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ContentsPHYSICAL SCIENCECHAPTER 7Types of MatterChapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143Chapter Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144Lesson 1Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148Lesson 2Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 5 1Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152Lesson 3Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156Lesson 4Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162Lesson 5Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168 Macmillan/McGraw-HillChapter 7 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169Reading and Writing in Sciencevii

ContentsCHAPTER 8Changes in MatterChapter Concept Map . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .171Chapter Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172Lesson 1Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176Lesson 2Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180Lesson 3Lesson Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181Lesson Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183Cloze Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184 Macmillan/McGraw-HillChapter 8 Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189viiiReading and Writing in Science

NameCHAP TE R LEVE LDateConcept MapStructure of Living ThingsComplete the concept map with the information you learned about thestructure of living things.;cZbWQSZZcZO C\WQSZZcZO all life processes carried out inmany cells work together toa single cellcarry out life processes0OQbS WO ]bWaba ZO\ba/\W[OZaO\QWS\bO\W[OZ ZWYSdOaQcZO dS bSP ObSalive in harshcannot producehas vascularhas aenvironmentstheir own foodtissue to movebackbonefood and water ZO\b ZWYSW\dS bSP ObSa\]\dOaQcZO produce theirhas no vascularhas noown foodtissuebackboneb cS Macmillan/McGraw-Hilllive in or onthings; cancause disease,Tc\UW ZWYS4c\Ucabreaks downor are helpfulabsorbs food from deaddead organismsto living thingsChapter 1 Structure of Living ThingsReading and Writing in ScienceorganismsUse with Chapter 11

CHAP TE R LEVE LLiteratureNameDateCancer-Sniffing CaninesRead the Literature feature in your textbook.Write About ItResponse to Literature In this article, you learnedthat dogs are being used to detect cancer. Write aletter to the editor of your local newspaper. Stateyour position about using dogs for research. Includeconvincing evidence that backs up your position.The letter should be either for or against the use of dogs to identifycancer patients. The position should be supported by identifying and Macmillan/McGraw-Hillassessing evidence from the text.2Chapter 1 Structure of Living ThingsReading and Writing in ScienceUse with Chapter 1

NameDateOutlineCellsUse your textbook to help you fill in the blanks.What are plants and animals made of?1. Plants, animals, and all living things are made ofcells.smallest unit2. A cell is theof a living thing that cancarry out the basic processes of life.plants3. The cells ofare not the same asanimal cells.4. Plants need something in their cells to provideextra support.food5. Plant leaf cells producefor the plant.6. Animals have to eat other living things to getenergy.What are the organelles in animal cells?7. Thecell membraneis a layer around the outsideof the cell.8. Cytoplasm supports all of theorganellesinsidethe cell. Macmillan/McGraw-Hill9. Thenucleuscontrols all of the activity inthe cell.10. Mitochondria turn food intoenergyfor the cellto use.11. ThevacuolesChapter 1 Structure of Living ThingsReading and Writing in Sciencestore water, food, and wastes.Use with Lesson 1Cells3

OutlineNameDateWhat are the organelles in plant cells?12. Thecell wallis an additional layer around theoutside of plant cells.13. The large central vacuoles of plant cells provide supportbystoring water.14. Organelles in plant cells that turn energy from sunlight into foodare calledchloroplasts15. A green chemical called.chlorophyllmakeschloroplasts green.How can cells be seen?16. A(n)microscopemust be used to see cells.Summarize the Main Idea17. What are both plants and animals made of?Plants and animals are all made of cells. Cells have organelles thatperform jobs to help the cells stay alive. Plant cells have some Macmillan/McGraw-Hilldifferent cell parts.4Chapter 1 Structure of Living ThingsReading and Writing in ScienceUse with Lesson 1Cells

