2 3

36 37

1 Which sentence best describes the picture?

a. She is finding her pulse on the side of her neck.b. The doctor is checking a patient’s blood pressure.c. She is squeezing her wrist to take her pulse.d. She is using an instrument to find her pulse.

2 Which word best fits in the blank?

You have two main types of muscles in your body. Muscles you can control are called voluntary muscles. These muscles work in pairs, ____________ and relaxing to move your bones. Muscles you can’t control are called involuntary muscles.

a. squeezing b. contracting c. releasing d. dropping

3 Which is NOT true about the passage?

When you breathe in, you draw air into the lungs. The lungs take oxygen from the air and push out unwanted carbon dioxide. The lungs are a part of the respiratory system. The healthy functioning of the lungs is important for the circulatory system as well. Without the lungs, the cells in the body wouldn’t receive the oxygen they need for energy. Your body needs oxygen to live.

a. Your lungs are a part of the circulatory system.

b. When you breathe in, air goes into your lungs. c. Your lungs push out unwanted carbon dioxide. d. Without your lungs, the cells in your body wouldn’t receive the

oxygen.

4 What is the passage mainly about?

a. how asthma and allergies are related to each other b. why environmental protection is important for your health c. what environmental factors affect your health d. how to avoid overexposure to the Sun

5 Which is NOT mentioned in the passage?

a. Asthma is related to pollution. b. Chemicals in foods can cause allergies. c. Overexposure to the Sun can cause too much stress. d. Noise pollution can damage hearing.

6 A food label helps you get

7 Red blood cells are

REVIEW 1U N I T S

01-05

made in reliable nutrition marrow

READING LISTENING

WRITING & SPEAKING

Read and answer the questions. (1~3) Listen and answer the questions. (4~5)

Describe the pictures using the word box. Then talk about them. (6~7)

CD-1TRACK

12

.

.

This section appears every five units and allows students to review the main concepts in the preceding five units. It covers four skills: reading, listening, writing, and speaking. Students are asked to find the main idea or details after reading or listening to some short passages, and to describe and talk about the pictures.

8 9

Write the correct letter next to its definition.

A. Complete the crossword puzzle.

1. to work or operate

2. a part of the body that has a particular function

3. the process by which food is changed to a simpler form

after it is eaten

4. to remove something that is not wanted or needed

5. a substance that plants, animals, and people need to live

and grow

6. the group of nerves which runs through the center of the

spine and carries messages between the brain and body

7. the system of nerves that sends messages for controlling

movement and feeling between the brain and body

a. digestion b. organ c. function d. eliminate

e. nervous system f. nutrient g. spinal cord

WORD STUDY WORD PRACTICE

digestion spinal cord eliminate nervous

DOWN

1. Children need to get all kinds of at each meal.

2. The lungs to supply the body with oxygen.

ACROSS

3. Chewing food well helps .

4. Once a person is dead, the s are no longer usable.

B. Fill in the blanks using the word box.

1. It is not easy to bad habits.

2. Eating plenty of fiber will help you with your .

3. His is damaged after he fell down the stairs.

4. Certain forms of cancer tend to spread easily to the system.

n

u

f

r

d g e t i n

e t

t o g n

n

1.

3.

4.

2.

This section provides 7-8 key words in the story. The key words are academic vocabulary for science and are presented with detailed definitions.

This section is designed to review the key words in the unit with two types of exercises. Students will be able to reinforce their science vocabulary while they match, fill in the blanks, and complete the crossword puzzle.

10 11

Answer the questions.

1 What is the story mainly about?

a. the functions of the nervous system and the digestive systemb. the diseases that destroy the nervous system and digestive systemc. how the nervous system and digestive system work togetherd. the reasons why the nervous system controls the other body systems

2 Which does NOT make up the nervous system?

a. the brain b. the heartc. the spinal cord d. the nerves

3 Which is true about the nervous system?

a. It delivers nutrients to cells in the body.b. It breaks down food for energy.c. It controls all of the other systems in your body.d. It eliminates waste from the body.

4 What is digestion?

a. the process by which new blood is madeb. the process by which food is stored in the organsc. the process by which blood is cleanedd. the process by which food is broken down for energy

5 Which is NOT true about the digestive system?

a. Digestion starts in the mouth when you chew your food.b. Nutrients from digested food are able to pass into the bloodstream.c. Food that cannot be broken down is reused in the large intestine.d. Waste products are eliminated from the body.

