Transcript DAILY DO NOW

DAILY DO NOW
SCIENCE STRAND
PHYSICAL SCIENCE
1.
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2.
Question: How would you separate the salt
from water in a salt solution?
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3.
Question: How would you separate the salt
from water in a salt solution?
Answer: To separate mixtures use the
difference in physical properties of
substances mixed. Salt and water boil at
different temperatures so heating the solution
until it boils will allow the water to vaporize
but the salt will remain solid at that
temperature.
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4.
Question: Explain why defining a frame of
reference is important when describing
motion.
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5.
Question: Explain why defining a frame of
reference is important when describing
motion.
Answer: Because everything in the universe
is in motion, true absolute motion cannot be
determined, and only motion relative to a
point of reference can be determined.
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6.
Question: Explain why it requires more
force to stop a heavy object in motion than a
lighter object moving at the same pace.
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7.
Question: Explain why it requires more
force to stop a heavy object in motion than a
lighter object moving at the same pace.
Answer: Force causes a mass to accelerate.
Due to inertia, the greater the mass of the
object, the greater the amount of force
needed to move the object or stop it from
moving.
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8.
Question: Describe gravity and how it
affects objects of different mass on Earth.
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9.
Question: Describe gravity and how it
affects objects of different mass on
Earth.
Answer: Gravity is the attractive force
that all objects exert on each other.
Gravitation between objects increases
as mass increases and as the distance
between the objects decreases.
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10.
Question: What is sound?
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11.
Question: What is sound?
Answer: Sound is a vibration that moves
through matter as a wave.
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12.
Question: Compare and contrast the
movement of sound through solids, liquids
and gases (air)?
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Question: Compare and contrast the
movement of sound through solids, liquids
and gases (air)?
 Answer: Sound is produced by vibrations of
matter and can move through all three states
of matter. The closer the particles in the
matter, the faster the sound will travel.
Therefore, sound travels fastest through
solids and slowest in air.
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Sounds travel at different speeds through
different materials. Sound travels faster through
solids and liquids than gases.
Sound is unable to travel through a vacuum
because there is no matter to vibrate.
14.
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15.
Question: Which glass soda bottle in the
picture of bottles filled with various amounts
of water would have the highest pitch when
tapped? Explain your answer.
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Question: Which glass soda bottle in the picture of
bottles filled with various amounts of water would
have the highest pitch when tapped? Explain your
answer.
 Answer: Tapping the bottles
causes the glass of the bottle to
vibrate and produce sound. The
water dampens these vibrations.
So, the less water in the bottle, Click for example.
the faster the bottle vibrates and the higher the pitch.
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17.
Question: Draw what a pencil looks like
partially submerged in a glass of water.
What is the distortion of the pencil image
caused by?
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18.
Question: Draw what a pencil looks like
partially submerged in a glass of water. What
is the distortion of the pencil image caused by?
Answer:
Light Refraction
SCIENCE GRADE 4
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19.
Question: Explain why refraction occurs.
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20.
Question: Explain why refraction occurs.
Answer: The light that allows you to see the
pencil below the water must travel through the
water, the glass, and then the air to reach your
eyes. The light rays are bent as they move
through different matter and slowed so that they
reach your eyes slightly after the rays from the
pencil above the water. This time difference is
enough to distort the image.
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21.
Question: Draw a diagram of light traveling
through a prism and explain why the light is
bending.
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Question: Draw a diagram of light traveling
through a prism and explain why the light is
bending.
Answer: The prism causes the light to slow down.
Since the light enters it at an angle, this causes the
light to bend and
separate into the
different colors.
22.
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23.
Question: What are the colors of the visible
spectrum?
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Question: What are the colors of the visible
spectrum?
Answer: ROY G. BIV
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Red
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Orange
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Yellow
Green
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
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Blue
Indigo
Violet
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25.
Question: What kind of clothing would keep
you the warmest on a cold day? Explain your
answer.
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26.
Question: What kind of clothing would keep
you the warmest on a cold day? Explain your
answer.
Answer: a hat; a scarf or knit mask to cover
face and mouth; mittens/gloves; several layers
of loose-fitting clothing. These all act as
insulators to trap heat that the body produces.
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27.
Question: Explain how you could use a
circuit to test for conductors and insulators.
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Question: Explain how you could use a circuit to
test for conductors and insulators.
 Answer: Conductors are materials that conduct
electricity. Insulators are materials that do not
conduct electricity. Make a circuit with a light bulb
in which different materials can be placed to test
their conductivities. A conductor will form a
complete circuit and light the bulb. An insulator
will form an incomplete circuit, and the bulb will
