active reading note-taking guide science grade 6 1 mapping earth’s surface chapter preview..... 1...
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ConsultantDouglas Fisher, Ph.D.
Active Reading Note-taking Guide
Science Grade 6
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Copyright © by the McGraw-Hill Companies, Inc. All rights reserved. Permission is granted to reproduce the materialcontained herein on the condition that such material be reproduced only for classroom use; be provided to students,teachers, and families without charge; and be used solely in conjunction with Science Grade 6. Any other reproduction,for use or sale, is prohibited without prior written permission of the publisher.
Send all inquiries to:Glencoe/McGraw-Hill8787 Orion PlaceColumbus, Ohio 43240-4027
ISBN-13: 978-0-07-879432-2ISBN-10: 0-07-879432-3
Printed in the United States of America
1 2 3 4 5 6 7 8 9 047 10 09 08 07
About the Consultant
Douglas Fisher, Ph.D., is a Professor in the Department of Teacher Education at San Diego State University. He is the recipient of an International Reading Association Celebrate Literacy Award as well as a Christa McAuliffe award for Excellence in Teacher Education. He has published numerous articles on reading and literacy, differentiatedinstruction, and curriculum design as well as books, such as ImprovingAdolescent Literacy: Strategies at Work and Responsive Curriculum Design in Secondary Schools: Meeting the Diverse Needs of Students. He has taught a variety of courses in SDSU’s teacher-credentialing program as well asgraduate-level courses on English language development and literacy.He also has taught classes in English, writing, and literacy development to secondary school students.
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Science Grade 6 iii
Note-Taking Tips ........................................ v
Using Your Science Notebook ............... vi
Chapter 1 Mapping Earth’s Surface
Chapter Preview ....................................... 11-1 ............................................................... 21-2 ............................................................... 5Wrap-Up.................................................... 8
Chapter 2 Earth’s Structure
Chapter Preview ....................................... 92-1............................................................. 102-2............................................................. 132-3............................................................. 17Wrap-Up ................................................. 20
Chapter 3 Thermal Energy and Heat
Chapter Preview ..................................... 213-1............................................................. 223-2............................................................. 253-3............................................................. 283-4............................................................. 31Wrap-Up ................................................. 34
Chapter 4 Plate Tectonics
Chapter Preview ..................................... 354-1............................................................. 364-2............................................................. 394-3............................................................. 42Wrap-Up ................................................. 46
Chapter 5 Plate Boundaries and California
Chapter Preview ..................................... 475-1............................................................. 485-2............................................................. 51Wrap-Up ................................................. 54
Chapter 6 Earthquakes
Chapter Preview ..................................... 556-1............................................................. 566-2............................................................. 596-3............................................................. 626-4............................................................. 65Wrap-Up ................................................. 68
Chapter 7 Volcanoes
Chapter Preview ..................................... 697-1............................................................. 707-2............................................................. 737-3............................................................. 77Wrap-Up ................................................. 80
Chapter 8 Weathering and Erosion
Chapter Preview ..................................... 818-1............................................................. 828-2............................................................. 858-3............................................................. 89Wrap-Up ................................................. 92
Chapter 9 Earth’s Atmosphere
Chapter Preview ..................................... 939-1............................................................. 949-2............................................................. 989-3........................................................... 101Wrap-Up ............................................... 104
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iv Science Grade 6
Chapter 10 Oceans
Chapter Preview................................... 10510-1 ........................................................ 10610-2 ........................................................ 10910-3 ........................................................ 11210-4 ........................................................ 115Wrap-Up ............................................... 118
Chapter 11 Weather and Climate
Chapter Preview................................... 11911-1 ........................................................ 12011-2 ........................................................ 12311-3 ........................................................ 12611-4 ........................................................ 129Wrap-Up ............................................... 132
Chapter 12 Ecological Roles
Chapter Preview................................... 13312-1 ........................................................ 13412-2 ........................................................ 137Wrap-Up ............................................... 140
Chapter 13 Energy and Matter in Ecosystems
Chapter Preview................................... 14113-1 ........................................................ 14213-2 ........................................................ 14513-3 ........................................................ 148Wrap-Up ............................................... 152
Chapter 14 Resources
Chapter Preview................................... 15314-1 ........................................................ 15414-2 ........................................................ 15714-3 ........................................................ 160Wrap-Up ............................................... 164
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Science Grade 6 v
Your notes are a reminder of what you learned in class. Taking goodnotes can help you succeed in science. These tips will help you takebetter notes.
