Chapter 1 Chapter 2

The bee
is an insect.

The spider is not.

CHAPTER 1

Living Things
Need Energy

How do living things

get energy to live and grow?
20
 Lesson 1
Plants and Sunlight

PAGE 24
Lesson 2
Food Chains

PAGE 36
Lesson 3
Food Webs

PAGE 50
Lesson 4
Microorganisms

PAGE 62
4 LS 2. All organisms need energy and matter
to live and grow.

21
 Literature
Poem

ELA R 4.3.2.
Identify the main
events of the plot, their
causes, and the influence
of each event on future
actions. ELA W 4.2.1.
Write narratives.

grasshopper

22
 From The Story Goes On

by Aileen Fisher
Here’s where events Now enter a bug
will unroll one by one. who’s looking for dinner.
With quick drops of rain. He stops.
With warm rays of sun . . . Ho! A leaf,
a tender beginner.
The seed breaks its skin
with nary a sound. He climbs the short stalk
A shoot seeks the air. to nibble, not knowing
A root hugs the ground. an enemy lurks
where some grasses are growing.
A plant starts to grow
and soon, to be brief,
there’s a stalk with a green
little fluttery leaf.

Write About It
Response to Literature The poet brings to life a
sequence of events that happens every day in nature.
What do you think the poet is describing? Write a
story that tells what might happen next in the poem.

-Journal Write about it online @ [Link]

23
Lesson 1

Plants and
Sunlight

Have you ever wondered where food comes from?

You might say, “The supermarket!” But where
does food really come from? The story begins with
the Sun and leaves. What do leaves have to do
with making food for a whole community?

4 LS 2.a. Students know plants are the primary source

24 of matter and energy entering most food chains.
ENGAGE
How are leaves different from Materials
each other?
Make a Prediction
How can leaves from different plants differ from
each other? Write a prediction.

Test Your Prediction

Observe Use the hand lens to observe both
leaves carefully. What do you notice? ● leaves from two plants
Communicate Record your observations ● hand lens
in a chart like the one shown. How are the
leaves different? Step

Leaf Trait Leaf A Leaf B

Texture

Color

Size

Shape

Draw Conclusions
Infer Tell what each leaf trait on the chart
is for. For example, you might infer that
fuzzy leaves are for catching rain. Colored
leaves might be for attracting insects.
Record your ideas.

Explore More
What leaf traits do both leaves have in
common? Tell what each shared leaf trait is for.
Make a plan to test your idea.

4 IE 6.f. Follow a set of written instructions for a scientific investigation.

25
EXPLORE
 What are plants?
C Main Idea 4 LS 2.a
Plants are living things.
Plants use the Sun’s
They do much more than just
energy to make food add beauty to our world.
energy through a process Plants give us the food we eat
called photosynthesis. and some of the clothes we
C Vocabulary wear. They even give off a gas
photosynthesis , p. 28
that we breathe, called oxygen
(OK•suh•juhn). Without plants,
solar energy , p. 28
Earth would be an empty
environment , p. 32
place. With plants, our planet
biomass , p. 32 is bursting with life.
-Glossary Plants come in all sizes,
@ [Link] shapes, and colors. Some are
so small you can barely see
C Reading Skill
them. Others can be as tall
Compare and Contrast
as skyscrapers. The giant
2WTTS`S\b /ZWYS 2WTTS`S\b California redwoods are the
tallest living things on Earth.
Some are 112 meters (367 feet)
tall. That is taller than the
Statue of Liberty!

D How long does it take a tree to

grow this tall? Some redwood
trees are over 2,000 years old!

This pinecone is from

a redwood tree. B

26
EXPLAIN
 Amazing Plants

PLANT NAME/FACT PLANT DESCRIPTION

Some plants are harmful

to people, such as
castor bean plant poison ivy. But the
deadliest plant of all is
the most the castor bean plant.
dangerous plant Animals that live near
this plant know to avoid
its poisonous leaves.

The world’s oldest

tree lives in California’s
bristlecone pine White Mountains.
the oldest tree One bristlecone pine
has lived for almost
5,000 years!

In some places, tropical

bamboo plants grow
about 4 meters (13
bamboo feet) a week. That’s a
the fastest- little more than two
growing plant centimeters an hour!
Bamboo is the world’s
fastest-growing plant.

Reading Charts

In all, there are about 400,000 Which plant is found in California?

different kinds of plants. Each one Clue: Scan the chart for the word
“California.” Find the plant name
is different. Yet most plants share that matches that description.
some basic parts. Roots anchor the
plant to the ground. They also take
in water and nutrients from the
Quick Check
soil. Stems hold the plant upright.
They move water and nutrients Compare and Contrast What
throughout the plant. Leaves structures do most plants share?
connect to the stem and collect light Critical Thinking How does a
from the Sun. plant’s leaves differ from its roots?
27
EXPLAIN
How do plants get energy?
Although plants differ in their shapes and sizes, all
plants are alike in one way. They make their own food in
a process called photosynthesis (foh•toh•SIN•thuh•suhs).
All organisms, or living things, need energy to grow,
stay healthy, and reproduce. Reproduce means to
make more of one’s own kind. Plants get the energy
they need from the food they make.
During photosynthesis, plants take in sunlight,
water, and a gas in the air called carbon dioxide.
Plants use these things to make sugar, which is a plant’s
source of food and energy.

Getting Sunlight
Plants have a material
Photosynthesis
called chlorophyll
(KLAWR•uh•fil) that helps
them take in sunlight.
Chlorophyll is the Plants take
material that gives plants in sunlight.
their green color. With
the help of chlorophyll, Plants give
plants take in energy off oxygen.
from the Sun and use it
to produce sugar. Energy
from the Sun is called
solar energy .

Plants take in
Reading Diagrams
carbon dioxide.
Which gas is made by the plant?
Clue: Follow the arrows pointing
out of the plant. Read all labels.
Plants take
in water and
nutrients from
the soil.

28
EXPLAIN
Getting Water and
Carbon Dioxide
Getting water is easy for some Photosynthesis
plants. For example, moss leaves
Label two identical plants “Plant
soak up water straight from the A” and “Plant B.” Wrap each
ground. In other plants, such as leaf of Plant A with aluminum
oak trees, water has to travel a long foil. Keep the leaves of Plant B
uncovered. Put the plants on a
distance to get from the plant’s roots sunny windowsill. Make sure each
to its leaves. Most large plants have plant gets the same amount of
a system of tubes throughout the sunlight and water.
plant. These tubes carry water and
nutrients from the bottom of the Plant B

plant to the top.

