________________ Date: ________________
Directions: Cooking or baking changes matter. The changes cannot
be undone. Draw a graph to show how long it takes to cook or bake
the foods in the box.

egg: 10 minutes toast: 6 minutes

Communicating Results
pizza dough: 12 minutes oat cookies: 8 minutes

Cooking and Baking Times

15
14
13
12
11
10
9
Time

8
7
6
5
4
3
2
1
0
eg to piz oa
g ast za tc
do oo
ug kie
h s
© Shell Education 51408—180 Days of Science 133
 WEEK 1
DAY
Earth and Space Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

All Kinds of Rocks

Rocks have different properties. Some rocks are round. Other
Learning Content

rocks look like squares or triangles. Some rocks called boulders are
very large. Rocks like pebbles are small. Sand is made of very tiny
pieces of rocks. Many rocks are one color. Some rocks are more
than one color. Rocks can have different textures. They can be
smooth, rough, or both. Rough rocks look and feel grainy. All rocks
are made of minerals. A mineral is a solid found in nature. Minerals
give rocks their properties.

1. What are all rocks made of?

a. minerals b. soil
c. sand d. boulders

2. What material is made from tiny pieces of rock?

a. sand b. mineral
c. boulder d. marble

3. How are all rocks the same? What are ways that rocks are different?
______________________________________________________________

______________________________________________________________

134 51408—180 Days of Science © Shell Education

 WEEK
WEEK 11
Earth and Space Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Study the chart about rocks. Then answer the questions.

Granite Obsidian Shale Sandstone

Analyzing Data
pink, black,
Color black gray brown
white
Texture rough smooth smooth rough

1. Which rocks have the same texture?

a. granite and obsidian
b. obsidian and shale
c. shale and sandstone
d. sandstone and obsidian

2. How are all four of the rocks alike?

a. They are all about the same size.
b. They are all made of minerals.
c. They are all the same shape.
d. both a and b

3. What are other ways you can describe the rocks?

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 135

 WEEK 1
DAY
Earth and Space Science

3
Name: ___________________________________ Date: ________________

Directions: Elliot has some rocks. He classifies the rocks into two
groups. Study his groups, and answer the questions.
Group 1 Group 2
Developing Questions

1. What question did Elliot likely ask?

a. Where are the rocks from? b. What shape are the rocks?
c. What are the rocks made of? d. How many rocks are there?

2. How are the rocks in Group 1 the same?

a. They are all round. b. They are all the same size.
c. They are all rough. d. They are all the same color.

3. Is there another way Elliot can classify the rocks? Explain.

______________________________________________________________

______________________________________________________________

______________________________________________________________

136 51408—180 Days of Science © Shell Education

 WEEK
WEEK 11
Earth and Space Science DAY

4
Name: ___________________________________ Date: ________________

Directions: Read the text. Answer the questions.

Sara has a garden. Rabbits are eating her plants. She wants to
build a rock wall around the garden. The rock wall should help
keep the rabbits out of the garden.

Planning Solutions
1. What problem does Sara need to solve?
a. There are not enough rocks b. The plants in the garden are
for a wall. too short.
c. There are not enough plants d. Rabbits are eating the
in the garden. garden plants.

2. Sara needs to stack the rocks on top of each other. What shape is
best for the rocks that Sara will use?
a. round b. rectangle
c. triangle d. oval

3. What is another property that Sara might want the rocks to have?
Why?
______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 137

 WEEK 1
DAY
Earth and Space Science

5
Name: ___________________________________ Date: ________________
Directions: Ben measures some rocks. Draw a graph to show the sizes
of the rocks.

granite: 13 centimeters pumice: 8 centimeters

Communicating Results

sandstone: 10 centimeters shale: 7 centimeters

Rock Measurements
15
14
13
12
11
Length in Centimeters

10
9
8
7
6
5
4
3
2
1
0
gra

pu

san

sh
ale
mi
n

ds
ite

ce

ton
e

138 51408—180 Days of Science © Shell Education

 WEEK
WEEK 2
2
Earth and Space Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

How Can Rocks Change?

Water and wind can change rocks. The

Learning Content
water in a river carries small rocks. The
rocks scrape other rocks in the river. This
breaks up the rocks. The water carries
away the broken rocks. The breaking up
of rock is called weathering. The carrying
away of rocks is called erosion.
Freezing water can cause weathering. Water can get into the
cracks of rocks. The water may freeze. This makes bigger cracks in
the rocks. The rock breaks apart.
Wind can carry sand. The sand can hit larger rocks. The larger
rocks get slowly broken up. Wind blows the broken bits away.
Weathering and erosion work together to shape the land.

1. What is erosion?
a. breaking up of rock b. carrying away of rock
c. freezing of rock d. building up of rock

2. How does weathering change rocks?

a. It breaks them up. b. It moves them.
c. It makes them harder. d. It makes them larger.

3. How do you think the rock in the picture got its shape?
______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 139

WEEK 2
DAY
Earth and Space Science

2
Name: ___________________________________ Date: ________________

Directions: Study the picture, and answer the questions.

Analyzing Data

Water gets into the Water freezes and After many cycles
crack of a rock. pushes against the of freezing and
rock. thawing water, the
rock breaks apart.

1. How is the rock changing?

a. It is getting larger. b. It is breaking into pieces.
c. It is getting smoother. d. It is getting smaller cracks.

2. What is causing the rock to change?

a. Wind is eroding the rock. b. Water is eroding the rock.
c. Wind is weathering d. Water is weathering
the rock. the rock.

3. Can this happen to rocks in places where water does not freeze?
Why or why not?
______________________________________________________________

______________________________________________________________

______________________________________________________________

140 51408—180 Days of Science © Shell Education

 WEEK
WEEK 2
2
Earth and Space Science DAY

3
Name: ___________________________________ Date: ________________

Directions: Read the text. Answer the questions.

Nate does an experiment. He mixes

Developing Questions
together pebbles and sand. He shapes
the mixture into a small hill. Nate pours
water over the hill. The water moves
the pebbles and sand. This changes
the shape of the hill.

1. What does Nate’s experiment show?

a. Weathering from wind b. Water does not change the
changes the shape of hills. shape of hills.
c. Water erosion carries rocks d. Wind erosion carries rocks
from place to place. from place to place.

2. What question might Nate ask to learn about the changes

he observes?
a. Why does wind change the b. What kind of rock is sand
shape of the hill? made of?
c. How much water is in d. How does the shape of the
the pitcher? hill change?

3. Write a question you have about Nate’s experiment.

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 141

 WEEK 2
DAY
Earth and Space Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Now Nate wants to show how

wind causes erosion. He makes
Planning Solutions

a new hill with pebbles and

sand. Nate wonders what to
do next.

1. What idea does Nate have?

a. He wants to show how b. He wants to show how
wind moves rocks. rocks break into pieces.
c. He wants to make the d. He wants to make the
hill taller. hill wider.

2. What can Nate do to test his idea?

a. Add more sand b. Drop a large rock on
and pebbles. the hill.
c. Shake the pan side to side. d. Use a fan to blow on
the hill.

3. Nate tests his idea. Do you think the shape of the hill will change?
Why or why not?
______________________________________________________________

______________________________________________________________

__________________________________

142 51408—180 Days of Science © Shell Education

 WEEK
WEEK 2
2
Earth and Space Science DAY

5
Name: ___________________________________ Date: ________________
Directions: Look at the rock in the box. Draw a picture to show how
weathering and erosion can change the rock. Label the changed rock
to show what happened.

Communicating Results
Before Rock Changes

After Rock Changes

© Shell Education 51408—180 Days of Science 143

 WEEK 3
DAY
Earth and Space Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Fast and Slow Changes

Earth changes all the time.
Learning Content

Some changes are fast. Floods,

fires, and landslides are fast
changes. A flood happens when
a lot of rain falls. Rivers, streams,
and lakes overflow. Water gets
onto the surrounding land. A
landslide happens when pebbles, boulders, or other rocks move
together down a slope. A landslide can destroy trees, buildings,
and anything else in its path.
Some changes happen slowly. Erosion and weathering are slow
changes. Rocks are broken down and moved over time. A drought
is also a slow change. A drought is a time when very little rain falls.
The land gets dry and cracked.

1. Which is a fast change?

a. erosion b. drought
c. landslide d. weathering

2. Which is a slow change?

a. landslide b. flood
c. erosion d. fire

3. How do landslides change the land?

______________________________________________________________

______________________________________________________________
144 51408—180 Days of Science © Shell Education
 WEEK
WEEK 3
3
Earth and Space Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Study the picture of a landslide. Then answer the
questions.

Analyzing Data
sliding surface

1. Which phrase describe a landslide?

a. is not dangerous b. damages things in its path
c. does not change the land d. happens over many years

2. What makes the trees fall down the slope?

a. moving land and rocks b. strong winds
c. shaking ground d. a drought

3. Is the change fast or slow? How do you know?

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 145

 WEEK 3
DAY
Earth and Space Science

3
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the pictures. Answer the
questions.

Wendy does an experiment.

