wonders content reader grade 4

For a list of links and activities that relate to this Science standard, visit the California Treasures Web site at www.macmillanmh.com to access the Content Reader resources.. For a lis

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PS 4.1.a

PS 4.1.b

PS 4.1.c

PS 4.1.d

PS 4.1.e

PS 4.1.g

PS 4.1.f

LS 4.2.a

LS 4.2.b

LS 4.2.c

LS 4.3.a

LS 4.3.b

Circuits 6

Earth’s Magnetic Field 8

Cause/Effect Writing Frame 10

Critical Thinking DIAGRAM .1 1 Electromagnets 1 2 Inventors Electrify Our World 14

Compare/Contrast Writing Frame 16

Critical Thinking DIAGRAM 17

Electricity 1 8 When the Lights Go Out 20

Description Writing Frame 22

Critical Thinking PHOTOGRAPH/CAPTION 23

Magnets 24

Flying Trains! 26

Sequence Writing Frame 28

Plants 30

Bad News for Bees 32

Problem/Solution Writing Frame 34

Critical Thinking MAP 35

The Food Chain 36

Welcome Back, Grizzly Bears 38

Critical Thinking INSET MAP .41

Decomposers 42

Food to Flowers 44

Ecosystems 48

Stop the Spartina! 50

Critical Thinking CAPTION 53

Contents Annotated Teacher’s Edition includes highlighted pages

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Critical Thinking PHOTOGRAPH 59

LS 4.3.c Pollination and Seed Dispersal 60

Bats! 62

LS 4.3.c Plants for Food and Shelter 66

Are They Cousins? 68

Critical Thinking GLOBE 7 1 LS 4.3.d Microorganisms 72

“Good Germs” 74

Critical Thinking TABLE 77

ES 4.4.a ES 4.4.b Minerals and Rocks 78

Sand Helps Make Computers 80

Critical Thinking CHART 83

ES 4.5.a ES 4.5.c Landforms Can Change 84

Alaska Has a Problem 86

Critical Thinking CAPTION 89

ES 4.5.b Weathering 90

The Old Man of the Mountain 92

Critical Thinking PHOTOGRAPH 95

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HSS 4.1.12

HSS 4.1.3

HSS 4.1.45

HSS 4.2.1

HSS 4.2.23456

HSS 4.2.78

HSS 4.3.1

HSS 4.3.23

California in the World 96

National Parks in California 98

Critical Thinking MAP/COMPASS ROSE .1 0 1 The Physical Regions of California 102

Vacation in Death Valley 104

Critical Thinking PHOTOGRAPH .107

Land Meets Water 108

Earthquakes and Buildings 1 1 0 Compare/Contrast Writing Frame 1 1 2 Critical Thinking MAP/LABELS 1 1 3 The First People of California 1 1 4 Save the Salmon! 1 1 6 Problem/Solution Writing Frame 1 1 8 Critical Thinking PHOTOGRAPH/CAPTION .1 1 9 Explorations of Cabrillo 120

California and Cattle 122

Critical Thinking TIME LINE 125

The Mexican War for Independence 126

Ranchos of California 128

Critical Thinking MAP KEY/LEGEND 1 3 1 The Fur Trade 132

Sutter’s Fort 134

They Found Gold! 138

Gold Rush Glory! 140

Critical Thinking CHART .143

Contents Annotated Teacher’s Edition includes highlighted pages

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HSS 4.4.12

HSS 4.4.345

HSS 4.4.6789

HSS 4.5.12

HSS 4.5.34

HSS 4.5.5

Critical Thinking CAPTION .149

The Pony Express 150

A Chinese-American Marriage 152

Critical Thinking MAP/LABELS 155

Land of Opportunity 156

Manzanar 158

Critical Thinking MAP KEY/LEGEND 1 61 Southern California Grows 162

Two California Photographers 164

Critical Thinking DIAGRAM .167

Our Government 168

America’s Grand Plan 170

State Government 174

Driver’s License 176

Critical Thinking DIAGRAM .179

Our Local Government 180

In the Middle 182

Critical Thinking CHART .185

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Cause/Effect Writing Frame

Use the Writing Frame to summarize “Circuits.”