NameDateVocabularyCellsa. celld. nucleusg. cell wallb. cell membranee. mitochrondriah. chloroplastsc. cytoplasmf. vacuolesi. microscope Macmillan/McGraw-HillFill in the blank.1.dA(n) organelle that controls all of the activity of the cell.2.fOrganelles that store water, food, and wastes.3.iAn instrument that magnifies objects.4.aThe smallest unit of a living thing that can carry out thebasic processes of life.5.g6.eOrganelles that break down food and turn it into energy forthe cell to use.7.bA layer around the outside of the cell.8.hGreen organelles in plant cells that turn energy fromsunlight into food.9.cA gel-like substance that supports all of the organellesinside the cell membrane.An additional layer around plant cells that providesextra support.Chapter 1 Structure of Living ThingsReading and Writing in ScienceUse with Lesson 1Cells5

Cloze tcell membranechloroplastsmitochondriavacuolescell wallcytoplasmnucleusFill in the blanks.Plants and animals are living things. All plants and animals are made ofcells. Thecell membraneis a layer aroundthe outside of all cells. Plant cells have an additional layer called thecell wallCytoplasmthat provides extra support.is a gel-like substance inside the cell membrane.All activity in the cell is controlled by theMitochondrianucleus.break down food and turn it into energy for thecell to use. Water, food, and wastes are stored in thechlorophyllof the cell. A green chemical calledis in thecells. Plant cells turn energy fromchloroplastssunlightof plantinto food.People didn’t know that cells existed until they could see them undera6microscope.Chapter 1 Structure of Living ThingsReading and Writing in ScienceUse with Lesson 1Cells Macmillan/McGraw-Hillvacuoles

NameDateOutlineFrom Cells to OrganismsUse your textbook to help you fill in the blanks.How are living things organized?organism1. An individual living thing is called a(n)2.Unicellular3.Multicellular.organisms have only one cell.organisms have many different kindsof cells.4. In multicellular organisms, the cellswork togethertotake care of different functions of the organism.How do cells work together?5. A group of similar cells called a(n)tissueworktogether to do the same job in an organism.6. Muscle tissue can be found in a(n)animal’sbody.7. The flesh of fruits is an example of tissue found inplants.8. Different tissues working together form a(n)organ.9. The lungs, heart, and stomach are examples of organs foundanimals. Macmillan/McGraw-HillinChapter 1 Structure of Living ThingsReading and Writing in ScienceUse with Lesson 2From Cells to Organisms7

OutlineNameDateWhat are some plant and animal organ systems?roots10. Theare the main organ in theroot system.transporting11. Plants also have systems formaterials.12. The salamander has an organ system that breaks down foodforenergy.bones, muscles, and brain are part of theorgan systems that control movement and responses.13. The14. The heart is part of the organ system thattransportsblood and other materials.Summarize the Main Idea15. How are cells organized in multicellular organisms? Macmillan/McGraw-HillCells are organized into tissues, organs, and organ systems.8Chapter 1 Structure of Living ThingsReading and Writing in ScienceUse with Lesson 2From Cells to Organisms

NameDateVocabularyFrom Cells to Organismsa. unicellularc. multicellulare. organb. organismd. tissuef. organ systemFill in the blank.fA group of organs that work together to do a certain job.2.dA group of similar cells that do the same job in an organism.3.aOne-celled organisms that can carry out all of theprocesses of life.4.eMade up of tissues of different kinds that come together todo a particular job.5.cOrganisms that are made of many different kinds of cells.6.bAn individual living thing. Macmillan/McGraw-Hill1.Chapter 1 Structure of Living ThingsReading and Writing in ScienceUse with Lesson 2From Cells to Organisms9

Cloze TestNameDateFrom Cells to pirationtissueorgan systemresponseunicellularFill in the blanks.Individual living things are calledCells.are the smallest units that can carry out basicUnicellularlife processes.organismsprocesses within a single cell. Inorganisms carry out all of the lifemulticellularorganisms,different kinds of cells work together to carry out its life processes. Theability to increase in size is a life process calledResponsegrowth.is the ability to react to changes in surroundings.The ability to use oxygen to break down food into energy is calledrespiration. A(n)tissueconsists of agroup of similar cells that do the same job. Tissues combine to make uporgan. A(n)organ systemis a groupof organs that work together to do a certain job. Organ systems in thebody include the muscular, skeletal, and nervous systems.10Chapter 1 Structure of Living ThingsReading and Writing in ScienceUse with Lesson 2From Cells to Organisms Macmillan/McGraw-Hilla(n)