She places a bowl of water in
Developing Questions

a large pan. The bowl of water

models a lake. She fills the pan
with soil. Wendy quickly pours
a container of water into the
bowl. The water overflows. It
gets into the soil.

1. What question is Wendy trying to answer?

a. How does flooding change b. What happens when
the land? landslides wash away soil?
c. What are some slow d. Why do droughts change
changes to Earth? the land?

2. What is Wendy showing when she pours water into the bowl?
a. water gets into cracks b. weathering changes
of rocks the soil
c. a flood makes a lake d. a storm blows around soil
overflow

3. Write a question you have about changed caused by floods.

______________________________________________________________

______________________________________________________________

146 51408—180 Days of Science © Shell Education

 WEEK
WEEK 3
3
Earth and Space Science DAY

4
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the picture. Answer the
questions.

Scientists think that erosion

Planning Solutions
is changing a beach. They are
worried about the houses near
the ocean. The picture shows
what the beach looks like now.
They wonder how they can
save the houses.

1. What problem do the scientists need to solve?

a. They need to build smaller b. They need to stop the
houses. ocean from making waves.
c. They need to try to stop d. They need to build more
the sand and dirt from houses on the shoreline.
washing away.

2. What is likely causing the erosion?

a. ocean waves hitting the b. wind blowing sand around
beach
c. people building too many d. people walking on the
sand castles beach too much

3. What might happen to the houses if the erosion keeps happening?

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 147

 WEEK 3
DAY
Earth and Space Science

5
Name: ___________________________________ Date: ________________
Directions: Look at the pictures. Label each one to tell if it is a fast
change or a slow change to Earth.

flood erosion
Communicating Results

drought landslide

fire

148 51408—180 Days of Science © Shell Education

 WEEK
WEEK 4
4
Earth and Space Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.

Volcanoes
A volcano is a mountain with

Learning Content
an opening on top. A volcano
can erupt. Ash, gases, and
magma come from inside Earth.
They then move to out of the
opening. Magma is hot, liquid
rock. Sometimes the materials spill down the sides of the volcano.
Sometimes the materials explode into the air.
Volcanic eruptions are fast changes. Ash from an eruption can
cover the land. Magma that reaches Earth’s surface is called lava.
Sometimes it flows on the ground. It burns things in its path. The
lava cools and hardens. It becomes solid rock.

1. Where do the materials in a volcanic eruption come from?

a. lava rock b. Earth’s surface
c. side of a mountain d. inside Earth

2. What is lava?
a. ash b. gas
c. liquid rock d. hot soil

3. How do volcanic eruptions change Earth?

______________________________________________________________

______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 149
WEEK 4
DAY
Earth and Space Science

2
Name: ___________________________________ Date: ________________
Directions: Study the picture. Then answer the questions.

dangerous lumps
ash cloud
of volcanic rock
Analyzing Data

ash and
volcanic rock

hardened lava
lava flow
main vent

magma

1. What carries magma to the top of a volcano?

a. lava flow b. ash cloud
c. volcanic rock d. main vent

2. What does the picture show about volcanoes?

a. They release dangerous b. They are found all over
materials. Earth.
c. They are not always d. They are taller than other
erupting. mountains.

3. Use the picture to help you write how magma moves from inside
Earth to the top of the volcano.
______________________________________________________________

______________________________________________________________

150 51408—180 Days of Science © Shell Education

 WEEK
WEEK 4
4
Earth and Space Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Mount St. Helens is a volcano. It

erupted in 1980. The eruption sent
clouds of ash and gases into the sky.

Developing Questions
A huge ash cloud blocked the sun for
many hours. This made it cold in the
area. Many houses were buried in ash.
Miles of forests were burned. It was
the largest eruption in years.

1. What made the area of Mount Saint Helens cold?

a. lava flows b. ash cloud
c. burning trees d. buried houses

2. What question could the scientists ask to help them find out if
there will be another huge eruption?
a. How tall is Mount b. How many miles of forest
St. Helens? were burned?
c. How many houses were d. What made the volcano
buried by ash? erupt in 1980?

3. Write a question that you have about the eruption of Mount

St. Helens.
______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 151

 WEEK 4
DAY
Earth and Space Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the picture. Answer the
questions.

Manny builds a model of a volcano.

Planning Solutions

He pours baking soda and vinegar into

the volcano. The volcano erupts. The
baking soda and vinegar bubble out and
down the sides. Manny wonders how
the height of a volcano changes the way
it erupts.

1. What question does Manny want to answer?

a. How much lava flows down b. Does height change the
volcanos? way a volcano erupts?
c. Why do volcanoes erupt? d. How do volcanoes change
the land?

2. How can Manny answer his question?

a. Build another taller volcano. b. Add more baking soda to
his volcano.
c. Add more vinegar to his d. Build the same volcano
volcano. again.

3. Manny’s model cannot show all things about volcanoes. What is

something that the model cannot show about volcanoes?
______________________________________________________________

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152 51408—180 Days of Science © Shell Education

 WEEK
WEEK 4
4
Earth and Space Science DAY

5
Name: ___________________________________ Date: ________________

Directions: Use the word bank to complete the diagram. Then circle
the correct word to complete the sentence below the diagram.

magma ash cloud lava flow main vent

Communicating Results
lumps of
volcanic rock
ash and
volcanic rock
hardened lava

1. Volcanic eruptions are fast/slow changes to the land.

© Shell Education 51408—180 Days of Science 153

 WEEK 5
DAY
Earth and Space Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Earthquakes
An earthquake is a shaking of Earth’s surface.
Learning Content

Earth’s surface is made of rock called crust. The

crust is made of many pieces that are always
moving. The pieces usually move very slowly.
We cannot tell when crust moves this way.
Sometimes a piece of crust moves quickly. This
makes the ground shake.
Earthquakes are fast changes. They can make cracks in the
ground. They can damage roads and buildings. Every earthquake
has an epicenter. This is the place on Earth’s surface where
earthquakes are strongest.

1. What causes an earthquake?

a. rock that moves below b. rock that comes to Earth’s
Earth’s surface surface
c. crust that moves slowly d. crust that moves fast

2. What is the epicenter of an earthquake?

a. place where an earthquake b. places where cracks
is strongest happen on Earth’s surface
c. any area that shakes from d. area where pieces of crust
an earthquake move slowly

3. What are some ways that earthquakes can change the land?
______________________________________________________________

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154 51408—180 Days of Science © Shell Education
 WEEK
WEEK 5
5
Earth and Space Science DAY

2
Name: ___________________________________ Date: ________________

Directions: Read the text, and study the chart. Then answer the
questions.

Scientists rate each earthquake on a scale. The rating describes

Analyzing Data
how much an earthquake makes the ground shake.

Rating What Happens

0 to 2 Not felt by people.
2 to 3 Not felt very much by people.
3 to 4 Objects in buildings swing and shake.
4 to 5 Building walls crack.
5 to 6 Furniture moves.
6 to 7 Some buildings might fall down.
7 to 8 Most buildings fall down.
8 to 10 Buildings, roads, and bridges are ruined.

1. At what rating might some buildings fall down?

a. 1 b. 3
c. 4 d. 6

2. An earthquake with what score will make the greatest changes to

the land? How do you know?
______________________________________________________________

______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 155
 WEEK 5
DAY
Earth and Space Science

3
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Engineers design special buildings. The

Developing Questions

buildings can last better in earthquakes.

They are called earthquake-proof buildings.
Tia makes a model of an earthquake-proof
building. She wants to know if her model
will last in an earthquake.

1. Tia wants to know if her model is earthquake proof. What question

should she ask?
a. How many toothpicks are in b. What happens when I shake
the model? the model?
c. What makes the ground d. Why are earthquake-proof
shake during earthquakes? buildings important?

2. What should happen to an earthquake-proof building during

an earthquake?
a. It should not be badly b. It should protect other
damaged. buildings.
c. It should fall to the ground d. It should get taller.
slowly.

3. What is another question Tia might ask to learn more about

earthquake-proof buildings?
______________________________________________________________

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156 51408—180 Days of Science © Shell Education
 WEEK
WEEK 5
5
Earth and Space Science DAY

4
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Planning Solutions
Tia tests her model of an
earthquake-proof building. She
puts it in a pan. She shakes the
pan. Tia’s model breaks.

1. Why does Tia shake the pan?

a. to model an earthquake b. to make her model break
c. to try to crack the pan d. to make her model stronger

2. What should Tia do next?

a. shake the pan harder and b. put her model in
faster another pan
c. redesign her model and d. throw away the pan
test it and model

3. Why do you think Tia’s model broke?

______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 157

 WEEK 5
DAY
Earth and Space Science

5
Name: ___________________________________ Date: ________________
Directions: Circle the pictures that show how earthquakes can
change the land.
Communicating Results

158 51408—180 Days of Science © Shell Education

 WEEK
WEEK 6
6
Earth and Space Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Windbreaks
Wind can blow bits of rock from place

Learning Content
to place. This erosion slowly changes the
land. Wind erosion can move a lot of soil.
This can harm areas where farmers grow
crops. Wind erosion can also change
beaches. Hills of sand called sand
dunes help protect beaches from water
erosion. But wind can blow a lot of sand
from the dunes to other places. People
build structures called windbreaks to help stop wind erosion.
Windbreaks are walls or fences. They slow down wind speed. This
helps stop erosion.