An electric current must have a path so that

Use the Writing Frame to write the summary on another sheet of

paper Be sure to include the bold signal words Keep this as a

model of this Text Structure

wire

of the parts will work because current cannot flow

through the other branches

the current can flow

a power source, a load, and connecting

none

has its own path for electric current

currents will still flow

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Diagrams are pictures that show how things relate to one another.

For a list of links and activities that relate to this Science standard,

visit the California Treasures Website at www.macmillanmh.com to

access the Content Reader resources

Have students view the e-Review “Electric Circuits.”

1 A complete, unbroken circuit is called a

A open circuit

B series circuit

C closed circuit

2 Find the paragraph in “Earth’s Magnetic Field”

that explains how a compass works

3 Find the paragraph in “Earth’s Magnetic Field”

that tells how often Earth’s magnetic field reverses

4 What do the diagrams on page 7 in “Circuits”

show you? Discuss this with a partner

The second paragraph on page 8; the north-seeking needle is attracted to the north end of Earth’s magnetic field.

the second paragraph on the top of page 9; about every 250,000 years

Possible answer: They show how a series circuit and a parallel

circuit are alike (both have the same parts) and

different (a series circuit has only one path, while a

parallel circuit has several paths).

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Compare/Contrast Writing Frame

Use the Writing to orally summarize “Electromagnets.”

a coil of wire wrapped around a metal core, such as an iron bar

attract iron;

produce a magnetic field

can be switched on and off by

turning the electric current on and off

make the electromagnetic stronger

or weaker

hundreds of devices from electric guitars to generators

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1 If an electromagnet receives more current, it .

A becomes weaker

B becomes stronger

C turns off

2 Find the paragraph in “Inventors Electrify Our World” that tells

about the light bulb Who invented a long-lasting bulb?

3 Find the section in “Electrifying Inventors” that tells about

Grace Hopper

4 What does the diagram “How a Loudspeaker

Works” on page 13 tell you? Discuss this with

a partner

Diagrams are pictures that show how things relate to one another.

visit the California Treasures Web site at www.macmillanmh.com to

Have students view the e-Review “Electromagnets.”

the middle paragraph on page 15; Louis Latimer

Possible answer: It shows that the permanent magnet can affect the electromagnet and

that the diaphragm can vibrate as a result.

The last paragraph on page 15; she invented a computer software language, COBOL.

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Description Writing Frame

Use the Writing Frame to orally summarize “Electricity.”

Electric currents carry

Electrical energy can be very useful

electrical energy, which people can use

electrical charges

heat, light, and motion

to cook food/dry clothes/heat homes

in an incandescent bulb, which produces heat and light/a fluorescent bulb, which uses a gas to produce light

toys, washing machines, tools, and trains

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1 Electrical charges can be .

A positive

B negative

C positive and negative

2 What is a rotating blackout? Find the paragraphs in “When the

Lights Go Out” that explain it

3 Find the sentences in “Electricity” that explain how charges

affect each other

4 Read the caption for the picture of California on

page 20 Talk about this caption with a partner

What added information does it give that is not

in the text?

Have students view the e-Review “Using Electrical Energy.”

Photographs and captions give the reader additional information People used signs to help the traffic

problems.

The second paragraph on page 18; two positive charges repel each other Two negative charges repel each other A positive charge and a negative charge attract each other.

[2] The second paragraph on page 20; first, one part of town had

a blackout An hour later, the lights went on Then another part

of town lost electricity Each are lost electricity for only one or

two hours.

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Sequence Writing Frame

Use the Writing Frame to orally summarize “Flying Trains!”

the trains float about two inches above the track

it’s time for the train to move/electromagnets move the train forward

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1 A magnetic field is the area of

around a magnet

A magnetic force

B magnetic poles

C magnetic particles

2 Maglev trains can move very fast Reread the sentence in

“Flying Trains!” that explains why

3 Point out the paragraph in “Magnets” that explains how the

north and south poles of magnets were named

4 Find the picture on page 25 of the magnetic

field of a bar magnet Do you think the Earth’s

magnetic field looks the same or different?

Discuss your ideas in a small group

Photographs and captions give the reader additional information.

Have students view the e-Review “Magnets.”

