wonders content reader grade 6

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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ES 6.1.a

ES 6.1.b

ES 6.1.c

ES 6.1.d

ES 6.1.e

ES 6.1.f

ES 6.1.g

ES 6.2.a

ES 6.2.b

ES 6.2.c

ES 6.2.d

PS 6.3.a

PS 6.3.b

PS 6.3.c

PS 6.3.d

The Forces That Shape Earth 6

A New Quake 8

Description Writing Frame 10

Critical Thinking MAP 1 1 Volcanoes and Earthquakes 12

Kilauea: The Most Active Volcano on Earth 14

Cause/Effect Writing Frame 16

Critical Thinking MAP 17

How Earth’s Forces Shape California 18

The Next Big One 20

Problem/Solution Writing Frame 22

Critical Thinking PHOTOGRAPH/CAPTION 23

Shaping California’s Landscape 24

The Birth of Death Valley 26

Sequence Writing Frame 28

How Sand Builds Beaches 30

Where’s the Beach? 32

Critical Thinking DIAGRAM/ARROWS 35

Natural Disasters Affect Habitats 36

When the Floods Come 38

Critical Thinking PHOTOGRAPH/CAPTION .41

Heating Things Up 42

Welcome to the City of the Future 44

Critical Thinking DIAGRAM 47

Full of Energy 48

How to Make Ice 50

Contents

Annotated Teacher’s Edition includes highlighted pages

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PS 6.4.c PS 6.4.d Convection Currents Warm the Planet 60

All Steamed Up 62

Compare/Contrast Writing Frame 64

Critical Thinking MAP/LABELS .65

PS 6.4.e The Sun’s Energy Affects the Weather 66

Why the West Is Burning 68

Critical Thinking CHART 7 1 LS 6.5.a Producers, Consumers, Decomposers 72

Ecosystems in a Jar 74

LS 6.5.b LS 6.5.c Food Chains and Consumers 78

Living with the Desert 80

LS 6.5.d LS 6.5.e Biotic and Abiotic Factors 84

Our Packed Planet 86

Critical Thinking CHART 89

LS 6.6.a LS 6.6.b LS 6.6.c Energy Conversions and Natural Resources 90

Green-Fuel Guide 92

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HSS 6.1.123

HSS 6.2.129

HSS 6.2.345678

HSS 6.3.123

HSS 6.3.45

HSS 6.4.123

HSS 6.4.48

HSS 6.4.567

The Beginnings of Humanity 96

Save the Cave 98

Critical Thinking PHOTOGRAPH/CAPTION .1 0 1 Civilization Begins 102

A Is for Ancient 104

Critical Thinking CHART .107

The Rise of Egypt 108

A Lost Kingdom 1 1 0 Description Writing Frame 1 1 2 Critical Thinking INSET MAP 1 1 3 The Beginnings of Judaism 1 1 4 The Story of Abraham 1 1 6 Sequence Writing Frame 1 1 8 Critical Thinking TIME LINE .1 1 9 The Kingdom of Israel 120

Morocco’s Disappearing Jewish Community 122

Critical Thinking CAPTION 125

Ancient Greece 126

Welcome To Greece 128

Critical Thinking PHOTOGRAPH/CAPTION 1 3 1 Greek Mythology 132

A New Subway for an Old City 134

Critical Thinking PHOTOGRAPH 137

Sparta, Athens, and the Persian and Peloponnesian Wars 138

Alexander the Great 140

Annotated Teacher’s Edition includes highlighted pages

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HSS 6.5.126

HSS 6.6.12567

HSS 6.6.348

HSS 6.7.234

HSS 6.7.567

HSS 6.7.18

Critical Thinking PHOTOGRAPH/CAPTION .149

Ancient India 150

India Rising 152

Critical Thinking MAP/SCALE 155

Ancient China 156

Chinese History Mystery 158

Critical Thinking PHYSICAL MAP 1 61 Confucius and Lao–Tzu 162

Revolution and Religion in China 164

Critical Thinking ILLUSTRATION .167

Ancient Rome’s Republic 168

Two Caesars of the Roman Empire 170

Critical Thinking CAPTION 173

The Origin of Christianity 174

The Spread of Early Christianity 176

Critical Thinking ILLUSTRATION .179

Important People in Roman History 180

The Treasures of Zeugma 182

Critical Thinking DIAGRAM .185

Credits 186

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Description Writing Frame

Use the Writing Frame below to orally summarize

“The Forces That Shape Earth.”