1. Why are sand dunes important?

a. They make beaches easier b. They increase the speed of
to walk on. wind.
c. They help protect farmers’ d. They protect beaches from
crops. erosion.

2. What does a windbreak do?

a. slows down wind b. stops wind
c. makes wind warmer d. makes wind faster

3. Why are windbreaks important to farmers?

______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 159
WEEK 6
DAY
Earth and Space Science

2
Name: ___________________________________ Date: ________________
Directions: Read the text. Study the chart. Then answer the questions.

Kwan makes models of windbreaks. He tests his windbreaks. He

places sand on one side of them. Then he blows on the other side
Analyzing Data

of his models. The chart shows his results.

Material for Height of

Observations
Windbreak Windbreak
cardboard 10 centimeters No sand moves.
Windbreak bends. Some
aluminum foil 10 centimeters
sand moves.
Windbreak falls over. A lot of
plastic wrap 10 centimeters
sand moves.

1. What is the same about all of the windbreaks?

a. They are the same height. b. They are the same material.
c. They give the same results. d. both a and b

2. Which material works best?

a. cardboard b. aluminum foil
c. plastic wrap d. both b and c

3. Why do you think Kwan got different results for the different
windbreaks?
______________________________________________________________

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160 51408—180 Days of Science © Shell Education

 WEEK
WEEK 6
6
Earth and Space Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Rita has materials. She must use some of them to make a

windbreak. Rita will blow on the windbreak with a straw. The
windbreak should not break. It should slow down the blowing air.

Developing Questions
It should also help stop sand from blowing around on the other
side of the windbreak.

1. What question is Rita trying to answer?

a. How should I blow on the b. How can I block the wind?
sand?
c. How does wind make d. How much sand is on
erosion happen? the ground?

2. What will Rita model when she blows on the windbreak?

a. wind b. rain
c. people digging up sand d. air breaking up rocks

3. Rita has chosen her materials. She is ready to build the windbreak.
What question might Rita want to ask before she builds
the windbreak?
______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 161

 WEEK 6
DAY
Earth and Space Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text. Answer the questions.
Planning Solutions

Rita uses wooden craft sticks

to build a windbreak. She
blows on the windbreak. The
windbreak falls over. A lot of
sand gets blown around.

1. How does Rita know that the windbreak did not work?
a. The windbreak falls over b. The windbreak makes wind
slow down.
c. Sand does not change d. Sand does not move
the land. around much.

2. What should Rita do next?

a. blow harder on the b. use different materials and
windbreak test it again
c. blow softer on the d. use the same materials and
windbreak do not test it again

3. What does Rita learn about using wooden craft sticks to make
a windbreak?
______________________________________________________________

______________________________________________________________

162 51408—180 Days of Science © Shell Education

 WEEK
WEEK 6
6
Earth and Space Science DAY

5
Name: ___________________________________ Date: ________________
Directions: Draw a windbreak that will help protect the sand
dunes from wind erosion. Label the picture to show how the
windbreak works.

Communicating Results

© Shell Education 51408—180 Days of Science 163

 WEEK 7
DAY
Earth and Space Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Plugging It Up
Floods can happen when a lot of rain falls.
Learning Content

Rivers, streams, and lakes overflow. Soil gets

washed away. Floods damage buildings, cars, dam
bridges, and roads. People build dams and
levees to help stop flooding.
A dam is structure built across a river. A
levee
dam restricts the flow of water. It only lets a
small amount of water through at a time. A lake forms behind the
dam. A levee is a high wall along a river. It helps keep water in the
river when it rains a lot. Dams and levees have to be very strong. If
they break, water quickly rushes into an area.

1. What is a dam?
a. a high wall along a river b. a structure across a river
c. a fence around a d. a bridge that people can
flooded area walk across

2. How does a levee help stop flooding?

a. Slows down rainfall. b. Collects water to make
a lake.
c. Blocks water from leaving d. Sends rainwater to fields.
a river.

3. What happens if a dam or levee breaks?

______________________________________________________________

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164 51408—180 Days of Science © Shell Education
 WEEK
WEEK 7
7
Earth and Space Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Study the diagram. Then answer the questions.

Analyzing Data
Dams Dams Levees
and Levees

stop flooding
form lakes do not form lakes
can break

1. How is a dam different from a levee?

a. A dam stops flooding. b. A dam can break.
c. A dam forms a lake. d. A dam does not form a lake.

2. How are dams and levees alike?

a. They form lakes. b. They do not form lakes.
c. They help stop flooding. d. They stop rain from falling.

3. People who live in a town want to prevent flooding. They also

want a lake for boating. Should they build a dam or a levee?
Explain.
______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 165

 WEEK 7
DAY
Earth and Space Science

3
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the picture. Then answer the
questions.
Developing Questions

Joel builds a model of a

levee. He uses sticks, rocks,
and leaves. He puts these
materials in a pan.

1. What question best helps Joel decide how to build the levee?
a. What is the longest levee b. What happens when a
that was ever made? levee breaks?
c. How quickly can I build the d. How can I build the levee
levee? so it blocks water?

2. What property of the levee is most important?

a. its color b. its width
c. how nice it looks d. its strength

3. What other question might Joel ask to help him decide how to
build the levee?
______________________________________________________________

______________________________________________________________

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166 51408—180 Days of Science © Shell Education

 WEEK
WEEK 7
7
Earth and Space Science DAY

4
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Planning Solutions
Joel thinks his model of a
levee will work. He wants to
test his model. Joel wonders
how to test it.

1. How can Joel test his model to find out if it works?

a. Pour water on one side of b. Shake the pan that holds
the levee. the levee.
c. Pour water on both sides of d. Blow on the materials that
the levee. make up the levee.

2. Joel learns that his levee does not work. What should he do next?
a. Rebuild the levee to make it b. Test the levee at least three
stronger. more times.
c. Build a dam instead since d. Build the levee the same
levees break. way and test it again.

3. Kayla also made a model of a levee. Her levee worked. How can
Joel use Kayla’s model to learn about building levees?
______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 167

 WEEK 7
DAY
Earth and Space Science

5
Name: ___________________________________ Date: ________________
Directions: Label each picture as a levee or a dam. Then write how
each one works to stop flooding.
Communicating Results

______________________________ ______________________________

168 51408—180 Days of Science © Shell Education

 WEEK
WEEK 8
8
Earth and Space Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Helper Plants
Wind and rain can wash away

Learning Content
soil. Soil gets washed away from
fields, gardens, and other places.
When this happens, the land
changes. Ditches are created.
The leftover soil is not healthy.
Farmers have a hard time growing crops. People are not able to
grow gardens. Entire hillsides can wash away. People use plants to
help stop soil erosion. They plant rows of grasses, bushes, or trees.
The plant roots help hold soil in place.

1. What are created when soil erodes?

a. hills b. gardens
c. ditches d. fields

2. How can plants stop soil erosion?

a. Plants hold soil in place. b. Plants slow down wind
and rain.
c. Plants add soil to the d. Plants make the land
ground. look nice.

3. Why do farmers have a hard time growing crops if soil erodes?

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 169

WEEK 8
DAY
Earth and Space Science

2
Name: ___________________________________ Date: ________________
Directions: A nature park uses bushes to stop soil erosion. David
counts the number of bushes on hillsides in the nature park. Study the
picture graph. Then answer the questions.
Analyzing Data

Hillside 1

Hillside 2

Hillside 3

Hillside 4

= 2 bushes

1. How many bushes are on Hillside 1?

a. 2 b. 3
c. 6 d. 8

2. Which hillside has the fewest bushes?

a. Hillside 1 b. Hillside 2
c. Hillside 3 d. Hillside 4

3. Why might one hillside have more bushes than others?

______________________________________________________________

______________________________________________________________
170 51408—180 Days of Science © Shell Education
 WEEK
WEEK 8
8
Earth and Space Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the pictures. Answer the
questions.

Lara wants to find out if plants help keep soil in place. She puts
materials in four bottles. She pours water into the bottles. A cup

Developing Questions
at the end of each bottle collects water. Clear water means soil did
not wash away.
soil and soil and
soil and plants small rocks large rocks soil

1. What question is Lara trying to answer?

a. Do plants stop soil erosion? b. Why does soil wash away?
c. How do rocks help make d. What causes erosion?
soil healthier?

2. How does Lara’s experiment show that plants stop soil erosion?
a. The plants grew. b. Soil washed into the cup.
c. The plants soaked up water. d. The water is clear.

3. Write a question that you have about the results of Lara’s

experiment.
______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 171
 WEEK 8
DAY
Earth and Space Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the picture. Answer the
questions.

It rains a lot where Cate lives.

Planning Solutions

Soil on the hill in her backyard is

washing away. Cate and her dad
plant some trees on the hill. The
trees helped a little. But some of
the soil is still washing away.