The first paragraph on page 26, last sentence; because there is no rubbing on tracks and the trains have a special design, maglev trains move very fast.

Possible answer; it probably looks the same because Earth is

like a magnet.

[3] The last paragraph on page 25; long ago, people saw that one end of

a magnet pointed north (to the north magnetic pole) People called this the north-seeking (or north) pole The other end pointed south, so it was called the south-seeking (or south) pole.

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Problem/Solution Writing Frame

Use the Writing Frame to orally summarize

“Bad News for Bees.”

Millions of honeybees are disappearing As a result, honey

Use the Writing Frame to write the summary on another sheet

of paper Be sure to include the bold signal words Keep this as

a model of this Text Structure

is way down across the nation

pollination

carry pollen produce fruit and seeds

experts met in Florida in February

2007 to work on the problem

many crops won’t

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1 During photosynthesis a plant uses all of the following except

A sugar

B sunlight

C carbon dioxide

2 Locate the paragraphs in “Bad News for Bees” that explain

how honeybees pollinate

3 Find the sentences in “Plants” that explain the importance

of plants

4 Talk about the map on page 32 with a partner

What does the map tell you?

Have students view the e-Review “Plants and Sunlight.”

Maps are drawings

of geographic locations such as a city, state,

or park.

The first two paragraphs on page 33; bees’ legs get covered with pollen as they collect nectar As they travel to other

blossoms, they carry the pollen to other blossoms.

24 states are coded to indicate bee loss; the other states may not

color-have bee loss or perhaps may color-have loss but are not

reporting any loss.

the first three sentences on page 30; food, clothing, oxygen

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“The Food Chain.”

All living things need energy to live and grow

Both producers and consumers get energy from

In some ways, however,

They are different because producers

Consumers are different from producers because

are alike and different.

producers consumers

food/the Sun

producers consumers

can make/produce their own food

they cannot make their own food They must eat plants or other animals

producers/plants consumers/animals

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visit the California Treasures Web site at www.macmillanmh.com

to access the Content Readers resources

Have students view the e-Review “Food Chains.”

1 Which type of organism makes its own food?

A producer

B decomposer

C consumer

2 Find the sentence in “Welcome Back, Grizzly Bears” that

tells where grizzlies fit into the food chain

3 Find the section in “The Food Chain” that tells the

difference between herbivores, carnivores, and omnivores

4 What does the inset map on page 38 show you?

An inset map is a bigger picture of a small section of the map.

The second paragraph on

p 38; these meat-eaters are at the top of the food chain.

Yellowstone National Park is located in the northwest

corner of Wyoming and Wyoming is toward

northwestern United States.

[3] The first paragraph on p 37; herbivores are animals that eat mainly

plants Animals that eat other animals are called carnivores Animals

that eat plants and animals are called omnivores.

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“Food to Flowers.”

A California program called Food to Flowers! turns leftover

school lunches into compost Compost is made in a natural

paper Keep this as a model of this Text Structure

breaks down organic matter

big green carts in school lunchrooms

kids put in their leftover food scraps and dirty paper products

a local waste hauler takes the carts to a composting facility

grind the leftovers into very small pieces and make them into compost

farms and gardens

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1 Fungi break down .

A only plants

B animals

C wood and other plant parts

2 Find the sentences in “Food to Flowers” that describe

organic matter

3 Point to the word on page 42 that defines what breaks down plants and animals that are dead

4 With a partner, orally create your own caption for

the photo on page 45

access the Content Readers resources

Have students view the Science in Motion “Microorganisms at Work.”

Photographs and captions give visual examples that help explain the text.

the second paragraph on p 44, second and third sentences; anything that was once alive; leaves, grass, paper and food

the second paragraph; decomposers

Students should express what they see in the photograph, but can give it their

own insights—including the possible smell, the

benefit of collecting leftovers, and so on

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Use the Writing Frame to orally summarize “Ecosystems.”

Ecosystems have many interesting characteristics An ecosystem is

all the interacting parts of an environment

biotic factors and abiotic factors/living and

the living things that shape an ecosystem

the nonliving things such as weather and soil

nonliving things

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1 Plants, animals and microorganisms are .