NameDateOutlineDiversity of OrganismsUse your textbook to help you fill in the blanks.How are living things grouped together?1. Classifying organisms shows which organisms are mostsimilarto one another.2. In one classification system, the broadest group into whichkingdomorganisms are classifed is the.3. A kingdom is divided into smaller groups. Organisms in smallermore alikegroups are.What do animals have in common?4. All animals (1) have to get energy from eating other things andmulticellular(2) are.5. An animal that has a backbone is called a(n)vertebrate.What do plants have in common?6. All of the organisms in the plant kingdom produce theirownfood.7. The two major groups of the plant kingdom are vascular Macmillan/McGraw-Hillandnonvascularplants.What are fungi?8. A fungus absorbs food from decaying or dead organisms in itsenvironment because it cannotChapter 1 Structure of Living ThingsReading and Writing in Sciencemake its own food.Use with Lesson 3Diversity of Organisms11

NameOutlineDateWhat are bacteria?9.Bacteriaare simple, tiny unicellular organismsthat do not have a distinct nucleus.10. Bacteria are classified into two kingdoms called “ancient bacteria”andtrue bacteria.What are protists?nucleus11. All protists have a distinctand they lackspecialized tissuesin their cells.12. Plant-like protists contain colored chemicals that they use toproduce their ownfood13. An example of a plant-like protist is.green algae.14. Animal-like protists eat food by absorbing it into their cells throughtheircell membranes.15. These protists act like fungi and get their food by breakingdowndead organisms.Summarize the Main Idea16. How are classification systems used to group living things?Classification systems place living things into groups based upon Macmillan/McGraw-Hilltheir similarities.12Chapter 1 Structure of Living ThingsReading and Writing in ScienceUse with Lesson 3Diversity of Organisms

NameDateVocabularyDiversity of Organismsa. vertebrated. protistg. invertebrateb. nonvasculare. bacteriah. vascularc. fungusf. kingdomFill in the blank.1.fThe broadest group of classification.2.aAn animal that has a backbone.3.g4.hPlants with tubes that transport food and water.5.bPlants that transport water and other substances directlyfrom the ground into their cells.6.cA unicellular or multicellular organism that absorbs foodfrom dead or decaying organisms in its environment.7.eSimple, tiny unicellular organisms with cell membranes andcytoplasm but no distinct nuclei.8.dA unicellular or multicellular organism with a distinctnucleus that does not have specialized tissues. Macmillan/McGraw-HillAn animal without a backbone.Chapter 1 Structure of Living ThingsReading and Writing in ScienceUse with Lesson 3Diversity of Organisms13

Cloze TestNameDateDiversity of rvascularinvertebratesprotistsvertebratesFill in the blanks.Scientists have created classification systems that put organisms intogroups. When scientists classify organisms, they put them into groupsbased on sharedsimilarities. In one widely usedkingdomclassification system, the broadest group is a(n)In the animal kingdom,invertebratesgroups. These areFungi cannot makevertebrates.have backbones, butdo not. The plant kingdom also divides into twovascularfoodandnonvascular., so they absorb it from deador decaying organisms in the environment. Ancientbacteriaare the oldest living organisms on earth.Protistscan be plant-like, animal-like, or fungi-like.14Chapter 1 Structure of Living ThingsReading and Writing in Science Macmillan/McGraw-HillMost of these organisms live in the water.Use with Lesson 3Diversity of Organisms

NameDateReadingMeet Angelique CorthalsRead the Reading in Science feature in your textbook.Write About ItSummarize Make a chart that tells the steps forpreserving cells. Use your chart to write asummary of the process Angelique uses tofreeze cells from organisms.Steps for Preserving Cells1. Students’ charts should correctly list each of the four stepsAngelique uses to preserve cells.2. Macmillan/McGraw-Hill3.4.Chapter 1 Structure of Living ThingsReading and Writing in ScienceUse with Lesson 3Diversity of Organisms15