How does the digestive system work? Look and fill in the blanks using the word box.

Listen and write the words.

large intestine chew stomach small intestine

Main Idea

Details

The ___________ system controls all of your body systems, and the ___________ system breaks down food for energy.

• The nervous system includes your brain, ___________, and nerves, and all of the organs in the body can ___________ right thanks to the nervous system.

• The digestive system includes the mouth, the ___________, and the small and large ___________, and it turns food into ___________ that pass into the bloodstream.

You ____________ your food in your mouth.

Your ____________ mashes up the food more.

The ____________ absorbs nutrients from the food.

Food that cannot be broken down passes into the ____________ .

COMPREHENSION VISUAL

SUMMARY

THINKINGTHINKINGCHECK-UPCHECK-UP

CD-1TRACK

03

This section helps students write the main idea and details of the story, which will improve their summarizing skills. It also contains a dictation exercise that will improve students’ listening skills. This section is designed to check students’ understanding of the story. It consists of five

multiple-choice questions, which will confirm if students have retained the information that was provided in the unit.

This section focuses on one of the two questions in Think! section and helps students visually organize their ideas through graphic organizers, such as diagrams and tables. This will enable students to improve their critical-thinking skills. Some activities provide an extension of the unit by adding depth to lesson concepts.

Brain

Large intestine

Stomach

Gall bladder

Liver

Pancreas

Esophagus

Small intestine

6 7

What Is the Nervous System?Your brain, spinal cord, and nerves make up the nervous

system. Nerves branch out from the brain and spinal cord

to every part of your body. The nervous system controls

all other systems in your body, from the circulatory system

to the digestive system. Without the nervous system, your

heart would not beat and your lungs would not take in air.

When the nervous system doesn’t function normally, it can

affect movement, memory, or thinking.

What Is the Digestive System?The digestive system is made up of all the organs

needed to break down food for energy. As food

passes through the digestive system, it is broken

down into smaller and smaller particles. Digestion

starts in the mouth when you chew your food.

It continues in the stomach and small

intestine. Here, nutrients from the digested

food are able to pass into the bloodstream.

The parts of the food that cannot be

broken down are waste products

that pass into the large intestine.

The waste is then eliminated from

the body.

U N I T

Our Bodies01 LIFE SCIENCE

1 What is the nervous system?2 How does the digestive system work?

Think!

CD-1TRACK

02Visual Thinking

This section consists of two questions that ask about the main topic of the unit. Students are encouraged to consider what the story is mainly about in advance so that they can try to answer the questions while reading. Answering the questions while reading will help students develop their critical-thinking skills.

The topics are carefully selected according to the US curriculum in Life Science, Physical Science, and Earth & Space Science. It helps students better understand abstract scientific concepts through student-friendly explanations with colorful illustrations and photographs.

INTRODUCTION

4 5

Body Works

What’s the Matter?

Conserve and Preserve

Unit 1 Our Bodies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 06

Unit 2 In a Heartbeat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Unit 3 Breathe In, Breathe Out . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Unit 4 Moving and Grooving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Unit 5 Food for Thought . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Review 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Unit 6 Matter All Around . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Unit 7 Stretch and Snap! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Unit 8 Melt, Boil, Cool, Freeze . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Unit 9 Fizz, Bang, Sizzle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Unit 10 Break It Down . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

Review 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

Unit 11 An Energy Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70

Unit 12 Energy in Action . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Unit 13 Everlasting Energy? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Unit 14 Energy Alert! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Unit 15 Fueling the Future . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94

Review 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Life Science

Physical Science

Earth & Space Science

Each hybrid CD consists of two parts.

In the audio part, you can listen to the story,

the summary in each unit, and the listening

questions in the review section.

In the CD-ROM part, you can expand your

learning by reading the e-books, listening to

the stories in the units, watching some video

clips, and doing some more fun activities that

are related to the units.

On the introduction page of every unit,

you can see in the bottom right corner.

When you click on , you can see a

video clip that is related to the unit. After

watching the video, you can click on

in the bottom right corner and return to

the introduction page. When you want to

proceed, you can click on .