• Be an active listener. Listen for important concepts. Pay attention to words, examples, and/or diagrams your teacher emphasizes.
• Write your notes as clearly and concisely as possible. The followingsymbols and abbreviations may be helpful in your note-taking.
• Use a symbol such as a star (★) or an asterisk (*) to emphasisimportant concepts. Place a question mark (?) next to anything thatyou do not understand.
• Ask questions and participate in class discussion.
• Draw and label pictures or diagrams to help clarify a concept.
Word or Symbol orPhrase Abbreviation
for example e.g.
such as i.e.
with w/
without w/o
Word or Symbol orPhrase Abbreviation
and +
approximately �
therefore �
versus vs
Note-Taking Tips
Note-Taking Don’ts
• Don’t write every word. Concentrate on the main ideas and concepts.
• Don’t use someone else’s notes—they may not make sense.
• Don’t doodle. It distracts you from listening actively.
• Don’t lose focus or you will become lost in your note-taking.
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vi Science Grade 6
Using Your Science Notebook
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Earth’s StructureLesson 1 Landforms
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Grade 6 Science Content Standards—1.a: Students know evidence of plate tectonics is derived from the fit of thecontinents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock typesand ancient climate zones. Also covers: 1.e, 1.f
10 Earth’s Structure
Accept all reasonableresponses.
weather
landform
uplift
erosion
erode
Scan the headings in Lesson 1 of your book. Identify three topicsthat will be discussed.
1. different types of landforms
2. landforms found in California
3. mountains
Define weather using your book or a dictionary.
condition of the atmosphere at a particular time and place
Use your book or a dictionary to define the following terms. Thenuse each term in a sentence to show its scientific meaning.
feature sculptured by surface processes; Plains and mountains
are two types of landforms.
any process that moves the surface of Earth to a higher
elevation; Mountains are formed by uplift.
wearing away of soil and rock; Erosion gradually reduces
mountains to plains.
Use a dictionary to define erode to show its scientific meaning.Then write a sentence using the term.
to wear or wash away; Ocean waves erode cliffs lining the shore.
Energy and Matter in Ecosystems 141
Construct the Foldable as directed at the beginning of this chapter.
Energy and Matter in Ecosystems
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Write a paragraph on what you know about energy and matter in ecosystems.
Accept all reasonable responses.
Science Journal
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Grade 6 Science Content Standards—5.a: Students know energy entering ecosystems as sunlight is transferred byproducers into chemical energy through photosynthesis and then from organism to organism through food webs.Also covers: 5.b, 5.c, 7.b, 7.d, 7.e, 7.g
• An ecosystem is made up of both living andnonliving things.
• Plants make their own food.
• Energy cycles through ecosystems.
• All living things release some food energy as heat.
Before You Energy and Matter in EcosystemsRead
Sequence the steps through which surface processes change land.
Classify examples of landforms in California. Give examples oflandforms created by external forces and internal forces.
Organize information about three major types of Californialandforms. Identify two characteristics of each landform.
California Landforms
external forces internal forces
Rivers and streams carry rock fragments
downhill.
Lesson 1 Landforms (continued)
LandformsI found this information
on page .CA SE, p. 80
CaliforniaLandforms
I found this informationon page .
CA SE, p. 81
Accept all reasonableresponses.
I found this informationon page .
CA SE, pp. 82–83
Have students identifyand locate specificexamples of each typeof major landform ona map.
Name Date
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12 Earth’s Structure
California Landforms
Landform Characteristics
Mountains 1. some volcanic2. many still growing
Valleys 1. often flat-bottomed2. fertile
Beaches 1. made of sediment2. replenished by rivers
Use bullet points to summarize three main ideas you learned in the above sections. Accept all reasonable responses.
• Surface processes such as erosion wear down landforms.
• California has landforms shaped by internal and external forces.