1. What is causing the erosion on the hill?

a. wind
b. ice
c. rain
d. soil

2. What can Cate and her dad do to improve their plan to

stop erosion?
a. Plant trees at the bottom of the hill.
b. Plant grass and bushes on the hill.
c. Dig up some of the trees.
d. Add more soil to the hill.

3. What can Cate and her dad do to find out if their new plan worked?
______________________________________________________________

______________________________________________________________

172 51408—180 Days of Science © Shell Education

 WEEK
WEEK 8
8
Earth and Space Science DAY

5
Name: ___________________________________ Date: ________________
Directions: Draw to show how plants can stop soil from washing onto
the path.

Communicating Results

© Shell Education 51408—180 Days of Science 173

 WEEK 9
DAY
Earth and Space Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Glaciers and Icebergs

Water on Earth can change
Learning Content

state. Sometimes water freezes. It

changes from a liquid to a solid. In
some very cold places, large sheets
of ice move over the land. These
sheets of ice are called glaciers.
Icebergs are also found in cold
places. Icebergs are large chunks
of ice. They come in different shapes and sizes. Icebergs float in
the ocean.
Water can also melt. This changes water from a solid to a liquid.
Glaciers and icebergs can slowly melt over a long time. The melted
ice goes into the oceans.

1. What is a large sheet of ice that moves over land?

a. iceberg b. glacier
c. floating ice d. sinking ice

2. Which words describe an iceberg?

a. floating solid b. floating liquid
c. warm solid d. warm liquid

3. Do any properties of water on Earth change? Explain.

______________________________________________________________

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174 51408—180 Days of Science © Shell Education

 WEEK
WEEK 9
9
Earth and Space Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Greg wonders if different shapes of ice take the same time
to melt. Greg does an experiment. His results are shown in the table.

Shape of Ice Cube Time to Melt

Analyzing Data
oval 4 minutes
square 6 minutes
circle 5 minutes
rectangle 7 minutes

1. Which shape took the longest to melt?

a. oval
b. square
c. circle
d. rectangle

2. Which shape took the shortest time to melt?

a. oval
b. square
c. circle
d. rectangle

3. Do you think icebergs of different shapes take the same amount of

time to melt? Explain.
______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 175

 WEEK 9
DAY
Earth and Space Science

3
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Val is learning about

icebergs. She does an
Developing Questions

experiment. She puts some ice

cubes in a bowl of freshwater.
She puts some more ice cubes
in a bowl of saltwater. Val
observes how long it takes the
ice cubes to melt.

1. What question is Val trying to answer?

a. How do icebergs form?
b. How big are icebergs?
c. Why do icebergs melt in freshwater?
d. Do icebergs melt faster in saltwater?

2. What does Val use to model icebergs?

a. ice cubes
b. bowl of saltwater
c. bowl of freshwater
d. b and c

3. Write a question that you have about icebergs melting.

______________________________________________________________

______________________________________________________________

176 51408—180 Days of Science © Shell Education

 WEEK
WEEK 9
9
Earth and Space Science DAY

4
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Planning Solutions
Val does another experiment. She puts three
ice cubes in a cup of water. She marks the water
level in the cup. Val sits the cup on a table. The
ice cubes melt.

1. What question does Val want to answer?

a. How much water can go in a cup?
b. How do ice caps form?
c. Why does ice melt?
d. Does melted ice change the amount of water in a cup?

2. How can Val answer her question?

a. Observe the water level after the ice melts.
b. Put more ice cubes in the cup.
c. Take out the melted ice cubes.
d. Put more water in the cup.

3. Scientists know that some of Earth’s glaciers and icebergs have

melted. Did heating or cooling cause this change? Explain.
______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 177
 WEEK 9
DAY
Earth and Space Science

5
Name: ___________________________________ Date: ________________
Directions: Greg tested to see if ice cubes of different shapes take
the same time to melt. Draw a graph to show the results of Greg’s
experiment.

oval: 4 circle: 5 square: 6 rectangle: 7

Communicating Results

10
9
8
Time to Melt in Minutes

7
6
5
4
3
2
1
0
ov

sq

cir

rec
ua

cle
al

tan
re

gle

1. What shape of ice cube will stay solid the longest? Explain.
______________________________________________________________

______________________________________________________________

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178 51408—180 Days of Science © Shell Education

 WEEK
WEEK 10
10
Earth and Space Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Map It
A map is a

Learning Content
picture that shows
part or all of Earth.
A map shows where
land and water are
found. You can look
at a map to find
mountains, forests,
rivers, and oceans. Colors can tell you where these things are. Land
is often brown or green. Water is often blue. A map key is a list of
symbols. The symbols tell you where to find different things. Maps
can also show the shapes of land and water. A compass rose shows
direction on a map.

1. What is a map?
a. a piece of land b. a body of water
c. a picture d. a direction

2. What does a compass rose on a map show?

a. direction b. shape
c. size d. color

3. Why might you need to use a map?

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 179

WEEK 10
DAY
Earth and Space Science

2
Name: ___________________________________ Date: ________________
Directions: Study the map. Then answer the questions.

Map Key
Analyzing Data

mountain
volcano
river
N
lake
ocean
W E
S

1. Which landform is shown on the map?

a. volcano
b. forest
c. valley
d. hills

2. What is east of the lake?

a. volcano
b. river
c. mountains
d. buildings

3. What does the map tell you about the river?

______________________________________________________________

______________________________________________________________

180 51408—180 Days of Science © Shell Education

 WEEK
WEEK 10
10
Earth and Space Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Study the map. Answer the questions.

Map Key

Developing Questions
mountain
railroad
lake
N
city
road
W E
S

1. Which word best describes the shape of the lake?

a. oval
b. thin
c. deep
d. cold

2. What question can you answer using the map?

a. How deep is the lake?
b. Are there mountains west of the railroad?
c. When did the mountains form?
d. Is the water in the lake cold?

3. Write another question you can answer using the map.

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 181

WEEK 10
DAY
Earth and Space Science

4
Name: ___________________________________ Date: ________________
Directions: James makes a map. It shows the kinds of land and water
in an area. Study the map. Answer the questions.
Planning Solutions

N
W E
S

1. What can James do to make the map better?

a. Add a key. b. Add a compass rose.
c. Make the map larger. d. Make the map darker.

2. What can you learn by looking at James’ map?

a. the way the land changes b. the way the pond is used
over time by people
c. the height of mountains in d. the shapes of land and
the area water in the area

3. What is one problem you might solve using James’ map?

______________________________________________________________

______________________________________________________________
182 51408—180 Days of Science © Shell Education
 WEEK
WEEK 10
10
Earth and Space Science DAY

5
Name: ___________________________________ Date: ________________
Directions: Draw a map in the box. Show two bodies of water on the
map. Show two land features on the map. Make a key for the map.

Communicating Results

© Shell Education 51408—180 Days of Science 183

WEEK 11
DAY
Earth and Space Science

1
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Water on condensation
the Move
Learning Content

precipitation
The amount of evaporation
water on Earth is
always the same.
Water moves between
the ground and the
air and back again. This is called the water cycle. The sun heats
water. Water from oceans, rivers, and land evaporates into the air.
This means the water changes from a liquid to a gas. The water in
the air cools and condenses. It changes from a gas back to a liquid.
Tiny liquid water drops make clouds. The drops get bigger. Water
falls as precipitation.

1. What change happens when water condenses?

a. liquid to solid b. solid to liquid
c. liquid to gas d. gas to liquid

2. What is true about water on Earth?

a. The amount of it changes. b. It gets used over and over.
c. It gets cooled by the sun. d. It disappears when it
evaporates.

3. Water from a river evaporates. What is the next step in the

water cycle?
______________________________________________________________

184 51408—180 Days of Science © Shell Education

 WEEK
WEEK 11
11
Earth and Space Science DAY

2
Name: ___________________________________ Date: ________________
Directions: Precipitation can fall as a liquid, a solid, or both. Study the
chart. Then answer the questions.

Rain Snow Sleet Hail

Analyzing Data
Liquid X X
Solid X X X

1. Which kind of precipitation falls as a mix of solid and liquid?

a. rain
b. snow
c. sleet
d. hail

2. Which kind of precipitation falls as only a liquid?

a. rain
b. snow
c. sleet
d. hail

3. Choose two kinds of precipitation. Tell how they are alike. Then
tell how they are different.
______________________________________________________________

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 185

WEEK 11
DAY
Earth and Space Science

3
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Kevin wonders if saltwater evaporates faster than freshwater. He

fills one cup with saltwater. He fills another cup with freshwater.
Kevin leaves the cups in the sun for a day.
Developing Questions

saltwater freshwater

1. What can Kevin do to find out if saltwater evaporates faster

than freshwater?
a. taste the water in each cup b. feel how warm the water is
in each cup
c. look to see how much water d. stir the water in each cup
is in each cup
2. Why does Kevin put the cups in the sun?
a. so the sun can heat and b. so the sun can condense
evaporate the water the water
c. so the sun can freeze d. so the sun can melt
the water the water

3. Write a question you have about evaporation.

______________________________________________________________

______________________________________________________________
186 51408—180 Days of Science © Shell Education
 WEEK
WEEK 11
11
Earth and Space Science DAY

4
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the picture. Answer the
questions.