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not light.
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29.
Question: Explain how electricity powers a
light bulb and produces light.
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30.
Question: Explain how electricity powers a
light bulb and produces light.
Answer: Electrical energy passes through the
filament in the bulb
making it hot. This
makes the filament
glow and produce
light.
SCIENCE GRADE 4
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Question: Given the following list of
materials, identify the items as electrical
insulators/conductors, magnet/non-magnetic,
and good/fair/poor heat conductor.
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Rubber
Copper
Paper
Tap water
Styrofoam
Wood
Iron
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Question: Given the following list of materials, identify the
items as electrical insulators/conductors, magnet/nonmagnetic, and good/fair/poor heat conductor.
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Answer:
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Rubber- insulator; non-magnetic; poor conductor
Copper- conductor; non-magnetic; good conductor
Paper- insulator; non-magnetic; poor conductor
Tap water- conductor; non-magnetic; fair conductor
Styrofoam- insulator; non-magnetic; poor conductor
Wood- insulator; non-magnetic; poor conductor
Iron- conductor; magnetic; good conductor
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33.
Question: Explain how electricity has
influenced society.
SCIENCE GRADE 4
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Question: Explain how electricity has
influenced society.
Answer: The generation of large amounts of
electricity and the development of reliable delivery
systems changed the world. Once electricity was
cheap and reliable, other inventions followed.
Availability of electricity led to widespread use of
electric appliances, some of which we still use today.
Electricity was everywhere and it was changing the
34. way people lived.
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Question: What does the
graph indicate about the
speed of the car?
Car Speed
100
Distance (km.)
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80
60
40
20
0
0
2
4
Time (hr.)
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6
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Car Speed
100
Distance (km.)
What does the
graph indicate about the
speed of the car?
 Answer: The car was
traveling at a constant speed
of 20 km/hr.
80
60
40
20
0
0
2
4
Time (hr.)
36.
6
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37.
Question: Identify 3 different forms of
energy
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38.
Question: Identify 3 different forms of
energy
Answer: sound, heat, light, ultraviolet,
electrical
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39.
Question: : Describe 3 basic energy
transformations. Include one transformation
that involves friction.
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Question: : Describe 3 basic energy
transformations. Include one transformation
that involves friction.
 Answer: Examples: from light to heat, from
potential to kinetic, from electrical to heat
and light, from chemical to electrical.
The flow of electricity produces heat due to
friction.
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40.
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41.
Question: Identify a force that causes an
object to move. What determines the
direction and amount of movement.
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42.
Question: Identify a force that causes an
object to move. What determines the
direction and amount of movement.
Answer: A push or pull is a force that causes
an object to move. The direction and amount
of movement are determined by the total
amount of the net force.
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43.
Question: Differentiate between the weight
and mass of objects.
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44.
Question: Differentiate between the weight
and mass of objects.
Answer: Mass is the amount of matter or
“stuff” in an object and is not affected by
gravity. The weight of an object is
determined by both mass and the force of
gravity on that object.
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45.
Question: Explain how water changes from
solid to liquid to gas.
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46.
Question: Explain how water changes from
solid to liquid to gas.
Answer: As the water is heated, the
molecules move faster and move apart from
each other to form a liquid. As heating
continues the molecules move even faster
and farther apart to form a gas.
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47.
Question: Identify the three states of matter
and describe how molecules move through
each state (for example, water).
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Question: Identify the three states of matter and
describe how molecules move through each state
(for example, water).
 Answer: The three states of matter are solid,
liquid and gas. In a solid the particles move the
slowest and vibrate in fixed positions. In a liquid
the particles move faster and slide past each
other. The particles of a gas move very fast and
bounce off of each other causing them to spread
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apart from each other.
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SCIENCE STRAND
EARTH AND SPACE SCIENCE
49.
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50.
Question: Explain the difference between
weather and climate.
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51.
Question: Explain the difference between
weather and climate.
Answer: Weather is the state of the
atmosphere at a particular time and place
with respect to temperature, moisture, wind
velocity, and barometric pressure. Climate is
the average weather conditions in a given
area over time.
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52.
Question: Explain how climate is affected
by bodies of water, landforms and latitude.
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Question: Explain how climate is affected by bodies of water,
landforms and latitude.
Answer: Climate varies widely from location to location on Earth
because the sun's heat is not distributed evenly over the entire
planet for the following reasons:
distance from the equator (equator is warmer)
 large bodies of water (oceans and lakes absorb and store large
amounts of heat that winds then carry to nearby land masses,
resulting in a warmer climate and higher annual rain and snowfall)
 elevation, or height above sea level-the higher the elevation, the
53.cooler the climate.