• California’s landforms include mountains, valleys, and beaches.
SUMMARIZE IT
This note-taking guide is designed tohelp you succeed in learning sciencecontent. Each chapter includes:
Language-Based Activities Activities cover the content
in your science book includingvocabulary, writing, note-taking,
and problem solving.
Science Journal Write about what
you know.
Summarize It Each note-taking page ends
with an activity that asks you to reflect on your notes and
identify key concepts.
Vocabulary DevelopmentEach lesson begins with vocabulary
words that you will use as you study it.Academic Vocabulary helps you to score
higher on standardized tests.
Anticipation Guide/KWL ChartsThink about what you already know
before beginning a chapter and identify what you would like
to learn from reading.
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Science Grade 6 vii
Label the diagram of a thrown ball. Use the numbers 1, 2, and 3 tomatch the statements below.
1. most potential energy
2. kinetic energy changing into potential energy
3. potential energy changing into kinetic energy
Summarize how energy changes when a log burns.
When a log burns, stored is changed
into and .
Model how friction changes energy. Complete the flowchart toshow how the brakes of a bicycle use friction to stop the bicycle.
1. The bicycle’s wheels have 1. kinetic energy.
2.
3. 4.
radiant energythermal energy
chemical energy
Lesson 2 Energy Transfer (continued)
EnergyConversions
I found this informationon page .
CA SE, p. 135
I found this informationon page .
CA SE, p. 135
Have students explainwhy an enginebecomes hot afterrunning for some time or being pushedvery hard or fast.
Name Date
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Thermal Energy and Heat 27
Summarize three main ideas you learned from the above sections.
Accept all reasonable responses. When energy changes form, it can be used. Thermal
energy from burning fuels can be used to perform other jobs. Friction converts
kinetic energy to thermal energy.
SUMMARIZE IT
152 Energy and Matter in Ecosystems
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
Energy and Matter in EcosystemsChapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
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• An ecosystem is made up of both living and A CA SE, p. 552nonliving things.
• Plants make their own food. A CA SE, p. 554
• Energy cycles through ecosystems. D CA SE, p. 560
• All living things release some food energy as heat. A CA SE, p. 564
Energy and Matter in Ecosystems After YouRead
After reading this chapter, write one summary sentence foreach lesson to explain the chapter’s main ideas.
Accept all reasonable responses. Producers make their own food, and consumers
depend on producers as their source of energy. Energy flows through ecosystems.
Elements required by living organisms cycle between the living and nonliving
environments.
SUMMARIZE IT
Summarize two main ideas of the above sections of this lesson.
Accept all reasonable responses. Buildings can be made more earthquake-proof through
their construction. Stay away from objects that could harm you during an earthquake.
SUMMARIZE IT
Outline how building planning can help reduce loss of life duringan earthquake. Accept all reasonable responses.
I. Types of buildings
A. Buildings made of flexible materials generally suffer
less damage than buildings made of brittle materials.
B. Single-story buildings are less susceptible to damage
than taller buildings.
II. Earthquake-resistant structures
A. Some new buildings are supported by flexible, circular
moorings.
B. In other buildings, steel rods are used to reinforce
building walls.
Model tips for staying safe during and after an earthquake. Drawat least two safe behaviors for each environment.
Lesson 4 Earthquake Hazards and Safety (continued)
Earthquakes andStructures
I found this informationon page .
CA SE, p. 276
Have students modeldifferent ways thatbuildings are madeearthquake-resistant,using materials suchas straws in modelingclay structures tomodel steel in concrete.
EarthquakeSafety
I found this informationon page .
CA SE, pp. 277–278
Accept all reasonableresponses.
Name Date
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Earthquakes 67
Indoors Outdoors
Move away from windows Stay in the open, awayand objects that can fall. Take from power lines. Stayshelter in an interior doorway away from damagedor under a sturdy table or buildings and beaches.desk. Have adults shut off water and gas if damaged.
Chapter Wrap-UpThis brings the information together for you. Revisiting what you thought
at the beginning of the chapter providesanother opportunity for you to discuss
what you have learned.