Katie makes a model of the water cycle. There is something

wrong with her model.

Planning Solutions
evaporation

precipitation
condensation

1. Which label on Katie’s model is incorrect?

a. condensation b. evaporation
c. precipitation d. both a and b

2. Which label on Katie’s model is correct?

a. condensation b. evaporation
c. precipitation d. both a and b

3. Explain how you would fix Katie’s model.

______________________________________________________________

______________________________________________________________

© Shell Education 51408—180 Days of Science 187

WEEK 11
DAY
Earth and Space Science

5
Name: ___________________________________ Date: ________________
Directions: Label the picture of the water cycle. Use the words from
the word bank. Then finish the sentences below the picture.

condensation precipitation evaporation

Communicating Results

1. When water evaporates it changes from a to a

2. When water condenses it changes from a to a

188 51408—180 Days of Science © Shell Education

 WEEK
WEEK 12
12
Earth and Space Science DAY

1
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Can You Drink It?

Learning Content
Most of Earth’s water is found in
oceans. Ocean water is too salty to
drink. Only a small part of Earth’s water
is freshwater that we can drink. A lot
of freshwater is frozen in ice caps. Just
a very small amount of freshwater is in
rivers, lakes, and streams. This is where
we get the water that we use every day.
We use water for drinking, washing, and
watering plants. There is only so much
drinking water to go around. Sometimes
people waste water. It is important to
conserve, or save, water.

1. Where is most of Earth’s water found?

a. lakes b. oceans
c. rivers d. ice caps

2. What does it mean to conserve?

a. use b. save
c. drink d. share

3. Why is it important to conserve water?

______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 189
WEEK 12
DAY
Earth and Space Science

2
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the chart. Answer the questions.

Malik asks his classmates how they conserve water. The chart
shows what he learned.
Analyzing Data

Brush Teeth Take Scrub Collect

with Water Shorter Hands with and Use
Off Showers Water Off Rainwater
Number of
People Who
Conserve
This Way

1. How many people collect and use rainwater?

a. 4 b. 6
c. 7 d. 11

2. How do most people conserve water?

a. turn off water while b. turn off water while
brushing teeth scrubbing hands
c. take shorter showers d. collect and use rain water

3. What is one way you would like to conserve water?

______________________________________________________________

______________________________________________________________

190 51408—180 Days of Science © Shell Education

 WEEK
WEEK 12
12
Earth and Space Science DAY

3
Name: ___________________________________ Date: ________________
Directions: Read the text, and study the picture. Then answer the
questions.

Sometimes drinking water gets dirty. Faith makes a water filter.

She tests the filter. The picture shows Faith’s filter.

Developing Questions
dirty water

small rocks
sand
small rocks
sand
charcoal

cloth to
hold it all in
clean water
1. What question is Faith trying to answer?
a. Does her filter clean dirt b. Why does water get dirty?
from water?
c. Is dirty water harmful d. How much water can a
to drink? filter hold?

2. How does Faith know that her filter works?

a. The sand and rocks get wet. b. The water looks clear.
c. The dirt passes through. d. The dirty water smells bad.

3. Write a question that will help you learn more about Faith’s filter.
______________________________________________________________

______________________________________________________________
© Shell Education 51408—180 Days of Science 191
WEEK 12
DAY
Earth and Space Science

4
Name: ___________________________________ Date: ________________
Directions: Read the text, and answer the questions.

Sometimes there is much less

Planning Solutions

water for us to use. This happens

when there is a drought. A
drought is a time when there is
very little rain. Cities may call
a water emergency. People
cannot use water for certain
things.

1. Based on the text, which is a reason a city might call a water

emergency?
a. There is not enough water. b. The water is dirty.
c. The water is salty. d. There is too much water.
2. What is one way you still need to use water in a water emergency?
a. washing a car b. drinking
c. watering grass d. filling a pool

3. A lot of people move into a city at once. Why might a this cause a
water emergency to be called?
______________________________________________________________

______________________________________________________________

______________________________________________________________

192 51408—180 Days of Science © Shell Education

 WEEK
WEEK 12
12
Earth and Space Science DAY

5
Name: ___________________________________ Date: ________________
Directions: Use the word bank to complete the sentences.
1. Most of Earth’s water is found in .
2. The water in glaciers is solid because it is .

Communicating Results
3. Lakes and rivers have .
4. Oceans have .
5. When we save water, we .

saltwater oceans frozen

conserve freshwater

© Shell Education 51408—180 Days of Science 193

 Answer Key
Life Science Week 2: Day 5 (page 23)
Plants on the Left: bent over and wilting, bright sunlight
Week 1: Day 1 (page 14) all day, a little water
1. c Plants on the Right: green and strong, bright sunlight all
2. c day, a lot of water
3. Possible answer includes, “Plants need light to She should make sure all of the plants get enough water.
make food.”
Week 3: Day 1 (page 24)
Week 1: Day 2 (page 15) 1. c
1. c 2. b
2. b 3. Possible answer includes, “I don’t think it could
3. Possible answer includes, “It might not make sprout. Water helps the seed grow roots and the
enough food.” roots help the seed sprout.”
Week 1: Day 3 (page 16) Week 3: Day 2 (page 25)
1. a 1. a
2. c 2. c
3. Possible answer includes, “How much water does 3. Possible answer includes, “When the mature plant
each plant need?” makes flowers.”
Week 1: Day 4 (page 17) Week 3: Day 3 (page 26)
1. c 1. d
2. d 2. a
3. Possible answer includes, “He can put the brown 3. Possible answer includes, “Did the seeds get
plant in a shady place.” enough water to sprout?”
Week 1: Day 5 (page 18) 4. Possible answer includes, “How much water do the
seeds need?”
Left side of diagram: cactus, sunflower
Center of diagram: grass, ivy Week 3: Day 4 (page 27)
Right side of diagram: fern, viola 1. d
Week 2: Day 1 (page 19) 2. a
3. Possible answer includes, “He can try growing the
1. c
seeds inside in pots.”
2. b
3. Possible answer includes, “A plant needs water to Week 3: Day 5 (page 28)
make food and grow new plants.” Cucumber: first 4 squares shaded
Week 2: Day 2 (page 20) Cabbage: first 5 squares shaded
Beans: first 8 squares shaded
1. a
Parsley: all 13 squares shaded
2. a
3. Possible answer includes, “All plants need some Week 4: Day 1 (page 29)
water to make food and grow.” 1. a
Week 2: Day 3 (page 21) 2. b
3. Possible answer includes, “I know the plant makes
1. a
pollen.”
2. a
3. Possible answer includes, “How much sun are the Week 4: Day 2 (page 30)
plants getting?” 1. b
Week 2: Day 4 (page 22) 2. d
3. Possible answer includes, “Wind might carry pollen
1. a
to other flowers.”
2. b
3. Possible answer includes, “She can make sure they
are getting the right amount of water.”

194 51408—180 Days of Science © Shell Education

 Answer Key (cont.)
Week 4: Day 3 (page 31) Week 6: Day 2 (page 40)
1. b 1. b
2. a 2. c
3. Possible answer includes, “When do the flowers 3. Possible answer includes, “A lot of wind would
grow?” make the seeds travel farther.”

Week 4: Day 4 (page 32) Week 6: Day 3 (page 41)

1. a 1. d
2. a 2. b
3. Possible answer includes, “He can ask his friend to 3. Possible answer includes, “How do the other kinds
smell different flowers.” of seeds travel?”

Week 4: Day 5 (page 33) Week 6: Day 4 (page 42)