A German scientist named Alfred Wegener had the idea of

continental drift He believed that one large continent

People used to believe that Earth’s surface always stayed the

same Wegener thought that the surface of Earth

Wegener saw that the continents of Africa and South America

Wegener gave evidence for his idea For example, he showed that

rocks in parts of Africa and South America

Coal found in Antarctica shows continental drift because coal

comes from

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

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

of this Text Structure

broke apart and the continents drifted to their present positions

fit together if the two continents were pushed against each other

were the same kind

changed over long periods of time

decaying plants that were found at the equator

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1 Earth’s thin outermost layer is known as the .

A drift

B mantle

C crust

tell the speed of moving tectonic plates

tsunami is formed

geographic locations such as a city, state,

or park.

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 e-Review “Earth’s Moving Plates.”

In addition, distribute copies of the Translated Concept Summaries

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

Possible answer: The plates carry continents as well as

oceans The edges of plates are usually in oceans.

The second paragraph on page 6; most plates move only a few centimeters, or inches, each year That

is about as much as your fingernails grow each year.

The third paragraph on page 8; a huge earthquake shook in the Indian Ocean The quake made strong waves of water A wave made this way is called a tsunami.

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Cause/Effect Writing Frame

“Volcanoes and Earthquakes.”

Several things cause volcanoes and earthquakes

One reason these events occur is

For all of these reasons, volcanoes and earthquakes are powerful

geologic events They change the surface of Earth

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

tectonic plates meet

the rock in Earth’s mantle melts producing

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1 When rock in Earth’s mantle melts, it becomes .

A gas

B lava

C magma

how earthquakes occur

Earth” that summarizes how Hawaii’s volcanoes formed

How do the symbols, labels, and keys help

you understand more about this topic?

Maps may include labels that identify cities, states, rivers, or other land features.

Have students view the Science in Motion Video “Plate Movement.”

In addition, distribute copies of the Translated Concept Summaries in

Spanish, Chinese, Hmong, Khmer, and Vietnamese.

The second paragraph on page 13; the ground shakes when plates move and change positions suddenly.

Possible answer: The colors and the direction of the arrows

show how the plates are moving.

The last sentence on page 15; over millions of years, magma from the hotspot under the Pacific Plate made the Hawaiian Islands.

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Problem/Solution Writing Frame

“The Next Big One.”

Earth’s forces threaten California with earthquakes, like the

terrible San Francisco quake of 1906

The 1906 quake occurred because

this Text Structure

two huge masses of land, or tectonic plates, moved along the San Andreas Fault

scientists studied how tectonic plates move They discovered that when the stress gets too great, the faults will break apart

geologists made a computer model of Earth’s crust to try out different types of earthquakes to see what would happen

that scientists are working to teach people about earthquakes

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1 Most of California rests on the .

A Pacific Plate

B San Andreas Fault

C North American Plate

a deep crack in Earth’s crust in California?

3 Point to the place in the text in “The Next Big One”

that tells you about how earthquakes happen

partner how the caption helps you understand

the text

Photographs and captions help you understand an informational article.

Have students view the e-Review “How Plate Tectonics Affect

California.”

In addition, distribute copies of the Translated Concept Summaries

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

The San Andreas Fault

[3] The sixth paragraph on page 20; as [plates] come together, one may slide under or past another Stress builds up

The stress can overcome the strength of the rocks along the fault.

Possible answer: The caption helps me identify the fault and helps me understand that there

are two plates along this fault, one on each side

These are the plates I read about in the text.

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Sequence Writing Frame

“The Birth of Death Valley.”

California’s Death Valley is a beautiful park with interesting land

formations About 1.3 billion years ago the area began as a

this Text Structure

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1 The slow breakdown of rock into smaller pieces is

A erosion

tells what happens during deposition

that discusses the importance of water

captions help you understand an informational article.

access the Content Readers resources

Have students view the e-Review “Weathering, Erosion, and

Deposition.”

Spanish, Chinese, Hmong, Khmer, and Vietnamese

The second paragraph on page 25; deposition is the dropping off of the soil and rock in new places.

Possible answer: It helps me understand weathering, the

breaking down of rock into smaller pieces, by showing

an actual example.

The last paragraph on page 25; water is the biggest reason the landscape of California and the rest of the world changes.

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“How Sand Builds Beaches.”

Rivers carry and deposit sediment to the ocean One effect of

Breakers come in at one angle and go back into the ocean at

another This causes sand to

this Text Structure

dropping sand off onto beaches

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1 Waves that break into foam, or bubbles, when they hit the

A breakers

B beach drift

C sandbars

explains what beach erosion is

how people can cause beach erosion

arrows on the process diagram They show the direction in which something moves.

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

to access the Content Readers resources

Have students view the e-Review “Beach and Wave Erosion.”

The second paragraph on page 30; beach erosion happens when waves pick up sand and move it along the shore.

[3] The last two paragraphs on page 32; people build seawalls (which stop beaches from growing) and groins (which separates beaches from the water that carries sand to them).