Note-Taking Based on the Cornell Two-Column Format
Practice effective note-taking through the use of graphic organizers, outlines,
and written summaries.
Review Checklist This list helps you assess whatyou have learned and prepare
for your chapter tests.
Graphic OrganizersA variety of visual organizers help you to analyze and summarize information
and remember content.
Construct the Foldable as directed at the beginning of this chapter.
Mapping Earth’s Surface
Before You ReadBefore you read the chapter, think about what you know about the topic. List three things that you already know about mapping Earth’s surface in the first column. Then list three things that you would like to learn about the topic in the second column.
Name Date
List some information you might get from maps if you were planning to build a new home.
Science Journal
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Grade 6 Science Content Standards—7.f: Read a topographic map and a geologic map for evidence provided on the mapsand construct and interpret a simple scale map. Also covers: 7.b, 7.c, 7.h
Mapping Earth’s Surface 1
K WWhat I know What I want to find out
NewVocabulary
AcademicVocabulary
Name Date
Mapping Earth’s SurfaceLesson 1 Reading Maps
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Grade 6 Science Content Standards—7.f: Read a topographic map and a geologic map for evidence provided on the mapsand construct and interpret a simple scale map.
2 Mapping Earth’s Surface
pole
ratio
Scan Lesson 1 of your book. Predict three topics that will becovered.
1.
2.
3.
Define pole, using your book or dictionary.
Write the correct vocabulary term next to its definition.
distance measured on Earth’s surface east or west of an imaginary line running from pole to pole through the town ofGreenwich, England
distance measured on Earth’s surface north or south ofthe equator
view of a map drawn parallel to Earth’s surface, as if looking down from above; also called a plan view
view of a map drawn perpendicular to Earth’s surface; a cross section
list of symbols used on a map
Use your book or a dictionary to define ratio. Then use the termin an original sentence to show its scientific meaning.
ReviewVocabulary
Summarize the purpose of maps.
A map shows where things are or in
relationship to .
Identify the Prime Meridian and the equator on the globe below.Then label the equator and poles with their degrees of longitude.Identify the Northern, Southern, Eastern, and WesternHemispheres.
Complete the diagram to show the relationship between units usedto measure latitude and longitude.
Eachis divided into
.
Earth’s circumference is divided into
degrees.
Each degree is divided into
.
North
Lesson 1 Reading Maps (continued)
UnderstandingMaps
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I found this informationon page .
I found this informationon page .
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Mapping Earth’s Surface 3
Summarize the main ideas of this section in three bullets.SUMMARIZE IT
Compare a map view and a profile view. Choose an object. Thensketch it in each view.
Map view Profile view
Label the features on the map. Use the legend.
Rephrase what is meant by a map scale with a ratio of 1:1000.
County LineH
103
47
State HighwayCounty Route
AirportHospitalH
County LinePark Boundary
BridgeStream
Lesson 1 Reading Maps (continued)
Name Date
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4 Mapping Earth’s Surface
Summarize the main ideas of the above sections.SUMMARIZE IT
UnderstandingMaps
I found this informationon page .
Map Scales and Legends
I found this informationon page .
I found this informationon page .
ReviewVocabulary
AcademicVocabulary
Name Date
Mapping Earth’s SurfaceLesson 2 Topographic Maps and Geologic Maps
NewVocabulary
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Grade 6 Science Content Standards—7.f: Read a topographic map and a geologic map for evidence provided on the mapsand construct and interpret a simple scale map. Also covers: 7.c, 7.h
Mapping Earth’s Surface 5
geology
topographic map
contour line
geologic map
geologic formation
contact
interval
Scan the headings and bold words in Lesson 2. Write threequestions that come to mind.
1.
2.
3.
Define geology, using your book or dictionary.
Use your book or a dictionary to define the following terms.
Use a dictionary to define interval.
Distinguish between physical and cultural features. Define eachtype of feature and give examples of each one.
Model and label contour lines and contour intervals by drawingmaps of two different hills at the same scale. Show one steep hilland one with a gradually rising slope. Then create topographicprofiles of the hills.
Lesson 2 Topographic Maps and Geologic Maps (continued)
TopographicMaps
I found this informationon page .
I found this informationon page .