Picture of a rose and a pansy. 1. a
2. c
Week 5: Day 1 (page 34) 3. Possible answer includes, “She can walk outside
1. a in the grass again and then count the seeds on her
2. a sock.”
3. Possible answer includes, “Animals get food. Plants
get their pollen spread to make new plants.” Week 6: Day 5 (page 43)
Possible answers include, “seed inside fruit or seed with
Week 5: Day 2 (page 35) spikes, hooks, or burrs” in first box and “seed that is light
1. c or can float” in second box.
2. a
3. Possible answer includes, “Pollen sticks to a bee’s Week 7: Day 1 (page 44)
body. The bee flies to another flower. The pollen 1. c
from the bee sticks to the new flower.” 2. a
3. Possible answer includes, “The animals would get
Week 5: Day 3 (page 36) too hot if they had thick fur.”
1. b
2. b Week 7: Day 2 (page 45)
3. Possible answer includes, “Do butterflies like to 1. c
drink the nectar of these flowers?” 2. b
3. Possible answer includes, “The animals would
Week 5: Day 4 (page 37) die because they would not be able to stay warm
1. d enough.”
2. b
3. Possible answer includes, “Put some of the pollen Week 7: Day 3 (page 46)
on the bee’s body. Then show the bee moving to a 1. b
new flower.” 2. d
3. Possible answer includes, “How much sunlight do
Week 5: Day 5 (page 38) the plants need?”
Sample answer: drawing of a bee or a butterfly carrying
pollen from one flower to another flower. Week 7: Day 4 (page 47)
The animal carries pollen from one flower to another. 1. c
2. a
Week 6: Day 1 (page 39) 3. Possible answer includes, “He can give it a lot of
1. c extra water in the winter.”
2. a
3. Possible answer includes, “Plants cannot move so Week 7: Day 5 (page 48)
they need help spreading their seeds.” Possible answers include, “animal with scales or thin fur”
in first box and “plant that is short with small leaves” in
second box.
The animal has thin hair to help it live in the savanna.
The plant has small leaves to help it live in the savanna.”
© Shell Education 51408—180 Days of Science 195
 Answer Key (cont.)
Week 8: Day 1 (page 49) Week 9: Day 5 (page 58)
1. b Left side of diagram: raccoon
2. c Center of diagram: box turtle, beaver, turtle
3. Possible answer includes, “They want to hide from Right side of diagram: American eel, trout
enemies.”
Week 10: Day 1 (page 59)
Week 8: Day 2 (page 50) 1. a
1. c 2. c
2. b 3. Possible answer includes, “It is too cold and dark
3. Possible answer includes, “They need to find food and plants do not grow.”
since a lot of plants stop growing in the winter.”
Week 10: Day 2 (page 60)
Week 8: Day 3 (page 51) 1. b
1. d 2. c
2. b 3. Possible answers include, “weight” or “height.”
3. Possible answer includes, “Do any of the animals
Week 10: Day 3 (page 61)
have a thick layer of feathers?”
1. c
Week 8: Day 4 (page 52) 2. d
1. c 3. Possible answers include, “How do saltwater animal
2. d live in water that is salty?” or “What do saltwater
3. Possible answer includes, “Pictures of short plants animals drink?”
with small leaves.”
Week 10: Day 4 (page 62)
Week 8: Day 5 (page 53) 1. b
Circled animals: penguin, lemming, arctic fox 2. a
Many tundra animals have fur. 3. Possible answers include, “squid, sea turtle, fish.”

Week 9: Day 1 (page 54) Week 10: Day 5 (page 63)

1. a Possible answers include, “shark with fins,” “sea turtle
2. c with flippers,” or “crab with legs.”
3. Possible answer includes, “Yes, but it would need to
Week 11: Day 1 (page 64)
be able to get near water to get food.”
1. d
Week 9: Day 2 (page 55) 2. c
1. b 3. Possible answer includes, “There is a lot of food
2. a and shelter in the top layer of trees.”
3. Possible answer includes, “It can fly because it has
Week 11: Day 2 (page 65)
wings. It can swim because it has feet like paddles.
1. a
It can walk because it has legs.”
2. b
Week 9: Day 3 (page 56) 3. Possible answer includes, “The teeth help the
1. a monkey chew food like fruit.”
2. d
Week 11: Day 3 (page 66)
3. Possible answer includes, “How much space do the
1. a
animals need?”
2. b
Week 9: Day 4 (page 57) 3. Possible answers include, “What rainforest animals
1. a live in the soil?” or “How many kinds of animals
2. d live in rainforests?”
3. Possible answer includes, “He should add an animal
that only swims in freshwater because the tank ia
filled with freshwater.”

196 51408—180 Days of Science © Shell Education

 Answer Key (cont.)
Week 11: Day 4 (page 67) Week 1: Day 3 (page 76)
1. c 1. d
2. c 2. d
3. Possible answers include, “monkeys, tree frogs, 3. Possible answer includes, “How large is each kind
toucans, and parrots.” of bead?”

Week 11: Day 5 (page 68) Week 1: Day 4 (page 77)

Possible answer includes, “drawing of many tall trees, 1. d
jaguar, parrots, monkeys, and snakes.” 2. a
3. Possible answer includes, “He might be able to sort
Week 12: Day 1 (page 69) them by color or how hard they feel.”
1. a
2. d Week 1: Day 5 (page 78)
3. Possible answer includes, “The desert is very dry. The buttons can be sorted by size or color.
Water is hard to find.”
Week 2: Day 1 (page 79)
Week 12: Day 2 (page 70) 1. b
1. b 2. a
2. d 3. Possible answer includes, “The balloon gives gas a
3. Possible answer includes, “They have more kinds of shape.”
food to choose from.”
Week 2: Day 2 (page 80)
Week 12: Day 3 (page 71) 1. b
1. c 2. b
2. d 3. Possible answer includes, “Sample 1: honey;
3. Possible answer includes, “What time of day does Sample 2: rock; Sample 3: air; Sample 4: water”
the lizard like to eat?”
Week 2: Day 3 (page 81)
Week 12: Day 4 (page 72) 1. a
1. a 2. b
2. c 3. Possible answer includes, “The liquids have a
3. Possible answer includes, “He can observe the different taste.”
lizard to make sure it is eating.”
Week 2: Day 4 (page 82)
Week 12: Day 5 (page 73) 1. c
Left side of diagram: desert cottontail, desert tortoise 2. b
Center of diagram: kangaroo rat, desert fox 3. Possible answer includes, “Pour the mixed liquids
Right side of diagram: rattlesnake, horned lizard into another container.”

Physical Science Week 2: Day 5 (page 83)

Drawings will vary.
Week 1: Day 1 (page 74)
1. c Week 3: Day 1 (page 84)
2. a 1. c
3. All of the objects are made of matter. 2. b
3. Possible answer includes, “wood: hard; paper: can
Week 1: Day 2 (page 75) fold; cloth: soft; metal: shiny”
1. a
2. d Week 3: Day 2 (page 85)
3. Possible answers include, “mass, texture, or 1. c
bounciness.” 2. b
3. Possible answer includes, “color, shape, texture”

© Shell Education 51408—180 Days of Science 197

 Answer Key (cont.)
Week 3: Day 3 (page 86) Week 5: Day 2 (page 95)
1. b 1. c
2. a 2. b
3. Possible answers include, “How much does it cost?” 3. Possible answer includes, “Cloth 3 is best because it
or “How strong is it?” can soak up the most water from the floor.”

Week 3: Day 4 (page 87) Week 5: Day 3 (page 96)

1. a 1. a
2. b 2. d
3. Possible answer includes, “Put a sample of each 3. Possible answer includes, “How strong is each
material in the sun. Test how long it takes for each brand?”
to get hot.”
Week 5: Day 4 (page 97)
Week 3: Day 5 (page 88) 1. c
Wood: chair, desk 2. c
Paper: notebook paper, grocery bag 3. Possible answer includes, “She can try using the
Cloth: t-shirt, jeans two brands to clean up spills.”
Metal: key, spoon
Week 5: Day 5 (page 98)
Week 4: Day 1 (page 89) Material 1: 2 boxes shaded
1. c Material 2: 8 boxes shaded
2. a Material 3: 4 boxes shaded
3. Possible answer includes, “It can if it is made with Material 4: 10 boxes shaded
different materials.” Material 4 has the most absorbency.

Week 4: Day 2 (page 90) Week 6: Day 1 (page 99)

1. d 1. b
2. b 2. c
3. Possible answer includes, “A rough material would 3. Possible answer includes, “They might want
hurt the mouth.” something soft to wear or to sleep on.”

Week 4: Day 3 (page 91) Week 6: Day 2 (page 100)

1. d 1. b
2 b 2. c
3. Possible answer includes, “He can look at the rocks 3. Possible answer includes, “Object B is harder
to see their texture.” because it has a rating of 4 and Object A has a
rating of 2.”
Week 4: Day 4 (page 92)
1. b Week 6: Day 3 (page 101)
2. b 1. a
3. Possible answer includes, “Cars move faster on 2. b
smooth textures.” 3. Possible answer includes, “How easily does each
kind of wood scratch?”
Week 4: Day 5 (page 93)
fuzzy: sock; sticky: glue; bumpy: rock; slippery: ice cube Week 6: Day 4 (page 102)
1. b
Week 5: Day 1 (page 94) 2. d
1. d 3. Possible answer includes, “Try scratching a small
2. a piece of the wood.”
3. Possible answer includes, “It can soak up water off
your skin.”