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54.
Question: Use the weather
forecast from a newspaper
to describe the weather on
Saturday, July 14.
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Question: Use the weather
forecast from a newspaper
to describe the weather on
Saturday, July 14.
 Answer: Weather on July
14 will be partly cloudy
with high temperatures of
about 110 and lows about
84. Humidity will be low
55. (10%).
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56.
Question: Explain the terms runoff and
groundwater.
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Question: Explain the terms runoff and
groundwater.
Answer:
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Runoff- Rainfall not absorbed by soil.
Groundwater- Water that collects or flows beneath
the Earth's surface, filling the porous spaces in soil,
sediment, and rocks. Groundwater originates from
rain and from melting snow and ice and is the source
of water for aquifers, springs, and wells. The upper
surface of groundwater is the water table.
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58.
Question: List safety measures to prepare
for a hurricane.
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59.
Question: List safety measures to prepare for a
hurricane.
Answer: Have a disaster plan. Have a pet plan. Board up
windows. Bring in outdoor objects that could blow away.
Know the evacuation routes. Prepare a disaster supplies kit
for your home and car. Have enough food and water for at
least 3 days. Include a first aid kit, canned food and a can
opener, bottled water, battery-operated radio, batteries,
flashlight, protective clothing and written instructions on
how to turn off electricity, gas, and water. Have cash handy.
Make sure your car is filled with gasoline.
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60.
Question: Identify components of the
Earth’s crust.
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61.
Question: Identify components of the
Earth’s crust.
Answer:
rocks,
minerals,
soil
SCIENCE GRADE 4
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62.
Question: List 2 slow processes that change
the Earth’s processes.
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63.
Question: List 2 slow processes that change the
Earth’s processes.
Answer: Answers will vary: weathering, erosion,
transforming of rocks in the rock cycle, mountain
building
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64.
Question: List 2 rapid processes that change
the Earth’s crust.
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65.
Question: List 2 rapid processes that change
the Earth’s crust.
Answer: Answers will
vary: volcanic eruptions,
tsunamis, floods,
earthquakes.
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66.
Question: Explain the difference between
weathering and erosion.
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67.
Question: Explain the difference between
weathering and erosion.
Answer: Many people confuse weathering
and erosion. When some thing is weathered
it is broken down into
smaller pieces, but when
something is eroded it
is carried away.
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68.
Question: Explain how some common rocks
are used.
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69.
Question: Explain how some common rocks
are used.
Answer: We use rocks for roads, metals,
jewelry, tombstones, building materials,
cosmetics, and many, many more things.
Most of the famous sculptures of the world
are made from blocks of stones such as
granite and marble.
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70.
Question: Explain how can the age of rock
layers be deduced from fossils?
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Question: Explain how can the age of rock layers be
deduced from fossils?
Answer: If a fossil of known age is found in a rock layer,
it tells us when the
rock was formed.
The rock has the same
age as the fossil.
71.
SCIENCE GRADE 4
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72.
Question: Describe the organic and
inorganic components of soil.
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73.
Question: Describe the organic and
inorganic components of soil.
Answer: Inorganic – water, air, minerals
SCIENCE GRADE 4
Organic – living or once living
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74.
Question: List the three particle sizes found
in soil from largest to smallest.
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Question:
List the three particle sizes found in soil from
largest to smallest.
Answer: sand (largest), silt, clay (smallest)
75.
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Question:
As particles settle,
which size settles first, and which
settles last.
76.
SCIENCE GRADE 4
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Question:
As particles settle,
which size settles first, and which
settles last.
Answer: sand settles first, then silt
and finally clay
77.
SCIENCE GRADE 4
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78.
Question: Define soil permeability and rank
the particle sizes (sand, silt, clay) by
increasing permeability.
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79.
Question: Define soil permeability and rank
the particle sizes (sand, silt, clay) by
increasing permeability.
Answer: Soil permeability is the ability of
water to flow through a soil. Sand is the most
permeable due to the large particle size and
space between the particles. Silt ranks second
in permeability, and clay is the least
permeable because it has the least pore space.
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80.
Question: Label a diagram of the earth’s
orbit showing the correct locations of the
earth at the beginning of each season in the
Northern Hemisphere.
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Question: Label
a diagram of the
Earth’s orbit
showing the
correct locations
of the Earth at
the beginning of
each season in
the Northern
Hemisphere.
Answer:
81.
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82.
Question: Explain how the Earth’s location
in its orbit and the tilt of the Earth create the
seasons.
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Question: Explain
how the Earth’s
location in its orbit and
the tilt of the Earth
create the seasons.
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Answer: N Hem tilted
toward sun = summer,
away from sun=
winter, Not tilted
toward or away = fall
83.or spring
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• The Earth is tilted and direct light causes more heat than
indirect light.
• When the Northern hemisphere is pointing at the sun,
sunlight falls most directly on it. This is summer in the