Name Date
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6 Mapping Earth’s Surface
Feature Definition Examples
Physical
Cultural
Steep Slope Gradual Slope
Contour lines and contour intervals
Topographic Profile
Summarize the main ideas of the above sections.SUMMARIZE IT
Analyze why understanding an area’s geology is important.Identify four ways people use geologic information.
1.
2.
3.
4.
Label the geologic formations and contacts in the cross sectionbelow.
Organize information about two ways in which geologistsinvestigate the geology below Earth’s surface.
Geologists might
.
.
Lesson 2 Topographic Maps and Geologic Maps (continued)
Geologic MapsI found this information
on page .
I found this informationon page .
I found this informationon page .
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Mapping Earth’s Surface 7
Summarize the main ideas of this section in three bullet points.SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
Mapping Earth’s SurfaceChapter Wrap-Up
Review the ideas that you listed in the table at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the table by filling in the third column.
Name Date
After studying the chapter, summarize three of its main points.SUMMARIZE IT
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8 Mapping Earth’s Surface
K W LWhat I know What I want to find out What I learned
Earth’s Structure 9
Construct the Foldable as directed at the beginning of this chapter.
Earth’s Structure
Before You ReadBefore you read the chapter, think about what you know about the topic. List three things that you already know about Earth’s structure in the first column. Then list three things that you would like to learn about Earth’s structure in the second column.
Name Date
Describe what an auto collision might look like in slow motion.
Science Journal
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Grade 6 Science Content Standards—1.a: Students know evidence of plate tectonics is derived from the fit of thecontinents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock typesand ancient climate zones. Also covers: 1.b, 1.c, 1.e, 1.f, 2.c
K WWhat I know What I want to find out
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Earth’s StructureLesson 1 Landforms
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Grade 6 Science Content Standards—1.a: Students know evidence of plate tectonics is derived from the fit of thecontinents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock typesand ancient climate zones. Also covers: 1.f, 2.a, 7.c
10 Earth’s Structure
weather
landform
uplift
erosion
transport
Scan the headings in Lesson 1 of your book. Identify three topicsthat will be discussed.
1.
2.
3.
Define weather using your book or a dictionary.
Use your book or a dictionary to define the following terms. Thenuse each term in a sentence to show its scientific meaning.
Use a dictionary to define transport to show its scientificmeaning. Then write a sentence using the term.
Model how forces within Earth and forces at Earth’s surfaceshape landforms. Draw an example of each.
Identify and describe the 3 main types of landforms. Complete theconcept map.
Compare and contrast a mountain and a plateau by completingthe table.
plateau: level land at
a high elevation
Landforms
Lesson 1 Landforms (continued)
How dolandscapes form?
I found this informationon page .
LandformsI found this information
on page .
I found this informationon page .
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Earth’s Structure 11
Mountain Plateau
Description
Formed by
Summarize the main ideas of the above sections.SUMMARIZE IT
Sequence the steps through which surface processes change land.
Classify examples of landforms in California. Give examples oflandforms created by external forces and internal forces.
Organize information about three major types of Californialandforms. Identify two characteristics of each landform.
California Landforms
external forces internal forces
Rivers and streams carry rock fragments
downhill.
Lesson 1 Landforms (continued)
LandformsI found this information
on page .
CaliforniaLandforms
I found this informationon page .
I found this informationon page .
Name Date
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12 Earth’s Structure
California Landforms
Landform Characteristics
Mountains 1.2.
1.2.
Beaches 1.2.
Use bullet points to summarize three main ideas you learned in the above sections.
SUMMARIZE IT
AcademicVocabulary
Name Date
Earth’s StructureLesson 2 Minerals and Rocks
NewVocabulary
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Grade 6 Science Content Standards—2.c: Students know beaches are dynamic systems in which the sand is suppliedby rivers and moved along the coast by the action of waves. Also covers: 6.b, 6.c, 7.e
Earth’s Structure 13
igneous rock
minerals
density
rock
magma
lava
sediment
rock cycle
appreciate
Skim Lesson 2 of your book. Write three questions that come tomind. Look for answers to your questions as you read the section.
1.
2.
3.
Define igneous rock, using your book or dictionary.
