wonders content reader grade 5

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 5.1.a

PS 5.1.b

PS 5.1.c

PS 5.1.d

PS 5.1.e

PS 5.1.f

PS 5.1.g

PS 5.1.h

PS 5.1.i

LS 5.2.a

LS 5.2.b

LS 5.2.c

LS 5.2.d

LS 5.2.e

LS 5.2.f

LS 5.2.g

Chemical Reactions .6

Mr Mix-It 8

Description Writing Frame 10

Critical Thinking TABLE .1 1 The Periodic Table 12

Richard Serra: Artist 14

Sequence Writing Frame 16

Critical Thinking TABLE 17

Mixtures and Microscopes 18

Name That Powder 20

Compare/Contrast Writing Frame 22

Critical Thinking PHOTOGRAPH /CAPTION 23

The States of Matter 24

New Clues to a Mystery 26

Problem/Solution Writing Frame 28

Critical Thinking MAP 29

Plant and Animal Cells 30

A Dino Bone Breakthrough 32

Critical Thinking PHOTOGRAPH /CAPTION 35

The Respiratory and Circulatory Systems 36

How to Stay Fit for Life 38

Cause and Effect Writing Frame 40

Critical Thinking DIAGRAM .41

The Digestive System 42

A Lesson In Caring 44

Critical Thinking DIAGRAM/LABELS 47

Photosynthesis and the Respiration Cycle 48

Are We Killing the Oceans? 50

Annotated Teacher’s Edition includes highlighted pages

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ES 5.3.a

ES 5.3.b

ES 5.3.c

Changing States of Water 54

What’s With the Weather? 56

Critical Thinking PHYSICAL MAP 59

ES 5.3.d ES 5.3.e Fresh Water Resources 60

Much Too Dry 62

Cause/Effect Writing Frame 64

Critical Thinking CHART 65

ES 5.4.a ES 5.4.b Air Movements 66

Welcome to the Worst Weather in the World 68

Critical Thinking MAP/LABELS .7 1 ES 5.4.c ES 5.4.d ES 5.4.e Air Masses and Fronts 72

Around the World in 20 Days 74

Critical Thinking DIAGRAM 77

ES 5.5.a The Sun 78

Looks Like Earth 80

Critical Thinking CAPTION 83

ES 5.5.b The Solar System 84

Catch a Comet by Its Tail 86

Critical Thinking CHART 89

ES 5.5.c Gravity 90

To Pluto and Beyond! 92

Critical Thinking DIAGRAM/ARROWS 95

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Protesting New Taxes 138

How They Chose These Words for the Declaration of Independence 140

HSS 5.1.123 HSS 5.2.12 HSS 5.2.34 HSS 5.3.136 HSS 5.3.245 HSS 5.4.123 HSS 5.4.4567 HSS 5.5.123 A Varied Land 96

Who Were the First Americans? 98

Critical Thinking MAP LEGEND/KEY .1 0 1 Trade and Travel 102

Explorers and Technology 104

Critical Thinking MAP/KEY .107

Exploring the Americas 108

The Taíno World: Contact and Impact 1 1 0 Sequence Writing Frame 1 1 2 Critical Thinking MAP/SCALE 1 1 3 The French and Indian War 1 1 4 Jamestown: Competition, Conflict and Cooperation 1 1 6 Problem/Solution Writing Frame 1 1 8 Critical Thinking TIME LINE .1 1 9 Conflicts in the Colony 120

The Trail of Tears 122

William Penn Founds a Colony 126

Religion in the American Colonies 128

Critical Thinking CHART 1 3 1 Self-Government 132

Honoring Freedom 134

Annotated Teacher’s Edition includes highlighted pages

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The United States Expands 180

Some State Capital Snapshots 182

Critical Thinking MAP .185

HSS 5.5.4 HSS 5.6.12567 HSS 5.6.34 HSS 5.7.123456 HSS 5.8.12 HSS 5.8.3456 HSS 5.9 Americans of the Revolution 144