Northern Hemisphere. As the Earth moves around to the
other side of the Sun the Northern Hemisphere is tilted
away from the Sun. Now the light falls indirectly on it. It
is winter.
• The exact opposite is happening in the Southern
hemisphere. When the Northern Hemisphere has summer,
the Southern Hemisphere has winter, and the other way
84.round.
SCIENCE GRADE 4
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85.
Question: Explain why the sun is important to
Earth systems.
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Question: Explain why the sun is important to
Earth systems.
Answer: The Sun provides Earth with vast amounts
of energy every day. The water cycle is fueled by the
sun. Plants use the Sun’s energy to make food, and
plants provide food for other organisms. The Sun’s
energy also creates wind in Earth’s atmosphere. This
wind can be harnessed and used to produce power.
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87.
Question: Explain why the sun appears to
move across the sky.
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88.
Question: Explain why the sun appears to
move across the sky.
Answer: The sun appears to move around the
earth every day because the earth rotates
around its own axis every day. This makes
the sun appear to rise in the east and set in
the west.
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89.
Question: Sequence the Moon phases:
waxing gibbous, waxing crescent, full moon,
last quarter, new moon, waning crescent, first
quarter, and waning gibbous.
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90.
Question: Sequence
the Moon phases:
waxing gibbous,
waxing crescent, full
moon, last quarter,
new moon, waning
crescent, first quarter,
and waning gibbous.
Answer:
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91.
Question: Label appropriate diagrams
illustrating the lunar eclipse and solar
eclipse.
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Question: Label appropriate diagrams
illustrating the lunar eclipse and solar
eclipse.
Answer:
Lunar Eclipse
92.
Solar Eclipse
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93.
Question: What is the order of the planets
from the sun?
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Question: What is the order of the planets from
the sun?
Answer: My Very Educated Mother Just
Served Us Nine Pizzas.
Mercury
Venus
Earth
Mars
94.
Jupiter
Saturn
Uranus
Neptune
SCIENCE
4 classified as a planet)
Pluto
(no GRADE
longer
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95.
Question: Describe characteristics of the
outer and inner planets.
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Question: Describe characteristics of the outer
and inner planets.
Answer: The inner planets are: Mercury, Venus, Earth
and Mars. The inner planets are the smallest planets of the
solar system and have a rocky composition- the terrestrial
planets. Beyond Mars lies the Asteroid belt that separates
the inner planets from the outer planets.
The outer planets are: Jupiter, Saturn, Uranus and
Neptune. These are the Jovian planets or the gas giants.
The outer planets are the largest in the solar system and
96. made mostly of gas.
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97.
Question: How has technology improved
our knowledge of the universe?
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98.
Question: How has technology improved
our knowledge of the universe?
Answer: Advances in different types of
telescopes and satellites have allowed
scientists to learn more about the universe.
Technologies developed for space
exploration have also increased our
knowledge of the universe.
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99.
Question: Draw, label, and explain the
components of a water cycle.
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Question: Draw, label, and explain the
components of a water cycle.
Answer:
1. The energy from
the sun fuels the
water cycle.
100.
SCIENCE GRADE 4
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101.
Question: Draw, label, and explain the
components of a water cycle.
Answer:
2. Water vaporizes
into the
atmosphere.
SCIENCE GRADE 4
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Question: Draw, label, and explain the
components of a water cycle.
Answer:
3. Water vapor
condenses
around particles
in the air forming
clouds.
102.
SCIENCE GRADE 4
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Question: Draw, label, and explain the
components of a water cycle.
Answer:
4.
103.
Water precipitates
from the condensed
water in clouds and
falls to the earth in
the form of rain,
snow, sleet or hail.
SCIENCE GRADE 4
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104.
Question: Draw, label, and explain the
components of a water cycle.
Answer:
5. Surface water
collects in
streams and
rivers and flows
to lakes and
oceans.
SCIENCE GRADE 4
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105.
Question: Distinguish between Earth’s
revolution around the Sun and Earth’s
rotation on its axis.
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Question: Distinguish between Earth’s
revolution around the Sun and Earth’s
rotation on its axis.
Answer: Revolution – the movement of the
earth around the sun in a year
Rotation – the spinning of earth on its own axis
in a day
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106.
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SCIENCE STRAND
LIFE SCIENCE
107.
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108.
Question: Explain the function of each of
the following parts of a plant: stems, roots,
leaves, flowers, and seeds
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Question: Explain the function of each of the following
parts of a plant: stems, roots, leaves, flowers, and seeds
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Answer: Stem – provides
support and contains tissues to
transport materials to and from
other parts of the plant
Roots – take in water for the plant
and anchor the plant
Leaves – the site of photosynthesis for the plant
Flowers – produce seeds, attract
insects
109. for pollination
Seeds – produce new plant
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110.
Question: Sequence the stages in the life of
a butterfly and a frog.
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Answer:
111.
SCIENCE GRADE 4
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112.
Question: Explain how plants produce their
own food.
PHOTOSYNTHESIS
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Question: Explain
how plants produce
their own food.
 Answer: Plants take
in energy from the sun
and produce food to store
the energy. This occurs in
the chloroplasts of plant
cells which contain the
113.
pigment
chlorophyll.