Possible answer: The diagram shows waves coming onto shore

at an angle as well as a current moving along a shore

Both cause sand to move along the beach as shown

by the orange arrow.

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“Natural Disasters Affect Habitats.”

Natural disasters like earthquakes, volcanoes, landslides,

and floods affect habitats

If a habitat is destroyed, then

A volcano that erupts can cause the surrounding area to

This may result in

this Text Structure

plants, animals, and people may lose their homes

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1 What is the term for the rapid movement of rock, soil,

and debris down a hill?

A earthquake

B landslide

C volcano

that tells how the Devastated Area was named

discuss what the city of Tokyo has done to fight flooding

flooded New Orleans Write a caption that

describes what you see

Have students view the e-Review “Changing Habitats.”

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

The first paragraph on page 37; hot gases, ash, and rock from the eruption broke and burned the trees and other plants.

The first paragraph on page 39; in Tokyo the city has built an underground channel This channel can drain flood waters that threaten the city.

Possible answer: Flooding from Hurricane Katrina

left much of New Orleans underwater.

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“Heating Things Up.”

If you put ice into a hot drink, the energy of the drink

this Text Structure

goes into the cold ice

the ice melts and the drink cools

get more energy and vibrate faster

cook the ingredients

the heat from the water makes the molecules in the spoon vibrate faster

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1 Energy moving from a warmer object to a cooler object is

A steam

B expansion

C heat

that explains what hybrid cars are

discuss why the temperatures changed over time

Have students view the e-Review “Heat Flow.”

Read the title to find out what the text and diagram are about The text is the information that the diagram helps readers to visualize.

The third paragraph on page 45; hybrid cars have fuel-burning engines and battery-powered motors, using less fuel and giving off less pollution than older cars.

The second paragraph on page 45; solar panels turn the Sun’s energy into electricity for homes.

Heat flowed from the water in the beaker at 80˚C

into the water in the plastic bag at 60˚C until water

in the beaker and bag was all at 70˚C.

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Sequence Writing Frame

“Full of Energy.”

When you put a pot of water on a hot burner, first the atoms in the

burner make atoms in the bottom of the pot

this Text Structure

start vibrating

the entire pot is hot

heat up

the heat source

sinks back to the heat and gets hot again

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1 When energy moves by the flow of a liquid or a gas it

A vibration

B convection

C conduction

much energy it would take to run a vortex-tube freezer

pedal-powered generator that runs the vortex-tube freezer

generator on page 51 With a partner, discuss how

it is similar to a bicycle and how it is different

Have students view the e-Review, “Heat Transfer in Solids and

Fluids.”

Photographs provide visual examples of facts

or ideas that appear in

a text.

The fourth paragraph on page 50; a vortex-tube freezer would need

35 times as much energy as a refrigerator.

The second paragraph on page 51; it’s like a bicycle The biker sits back

while pedaling.

A bicycle moves from place to place It produces

motion The pedal-powered generator stays in one

place It produces electricity.

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“Earth Runs on Solar Power.”

The Sun’s energy affects Earth in many interesting ways

One important role is that solar radiation

Another important role is that solar energy powers the water

cycle This cycle involves

These can carry warm water

as well as move cold water

The Sun’s energy has an important role in powering Earth.

this Text Structure

causes air and water to flow as

evaporation, condensation, and precipitation

wind

ocean currents

away from the equator from the polar regions to lower latitudes currents

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1 The formation of air and water currents is caused by .

B ocean currents

C solar radiation

El Niño’s effect in the late 1990s

3 Find the sentence in “Who Is El Niño?” that tells how La Niña

has the opposite effect on weather

water cycle on page 54 What happens after

water vapor condenses?

Have students view the Science in Motion video “Solar Energy and

the Water Cycle.”

Drawing pictures of the steps in the process demonstrates visually how something occurs

or how someone does something.

The second paragraph on page 56; the giant El Niño of 1997-1998 lasted for eight months It killed about

2,100 people It caused $33 billion in damage.

The first paragraph on page 56; El Niño is the warming of the Pacific Ocean around the equator La Niña is the cooling down of the same areas of the Pacific Ocean.

The water falls as precipitation, such as rain or snow Then the water

runs off the ground or seeps into the ground

(infiltration).

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Compare/Contrast Writing Frame

“Convection Currents Warm the Planet.”

All of Earth’s surface gets energy from the Sun.

Solar radiation is uneven The areas near the equator receive more

Areas at the poles receive less because

In contrast, the cooler air at the poles

By contrast, the California Current carries

this Text Structure

direct sunlight

the Sun’s rays hit Earth’s surface at low angles

low pressure produces high pressure

ocean currents

warm water from Florida north

cold water toward the equator

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1 A strong ocean currents that carries warm water

A Gulf Stream

B convection currents

C California Current

why Xianyang is polluted

how to get Earth’s natural heat

how the labels help you understand the map

Have students view the e-Review, “The Power of Convection

Currents.”