The (Federalist) Party’s Over 146

Critical Thinking TIME LINE .149

The War Begins 150

Franklin in France 152

Critical Thinking MAP/SCALE 155

Life During the American Revolution 156

Martha Washington, America’s First First Lady 158

Critical Thinking ILLUSTRATION /CAPTION 1 61 Planning a New Government 162

How Free Are We to Speak Freely? 164

Critical Thinking CAPTION .167

Moving West 168

America in 1850 170

Critical Thinking TIME LINE 173

The Louisiana Purchase 174

A Historic Journey 176

Critical Thinking MAP LEGEND/KEY .179

Credits 186

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Use the Writing Frame below to orally summarize

During chemical reactions, the atoms in the reactants

For example, a chemical reaction takes place between carbon (C)

are changed into the product

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

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

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elements Point to one common element.

chemists? Discuss this table with a partner

A table presents information such as names and numbers

in a compact way.

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

Have students view the Science in Motion Video “Formation of

Carbon Dioxide.”

In addition, distribute copies of the Translated Concept Summaries in

Spanish, Chinese, Hmong, Khmer, and Vietnamese

Possible answer: They come from all over the world

and have been at work for hundreds of years.

First paragraph on page 9; one compound is sodium chloride

It is a combination of the elements sodium and chlorine You know it as

table salt.

First paragraph on page 6; an element is a simple substance Elements are put together to make all other substances; carbon, aluminum, oxygen, and iron.

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“Richard Serra: Artist.”

Richard Serra is a famous artist When he was young he first made

his sculptures out of

Then

to help pay for college

After college, Serra started working with

Today many people have explored Richard Serra’s sculptures.

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

of this Text Structure

fiberglass and rubber

he worked in a steel mill to make money

lead, iron, and steel

huge metal objects

made sculptures for outdoor parks

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that metals melt at different temperatures.

3 Point to the sentence in “Richard Serra: Artist” that tells

what happens when Serra leaves his steel out in

the rain

partner What do the colors of the boxes and

letters mean?

Have students view the e-Review “Metals and Alloys.”

In addition, distribute copies of the Translated Concept Summaries

in Spanish, Chinese, Hmong, Khmer, and Vietnamese.

in a compact way.

[2] The last two paragraphs of page 13; mercury is used in barometers because it is liquid at room temperature; titanium is used in spacecraft because it melts at high temperatures.

The third paragraph on page 15; it gives the surface of his pieces a weathered look.

boxes: blue = metals, yellow = metalloids, green = nonmetals; letters: red = gas,

purple = liquid, black = solid

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1 An element that is a good conductor of heat and electricity

B metal

C magnesium

that metals melt at different temperatures

3 Point to the sentence in “Richard Serra: Artist” that tells

what happens when Serra leaves his steel out in

the rain

partner What do the colors of the boxes and

letters mean?

Have students view the e-Review “Metals and Alloys.”

in a compact way.

[2] the last two paragraphs of page 13; mercury is used in barometers because it is liquid at room temperature; titanium is used in spacecraft because it melts at high temperatures.

the third paragraph on page 15; it gives the surface of his pieces a weathered look.

boxes: blue = metals, yellow = metalloids, green = nonmetals; letters: red = gas,

purple = liquid, black = solid

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Compare/Contrast Writing Frame

“Mixtures and Microscopes.”

However, there are different types of mixtures In heterogeneous

mixtures, the particles

In homogeneous mixtures, the particles

There is another way mixtures are different In a mixture called a

, the particles settle and separate within a few hours

So, mixtures have similarities and differences

Text Structure

a physical combination of two or more substances that do not

the properties of its parts

are big enough to see form new substances

are too small to see

suspension

one substance dissolves in another

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1 An electron microscope uses to

produce images

A light

B heat

C electron beams

that scientists use to “see” atoms

talks about how long it took for labs to get information to

Homeland Security

partner how the caption helps you understand

the text

Photographs and captions help you understand facts in

an informational article.