Carbon dioxide is part of the
air all around us. Plants take in
carbon dioxide through tiny holes Plant A
on the bottom of their leaves.
These tiny holes are called stomata
(STOH•muh•tuh).

stomata Predict What do you think will

happen to each plant?

Observe Uncover Plant A

after four days. Record your
observations about each plant in
a chart.

Infer Why do Plant A and Plant

B differ after four days?

Draw Conclusions Where on a

Quick Check plant does photosynthesis take
Compare and Contrast How are place? How can you tell?
plants alike? How do they differ?
Critical Thinking What might
happen to a plant that gets
sunlight but no water?
29
EXPLAIN
Why are plants make their own food. They use most
important? of their food energy as they grow
and reproduce. They also store some
Plants need photosynthesis to energy in their roots, stems, leaves,
survive and grow. Did you know and other structures. When an
that you need photosynthesis too? In animal, such as a grasshopper, eats
fact, most animals depend on plants a plant, stored energy passes from
making their own food. Why? the plant to the animal. The animal
Animals cannot make their own uses most of this energy to grow
food the way plants can. Instead and reproduce. It also stores some
they must eat other organisms to energy. When an animal, such as a
get the energy they need. Plants bird, eats the grasshopper, stored
provide the energy that travels from energy passes to the bird. In this
one organism to another. Plants way, most animals depend on plants
capture energy from the Sun to for energy.

Animals depend on plants for food energy. B

cattle grazing, Big Sur, California

30
EXPLAIN
 horseback riding, Mackerricher State Park, Mendocino, California

A Plants give off oxygen into the air. When you

breathe in air, your body gets the oxygen it needs.

In addition to providing animals

with energy, plants also provide
animals with the oxygen they Plantlike living things in the ocean,
need. Most animals cannot survive such as this kelp, produce much of
without oxygen for more than a the oxygen you breathe. B
few minutes. They need oxygen to
carry out life processes. Most of
the oxygen we breathe comes from
plants and plant like living things
that make their own food.

Quick Check
Compare and Contrast
How does the way plants get
energy differ from the way
animals get energy?
Critical Thinking Would animals
be able to live without plants?
Why or why not?

31
EXPLAIN
A Compare the number of plants to the number of animals you see in this picture.
Plants make up most of the biomass in this rain-forest environment.

Where do plants grow? than any other living thing. Plants

are the main source of matter and
Plants can be found all over
energy in an environment. The
Earth. They live in a variety of
animals in an environment use
environments from oceans to deserts.
plants as a source of food and energy.
An environment is everything that
surrounds a living thing. Plants live
in any environment where they can Quick Check
get water, carbon dioxide, sunlight, Compare and Contrast
and nutrients. How does the number of plants in
an environment compare to the
Plants make up most of the number of animals?
biomass in an environment. Biomass
is a measure of the amount of living Critical Thinking How would an
things in an environment. There are environment’s biomass change
if plants could not carry out
more plants in most environments
photosynthesis?
32
EXPLAIN
Summarize the Main Idea Think, Talk, and Write
Plants are living things. Main Idea How do plants use energy
Most plants have roots, from the Sun?
stems, and leaves.
(pp. 26–27) Vocabulary What is photosynthesis?

Green plants carry Compare and Contrast How are the

out photosynthesis to roles of a plant’s leaves and roots
make food energy from different? How are they alike?
sunlight, water, and 2WTTS`S\b /ZWYS 2WTTS`S\b
carbon dioxide.
(pp. 28–31)

Plants make up most

of the biomass in an
environment.
(p. 32) Critical Thinking Suppose you were
starting a space colony on a planet
with no oxygen. Why would it be a
good idea to bring green plants
Make a with you?
Study Guide
Make a layered
Test Practice A plant uses all of the
look book. Use it
following to carry out photosynthesis
to summarize what
EXCEPT
you learned.
A sunlight
B oxygen gas
C carbon dioxide gas
D water

Writing Link Health Link

Write an Essay Plants as Medicine
Suppose we lived in a world without Research plants that are used as
plants. Write an essay about what herbs and medicines. Make a chart to
life might be like. Explain why life list what the herb or medicine is used
would be like this. for. List the plant that it comes from.

-Review Summaries and quizzes online @ [Link] 33

EVALUATE
Observe
You just read about plants, including ways they use
water. You read that water travels from the roots of a
plant up its stem. How do scientists know this? They
observe plants!

Learn It
When you observe, you use one or more of your senses to
learn about the world around you. Although scientists know
a lot about plants, they continue to observe them. Scientists
are always learning new things about plants. They record their
observations so they can share information with others. They
use their observations to try to understand things in our world.
You can, too.

Try It
In this activity you will observe how water moves through a
plant. Remember to record your data as you observe.

C Pour 100 mL of water into

a jar. Add a few drops
of blue food coloring to
the cup and stir with the
measuring spoon.
C Use scissors to cut about
3 cm off the bottom of a
fresh celery stalk. Put the
stalk in the water. Record
the time that you did this.

4 IE 6.a. Differentiate observation from inference (interpretation) and know

34 scientists’ explanations come partly from what they observe and partly from
EXTEND how they interpret their observations.
C Observe the celery for a half hour. Record your
observations. Use your observations to describe how
water moves through a plant.

Apply It
C Now observe how water travels through other plants.
Repeat the investigation using a white flower, such as a
carnation. Record your observations so you can share
them with classmates.

35
EXTEND
Lesson 2

Food
Chains

Animals need energy to live and grow. Where

do you think this energy comes from? Where do
you get the energy you need to live and grow?

4 LS 2.a. Students know plants are the primary source of matter and energy
entering most food chains. • 4 LS 2.b. Students know producers and consumers
(herbivores, carnivores, omnivores, and decomposers) are related in food
chains and food webs and may compete with each other for resources in an
ecosystem. • 4 LS 2.c. Students know decomposers, including many fungi,
36 insects, and microorganisms, recycle matter from dead plants and animals.
ENGAGE
How much energy do living Materials
things use?
Purpose
Find out how much energy passes to living
things as food energy.
● markers
Procedure
● butcher paper
Make a Model Working in groups of four,
make labels that read “Sun,” “Plant,” “Plant ● meter stick
Eater,” and “Meat Eater.” ● scissors
Measure Cut out a 1 m strip of butcher
paper. Mark off ten 10 cm sections. This
represents energy that can be used by
living things.
Each student should take a label. The “Sun”
starts by passing the energy strip to the
“plant.” The plant cuts off 10 cm from the
strip. The plant holds the larger section and
passes the smaller section to the plant eater.
This represents the passing of food energy.
Measure The plant eater cuts off 1 cm from
the strip and passes it to the meat eater. The
plant eater holds onto the larger section.
Draw Conclusions Step
Infer Why do you think the energy strip
gets ripped before it gets passed on?
Why is the smallest amount of energy
passed to the meat eater?