Water + Light = Chemical Energy
1. Chloroplasts trap light energy.
2. Water enters the leaf.
Light energy
4. Sugar leaves the leaf.
3. Carbon Dioxide
enters leaf through
stomata.
CHEMICAL ENERGY + CARBON DIOXIDE = SUGAR
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114.
Question: What are the raw materials and
what are the products of photosynthesis?
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Question: What are the raw materials and
what are the products of photosynthesis?
Answer: In photosynthesis, the following
occurs:
Carbon dioxide + water
 So
the products and materials are:
Raw Materials
•Carbon dioxide
•Water
115.
glucose + oxygen
Products
•Glucose (sugar)
•Oxygen
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116.
Question: Why are green plants so important
to an ecosystem?
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117.
Question: Why are green plants so important
to an ecosystem?
Answer: Green plants are the producers of an
ecosystem. They make their own food by
photosynthesis using the sun’s energy.
Consumers are animals and they get their
energy from the producers or from organisms
that eat producers.
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118.
Question: Describe several adaptive
structures and explain why they are effective.
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Question: Describe several adaptive structures and
explain why they are effective.
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Answer: Adaptive structures include: thick, waxy surface
on the leaves to slow water loss; slits in the rim allowing
water to drain off; razor sharp spines or thorns to protect it
from predators; very tall plants competing with one
another to reach the sunlight; vines crawling up tree
trunks to reach sunlight; plants with very big leaves to trap
sunlight for photosynthesis; geotropism, or the roots of
plants detecting gravity to grow downward; phototropism,
or the ability of plants to grow toward the sun
119.