Have students view the e-Review “Mixtures.”

Possible answer: the caption explains why the workers are wearing special clothes—for

protection when they handle unidentified substances.

the last paragraph on page 20;

days or weeks after sending a sample to a laboratory

the third paragraph on page 19;

electron microscope

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Problem/Solution Writing Frame

“New Clues to a Mystery.”

Scientists want to solve the mystery of Stonehenge

The problem is no one knows how

because the people had to move

To help solve this problem, a scientific team dug up

They found

As another way to solve this problem, scientists used

to see how old the village was

The result is

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

this Text Structure

Stonehenge was built

heavy stones over long distances

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1 Which is not the name of a state of matter?

A air

humans take in radioactive carbon

particles in a liquid act

of “New Clues to a Mystery?”

Maps are drawings

of geographic locations such as a city, state,

or park.

Have students view the e-Review “Properties of Matter.”

Possible answer: The map shows how people may have traveled by river

from Stonehenge to the ancient village (at what is

now Durrington Walls).

[2] The first paragraph on page 27; humans take in C-14 by eating plants and animals (Animals get it by eating plants Plants get it from the air.)

[3] The fifth paragraph on page 24; they move around more [than particles in a solid] and even pass one another

However, they stay fairly close together.

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“Plant and Animal Cells.”

The cells of plants and animals are alike in many ways They are

They are also alike because they both have structures called

are different They are different

They are also different because animals need cells

cells are alike in some ways, but different in others

have special organelles to produce their own food

that are more flexible

and allow more movement to find energy

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1 The smallest unit of a living thing that can carry out the basic

A organelle

B cell

C atom

what the reddish brown dots might be

animals need cells that are flexible

a partner what the tissue samples might tell

about the T rex.

Have students view the Science in Motion Video “Cells to Organisms.”

Photographs and captions help you understand content in

an informational article.

Possible answers: Scientists might see how close the samples are to tissues of living

animals today They may decide which animals today

are most closely related to dinosaurs.

[2] The third paragraph on page 32; they believe these dots are the nuclei, or central structures, of blood cells.

[3] The last sentence on page 31; however, animal cells need

to be more flexible than plant cells because animals move around a lot.

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Cause/Effect Writing Frame

“How to Stay Fit for Life.”

There are several reasons many young people do not

It also helps kids avoid

when they get older

For all of these reasons, it is important that kids

this Text Structure

kids are very busy

cut down on gym and recess time

obesity/unhealthy weight

healthy bones, muscles, and joints

high blood pressure/heart disease

stay fit/exercise

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1 A tiny blood vessel is a .

A vein

B artery

C capillary

2 Point to the sentence in “How to Stay Fit for Life” that tells

the benefit of strength training

Systems” that explains what happens when you inhale

and exhale

Respiratory and Circulatory Systems” tell you

about your body? Discuss it with a partner

access the Content Readers resources

Have students view the Science in Motion, “Circulation and

Respiration.”

Diagrams help readers see, or visualize, difficult information in a text.

Page 39, middle column; it builds muscle strength and endurance, which improves overall physical fitness.

The second paragraph, p 36; inhale: air enters your body

Your lungs, organs that fill with air when you inhale, grow like balloons;

exhale: the air empties out of your lungs.

Possible answer: It shows that the heart and

blood vessels (circulatory system) and the

lungs (respiratory system) work together

There is a continuous transfer of oxygen to

and carbon dioxide from your body.

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Sequence Writing Frame

“The Digestive System.”

Digestion breaks down food so that your body can absorb it

When you take a bite of food, your teeth

Blood carries the nutrients from the small intestine to the rest of

Finally the

removes solid waste from the body

this Text Structure

chew it into smaller pieces

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1 The tube that connects the mouth and the stomach is

A pharynx

B esophagus

removes solid waste from your body

3 Point to the place in “A Lesson in Caring” that

explains dialysis

location of your kidneys

Have students view the e-Review, “The Digestive System.”