Labels on a map may highlight important information.

The first sentence on page 62; mostly from burning coal.

The fourth paragraph on page 62; Cold water from the surface goes into the ground The cold water hits hot,

melted rock This makes steam

The arrows and labels help tell apart the warm

currents from the cold currents and the directions in

which they move.

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“Why the West Is Burning.”

Severe drought conditions have been occurring in parts of

western United States for several years The low rainfall causes

this Text Structure

the soil to dry and plants to die

winters have little snow or rain

forests dry out

forest fires

energy changes in the ocean like El Niño and La Niña

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1 The force the air puts on an area is .

A altitude

B atmosphere

C air pressure

when the most dangerous fires occur

that explains how the atmosphere maintains the balance of

heat on Earth

El Niño’s ocean’s warming affects the land

Have students view the e-Review, “Solar Radiation.”

Charts may show different categories to help the reader organize information.

The first paragraph on page 69;

the most dangerous fires occur when droughts follow wet years.

[3] The third paragraph on page 67; when the Sun’s

energy reaches the atmosphere, some of it is

reflected back into space Another part is

absorbed by water vapor in the atmosphere

About half reaches Earth’s surface.

Changes normal rainfall patterns Can cause severe

flooding in some places and drought in others.

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“Producers, Consumers, Decomposers.”

Living and nonliving things interact with one another in an

ecosystem Each living organism has an important role

One important role producers such as plants and algae have is

Consumers have another important role They get energy

Decomposers also have an important role in the environment

They break down

Because of these important roles, all organisms are important to

the ecosystem

this Text Structure

photosynthesis—making food by using sunlight

by eating producers or eating animals that eat producers

dead organisms into simple substances

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1 When organisms make food using sunlight, it

A consumers

B producers

C photosynthesis

what a self-contained spacecraft would be like

the ecosystem teaches us about life on Earth

EcoSphere Work?” on page 75 help you

understand the text?

Have students view the e-Review “Earth’s Food Chains, Webs,

and Pyramids.”

Process diagrams illustrate how a process works.

The second paragraph

on page 74; it would provide the astronauts with food and oxygen for

long trips It would keep water and air clean It would recycle waste.

Arrows and labels show the process Algae take in carbon dioxide and inorganic

nutrients as well as light energy and produce food

and oxygen, which shrimp and other small organisms

take in They give off organic waste and carbon

dioxide Bacteria take in the waste and provide

inorganic nutrients The algae take in the nutrients

and carbon dioxide and the process continues.

The second paragraph

on page 75; in our huge ecosphere, living and nonliving things depend

on each other.

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Problem/Solution Writing Frame

“Living with the Desert.”

Desert ecosystems are in danger of change

This problem has happened because

Desert animals suffer when humans move in because

Development uses water This creates problems for desert plants

because the plants

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

of this Text Structure

people are moving in

building brings earthmovers, off-road vehicles, and house pets.

can’t reach the water underground

animals lose food and shelter

some communities are trying to protect the desert

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Have students view the e-Review “Earth’s Food Chains, Webs, and

Pyramids.”

1 Living things that hunt and kill other living things for food

A prey

B predators

C scavengers

“Living with the Desert.”

yucca moths use the Joshua tree

in “Food Chains and Consumers.” Talk with a

partner about how the photograph helps you

understand the text

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

The second paragraph on page 80; the Mojave (California), the Sonoran (Arizona), the Chihuahuan (Texas, New Mexico), and the Great Basin (Nevada, Utah)

The second paragraph on page 81;

the yucca moth lays eggs in the tree Later its larvae eat the tree’s seeds.

The photograph gives an example of a predator (lion) and its prey (zebra),

which are words discussed in the text beneath

the photograph.

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“Biotic and Abiotic Factors.”

A biotic factor is any living thing in an ecosystem Examples of

Abiotic factors are nonliving things that are part of an ecosystem

Sunlight plays a large role in an ecosystem One thing sunlight

this Text Structure

bacteria, plants, and animals

water, minerals, sunlight, air, and soil

temperature

water, air, sun, and soil

food and water

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1 All of the animals living in one area make up a .

what a niche is

with a partner During which 10 years does the

estimated population increase most?

Have students view the e-Review “Introduction to Earth’s

Ecosystems.”

Charts organize information and make

it easy to read and remember.

The second paragraph on page 86; in

1999 the number of people on Earth reached 6 billion.

The last paragraph on page 85; a niche is the role of a kind of living thing in an ecosystem A niche includes everything a kind of living thing does and needs Different living things may share habitats, but not the same niche.

from 2040 to 2050

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