Think parts are included in every unit to expand

your knowledge. When you click on , you

can see additional related information, video

clips, and fun activities which will improve your

understanding of the unit. If you want to return

to the previous page, you can click on . When

you want to quit, you can click on .

You can read an e-book in

this section. When you click

on , you can listen to the

story in the unit. If you want

to return to the previous

page, you can click on .

CONTENTSGuide to Hybrid CDs

Brain

Large intestine

Stomach

Gall bladder

Liver

Pancreas

Esophagus

Small intestine

6 7

What Is the Nervous System?Your brain, spinal cord, and nerves make up the nervous

system. Nerves branch out from the brain and spinal cord

to every part of your body. The nervous system controls

all other systems in your body, from the circulatory system

to the digestive system. Without the nervous system, your

heart would not beat and your lungs would not take in air.

When the nervous system doesn’t function normally, it can

affect movement, memory, or thinking.

What Is the Digestive System?The digestive system is made up of all the organs

needed to break down food for energy. As food

passes through the digestive system, it is broken

down into smaller and smaller particles. Digestion

starts in the mouth when you chew your food.

It continues in the stomach and small

intestine. Here, nutrients from the digested

food are able to pass into the bloodstream.

The parts of the food that cannot be

broken down are waste products

that pass into the large intestine.

The waste is then eliminated from

the body.

U N I T

Our Bodies01 LIFE SCIENCE

1 What is the nervous system?2 How does the digestive system work?

Think!

CD-1TRACK

02Visual Thinking

8 9

Write the correct letter next to its definition.

A. Complete the crossword puzzle.

1. to work or operate

2. a part of the body that has a particular function

3. the process by which food is changed to a simpler form

after it is eaten

4. to remove something that is not wanted or needed

5. a substance that plants, animals, and people need to live

and grow

6. the group of nerves which runs through the center of the

spine and carries messages between the brain and body

7. the system of nerves that sends messages for controlling

movement and feeling between the brain and body

a. digestion b. organ c. function d. eliminate

e. nervous system f. nutrient g. spinal cord

WORD STUDY WORD PRACTICE

digestion spinal cord eliminate nervous

DOWN

1. Children need to get all kinds of at each meal.

2. The lungs to supply the body with oxygen.

ACROSS

3. Chewing food well helps .

4. Once a person is dead, the s are no longer usable.

B. Fill in the blanks using the word box.

1. It is not easy to bad habits.

2. Eating plenty of fiber will help you with your .

3. His is damaged after he fell down the stairs.

4. Certain forms of cancer tend to spread easily to the system.

n

u

f

r

d g e t i n

e t

t o g n

n

1.

3.

4.

2.

10 11

Answer the questions.

1 What is the story mainly about?

a. the functions of the nervous system and the digestive systemb. the diseases that destroy the nervous system and digestive systemc. how the nervous system and digestive system work togetherd. the reasons why the nervous system controls the other body systems

2 Which does NOT make up the nervous system?

a. the brain b. the heartc. the spinal cord d. the nerves

3 Which is true about the nervous system?

a. It delivers nutrients to cells in the body.b. It breaks down food for energy.c. It controls all of the other systems in your body.d. It eliminates waste from the body.

4 What is digestion?

a. the process by which new blood is madeb. the process by which food is stored in the organsc. the process by which blood is cleanedd. the process by which food is broken down for energy

5 Which is NOT true about the digestive system?

a. Digestion starts in the mouth when you chew your food.b. Nutrients from digested food are able to pass into the bloodstream.c. Food that cannot be broken down is reused in the large intestine.d. Waste products are eliminated from the body.

How does the digestive system work? Look and fill in the blanks using the word box.

Listen and write the words.

large intestine chew stomach small intestine

Main Idea

Details

The ___________ system controls all of your body systems, and the ___________ system breaks down food for energy.

• The nervous system includes your brain, ___________, and nerves, and all of the organs in the body can ___________ right thanks to the nervous system.

• The digestive system includes the mouth, the ___________, and the small and large ___________, and it turns food into ___________ that pass into the bloodstream.

You ____________ your food in your mouth.

Your ____________ mashes up the food more.

The ____________ absorbs nutrients from the food.

Food that cannot be broken down passes into the ____________ .

COMPREHENSION VISUAL

SUMMARY

THINKINGTHINKINGCHECK-UPCHECK-UP

CD-1TRACK

03