DAILY DO NOW

120.
Question: List plant parts that we eat as food
and identify them as stem, leaf, flower, root,
seeds, or fruit.
DAILY DO NOW


Question: List
plant parts that we
eat as food and
identify them as
stem, leaf, flower,
root, seeds, or fruit.
Answer:
121.
DAILY DO NOW

122.
Question: Label the parts of a flower and
explain the function of each part.
DAILY DO NOW


123.
Question: Label
the parts of a
flower and
explain the
function of each
part.
Answer:
SCIENCE GRADE 4
DAILY DO NOW

124.
Question: Explain how to grow a potato
without a seed.
DAILY DO NOW


125.
Question: Explain how to grow a potato
without a seed.
Answer: Potatoes can be grown from “eyes”
that they produce. Simply cut potatoes into
pieces making sure each piece contains a
prominent bud or "eye". Plant potato pieces
into the prepared soil at 10 to 12 inch
spacing.
DAILY DO NOW

126.
Question: Compare two methods of plant
reproduction and explain which method
produces a new individual and which produces
new growth of the established individual.
DAILY DO NOW


127.
Question: Compare two methods of plant
reproduction and explain which method
produces a new individual and which produces
new growth of the established individual.
Answer: Plants can be grown from seeds which
will produce new plants that are different from
the parents. Plants can also be grown from
cuttings which produces plants identical to the
parent plant.
DAILY DO NOW

128.
Question: Explain how behavioral adaptations
can allow animals to be better suited for their
environment.
DAILY DO NOW


129.
Question: Explain how behavioral adaptations
can allow animals to be better suited for their
environment.
Answer: If the animal acts a certain way that
increases their chances of survival, it is called a
BEHAVIORAL ADAPTATION. Some animals
play dead in order to trick predators and when the
predator slow down its attack, the animal can get
away. Migration is a behavioral adaptation - without
it, many animals would freeze to death in the winter.
DAILY DO NOW

130.
Question: Label a diagram of the respiratory
system.
DAILY
DO NOW
DAILY DO
NOW


131.
Question:
Label a
diagram of
the
respiratory
system.
Answer:
SCIENCE GRADE 4
DAILY DO NOW

132.
Question: Label a diagram of the circulatory
system.
DAILY DO NOW


133.
Question: Label a
diagram
of the circulatory
system.
Answer:
DAILY DO NOW

134.
Question: Find the total
number of calories in the
entire can of carrots based
on the food label.
DAILY DO NOW


135.
Question: Find the origins of
the ingredients that made up
the food label.
Answer: Each can has 2.5
servings with each serving
having 45 calories.
2.5 x 45 =112.5
DAILY DO NOW

136.
Question: Use the new USDA food pyramid
and describe a balanced meal.
DAILY DO NOW


Question: Use the new
USDA food pyramid and
describe a balanced meal.
Answer: A balanced meal is
obtained by eating a variety
of the foods from each of
the five food groups each
day: grains, vegetables,
fruits, dairy, meat and
beans
137.
SCIENCE GRADE 4
DAILY DO NOW

138.
Question: Explain the body’s need for the
following nutrients: fats, carbohydrates, and
proteins.
DAILY DO NOW


Question: Explain the body’s need for the
following nutrients: fats, carbohydrates, and
proteins.
Answer: Carbohydrates give you energy for work
and play. Fat is used to cushion organs, to insulate
against heat, and to store energy. Fat in the diet
provides energy and fat soluble vitamins. Protein
provides energy, builds muscles, builds and repairs
cells, and regulates bodily functions.
139.
DAILY DO NOW

140.
Question: Explain the adaptive behavior of a
vine climbing up a wall in terms of the
requirements necessary for photosynthesis.
DAILY DO NOW


Question: Explain the adaptive behavior of a
vine climbing up a wall in terms of the
requirements necessary for photosynthesis.
Answer: Some plants can climb
up closer to the top of the
canopy where there is more
light. Some develop tendrils or
hook-like structures to hold on
141. to the wall.
DAILY DO NOW

142.
Question: Explain the function of the roots,
leaves, and stem in the process of
photosynthesis.
DAILY DO NOW


Question: Explain the function of the roots,
leaves, and stem in the process of
photosynthesis.
Answer:
Roots- bring in water and minerals from the soil
Stem- helps transport water, minerals, food through the
plant
Leaves- place where the plants make glucose (food).
143.
DAILY DO NOW
SCIENCE STRAND
SCIENCE OF THE ENVIRONMENT
144.
DAILY DO NOW