ReadingNameDateNow summarize, in your own words, what the reading detailed about thesteps Angelique uses to preserve cells.The student’s summary should retell only essential information from thepassage about Angelique’s process for preserving cells. The summary Macmillan/McGraw-Hillshould be written in the student’s own words.16Chapter 1 Structure of Living ThingsReading and Writing in ScienceUse with Lesson 3Diversity of Organisms

NameDateWritingA Tale of Two AnimalsRead the Writing in Science feature in your textbook.Write About ItFictional Writing Choose two other organisms thatare very different from each other. Write a fictionalnarrative in which these two organisms are inconflict.Planning and OrganizationCyndi started her story by introducing one of her two main characters:Gila Monster. Here are five sentences that she wrote. Put them inchronological order. Write 1 by the event that comes first,2 by the event that comes second, and so on. The last event shouldbe numbered 5.1. Then Gila Monster seized a small jackrabbit.42. Gila Monster stuck out his long, sensitive tongue to sensefor prey.33. Now that warm weather had come, Gila Monster spent hisnights searching for small mammals, birds, and prey.24. Gila Monster sunk his teeth into the rabbit and started to chew,5sending his poisonous venom into the rabbit.5. During the winter, Gila Monster did not need to find much Macmillan/McGraw-Hillfood, because of all the fat stored in his tail.1Getting IdeasCyndi chose to center the plot for her story on a conflict between GilaMonster and Tarantula. Think about the similarities and differences ofyour two characters. How do they bring the characters into conflict?What events might occur that will resolve this conflict? Use the chart onthe following page to plan your story.Chapter 1 Structure of Living ThingsReading and Writing in ScienceUse with Lesson 3Diversity of Organisms17

WritingNameDateCharacters/SettingEvent 1ConflictEvent 2Event 3/ResolutionNow write your short story on a separate sheet of paper. Describe thesetting, introduce the characters, set up the conflict, and show the eventsthat lead to the resolution.Revising and ProofreadingCyndi chose to use dialogue in her story. Here is a passage from herstory. Proofread it. Correct any punctuation and capitalization problems.After eating, Gila Monster said,“I think I will curl up and sleep by that bigrock.”He added“, then I’ll hunt again when night falls.”“ Who’s invading my home?”hissed Tarantula from under the rock?. He saidto himself,“doesn’t everyone know that I like to live alone?”Then the three-inch spider crept out from under the rock, saw theball of silk and save him for a later meal! ”Now revise and proofread your own story. Ask yourself: Have I created two characters that are very different from each other? Have I provided a sequence of events that leads to a believableresolution of the conflict? Have I corrected any grammar problems? Have I corrected any errors in spelling, punctuation, and capitalization?18Chapter 1 Structure of Living ThingsReading and Writing in ScienceUse with Lesson 3Diversity of Organisms Macmillan/McGraw-Hilltwo-foot-long lizard, and said,“well ,I guess I won’t be able to wrap him in a

NameCHAP TE R LEVE LDateVocabularyStructure of Living ThingsChoose the letter of the best answer.1. One widely accepted classification system divides living thingsinto sixa. cells.b. kingdoms.c. organs.d. vertebrates.2. The part of a cell that controls all of its activity is thea. cell wall.b. cytoplasm.c. nucleus.d. vacuole.3. Structures in plant cells that turn energy from sunlight into foodare calleda. chloroplasts. b. cell walls.c. cytoplasm.d. mitochondria.4. An individual living thing is a(n)a. nucleus.b. invertebrate. c. organism.d. vertebrate.5. An animal that has a backbone is called a(n)a. bacterium.b. invertebrate. c. protist.d. vertebrate.6. The smallest unit of a living thing that carries out basic life Macmillan/

Contents PHYSICAL SCIENCE CHAPTER 7 Types of Matter Chapter Concept Map. . . . . . . . . . . . . . . . . . . . .