Explore More
What might happen if the plant could not make
its own food energy? Design a test to find out.

4 IE 6.f. Follow a set of written instructions

for a scientific investigation.

37
EXPLORE
 What is a food chain?
4 LS 2.a
C Main Idea 4 LS 2.b
You know that living things need energy
4 LS 2.c to live and grow. They get energy from food.
Food chains describe the A food chain shows how energy passes from
flow of matter and energy one organism to another as food. First, a plant
among living things in an
environment. A complete
uses the Sun’s energy to make its own food.
food chain includes Next, an animal such as an insect eats the
producers, consumers, plant. Then, another animal, such as a bird,
and decomposers. eats that insect. Energy passes from the Sun, to
C Vocabulary the plant, to the insect, to the bird.
food chain , p. 38 Green plants in a food chain are called
producer , p. 38 producers . They are called this because they
consumer , p. 38
make, or produce, their own food. Animals are
called consumers . Animals cannot make their
decomposer , p. 39
own food. They must eat, or consume, plants
herbivore , p. 40
or other animals for food.
carnivore , p. 42
omnivore , p. 43
Mountain Food Chain
-Glossary
@ [Link]
A mustard plant
takes in energy
C Reading Skill
from the Sun to
Sequence
make its own food. B

4W`ab

<Sfb

:Oab

Solar energy is the main source

of energy for life on Earth.

38
EXPLAIN
Energy in Food Chains With each step of the food
Most food chains are similar chain, matter and energy pass from
in a few ways. Sunlight is at the one organism to another. Because
beginning of nearly all food chains. organisms use most of the energy in
A plant, or producer, is next in the food to live and grow, only a small
chain. Then, an animal eats the amount of energy is passed from
plant. Next, an animal eats the organism to organism.
plant eater. The chain continues
until tiny living things break down
Quick Check
organisms and return nutrients to
the soil. These tiny living things Sequence What is the first step
are decomposers . The nutrients of a food chain?
they return to the soil are used by new Critical Thinking How are a
plants, and the chain begins again. producer and a consumer different?

Reading Diagrams

How does energy move through this food chain?

Clue: Arrows help show a sequence.

A mountain lion
eats the weasel. C

A A gopher eats the

When the
mustard plant.
mountain lion
dies, its body is
A weasel eats broken down by
the gopher. C decomposers. C

39
EXPLAIN
What are herbivores?
The gopher in the mountain food
chain is an example of a herbivore
(HUR•buh•vawr). Herbivores are
animals that eat mainly plants.
They are also known as primary
consumers because they are the
caterpillar
first consumers in a food chain.
Examples of herbivores include
deer, rabbits, grasshoppers,
squirrels, and cows.

These are just a few examples

of animals that eat plants as
their main food source. C
mountain goat

Many herbivores, such as these antelope, travel

together to stay safe from predators.

40
EXPLAIN
 Wide Varieties
Herbivores can be found in most
environments on Earth. They live
in oceans, forests, deserts, and
grasslands. They even live in the cold
arctic environment that surrounds the
North Pole. Herbivores live in every
chipmunk environment where plants grow.
Herbivores can be big or small.
The African elephant, Earth’s
largest land animal, is a herbivore
that eats mainly grasses. An adult
elephant eats between 100 and 200
kilograms (220 and 440 pounds)
of plant matter every day! In North
elephant America’s grasslands, herbivores can
include animals from tiny insects to
very large buffaloes.

Passing Along Energy

Herbivores can be food for other
animals. An animal that is hunted
by another animal for food is
called prey. An animal that hunts
another animal for food is called a
predator. Both predator and prey are
consumers because they both must
eat food to survive.

Quick Check
Sequence Which comes first
in a food chain, a herbivore or
a producer?
Critical Thinking How might
traveling together help hervivores
stay safe?
41
EXPLAIN
What are carnivores and Carnivores
Animals that eat other animals
omnivores? are called carnivores . Examples
You know that animals that eat of carnivores include cats that eat
mainly plants are called herbivores. mice and hawks that eat other birds.
What are animals that eat mainly Frogs that eat insects and snakes
other animals called? How about that eat rabbits are also carnivores.
animals that eat both plants and In some cases, carnivores eat other
animals? Each group has a name to carnivores. Hawks, for example,
describe it. often eat snakes. Herons eat frogs,
and lizards eat spiders.
D An orca
whale is a
carnivore.

HIGH RES PLACED

A A heron is a carnivore.

42
EXPLAIN
Omnivores
Some animals, such as bears, seem
to eat everything! They eat such living
things as fish, berries, leaves, mice,
Find a Food Chain
and squirrels. Are bears carnivores Take a walk with a partner
around the schoolyard. Make
because they eat animals? Are they a chart to list the plants and
herbivores because they eat plants? animals that you see.
In fact, bears are called omnivores. Classify Which organisms are
An omnivore is an animal that eats producers? Why?
both plants and animals. Classify Which organisms are
Other examples of omnivores consumers? Why?

include raccoons, pigs, dogs, and Communicate Circle organisms

chickens. Some insects, such as that might belong to the same
food chain and link them
wasps and flies, will eat both plants together. What organisms are in
and animals. Most people are your food chain?
omnivores, too. People eat from
a wide mix of plant and animal
food groups. Both omnivores and
carnivores are called secondary
consumers.

D A hornet is an
omnivore. It
eats both plants
and animals.
A bear is an
omnivore. C

Quick Check
Sequence What eats a primary
consumer in a food chain?
Critical Thinking Can an
omnivore and carnivore be in
the same food chain? Explain.
43
EXPLAIN
 What are decomposers?
Each fall and winter, thousands
of leaves fall to the forest floor.
Some trees also fall down. Yet
some of this plant material is gone
by the following spring. There are
fewer dead leaves on the ground.
The fallen trees are rotting away.
Who, or what, is responsible
for this cleanup? It is decomposers
that do this important job for an
environment. Decomposers break
down organisms that are no longer
living. They break them down into
nutrients that can be used again by
new plants.

D Vultures eat rotting animal matter

and get rid of it as waste. This helps
decomposers break down matter faster.

44
EXPLAIN
A The decomposers growing on this log A Most earthworms eat plant life that
are called fungi. They slowly break has already died. Earthworms pass
down this fallen log. nutrients from dead plants to the soil.