A abiotic factors

B biotic factors

C critical factors

2 Find the sentence in “Stop the Spartina!” that explains what

alien plants are Discuss with a partner

3 Point to the place in “Ecosystems” that explains the role of

climate in an ecosystem Discuss with a partner

4 Look at the diagram on pages 48–49 Read the

numbered captions How do the living and

nonliving things in the pond interact?

Have students view the e-Review “Ecosystems.”

Captions help explain the diagram

The second paragraph on p 50; scientists call plants and animals that start growing in the wrong place aliens

or exotics.

Possible answers: Many plants live on the water’s

edge They get water and nutrients from the soil

Turtles get warmth from the Sun at the water’s

surface.

[3] p 49; Each (ecosystems) has its own living things, soil, and climate

Climate describes the typical weather patterns of an area over time.

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Cause/Effect Writing Frame

“A Very Hairy Crab.”

The Kiwa hirsuta lives deep in the Pacific Ocean There is almost

no light that deep in the ocean As a result,

Kiwa hirsuta is about

long Its body has

The

contain bacteria Because of this

Hydrothermal vents provide energy for deep in the ocean

This explains why

of paper Be sure to include the bold signal words Keep this as a

Kiwa hirsuta is blind

six inches

no color

“hairs” around the pincers

the water helping the crab survive

the bacteria filters out harmful poisons in

environment

Kiwa hirsuta and other animals can survive in this

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1 An individual organism’s response to a change in the

ecosystem is called

A accommodation

B endangered

C genetics

2 Locate text in “A Very Hairy Crab” that explains what Kiwa

hirsuta means Discuss with a partner.

3 Point to the definition of mimicry in “Ecosystems Change.”

4 Look at the pictures on the bottom of page 54

With a partner, describe how the pictures show

how an ecosystem can change

Have students view the e-Review, “Changes in Ecosystems.”

Photographs provide visual examples of facts that appear in a text.

The third paragraph on p 56; Kiwa is the name of the Polynesian goddess of shellfish Hirsuta means “hairy.”

Possible answers: After a forest fire, the deer who

survive may have to move to other places to live

because there is no more food for them.

The third paragraph, p 55; some animals are not seen because they look like other living things This adaptation is called mimicry.

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“Pollination and Seed Dispersal.”

The processes of pollination and seed dispersal are similar

Seed dispersal and pollination are the same in that

However, in seed dispersal the difference is that the seeds

Here they may grow into new plants

rub off the animal and fall to the ground and grow into a new plant

ground in the animal’s waste The seeds may grow into a new plant some of this pollen rubs off on the flower helping it to reproduce

an animal travels from flower to flower and collect nectar As an

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1 The sweet drink inside flowers is called .

A seeds

B dispersal

C nectar

2 Locate the text in “Bats!” that explains how bats help plants

Discuss with a partner

3 Find the section in “Bats!” that tells you how to find bats

4 Look at the diagram on page 60 Discuss with a

partner how the bird helps with pollination

Have students view the Science in Motion “Pollination.”

Diagrams usually contain labels that help identify each part.

The second paragraph on p 62; when bats fly from flower to flower, they carry pollen Bats carry pollen that helps plants in

California’s deserts reproduce.

Possible answers: The bird collects pollen on its wing

and drops it off as it goes from flower to flower.

p 63; the list under Facts About Bats lists ways to find bats—such as, look for bats at sunrise or sunset.

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“Are They Cousins?”

Every plant and animal in the forest of Sumatra and Borneo is a

part of the food web

Plants use the

Then the clouded leopard and other meat-eaters

That is how energy passes on

This flow of energy is what keeps a food web going

Sun’s energy to grow

food

eat these plant-eaters

from the plant-eaters on to other animals energy from the Sun

eating plants

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1 Many animals depend on plants for shelter and .

A pollination

B seed dispersal

C food

2 Point to the place in the text “Plants for Food and Shelter”

that mentions how animals depend on plants for shelter

Discuss with a partner

3 Find the sentence in “Are They Cousins?’’ that describes how

the clouded leopard’s body helps it survive in the jungle

4 Look at the globe on page 68 Why is it

important to the article “Are They Cousins?’’

Have students view the e-Review “Living Things Need Each Other.”

A globe helps you find the place you are reading about.