Read the labels to find out what the diagram shows.

the last paragraph, p 43;

elimination

The last paragraph, p 45; people who have it (kidney failure) must have their blood filtered by a machine.

Kidneys are below the ribs, toward the back, one

kidney on each side.

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“Are We Killing the Oceans?”

Dead zones have been popping up in coastal waters

around the globe

This problem occurs because rain washes soil which has

When fertilizer reaches the oceans, tiny plant-like organisms

called algae eat it This is a problem because

This will result in cleaner rivers.

this Text Structure

chemical fertilizer used on farms and lawns and pollution from power plants and other industries into rivers

when the algae die, they sink

to the bottom and are eaten by bacteria The bacteria use up all the oxygen

these plants will soak up the fertilizer before it reaches the ocean

pollution from industry and the use of

chemical fertilizer

plant trees and grasslands alongside rivers, especially at

their mouths

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1 A carbohydrate is made from .

A sugar, oxygen, and water

B carbon, hydrogen, and oxygen

C carbon, helium, and oxygen

Cycle” that names the process of breaking down stored

carbohydrates

Respiration Cycle” where it shows you how respiration

helps photosynthesis

Make up a new caption explaining the

photograph Then say it aloud

Have students view the Science in Motion, “Photosynthesis and

Respiration.”

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

the second paragraph, p 49; cellular respiration

Possible answer: (top) Large numbers of fish can die

when we use too much fertilizer without care;

(bottom) algae cover the surface of the ocean in

dead zones.

The fourth paragraph,

p 49; during cellular respiration, plant and animal cells produce carbon dioxide and water Plants use the carbon dioxide and water to produce food during photosynthesis,

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Description Writing Frame

“Changing States of Water.”

this Text Structure

states

gas liquid

evaporate

(or, change into water vapor)

liquid water and possibly even solid ice

the continuous movement of water

between Earth’s surface and the air

precipitation or ways water falls

to the ground

solid

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1 Condensation is the process of .

A water vapor changing to liquid water

B liquid water changing to solid water

C liquid water changing to water vapor

condensation

that explains the events of El Niño

with a partner how the information helps you

understand the article

Have students view the e-Review “The Water Cycle.”

Physical maps use brown or green for land and blue for water

The first paragraph, p 55; cooler temperatures cause water vapor to change into liquid water The process of water vapor changing to liquid water is called condensation.

The first paragraph, p 57; water temperatures in the Pacific Ocean rise Ocean currents and wind patterns change, affecting weather around the world.

Possible answer: the red/

orange/yellow band shows warmer ocean water

flowing toward South America This is the basic

cause of El Niño as discussed in the text at the

top of page 57.

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“Much Too Dry.”

Droughts cause many problems Droughts occur because

Severe droughts cause many problems

a region gets less rain and snow than usual

that soil dries up and plants die

several years of dry conditions are made worse by winters with no snow

the soil to turn to dust

killing crops and livestock

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1 An aquifer is .

A a lake made by people

B a place where water is treated

C a rock or soil layer that absorbs water

a drought

about ice sheets and glaciers

4 Look at the illustration on page 60 Discuss with

a partner the purpose of the labels

Have students view the e-Review, “Fresh Water Resources.”

Charts organize information making

it easy to read and remember.

The second paragraph, p 62; a region gets less rain and snow than usual In time, there is a water shortage The soil dries up and plants die There is less water in rivers and lakes.

[3] The first paragraph, p 60; most of this water (earth’s fresh water) is

in ice sheets and glaciers Most people live too far from ice sheets and glaciers to get fresh water from them.

The labels help to tell one feature from another and

to find in the diagram the features discussed in the

text.

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“Air Movements.”