Special Jobs for Decomposers

There are many types of decomposers. Each
breaks down a special type of organism. For example,
earthworms break down plants only. Plantlike
organisms called fungi (FUN•jigh) break down rotting Some insects, like
this beetle, are
wood and other plant parts. Still other decomposers
decomposers.
break down what is left of dead animals. Decomposers Other insect
that consume dead matter are also consumers. decomposers
include flies and
Decomposers work together to break down
wasps. B
organisms completely. The once-living material may
become part of the soil. This material adds nutrients to
soil that help plants to grow well. Now the food chain
can start all over again!

Quick Check
Sequence Why does a food chain start
again after a decomposer does its job?
Critical Thinking How do decomposers
help an environment?
45
EXPLAIN
Pond Food Chain What are some examples
of food chains?
Every environment has its own
Sun
food chains. However, the same basic
parts of each are the same. Here are
some examples of food chains you
might find in California. Can you
identify which organisms are the
heron
producers and consumers in each?
A pond food chain might start
with a plantlike producer called
algae (AL•jee). These algae float in
the water collecting sunlight. They
mayfly are food for young mayflies, which
eagerly gobble them up. The mayflies
swarm near the surface of the water
and become food for sunfish. The
sunfish are then eaten by the blue
heron. Finally, decomposers break
algae the heron down after it dies.
In the California desert, seed pods
of the mesquite tree are food for
sunfish harvester ants. The ants live in large
colonies of thousands. The ants
become food for the horned lizard.
These lizards, in turn, are eaten by
larger animals such as coyotes.

Reading Diagrams Quick Check

Sequence What is the order of a
Where does the fish in this
diagram get its energy? California desert food chain?
Clue Find out where the Critical Thinking Can one
arrow that points to the fish
comes from.
environment have more than one
food chain?
46
EXPLAIN
Summarize the Main Idea Think, Talk, and Write
A food chain is Main Idea Why is a food chain
made of producers, important to an environment?
consumers, and
decomposers. Vocabulary What is an omnivore?
(pp. 38–39)

Sequence List the order of organisms

Consumers can be
through which energy flows in a
herbivores, carnivores,
food chain.
or omnivores.
(pp. 40–43)
4W`ab

Decomposers break <Sfb

down organisms that
are no longer living.
(pp. 44–45) :Oab

Critical Thinking Can a primary

consumer eat a secondary consumer?
Make a Explain.
Study Guide
Make a layered
Test Practice Which type of
look book. Use
organism makes its own food?
it to summarize
what you A producer
learned about B primary consumer
food chains. C secondary consumer
D decomposer

Writing Link Social Studies Link

Write a Paragraph Research an Environment
Choose an animal and write a Use a map of California to highlight
paragraph to explain what it eats. where you live. What is the
Explain whether that animal is a environment like? What kinds of food
herbivore, omnivore, or carnivore. chains exist in your area? Research
Also, include which animals, if and plot the information on a map.
any, eat that animal. Compare maps with a partner.

-Review Summaries and quizzes online @ [Link] 47

EVALUATE
 Inquiry Structured
Materials
Can an environment have more
than one food chain?
Form a Hypothesis
index cards Energy from the Sun helps grasses grow. A mouse eats
the grass. A coyote eats the mouse. Is this the only
food chain that can be found in a grassland? What
happens when one environment has many producers
and consumers? Write a hypothesis in the form, “If
different producers and consumers can be found in an
environment, then . . .”
tape
Test Your Hypothesis
Make a Model Write “Sun,” Step
“grass,” “mouse,” and
“coyote” each on an index
card. Use tape to connect
the cards in the order of a
food chain.
Use books and the Internet
research tools to research another grassland
food chain. Find a new
producer, herbivore, and
carnivore that can be linked
together in a food chain.
Step
Write the names of the
scissors new organisms on index
cards. Find pictures of each
plant and animal to put on
the cards, or draw your own
pictures.
Make a Model Assemble Step
the second set of index
markers
cards in the order of a food
chain. You will now have
two separate food chains.

48
EXTEND
Draw Conclusions
Did your results support your hypothesis? Why or
why not?
What does this activity tell you about the number of
different food chains in one environments?
Compare How are the food chains alike? How are
they different?

Inquiry Guided Inquiry Open

What else would you like to learn

How can food chains about organisms and food chains?
change? For example, what happens if a
new consumer is added to the
Form a Hypothesis environment? Determine the steps you
What might happen to the organisms in will follow to answer your question.
your food chain if the producer is taken Keep a record of any materials you
out of the chain? Answer in the form, used in your investigation.
“If the producer is taken out of the food
chain, then . . .” Remember to follow the steps of the
scientific process.
Test Your Hypothesis
Design an experiment to investigate what Ask a Question
might happen if the producer is removed
from a food chain. Write out the steps
you will follow. Record your results and Form a Hypothesis
observations.

Draw Conclusions Test Your Hypothesis

Did your test support your hypothesis?
Why or why not? Compare your results
with a classmate’s. Draw Conclusions

4 IE 6.f. Follow a set of written instructions for a scientific investigation.

49
EXTEND
Lesson 3

Food Webs

This bird is catching its dinner. What

kind of fish will it have today? How
can one animal be part of two different
food chains?

4 LS 2.b. Students know producers and consumers (herbivores, carnivores,

omnivores, and decomposers) are related in food chains and food webs and may
50 compete with each other for resources in an ecosystem.
ENGAGE
How can living things be part Materials
of more than one food chain?
Make a Prediction
Can an animal be a part of more than one
food chain?

Test Your Prediction

● markers
Use the chart to make organism cards. On
each card, list an organism and what it eats.
● index cards
● poster board
Draw a “Sun” card. Tape the card to the top
of your poster board. Tape cards of organisms ● tape
that depend on it for food directly underneath
Step
it. Draw arrows to show the flow of energy
between the organisms. What Animals Eat
Organism How It Gets Food
Continue to add cards to the poster. Draw
arrows to link each card to the organisms it California makes own food
poppy from sunlight
directly depends on for food.
makes own food
mustard plant
from sunlight
Draw Conclusions makes own food
yucca plant
Analyze Data How many food chains does from sunlight
the spotted skunk belong to?
caterpillar leaves
What can you conclude about food chains
from this poster? California quail insects, seeds

Explore More pocket mouse seeds

What might happen if the pocket mouse were pocket gopher yucca plant
taken off the poster? Make a prediction and
make a plan to test your prediction. spotted skunk mice, birds, insects

rodents such as
4 IE 6.c. Formulate and justify predictions gopher snake
gophers
based on cause-and-effect relationships.
fence lizard insects