198 51408—180 Days of Science © Shell Education

 Answer Key (cont.)
Week 6: Day 5 (page 103) Week 8: Day 3 (page 111)
Oak: 3 boxes shaded 1. d
Bamboo: 9 boxes shaded 2. b
Teak: 10 boxes shaded 3. Possible answer includes, “What shapes can be
Mahogany: 6 boxes shaded stacked on each other?”
Cherry: 7 boxes shaded
Pine: 2 boxes shaded Week 8: Day 4 (page 112)
1. a
Week 7: Day 1 (page 104) 2. c
1. b 3. She used all of the blocks. I looked at the tower
2. d to count them and checked their size, shape, and
3. Possible answer includes, “The rubber band needs color.
to bend and stretch to fit around things.”
Week 8: Day 5 (page 113)
Week 7: Day 2 (page 105) Tower should be drawn with 4 square shaped blocks 3
1. d rectangular blocks, and 1 triangle block.
2. a
3. Possible answer includes, “Object 4 could not be Week 9: Day 1 (page 114)
made of glass because it is the most flexible. Glass 1. a
is not flexible at all.” 2. b
3. Possible answer includes, “to make an object with a
Week 7: Day 3 (page 106) different shape”
1. b
2. a Week 9: Day 2 (page 115)
3. Possible answer includes, “What shape is the paper 1. c
clip?” 2. a
3. Possible answer includes, “Count the blocks in both
Week 7: Day 4 (page 107) towers. See if they are the same size, shape, and
1. c color.”
2. a
3. Possible answer includes, “Yes, she could have tried Week 9: Day 3 (page 116)
it on a large stack of papers.” 1. d
2. d
Week 7: Day 5 (page 108) 3. Possible answer includes, “Yes, Kenny can
Drawings will vary. An object is flexible because it rearrange the blocks differently for each tower.”
bends easily. An object is not flexible because it cannot
bend easily without breaking. Week 9: Day 4 (page 117)
1. d
Week 8: Day 1 (page 109) 2. b
1. d 3. Possible answer includes, “She can draw a picture
2. b of the tower before she takes it apart.”
3. Possible answers includes, “a puzzle, a bicycle, a toy
car” Week 9: Day 5 (page 118)
Tower should have 3 square blocks, 2 rectangle blocks,
Week 8: Day 2 (page 110) and 1 triangle block. It should look different than the
1. c tower shown.
2. d
3. Each block is smaller than the whole tower. I know Week 10: Day 1 (page 119)
because the blocks are put together to make the 1. a
tower. 2. b
3. Cool the water.

© Shell Education 51408—180 Days of Science 199

 Answer Key (cont.)
Week 10: Day 2 (page 120) Week 12: Day 1 (page 129)
1. d 1. c
2. d 2. a
3. Possible answer includes, “Yes, she can undo the 3. Possible answer includes, “The dough has different
change. She can cool to freeze the water and make properties after it is baked.”
ice.”
Week 12: Day 2 (page 130)
Week 10: Day 3 (page 121) 1. d
1. a 2. b
2. c 3. Possible answer includes, “The egg cannot be
3. Possible answer includes, “Which cup of water took uncooked.”
longer to freeze?”
Week 12: Day 3 (page 131)
Week 10: Day 4 (page 122) 1. d
1. c 2. b
2. b 3. Possible answer includes, “How does the egg
3. Possible answer includes, “She can add heat and smell?”
write how long it takes for the ice pops to change to
liquid.” Week 12: Day 4 (page 132)
1. a
Week 10: Day 5 (page 123) 2. b
Drawing in the left box should show melting ice. 3. Possible answer includes, “The egg will stay boiled.
Drawing in the right box should show solid ice. The change will not be undone.”

Week 11: Day 1 (page 124) Week 12: Day 5 (page 133)
1. c Egg: 10 boxes shaded
2. a Toast: 6 boxes shaded
3. Possible answer includes, “The matter changes Pizza dough: 12 boxes shaded
back to the properties it had before.” Oat cookies: 8 boxes shaded

Week 11: Day 2 (page 125) Earth and Space Science

1. a
2. b Week 1: Day 1 (page 134)
3. Possible answer includes, “He could cool the 1. a
crayon.” 2. a
3. Possible answer includes, “All rocks are made of
Week 11: Day 3 (page 126) minerals. Rocks are different shapes. They are
1. b different sizes.”
2. d
3. Possible answer includes, “Is the crayon the same Week 1: Day 2 (page 135)
color as it was before it melted?” 1. b
2. d
Week 11: Day 4 (page 127) 3. Possible answers include, “Obsidian is shiny.” or
1. c “Sandstone is round.”
2. a
3. Possible answer includes, “He likely observed that Week 1: Day 3 (page 136)
the candle melted and then changed back to a solid 1. b
when it was cooled.” 2. a
3. Possible answer includes, “He can classify them by
Week 11: Day 5 (page 128) color or texture.”
Drawings will vary.

200 51408—180 Days of Science © Shell Education

 Answer Key (cont.)
Week 1: Day 4 (page 137) Week 3: Day 3 (page 146)
1. d 1. a
2. b 2. c
3. Possible answer includes, “She might want the 3. Possible answer includes, “What happens to the soil
rocks to be hard and smooth.” in the pan?”

Week 1: Day 5 (page 138) Week 3: Day 4 (page 147)

Granite: 13 boxes shaded 1. c
Sandstone: 10 boxes shaded 2. a
Pumice: 8 boxes shaded 3. Possible answer includes, “They might fall off the
Shale: 7 boxes shaded cliff.”

Week 2: Day 1 (page 139) Week 3: Day 5 (page 148)

1. b Top left: fast
2. a Top right: slow
3. Possible answer includes, “Wind broke up bits of Middle left: slow
the rock and blew it away.” Middle right: fast
Bottom: fast
Week 2: Day 2 (page 140)
1. b Week 4: Day 1 (page 149)
2. b 1. d
3. Possible answer includes, “No because water will 2. c
not freeze.” 3. Possible answer includes, “Ash covers the land.
Lava burns the ground.”
Week 2: Day 3 (page 141)
1. c Week 4: Day 2 (page 150)
2. d 1. d
3. Possible answer includes, “What does the hill look 2. a
like after Nate puts water on it?” 3. Magma moves up a main vent. It goes out the
opening of the volcano.
Week 2: Day 4 (page 142)
1. a Week 4: Day 3 (page 151)
2. d 1. b
3. Possible answer includes, “The shape of the hill will 2. d
change because some of the sand and pebbles will 3. Possible answer includes, “How long did the
move away from the hill.” eruption last?”

Week 2: Day 5 (page 143) Week 4: Day 4 (page 152)

Drawings will vary. 1. b
2. a
Week 3: Day 1 (page 144) 3. Possible answer includes, “The model cannot show
1. c how hot lava is.”
2. c
3. Possible answer includes, “A landslide can move Week 4: Day 5 (page 153)
soil. It can destroy trees and buildings.” Check that diagrams are correctly labeled.
Volcanic eruptions are fast changes to the land.
Week 3: Day 2 (page 145)
1. b Week 5: Day 1 (page 154)
2. a 1. d
3. The change is fast. Landslides happen quickly. 2. a
3. Possible answer includes, “Earthquakes can make
cracks in the ground. They can damage buildings.”

© Shell Education 51408—180 Days of Science 201

 Answer Key (cont.)
Week 5: Day 2 (page 155) Week 7: Day 2 (page 165)
1. d 1. c
2. Possible answer includes, “A score of 10, which is 2. c
the strongest rating for an earthquake.” 3. Possible answer includes, “They should build a
dam because only a dam forms a lake. A levee does
Week 5: Day 3 (page 156) not.”
1. b
2. a Week 7: Day 3 (page 166)
3. Possible answer includes, “Do taller buildings fall 1. d
easier in earthquakes?” 2. d
3. Possible answer includes, “How tall should I build
Week 5: Day 4 (page 157) the levee?”
1. a
2. c Week 7: Day 4 (page 167)
3. Possible answer includes, “She did not use enough 1. a
toothpicks to hold up the marshmallows.” 2. a
3. Possible answer includes, “He can look at her
Week 5: Day 5 (page 158) model to see how she made it.”
Circle top right, middle left, and bottom right images.
Week 7: Day 5 (page 168)
Week 6: Day 1 (page 159) Left image: dam
1. d Right image: levee
2. a A levee stops water from leaving a river.
3. Possible answer includes, “They keep soil healthy.” A dam blocks water flow.
Week 6: Day 2 (page 160) Week 8: Day 1 (page 169)
1. a 1. c
2. a 2. a
3. Possible answer includes, “Some materials are 3. The leftover soil is not healthy.
stronger than others.”
Week 8: Day 2 (page 170)
Week 6: Day 3 (page 161) 1. c
1. b 2. b
2. a 3. Possible answer includes, “The hill might be
3. Possible answer includes, “How tall should I make steeper.”
the windbreak?”
Week 8: Day 3 (page 171)
Week 6: Day 4 (page 162) 1. a
1. a 2. d
2. b 3. Possible answer includes, “Why is the water in
3. Possible answer includes, “She learns that craft some bottles dirty?”
sticks do not make useful windbreaks.”
Week 8: Day 4 (page 172)
Week 6: Day 5 (page 163) 1. c
Diagrams will vary. 2. b
Week 7: Day 1 (page 164) 3. Possible answer includes, “Check to see if soil is
still washing away in the rain.”
1. b
2. c Week 8: Day 5 (page 173)
3. Possible answer includes, “The area will quickly Drawings should show plants in rows on each side of the
flood.” steps.