Use your book or a dictionary to define the following terms.
Use a dictionary to define appreciate. Then use the term in asentence to show its scientific meaning.
ReviewVocabulary
Identify five characteristics of minerals.
Organize the following substances on the Mohs Hardness Scale.
diamond gypsum quartz talc topaz
Create a concept map that lists the physical properties that canbe used to identify minerals.
1 2 3 4 5 6 7 8 9 10Softest Hardest
Characteristics of Minerals
Lesson 2 Minerals and Rocks (continued)
What is Earthmade of?
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PhysicalProperties of
MineralsI found this information
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14 Earth’s Structure
Summarize the main ideas of the above sections.SUMMARIZE IT
Complete the table to summarize the uses of the metallic oresshown.
Identify the 3 major groups of rocks.
1. 2. 3.
Compare and contrast granite and basalt. Place all of the wordsor phrases below in the Venn diagram.
Granite BasaltBoth
• formed from magma
• cooled slowly
• high-density minerals
• formed from lava
• coarse-grained
• low-density minerals
• igneous
• fine-grained
• cooled quickly
Lesson 2 Minerals and Rocks (continued)
Mineral UsesI found this information
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RocksI found this information
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Earth’s Structure 15
Metallic Ore Metal Used In
Chalcopyrite,malachite
Hematite,magnetite
Galena
Write three sentences to summarize the main ideas you learned from the above sections.
SUMMARIZE IT
Analyze the process that forms metamorphic rocks.
Sequence the steps that form sedimentary rock.
Design a diagram showing the processes of the rock cycle.
Sedimentary rock forms.
parent rock
heat
Lesson 2 Minerals and Rocks (continued)
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16 Earth’s Structure
What are the main ideas of the above sections? Summarizethese ideas in your own words.
SUMMARIZE IT
ReviewVocabulary
AcademicVocabulary
Name Date
Earth’s StructureLesson 3 Earth’s Interior
NewVocabulary
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Grade 6 Science Content Standards—1.b: Students know Earth is composed of several layers: a cold, brittle lithosphere;a hot, convecting mantle; and a dense, metallic core. Also covers: 4.c, 7.e, 7.g
Earth’s Structure 17
magnetic field
crust
mantle
asthenosphere
core
lithosphere
layer
Scan the What You’ll Learn statements for Lesson 3 of your book.Predict three topics that will be discussed.
1.
2.
3.
Define magnetic field using your book or a dictionary.
Use your book or a dictionary to define the following terms.
Use a dictionary to define layer. Then use the term in a scientificsentence.
18 Earth’s Structure
Model how heat and pressure change inside Earth. Draw anarrow to show how heat and pressure increase.
Organize information about the 3 major layers of Earth in thetable below. List at least four characteristics for each layer.
Lesson 3 Earth’s Interior (continued)
LayersI found this information
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Earth’s Major CharacteristicsLayers
Crust
Mantle
Core
Highlight the main idea of this section below.
Though scientists cannot see the inside of Earth directly, they use earthquake waves to studyit. They have learned that Earth has three major sections: the crust, the mantle, and the core.The lithosphere is made up of the crust and the top part of the mantle.
SUMMARIZE IT
Earth’s Structure 19
Label the arrow with the words below to compare the density ofEarth’s layers.
core crust mantle
Summarize how thermal energy is transferred within Earth.
Analyze how convection affects other processes on Earth.Complete the concept map.
Roles of Convection
in the outer core in the mantle
least dense most dense
Lesson 3 Earth’s Interior (continued)
Heat Transfer inEarth
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Summarize three main ideas from the above sections using bullet points.
SUMMARIZE IT
20 Earth’s Structure
Earth’s Structure Chapter Wrap-Up
Review the ideas you listed in the table at the beginning of the chapter. Cross out anyincorrect information in the first column. Then complete the table by filling in the third column.
Name Date
After studying the chapter, write one sentence summarizing the main idea of each lesson.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.C
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K W LWhat I know What I want to find out What I learned
Thermal Energy and Heat 21
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Construct the Foldable as directed at the beginning of this chapter.