51
EXPLORE
 What is a food web?
C Main Idea 4 LS 2.b
One morning a sparrow eats a worm. The
Food webs are food
next day it eats a juicy green caterpillar. What
chains that are linked food chain is the sparrow part of? Is it part of
together. Food webs the worm’s food chain or the caterpillar’s? It is
show how producers and part of both food chains. Many food chains in
consumers are related.
an environment can overlap with each other.
C Vocabulary A food web shows how a group of food chains
food web , p. 52 are linked together.
competition , p. 53
population , p. 54 The arrows in the food web show the direction that
energy pyramid , p. 58 energy flows from one living thing to the next. B

-Glossary Food Web

@ [Link]

C Reading Skill
Summarize

Ac[[O`g

52
EXPLAIN
 Look at the food web diagram for mice. They are the coyote
below. It shows several overlapping and rattlesnake. Competition
food chains. You can see that the (kohm•pi•TISH•uhn) is the struggle
mouse belongs to two separate food of several organisns for the same
chains. In one food chain the plant resource. There is more competition
is eaten by the mouse. Then the for the mouse than any other animal
mouse is eaten by the coyote. Can in this food web.
you find the second food chain the
mouse could be part of? Quick Check
A food web can tell you a Summarize What is the
lot about the living things in an importance of a food web in an
environment. For example, the environment?
diagram tells you that the mouse Critical Thinking Why do
eats grass. It also shows that organisms in a food web compete
two different carnivores compete for food?

Reading Diagrams

Name two food chains that

end with the hawk.
Clue: Find the hawk on the
food web. Then follow each
set of arrows with your finger.

53
EXPLAIN
How can food webs Sea otters eat several animals in
their ocean food web. They eat sea
change? stars, sea urchins, mussels, crabs,
Living things in a food and large fish. The kelp forest was
web depend on one another. almost destroyed when the sea otter
Suppose the population of one population changed about two
organism in a food web changes. hundred years ago.
A population is all the members
of a single type of organism
in an environment. When one Kelp Forest Food Web
population changes, all the
other populations in the food
web can be affected also. This cabezon
is what happened in the ocean’s
sea otters
kelp forests. Kelp is a type of
seaweed. Kelp forests are home
to thousands of ocean creatures. sea
stars
Some kelp forests were greatly crabs
changed by just one animal.
That animal was the sea otter. sea urchins gopher
rockfish

Sea otters make up

kelp sea cucumber
one population in a
kelp forest. B
mussels

Reading Diagrams

How many organisms in this food

web does the sea otter eat?
Clue: Find the sea otter on the
diagram and count the arrows that
point to this organism.

54
EXPLAIN
 Changes in Food Webs
Copy or trace the kelp forest
food web shown on page 54.

Put an X through each organism

that was affected by the change
A Many ocean animals depend on in sea otter populations.
kelp to survive. Analyze Data Copy your new
food web. How many organisms
are left?
A Sea Without Sea Otters
What happened to the kelp forest? Communicate How can a change
in one population affect other
In the 1800s, too many sea otters populations in a food web?
were hunted for their fur. Without
Draw Conclusions What does
sea otters, fewer sea urchins were your new food web tell you
eaten. Soon, too many sea urchins about why it is important to
were being born. Smaller fish could protect environments?
not survive because sea urchins ate
their supplies of kelp. These fish were
food for sea stars and crabs. The sea
stars and crabs began to die out.
Mussels also depend on kelp to
stay alive. Fewer mussels meant fewer
crabs and large fish that depend
on mussels for food. After a while,
even decomposers could not survive.
Without the sea otter to help control
the size of the sea urchin population, Quick Check
the kelp forest almost disappeared.
Summarize What can happen
In the 1900s, many countries when one organism is removed
agreed to stop hunting sea otters. from a food web?
The kelp forest food web became Critical Thinking Is one
balanced again. Now, new food web organism in a food web more
changes are putting kelp forests in important than others? Why or
danger again. why not?
55
EXPLAIN
How do new organisms thought the cane toads would eat
both types of beetles. They also
change food webs? thought lizards and birds would eat
Every living thing in an the toads. They hoped this would
environment is part of a food web. keep the toad population from
What can happen to a food web growing too fast. Do you think the
when a new organism moves into scientists were right? Did everything
an environment? go as planned in Australia’s
Australia’s Sugarcane Fields sugarcane fields?
In 1935, Australia’s sugarcane Unexpected Results
fields were being destroyed by two The cane toads did not do what
insects. One insect was the greyback scientists hoped they would. The
cane beetle. The other was French’s toads did not eat the beetles at all.
cane beetle. Local scientists decided Instead they ate just about everything
to bring in cane toads as predators else in sight. They ate frogs, rodents,
to eat these beetles. Scientists birds, lizards—even pets!

B Sugarcane is a crop used to make sugars and syrup.

56
EXPLAIN
 Birds and lizards did not eat the toads
as expected. The toads were poisonous to
these animals. Instead the toads ate the
birds and lizards! Without any predators,
the cane toad population grew and grew.
The whole food web was changed by just
one new organism.
The cane toads have been in Australia’s
environment for 70 years. They are still
causing problems for local farmers.

Quick Check
Summarize What can happen to
A The greyback cane beetle
a food web when a new organism
became a pest in Australia’s
is brought into an environment?
sugarcane fields in the 1930s.
Critical Thinking Why couldn’t
scientists tell what would happen
when the cane toad was brought
to the sugar cane fields? The cane toad was brought
to Australia’s sugarcane fields
to eat beetles. Something
unexpected happened instead. B

A The highlighted area on this map

shows the location of Australia’s
sugarcane fields.

57
EXPLAIN
Energy Pyramid

D Each level of an energy

pyramid is made of
organisms that make
Consumers
up a food web.