145.
Question: Discuss how carrying capacity
affects an ecosystem.
DAILY DO NOW


Question: Discuss how carrying capacity
affects an ecosystem.
Answer: Carrying capacity is the number of
individuals an environment can support without
negative impacts to the ecosystem. An ecosystem's
carrying capacity is determined by the availability of
resources such as space, nutrients, water and light.
Interactions between organisms often determine who
will be successful in obtaining resources and who
146. will survive.
DAILY DO NOW

147.
Question: Classify common products as being
made from renewable or non-renewable
resources.
DAILY DO NOW


148.
Question: Classify common products as being
made from renewable or non-renewable
resources.
Answer: Renewable resources include items such as
wood, paper, oxygen, fresh water, leather, and alcohol
and oils from plants and seeds that can used fuels.
Gasoline, coal, natural gas, diesel and other products
derived from fossil fuels are non-renewable. Metal
ores are used to produce iron, aluminum or copper
based products which are also non-renewable.
DAILY DO NOW

149.
Question: How do human populations alter
natural habitats?
DAILY DO NOW


150.
Question: How do human populations alter
natural habitats?
Answer: Human activity causes air and water
pollution. Building homes, roads and other
structures also destroy habitats where plants
and animals live.
DAILY DO NOW

151.
Question: Describe several strategies for
preserving habitats.
DAILY DO NOW


152.
Question: Describe several strategies for
preserving habitats.
Answer: Areas can be designated as
preserves or sanctuaries. Guidelines,
education, and laws can help prevent
pollution. Conserving and recycling will help
save resources and habitats.
DAILY DO NOW

153.
Question: Describe several strategies for
recovering damaged habitats.
DAILY DO NOW


154.
Question: Describe several strategies for
recovering damaged habitats.
Answer: Allow forests to re-grow; clean up
rivers, lakes and seas; and help to protect
what still remains.
DAILY DO NOW

155.
Question: Describe the recovery of an
endangered species population in Louisiana.
DAILY DO NOW


Question: Describe the recovery of an
endangered species population in Louisiana.
Answer: The Louisiana Brown Pelican was put on
the Endangered Species list in 1970. The pesticide
DDT and habitat loss had almost wiped out the
pelicans in Louisiana. Conservation efforts and the
ban of DDT has allowed the pelican population to
grow and they have just been removed from the
endangered species list.
156.
DAILY DO NOW

157.
Question: Describe the damage an oil spill
has on a natural habitat and effective clean up
procedures.
DAILY DO NOW


Question: Describe the damage an oil spill has
on a natural habitat and effective clean up
procedures.
Answer: Oil spills can affect all the organisms in a
food chain. Birds die from oil spills if their feathers
are covered in oil. The bird can be poisoned because it
tries to clean itself. Animals may die because they get
hypothermia, causing their body temperature to be too
low, or they ingest the oil. 
158.
DAILY DO NOW

159.
Workers can place a boom around the spilled oil
which collect the oil off the water. The workers can
also use skimmers. Skimmers are boats that can
remove the oil off the water. They also can burn
freshly spilled oil with fireproof booms to contain
the oil. There are just a few ways to clean the oil off
the beaches. Workers can use high or low pressure
hoses to spray the oil that is on the beaches.
Vacuum trucks may be driven on the beaches to
vacuum up the oil.
DAILY DO NOW

160.
Question: List the living and non-living
components of a crawfish ecosystem.
DAILY DO NOW


161.
Question: List the living and non-living
components of a crawfish ecosystem.
Answer:
LIVING
NON-LIVING
PLANTS
ANIMALS
WATER
SUNLIGHT
TEMPERATURE
SOIL, SAND, ROCKS
DAILY DO NOW

162.
Question: Describe how producers and
consumers obtain food.
DAILY DO NOW


163.
Question: Describe how producers and
consumers obtain food.
Answer:
Producers make their own food by
photosynthesis.
Consumers feed on producers or other
consumers.
DAILY DO NOW

164.
Question: Classify consumers as herbivores,
carnivores, omnivores, and decomposers and
explain the role of each in a food web.
DAILY DO NOW