What causes the air to move? During the day, land heats up This

Water in the ocean does not heat up as quickly This makes the air

Overnight the land cools off faster than the water This means

Changing land and water temperatures cause air to flow from

The transfer of heat caused by the movement of gas or liquid

They can be local breezes or gusts that blow around the world

this Text Structure

stay cool longer/move toward the land

warm up/have lower pressure

over the ocean is warmer and has a lower pressure than air over the land—or, cool night air moves from the land to the ocean

high pressure

winds to form convection

travels with it

areas of areas of low pressure

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Have students view the e-Review, “Oceans and Air Temperature.”

A convection

B climate

C temperature

World” that explains why Mount Washington has the worst

weather in the world

convection happens

temperature key help you? Discuss the maps

with a partner

Labels on maps identify cities, states, rivers, and other land features.

[2] The second and third paragraphs, page 69; when storms reach New Hampshire, they hit the White Mountains then stream upward The winds speed

up The shape of the mountain range guides the winds toward Mount Washington.

The fourth paragraph, p 66; air flows from areas of high pressure to areas of low pressure As the air flows, heat travels with it.

The temperature key helps to identify and compare the temperatures at the different cities

as well as the compare the change from January

to June.

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Description Writing Frame

“Around the World in 20 Days.”

Bertrand Piccard and Brian Jones were the first to go around

the world in a balloon The balloon they used had many

interesting features.

One interesting feature is that the balloon used hot air and

A second interesting feature is the

that the men built It held

Like all hot-air balloons, the Breitling Orbiter 3 could not be

Instead Piccard and Jones used

to carry them in the right direction

Because of these features, Piccard and Jones were able to fly

for a long time They finally landed in

this Text Structure

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1 A large region of air that has a similar temperature and

A forecast

C air mass

World in 20 Days” that provides an answer

a scientist who studies Earth’s atmosphere and weather

page 72 Discuss with a partner how the

information helps you understand the article

Have students view the e-Review “Severe Weather.”

Diagrams help readers see, or visualize, difficult information in

a text.

[2] The third paragraph on p 74; When air in a balloon is heated, it becomes less dense (it spreads out), and it expands When it is heated enough, the balloon can float Helium, a light gas, is also used.

The second paragraph on p 73; meteorologist

They use arrows and labels to show which air mass is

moving over the other as each front moves by They

also show the weather conditions along each front.

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“Looks Like Earth.”

Astronomers want to know if there is

on other planets

To solve this problem, they study

Until recently they have found only evidence of planets similar to

Jupiter The problems with living on Jupiter are

In 2007, astronomers discovered

Astronomers do not know if there is life on Gliese 581c To help

solve this problem astronomers want to know if the planet has

Astronomers will continue their search of Gliese 581c and the rest

of the universe for extraterrestrial life

life

stars and their movements

very strong gravity, no

water, and no firm surfaces to stand on

Gliese 581c

liquid water

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1 An object in the solar system that produces heat and light

Like Earth” that provides an answer

write a new caption for the photograph

Have students view the e-Review “The Sun.”

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

The fourth paragraph on page 78; the average distance between Earth and the Sun—149,591,000 kilometers (92,960,000) miles

The fourth paragraph on page 81; it

is 120 trillion miles from Earth in the constellation Libra

Possible answer: top photo—from Gliese 581c, its star

looks like a red Sun; bottom photo—parts of the

universe look like a spinning mass of bright clouds.

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“The Solar System.”

All of these objects are found in the

Moons and asteroids are similar because they both move

However, moons and asteroids are different because

Asteroids and comets are alike because they both revolve around

However, they are different because a comet is also made of

So, the objects in our solar system have similarities and

differences.

this Text Structure

circles another object

revolves around the Sun

frozen gases, ice, dust, and rock

solar system

around

moons orbit planets

and asteroids orbit the Sun

frozen something else

gases, ice, and dust

the

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