Producers

Reading Diagrams

Where would a large meat eater such

as a lion fall in the energy pyramid?
Clue: Look at what kind of animal is
What is an energy on each level of the pyramid.
pyramid?
An energy pyramid is a model next levels of the pyramid. These
that shows how much energy flows consumers get energy from the
through a food web. Producers are organisms in the level below them.
at the bottom level of the pyramid. Only ten percent of the energy from
Plants get energy from the Sun. They one level is passed on to the next.
use about 90 percent of this energy Animals at the top of the pyramid
to live and grow. They store the must eat a lot of food to get the energy
other ten percent in parts such as they need to survive. Food webs have
stems and leaves. more producers than consumers.
The next levels of the pyramid are
consumers. Primary consumers, or Quick Check
herbivores, must eat many plants to Summarize What does an energy
stay alive. Why? Only the ten percent pyramid tell us about food webs?
of energy that the plants stored Critical Thinking Why are
passes to the animal. Omnivores producers at the bottom of
and carnivores both make up the the pyramid?
58
EXPLAIN
Summarize the Main Idea Think, Talk, and Write
A food web is a group Main Idea How is a food web
of linked food chains. important to an environment?
Each member of a food
web can belong to more Vocabulary What is competition?
than one food chain.
(pp. 52–53) Summarize How is a food web
different from a food chain?
Even small changes to
a food web can affect
the food web greatly.
(pp. 54–57)

Ac[[O`g

An energy pyramid
shows how much energy Critical Thinking You know that a
is passed to living things single organism can be a member
in a food web. of two different food chains. Can a
(p. 58) single organism also be a member
of two different food webs? Give
an example.
Make a
Study Guide Test Practice Which member of
Make a three-tab a food web supports the most
book. Use it to organisms?
summarize what A producer
you read.
B primary consumer
C secondary consumer
D decomposer

Math Link Art Link

Solve a Problem Make a Mobile
Ninety percent of the energy a plant Create a food web mobile for the
gets from the Sun is used for it to classroom. Draw and hang plants
grow. Ten percent gets stored in the and animal cutouts from several
plant. If you start with 100 units of food chains in an environment.
energy, how many units are stored? Connect the food chains with string
Now try it with 1,000 units. or crepe paper.

-Review Summaries and quizzes online @ [Link] 59

EVALUATE
 Good persuasive
A Call for Help
Think of a field of beautiful blue
writing
flowers called lupines. Mission blue
C clearly states the writer’s butterflies perch on the lupines. The
opinion about a topic
butterflies lay their eggs on lupines.
C tries to persuade readers When the eggs hatch, the caterpillars
to agree with the writer’s
eat the flowers. The caterpillars then
opinion
become butterflies.
The mission blue butterfly, once
common in the San Francisco area,
is slowly disappearing. Why? Lupine
flowers grow in grassland and rocky
areas. Recent building activities
in these areas have disturbed the
butterflies’ habitat. The flowers are
quickly disappearing. The loss of lupine
flowers means that fewer mission blue
butterflies can survive.
When an animal’s source of food
is disturbed, the whole food web is
affected. Today, thousands of animals
throughout the world are in danger of
disappearing forever. There is still time to
help. If we protect environments, we can
protect the organisms that live there.

Write About It
A The mission blue Persuasive Writing Write a persuasive letter
butterfly uses the to a community leader. Convince him or her
lupine flower as that it is important to protect environments
food for its young. and living things in your area.

-Journal Write about it online @ [Link]

60 ELA W 4.1.1. Select a focus, an organizational structure, and a point of

view based upon purpose, audience, length, and format requirements.
EXTEND
 How Many Monarchs?
Each winter about 180 to 280 million
monarch butterflies travel from the north
to California for the warmer climate.
Changes in the monarch’s food
chain have caused many million
fewer butterflies to make the
journey each year. Monarchs are
having more trouble finding enough
milkweed plants to stay alive. This plant is
the butterfly’s main source of food.

Place Value
A place value chart can help you record values of large whole numbers.

a \ Ra
W ]\ c aO a
WZZ ] R
[ \a bV O\ Ra
SR WZZ
W] a SR c a
\ Ra
R` [ W ]\ R` b V] c aO R`
S
a a
\ \ WZZ \ \ ] \ \ S
Vc bS [ Vc bS bV Vc bS ]\

  # & ! % #  '
A This number reads: one hundred five million, eight hundred
thirty-seven thousand, five hundred nine.

Solve It
A population of monarch butterflies is
now one million, nine hundred fifty-eight
thousand, thirty-three. Use a place value
chart to write this number.

MA NS 4.1.1. Read and write whole numbers in the millions. 61

EXTEND
Lesson 4

Microorganisms

Are these creatures from outer space? No.

There are millions of these living things on
Earth. But you can only see them if you
look through a microscope. Tiny living
things such as these do many important
jobs. What jobs do they do?

4 LS 2.c. Students know decomposers, including many fungi,

insects, and microorganisms, recycle matter from dead plants and
animals. • 4 LS 3.d. Students know that most microorganisms do
62 not cause disease and that many are beneficial.
ENGAGE
How can tiny living things Materials
change plant material?
Make a Prediction
How can tiny living things change an apple?
Write a prediction.

Test Your Prediction

View a piece of apple under a microscope.
Record what you see.
● three peeled pieces of
Predict What do you think will happen to a
apple
piece of apple if it is left out for one week?
Record your predictions. ● plastic bags

Put a piece of apple in each of three plastic ● microscope

bags. Seal the bags. Step
Observe Leave the apples in the bags for
one week. Observe them every day. Do all
three apples change in the same way?
Observe Your teacher will prepare a slide of
your apples. View them under a microscope.
Record what you see.

Be Careful. Do not remove the apples

from the plastic bags.
Draw Conclusions Step
What happened to the apples after
one week? Did your results match your
predictions?
Infer What caused the apples to change?

Explore More
How do you think a slice of bread might change
after a week? Make a plan to find out.

4 IE 6.d. Conduct multiple trials to test a prediction

and draw conclusions about the relationships
between predictions and results.

63
EXPLORE
 What is a microorganism?
4 LS 2.c
C Main Idea 4 LS 3.d
You cannot see them, but there are tiny living
Microorganisms are
things every place you look. They are on the food
living things too small you eat. They are on the book you are holding
to be seen with just our now. They are inside and outside your body.
eyes. Microorganisms You will find them in oceans, lakes, ponds,
can be producers,
herbivores, carnivores,
and rivers. You will even find them in puddles.
or decomposers. What are these tiny creatures? They are
C Vocabulary microorganisms (migh•kroh•AWR•guh•niz•uhms).
Microorganisms are living things too
microorganism , p.64
small to be seen with just our eyes. Many
bacteria , p. 65
microorganisms are made of only one cell (SEL).
protist, p. 65
Cells are the smallest units of life. Plants and
fungi , p. 68 animals are made of many cells.
-Glossary Most microorganisms can
@ [Link] be seen through a tool called eye
a microscope. A microscope piece
C Reading Skill
shows an enlarged view of
Main Idea focus
an object. Many classroom knob
;OW\7RSO 2SbOWZa microscopes magnify
objects 30 to 60 times
their normal size.