[2] The first paragraph on p 67; animals make nests

and shelters from plants Squirrels move into tree

holes They make a bed of soft moss and leaves

Birds collect twigs and sticks and weave them

into a nest.

It shows where Borneo is located Borneo is a place

where clouded leopards live.

The first paragraph on p 68; their name comes from the cloudlike spots that help them hide in the jungle.

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“Microorganisms.”

They are alike because they are both

Helpful bacteria can

Protists differ from bacteria in many ways.

One difference is that protists are

helpful or harmful microorganisms

help humans swallow and digest food

cause disease

much larger than bacteria

have parts that make and use food

parts that make new protists

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1 Microorganisms that are larger than bacteria are called

A protists

B producers

C harmful

2 What helpful and harmful effects can antibiotics have?

Find the section in “Good Germs” that gives the

answer Discuss it with a partner

3 Show a partner the sentences in “Good Germs” that

describe how probiotics are helpful

4 Discuss the table on page 73 with a partner

Have students view the e-Review “Microorganisms.”

A table has columns and rows Sometimes you read down the columns Other times you read across rows.

The second paragraph on p 74;

antibiotics can kill harmful bacteria On the other hand, they can cause

diarrhea and stomach problems.

The second and third paragraphs on p 74;

probiotics can help you handle antibiotics They help you fight diarrhea

They make the body’s defenses stronger.

The table shows ways to stay healthy from diseases

caused by microorganisms Some are simple enough

to do regularly—such as, brush and floss teeth.

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“Sand Helps Make Computers.”

Use the frame to write the summary on another sheet of paper

Be sure to include the bold signal words Keep this as a model

of this Text Structure

a scoop of sand heated in a furnace

changed into long rods design the computer’s circuits circuit designs onto the silicon wafers

metal over the circuits they etched

cut their silicon-and-circuit sandwich into tiny computer chips

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1 The way a mineral splits or breaks is called .

A streak

B cleavage

C hardness

2 Is silicon easy to find? Point to the sentence in “Sand

Helps Make Computers” that answers this question

3 Show a partner the sentence on page 79 that defines the

rock cycle

4 Review Mohs’ Hardness Scale on page 78 Can

a fingernail scratch glass? Discuss the scale with

a partner

visit the California Treasures Web site at www.macmillanmh.com

to access the Content Readers resources

Have students view the e-Review “Minerals: The Building Blocks

Charts present information in a simple and organized way.

The second paragraph on p 80 and the first paragraph on p 80 and on p 81; silicon is

in sand; sand is simply heated in a furnace to produce silicon.

The last paragraph on p 79; the rock cycle describes how rocks change from one kind to another.

A fingernail has a hardness of 2.5, while glass is harder with a hardness of 5.5 So a fingernail

is too soft to scratch glass, but glass can scratch a

fingernail.

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“Landforms Can Change.”

Earth’s landforms can change

Water can change landforms As rivers flow downhill, they

Wind can change landforms, too For example, wind carries

that scratch the surface of rocks

This movement can widen, and deepen, a valley into a U-shape

of paper Be sure to include the bold signal words Keep this as

a model of this Text Structure

and carry away sediments

dropping off sediments into the mouth of the

can change rocky

sand into hills called sand dunes glaciers

rocks out of the ground

of rock

cliffs

cut away land

sand and bits river

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1 Water, waves, ice and can change the shape

of landforms

A wind

B sun

C cliffs

2 Find the sentences in “Alaska Has a Problem” that tell a decision

the people of Shishmaref made Discuss it with a partner

3 Point to the place in “Landforms Can Change” that gives an

example of a quick way landforms can change

4 Choose your favorite photo from “Landforms Can

Change.” Write a new caption for it and tell it to

a partner

Have students view the e-Review “Landforms: Changing Over Time.”

Captions help the reader tell how similar pictures are different.

The first paragraph on p 87; they made a decision to move to a new place called

Tin Creek, 12 miles away.

[3] The first and last paragraphs on p 84; a mudslide can quickly change a hillside Waves can wash away much of a beach in a few hours.

Possible answer: Page 84—waves drilled a hole through the rock Page 85—glaciers scooped

out this valley to make it look like a wide U.

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