Question: Classify consumers as herbivores,
carnivores, omnivores, and decomposers and
explain the role of each in a food web.
Answer:
Herbivores-eat plants; cows, zebra, rabbits
Carnivores-eat animal flesh; lions, tigers, sharks
Omnivores-eat both plants and animals; bears, raccoons
Decomposers-break down dead plants and animals;
mushrooms, bacteria
165.
DAILY DO NOW

166.
Question: Draw a diagram of a food web.
Identify the producers and the consumers.
DAILY DO NOW
Question: Draw a
diagram of a food web.
Identify the producers
and the consumers.
 Answer:
Producers
All the other organisms
are consumers.

167.
SCIENCE GRADE 4
DAILY DO NOW

168.
Question: Explain the difference between a
food web and a food chain.
DAILY DO NOW


169.
Question: Explain the difference between a
food web and a food chain.
Answer: Food chains follow a single path as
animals eat each other. Food webs show how
many animals are interconnected by different
paths.
DAILY DO NOW

170.
Question: Where does the energy in a food
web come from?
DAILY DO NOW


171.
Question: Where does the energy in a food
web come from?
Answer: Since the plants are the producers
for a food web, the energy in a food web
ultimately comes from the sun.
DAILY DO NOW

172.
Question: Explain why many Louisiana
animals and plants are endangered or have
become extinct.
DAILY DO NOW


173.
Question: Explain why many Louisiana
animals and plants are endangered or have
become extinct.
Answer: Many animals and plants in
Louisiana have become endangered or
extinct due to habitat loss or destruction or
over hunting.
DAILY DO NOW

174.
Question: Describe methods taken to protect
wildlife.
DAILY DO NOW


175.
Question: Describe methods taken to protect
wildlife.
Answer: Wildlife can be protected by
forming protected areas for them to live in or
by limiting hunting or ownership of the
animals.
DAILY DO NOW

176.
Question: Identify an appropriate habitat for
each organism: cypress tree, lion, earthworm.
DAILY DO NOW


Question: Identify an appropriate habitat for
each. organism: cypress tree, lion,
earthworm.
Answer:



177.
Cypress tree- wetlands
Lion- grasslands
Earthworm- in the topsoil
DAILY DO NOW

Question: Given a number of organisms
identify an appropriate habitat for each.





178.
Cactus
Whale
Polar bear
Alligator
Turtle
DAILY DO NOW


Question: Given a number of organisms
identify an appropriate habitat for each.
Answer:





179.
Cactus- desert
Whale- ocean
Polar bear- Arctic
Alligator- wetlands (swamps, marshes)
Turtle- streams, rivers, ponds
DAILY DO NOW

180.
Question: Give an example of each of the
following types of organisms: herbivores,
carnivores, decomposers, scavengers,
producers, consumers.
DAILY DO NOW


181.
Question: Give an example of each of the
following types of organisms: herbivores,
carnivores, decomposers, scavengers,
producers, consumers.
Answer: Answers will vary.
DAILY DO NOW
SCIENCE STRAND
SCIENCE OF INQUIRY
182.
DAILY DO NOW

183.
Question: Why do scientists repeat
experiments?
DAILY DO NOW


184.
Question: Why do scientists repeat
experiments?
Answer: Repeated trials serve to validate the
findings of an experiment.
DAILY DO NOW

185.
Question: Select the appropriate tools and
units of measurement to find mass.
DAILY DO NOW
Question: Select the appropriate tools and
units of measurement to find mass.
 Answer:
Tool – balance
Unit of Measure – gram

186.
DAILY DO NOW

187.
Question: How would you measure the mass
and volume of an irregular object like a rock?
DAILY DO NOW
Question: How would you measure the mass
and volume of an irregular object like a rock?
 Answer: The volume
of a rock can be
measured by placing
the rock in a container
full to the brim of
water. The overflow
will equal the volume
of the rock.
188.
 

DAILY DO NOW
Question: How would you measure the mass
and volume of an irregular object like a rock?
 Answer: The mass of a
rock can be measured by
a balance scale. On one
side of the balance place
the rock and on the other
side of the balance place
a know mass that
189.
SCIENCE GRADE 4
balances the scale.