Explore
microorganisms
on Science Island.
lens
handle

D This photo shows

what a protist
looks like under a
microscope.

mirror

base

64
EXPLAIN
A Washing and covering cuts and scrapes can
keep harmful bacteria out of our bodies.

Bacteria harmful protists are found in ponds

There are many kinds of and lakes.
microorganisms. One of the smallest How do protists compare to
is called bacteria (bak•TEER•ee•uh). bacteria? They are much larger than
Bacteria can be both helpful and bacteria. They also have structures
harmful to human life. Harmful that do special jobs. They have
bacteria can cause illness. Helpful parts for making and using food.
bacteria aid humans in swallowing They even have parts for making
and digesting food. They can even new protists.
help to fight disease.

Protists Quick Check

Protists (PROH•tists) are another Main Idea What are
group of microorganisms. Like microorganisms? Name two
bacteria, some protists can be kinds.
helpful or harmful. Some protists
Critical Thinking How can
eat bacteria. This helps to keep microorganisms be helpful to
harmful bacteria under control. humans?
Other protists cause disease. Many
65
EXPLAIN
 Which microorganisms
are producers and which
are consumers?
Some microorganisms act like
plants. They get energy from the Sun
and make their own food. These
microorganisms are producers. They
are helpful to us because they carry
out photosynthesis and give off
oxygen. They are not plants because
These microorganisms they do not have true roots, stems,
are called radiolaria. and leaves.
They are consumers.
Other microorganisms act
much like animals because they
move to get their own food. These
microorganisms are consumers.
Some eat plants, some eat animals,
and others eat both. This means that
microorganisms can be herbivores,
carnivores, or omnivores.

D Algae can
be found in
water, such as
in ponds and
oceans. They
are producers.

66
EXPLAIN
Producers
Algae (AL•jee) are a type of protist
that live in water. Algae are producers.
They act a lot like plants because they
carry out photosynthesis. Have you ever
noticed something green at the top of a
pond or lake? This may be algae. Like
most microorganisms, one algae can
reproduce to form a colony. A colony is
a group of algae. Algae make up most
of the biomass in the ocean. They are an
important part of ocean food webs.

Consumers
A An amoeba moves to
An amoeba (uh•MEE•buh) is a protist that
get food by flowing its
acts like an animal in most ways. Unlike body in one direction.
an animal, however, it changes its body
shape to catch food. The amoeba flows all
around the food until it surrounds it.

Producer and Consumer

Euglena (yew•GLEE•nuh) is one kind of
protist found in ponds and streams. It acts
like both a plant and an animal. How?
In bright sunlight, euglena carries out
photosynthesis like a plant. In the dark,
euglena acts like an animal. It whips a
body part that looks like a tail. This helps
it move to get food.

Quick Check
Main Idea What makes a A Euglena is a protist
microorganism a producer? that is both animal-like
and plantlike.
Critical Thinking Why is euglena
not a plant if it gets energy through
photosynthesis?
67
EXPLAIN
Which microorganisms Mold is a type of fungi. You may
have seen mold grow on foods. In
are decomposers? a forest, molds cling to dead wood
A tree falls down in the forest. and start to break it down.
Billions of microorganisms start to
break it down. These decomposers Bacteria
are the last step in the food chain. From there, bacteria might take
What part do microorganisms play over. There may be billions of
in getting rid of the fallen tree? bacteria in a gram of soil. Most of
them are decomposers. Different
Fungi types of bacteria consume different
Fungi is one kind of decomposer. nutrients in the tree. Almost
In a forest, colonies of fungi are the nothing is wasted. Once the tree is
first decomposers to attack a tree decomposed and part of the soil,
when it falls down. new plants use the nutrients to grow.

B Sometimes a fungus will

develop a structure called
a mushroom. This shows
decomposers are at work.

A Molds, like the

ones growing on
this apple, grow
faster in warm
temperatures.

68
EXPLAIN
 Microorganisms at Work

mushroom
Observing Decomposers
mold Put soil on the bottom of a
plastic tub. Add food scraps such
as bread crusts, banana peels, or
other fruits.

bacteria

Reading Diagrams

What is shown in the circle? Add leaves and place a few

earthworms in the tub. Cover the
Clue: Labels provide information.
tub and leave it outside.
Learn about Predict What do you think
microorganisms will happen to the food scraps
@ [Link] and leaves?

Observe Use a hand lens to

A Some microorganisms are observe the mixture over the next
decomposers. They break down and few days. Record what you see.
recycle dead matter.
Infer What do the results tell you
about decomposers?

Natural Recyclers
Just as you recycle cans or bottles,
decomposers recycle plant and Quick Check
animal matter. Plant and animal Main Idea Which microorganisms
decomposers take matter that help decompose a tree after
was once alive and change it into it falls?
something new. Organisms become Critical Thinking Some molds
part of the soil. The soil is then used can look like a plant. How do you
to grow new plants. know mold is not a plant?
69
EXPLAIN
How do microorganisms same bacteria help your body make
its own vitamins.
work in our bodies?
Your body contains many We can do a lot to keep harmful
microorganisms. More live in your microorganisms out of our bodies.
mouth than people live on Earth! The chart shows how people can
Many microorganisms keep you stay healthy from diseases caused by
healthy. Some make you sick. microorganisms.

Natural Protection Quick Check

Many helpful microorganisms Main Idea Are most
live in liquids in your body. Tears in microorganisms in your body
your eyes and mucus in your nose helpful or harmful? Give examples.
keep out harmful microorganisms.
Critical Thinking If some
How does your body break down
microorganisms help fight disease,
food after you eat it? With help from why should we also do our part to
billions of bacteria! Some of these keep healthy?

Do Your Part to Prevent Disease

Disease Microorganism Prevention

tooth decay tooth bacteria brush and floss to remove food

Lyme disease bacteria in ticks wear long pants on hikes

dysentery amoeba-like protist drink clean water

malaria protist in mosquitoes use anti-malaria medicine

food poisoning salmonella bacteria cook and handle food properly

Reading Tables

How can you prevent microorganisms from

making your teeth decay?
Clue: Look for the row that talks about teeth.
Follow the row across to the “prevention” column.

D This girl is keeping healthy by brushing

her teeth and using clean water.

70
EXPLAIN
Summarize the Main Idea Think, Talk, and Write
Bacteria and protists Main Idea How are microorganisms
are two examples of both helpful and harmful?
microorganisms. They
can be helpful or harmful. Vocabulary What is a protist?
(pp. 64–65)

Microorganisms can be Main Idea How do microorganisms fit

producers, consumers, into a food chain? Give examples.
or decomposers.
(pp. 66–69) ;OW\7RSO 2SbOWZa

Microorganisms in your
body help you stay
healthy. You can help Critical Thinking In which places in
keep harmful bacteria your home would you expect to find
out of your body. microorganisms?
(p. 70)
Test Practice Which microorganism
Make a is the smallest?
Study Guide A protist
Make a three-tab B bacteria
book. Use it to C euglena
summarize what D amoeba
you read about
microorganisms.