202 51408—180 Days of Science © Shell Education

 Answer Key (cont.)
Week 9: Day 1 (page 174) Week 10: Day 4 (page 182)
1. b 1. a
2. a 2. d
3. Possible answer includes, “Water can change state.” 3. Possible answer includes, “How can someone get
from the pond to the stream?”
Week 9: Day 2 (page 175)
1. d Week 10: Day 5 (page 183)
2. a Drawings will vary.
3. Possible answer includes, “No because ice cubes
of different shapes take different times to melt. Week 11: Day 1 (page 184)
Icebergs are like ice cubes.” 1. d
2. b
Week 9: Day 3 (page 176) 3. The water cools and condenses.
1. d
2. a Week 11: Day 2 (page 185)
3. Possible answer includes, “Why do icebergs melt if 1. c
they are in cold places?” 2. a
3. Possible answer includes, “Rain and snow are both
Week 9: Day 4 (page 177) forms of water. Rain is liquid. Snow is solid.”
1. d
2. a Week 11: Day 3 (page 186)
3. Possible answer includes, “Heating caused the 1. c
change because heating changes ice to a liquid by 2. a
melting the ice.” 3. Possible answer includes, “Does water evaporate
when it is cloudy?”
Week 9: Day 5 (page 178)
Oval: 4 boxes shaded Week 11: Day 4 (page 187)
Square: 6 boxes shaded 1. d
Circle: 5 boxes shaded 2. c
Rectangle: 7 boxes shaded 3. I would switch Water Evaporates and Water
1. A rectangle cube will stay solid the longest because Condenses.
it takes the longest time to melt. Week 11: Day 5 (page 188)
Week 10: Day 1 (page 179) Check students’ diagrams.
1. c When water evaporates it changes from a liquid to a gas.
2. a When water condenses it changes from a gas to a liquid.
3. Possible answer includes, “to find a place” Week 12: Day 1 (page 189)
Week 10: Day 2 (page 180) 1. b
1. a 2. b
2. b 3. Fresh water can be used up.
3. Possible answer includes, “The river is long and Week 12: Day 2 (page 190)
thin. It is east of the lake and volcano.”
1. c
Week 10: Day 3 (page 181) 2. c
1. a 3. Possible answer includes, “Only water the garden
2. b on some days.”
3. Possible answer includes, “Is there a river west of Week 12: Day 3 (page 191)
the lake?”
1. a
2. b
3. Possible answer includes, “What does the charcoal
do?”

© Shell Education 51408—180 Days of Science 203

 Answer Key (cont.)
Week 12: Day 4 (page 192)
1. a
2. b
3. Possible answer includes, “A lot more people will
use a lot more water.”

Week 12: Day 5 (page 193)

1. Most of Earth’s water is found in oceans.
2. The water in ice caps is solid because it is frozen.
3. Lakes and rivers are fresh water.
4. Oceans are salt water.
5. When we save water, we conserve.

204 51408—180 Days of Science © Shell Education

 Plant Life Cycle Diagram

seed

fruit

seedling

flower
mature
plant

© Shell Education 51408—180 Days of Science 205

 Pollination Diagram

Pistil
The pistil leads
to the ovule
where seeds
are formed.

Stamen
The stamen
makes pollen.

The bee drinks The pollen on the

nectar from a flower. bee sticks onto
another flower.
Pollen sticks to
the bee’s body.

206 51408—180 Days of Science © Shell Education

 Volcano Diagram

dangerous lumps
ash cloud of volcanic rock

ash and
volcanic rock
main vent
hardened lava

lava flow

magma

© Shell Education 51408—180 Days of Science 207

 Water Cycle Diagram

evaporation
condensation

precipitation

208 51408—180 Days of Science © Shell Education

 Notes
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© Shell Education 51408—180 Days of Science 209

 Student Name: ____________________________ Date: ________________
Developing Questions Rubric
Directions: Complete this rubric every four weeks to evaluate students’ Day 3 activity sheets.
Only one rubric is needed per student. Their work over the four weeks can be evaluated
together. Evaluate their work in each category by writing a score in each row. Then, add up
their scores, and write the total on the line. Students may earn up to 5 points in each row and
up to 15 points total.

Skill 5 3 1 Score
Asking Scientific

Asks scientific
Questions

Asks scientific Does not ask

questions related to
questions related to scientific questions
text all or nearly all
text most of the time. related to text.
the time.
Interpreting Text

Correctly interprets Correctly interprets

Does not correctly
texts to answer texts to answer
interpret texts to
questions all or questions most of
answer questions.
nearly all the time. the time.
Applying Information

Applies new Applies new

Does not apply new
information to form information to form
information to form
questions all or questions most of
questions.
nearly all the time. the time.

Total Points:

210 51408—180 Days of Science © Shell Education

Student Name: ____________________________ Date: ________________
Planning Solutions Rubric
Directions: Complete this rubric every four weeks to evaluate students’ Day 4 activity sheets.
Only one rubric is needed per student. Their work over the four weeks can be evaluated
together. Evaluate their work in each category by writing a score in each row. Then, add up
their scores, and write the total on the line. Students may earn up to 5 points in each row and
up to 15 points total.

Skill 5 3 1 Score
Planning Tests

Plans reasonable
Plans reasonable Does not plan
tests to study topics
tests to study topics reasonable tests to
all or nearly all the
most of the time. study topics.
time.
Making Predictions

Makes reasonable Makes reasonable Does not make

predictions all or predictions most of reasonable
nearly all the time. the time. predictions.
Choosing Next Steps

Chooses reasonable Chooses reasonable Does not choose

next steps for tests all next steps for tests reasonable next steps
or nearly all the time. most of the time. for tests.

Total Points:

© Shell Education 51408—180 Days of Science 211

 Student Name: ____________________________ Date: ________________
Communicating Results Rubric
Directions: Complete this rubric every four weeks to evaluate students’ Day 5 activity sheets.
Only one rubric is needed per student. Their work over the four weeks can be evaluated
together. Evaluate their work in each category by writing a score in each row. Then, add up
their scores, and write the total on the line. Students may earn up to 5 points in each row and
up to 15 points total.

Skill 5 3 1 Score
Showing Data

Creates charts and Creates charts and

Does not create
graphs to correctly graphs to correctly
charts and graphs to
show data all or show data most of
correctly show data.
nearly all the time. the time.
Making Connections

Makes connections Makes connections

Does not make
between new between new
connections between
information and information and
new information and
prior knowledge all prior knowledge
prior knowledge.
or nearly all the time. most of the time.
Explaining Results

Uses evidence to Uses evidence to Does not use

explain results all or explain results most evidence to explain
nearly all the time. of the time. results.

Total Points:

212 51408—180 Days of Science © Shell Education

 Life Science Analysis Chart
Directions: Record the total of each student’s Day 1 and Day 2 scores from the four weeks.
Then, record each student’s rubric scores (pages 210–212). Add the totals, and record the
sums in the Total Scores column. Record the average class score in the last row.
Scores
Total
CR
PS
Week 12
DQ

DQ = Developing Questions, PS = Planning Solutions, CR = Communicating Results

Day
2
Day
1
CR
PS
Week 8
DQ
Day
2
Day
1
CR
PS
Week 4
DQ
Day
2
Day
1
Student Name

Classroom Score
Average

© Shell Education 51408—180 Days of Science 213

 Physical Science Analysis Chart
Directions: Record the total of each student’s Day 1 and Day 2 scores from the four weeks.
Then, record each student’s rubric scores (pages 210–212). Add the totals, and record the
sums in the Total Scores column. Record the average class score in the last row.
Scores
Total
CR
PS
Week 12
DQ

DQ = Developing Questions, PS = Planning Solutions, CR = Communicating Results

Day
2
Day
1
CR
PS
Week 8
DQ
Day
2
Day
1
CR
PS
Week 4
DQ
Day
2
Day
1
Student Name

Classroom Score
Average

214 51408—180 Days of Science © Shell Education

 Earth and Space Science Analysis Chart
Directions: Record the total of each student’s Day 1 and Day 2 scores from the four weeks.
Then, record each student’s rubric scores (pages 210–212). Add the totals, and record the
sums in the Total Scores column. Record the average class score in the last row.
Scores
Total
CR
PS
Week 12
DQ

DQ = Developing Questions, PS = Planning Solutions, CR = Communicating Results

Day
2
Day
1
CR
PS
Week 8
DQ
Day
2
Day
1
CR
PS
Week 4
DQ
Day
2
Day
1
Student Name

Classroom Score
Average

© Shell Education 51408—180 Days of Science 215

 Digital Resources
To access digital resources, go to this website and enter the following code: 68963576
www.teachercreatedmaterials.com/administrators/download-files/

Rubrics
Resource Filename
Developing Questions Rubric questionsrubric.pdf
Planning Solutions Rubric solutionsrubric.pdf
Communicating Results Rubric resultsrubric.pdf

Item Analysis Sheets

Resource Filename
LSanalysischart.pdf
Life Science Analysis Chart LSanalysischart.docx
LSanalysischart.xlsx
PSanalysischart.pdf
Physical Science Analysis Chart PSanalysischart.docx
PSanalysischart.xlsx
ESSanalysischart.pdf
Earth and Space Science Analysis Chart ESSanalysischart.docx
ESSanalysischart.xlsx

Standards
Resource Filename
Standards Charts standards.pdf

216 51408—180 Days of Science © Shell Education

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