Math Link Health Link

Make a Bar Graph Research Diseases
There are 4 billion bacteria on a leaf. Choose a disease from the chart on
There are 3.5 billion bacteria on an page 70. Research the disease and
animal. There are 2 billion bacteria write a report about it. Explain how
on a phone. Show these numbers in it affects the human body. Share
a bar graph. your report with the class.

-Review Summaries and quizzes online @ [Link] 71

EVALUATE
A Susan is a microbiologist. That is a
scientist who studies microorganisms.

Meet
Susan Perkins
Susan Perkins knows that the smallest
things can be the most important. She is a
scientist at the American Museum of Natural
History who studies microorganisms. A These microorganisms
cause malaria, a blood
Microorganisms are found all over Earth—
disease that causes
in soil, air, and water. They are found from
severe fever in humans.
the poles to the deserts. There are millions of
them in just one drop of ocean water.

ELA R 4.2.1. Identify structural patterns found in informational

text (e.g., compare and contrast, cause and effect, sequential
72 or chronological order, proposition and support) to strengthen
EXTEND comprehension.
 Meet a Scientist

Some microorganisms live

inside the animals they attach to
and cause disease. Susan studies
the microorganisms that live in
the blood of lizards and cause
a disease called malaria.
How does Susan investigate
these tiny creatures? She starts by
taking blood from a lizard. Then she A Susan studies microorganisms
takes the blood to a lab and studies that cause malaria. She stores her
the microorganisms. This helps her samples in a refrigerator in her lab.

understand the relationship between

the microorganisms and the lizard it
lived inside.
Next, Susan tries to understand
how different kinds of malaria are
related to each other. She studies
why these microorganisms are
found in different parts of the world
and how they react to different Susan studies
medicines. Susan’s research is anole lizards. C
then applied to humans and helps
scientists to fight the disease.

Write About It
Sequence Reread the article
with a partner. Make a
sequence-of-events chart, to A sequence
describe what Susan does first, C gives events in order
next, and last in her research.
C uses time-order words such
Then use your chart to write a as first, then, and next
summary about her work.

-Journal Write about it online

@ [Link]
73
EXTEND
CHAPTER 1 Review
Fill each blank with the best word
Summarize the Main Ideas from the list.
Plants turn the Sun’s
competition , p. 53 microorganism ,
energy into food
p. 64
energy through consumer , p. 38
photosynthesis. photosynthesis ,
decomposer , p. 39
(pp. 24–33) p. 28
Food chains describe food web , p. 52
producer , p. 38
the flow of energy herbivore , p. 40
among living things in
an environment.
(pp. 36–47) 1. Several food chains that are linked
Food webs show together is a _________. 4 LS 2.b
how producers and 2. An organism that does not make
consumers are linked its own food is a _________. 4 LS 2.b
together in an
environment. 3. The struggle between different
(pp. 50–59) organisms for the same resource is
Microorganisms can called _________. 4 LS 2.b
be seen under a 4. An animal that eats only producers
microscope. They is called a _________. 4 LS 2.b
can be producers,
consumers, or 5. An organism that can be seen
decomposers. through a microscope is called
(pp. 62–71) a _________. 4 LS 3.d

6. Plants make their own food in the

Make a process of _________. 4 LS 2.a
Study Guide
7. An organism that recycles matter
Tape your lesson
from dead plants and animals is a
study guides to
_________. 4 LS 2.c
a piece of paper
as shown. Use 8. An organism that makes its own
your study guide food is a _________. 4 LS 2.a
to review what
you have learned
in this chapter.

-Review Summaries and quizzes online @ [Link]

74
Answer each of the following in
complete sentences.
Report on Changing
9. Sequence Describe the sequence
of events that takes place in
Food Webs
Investigate a changing food web. Use
photosynthesis. Include all materials
newspapers, magazines, or the Internet
that plants take in and give off. 4 LS 2.a
as research tools.
10. How can a primary consumer • Find information on a food web that
belong to two different food chains? has been disturbed because of a plant
4 LS 2.b
or animal that was introduced to the
11. Persuasive Writing Write a letter environment. Some examples include
to a newspaper that explains why kudzu, bullfrogs, bittersweet, and
most bacteria are not bad for the purple loosestrife.
environment. 4 LS 3.d • When you have chosen your plant
or animal, write a summary of how
12. Observe Take a look at the closest
that organism affected its new
natural environment to you. Describe
environment.
a food web that exists in your
environment. Draw a diagram. 4 LS 2.b • Share your summary with a
classmate. Explain what parts of
13. Critical Thinking The Moon has no
the food web changed.
known life forms. Predict what
would happen if a sandwich were
left in a sealed plastic bag on the
Moon. 4 LS 2.c

How do living things get energy to

live and grow?

16/>B3@&

75
1 Which of the following are the 3 Which of the following recycles
main source of energy in a food matter from dead plants and
chain? 4 LS 2.a animals? 4 LS 2.c
A producers A fungus
B herbivores B grass
C carnivores C cactus
D omnivores D gopher

2 Which organism in the illustration 4 Which gas produced by

below is both a consumer and a photosynthesis do animals need
decomposer? 4 LS 2.b to survive? 4 LS 2.a
A carbon dioxide
B helium
C hydrogen
D oxygen

5 Which organism can help fight

disease in humans? 4 LS 3.d
A bean seeds
B caterpillar
C bacteria
D cane toad

6 Which organism gets energy

directly from the Sun? 4 LS 2.a
A tree A earthworm

B earthworm B bee

C mammal C tree

D bird D hawk

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7 Which animal would compete with 9 Students charted how many birds
the coyote in this food web? 4 LS 2.b were in an environment on the bar
graph below. Which prediction can
they make for year 5? 4 IE 6.e

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A The number of birds will go up in

year five.
B The number of birds will stay the
A gopher same in year five.
B lizard C The number of birds will go down
C rattlesnake in year five.
D tortoise D It is not possible to predict what
will happen in year five.

8 What do microorganisms help

humans do? 4 LS 3.d 10 A mushroom helps cause a log to
decompose into the soil. What do
A digest food
you predict will happen to the soil
B walk and run in the area? 4 IE 6.c
C hear sounds better A It will grow new plants well.
D see better at night B It will not grow new plants well.
C It will decompose also.
D It will become polluted.

Materials prepared by PASS at 77