Thermal Energy and Heat
Before You ReadBefore you read the chapter, think about what you know about the topic. List three things that you already know about thermal energy and heat in the first column. Then list three things that you would like to learn about these topics in the second column.
Name Date
List three changes that occur when you light a match.
Science Journal
Grade 6 Science Content Standards—3.a: Students know energy can be carried from one place to another by heatflow or by waves, including water, light and sound waves, or by moving objects. Also covers: 3.b, 3.c, 3.d, 7.a, 7.c
K WWhat I know What I want to find out
Grade 6 Science Content Standards—3.a: Students know energy can be carried from one place to another by heat flowor by waves, including water, light and sound waves, or by moving objects.
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Name Date
Thermal Energy and HeatLesson 1 Forms of Energy
22 Thermal Energy and Heat
AcademicVocabulary
gravity
energy
kinetic energy
potential energy
elastic potential energy
thermal energy
occur
Scan Lesson 1 of your book. Write two facts you discovered aboutforms of energy while scanning the lesson.
1.
2.
Define gravity, using your book or dictionary.
Use your book or a dictionary to define the following terms.
Use a dictionary to find the scientific definition of the term occur.Then write an original scientific sentence using the term.
ReviewVocabulary
Define energy, and give an example of energy from your everyday life.
Energy is .
Example:
Analyze the relationship between kinetic energy, speed, andmass. Draw arrows to show how kinetic energy changes as massand speed change.
Identify the unit used to measure energy.
Energy is measured in . The symbol for this
unit is .
Distinguish two ways to increase the gravitational potentialenergy of an object.
To increase gravitational potential energy
or
mass
kinetic energy
speed
kinetic energy
Lesson 1 Forms of Energy (continued)
What is energy?I found this information
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I found this informationon page .
PotentialEnergy—
Stored EnergyI found this information
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Thermal Energy and Heat 23
Write three main ideas from these sections.SUMMARIZE IT
Model and label two ways a spring can store elastic potentialenergy.
A spring can store elastic potential energy when it is
or .
Contrast the ways chemical potential energy is stored andreleased.
Complete the table to describe light energy and thermal energy.
Chemical energy is stored
in
.
Chemical energy is released
when
.
Lesson 1 Forms of Energy (continued)
PotentialEnergy—Stored
EnergyI found this information
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Light Energy andThermal Energy
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24 Thermal Energy and Heat
Write 4 sentences to summarize the main ideas of these sections.SUMMARIZE IT
Form of Definition CharacteristicsEnergy
Light energy
Thermal energy
Grade 6 Science Content Standards—3.a: Students know energy can be carried from one place to another by heat flowor by waves, including water, light and sound waves, or by moving objects. Also covers: 3.b
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ReviewVocabulary
AcademicVocabulary
Name Date
Thermal Energy and HeatLesson 2 Energy Transfer
NewVocabulary
Thermal Energy and Heat 25
force
work
wave
fuel
friction
transfer
Skim Lesson 2, and predict two topics that will be covered in thislesson.
1.
2.
Define force. Use a dictionary or your book for help.
Use your book or a dictionary to define each term.
Use a dictionary to define the term transfer as it is used in thefollowing sentence.
Like all waves, water waves transfer kinetic energy from one place to another.
Identify the characteristics of work. Complete the concept map.
Model how waves carry energy. Draw a water wave and a soundwave. Use arrows to show how matter and energy move.
Contrast electromagnetic waves with water and sound waves.Then list five types of electromagnetic wave.
A force that does work
and
Lesson 2 Energy Transfer (continued)
Moving ObjectsTransfer Energy
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Waves TransferEnergy
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I found this informationon page .
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26 Thermal Energy and Heat
Summarize three main ideas from the above section.SUMMARIZE IT
Label the diagram of a thrown ball. Use the numbers 1, 2, and 3 tomatch the statements below.
1. most potential energy
2. kinetic energy changing into potential energy
3. potential energy changing into kinetic energy
Summarize how energy changes when a log burns.
When a log burns, stored is changed
into and .
Model how friction changes energy. Complete the flowchart toshow how the brakes of a bicycle use friction to stop the bicycle.
1. The bicycle’s wheels have 1. kinetic energy.
2.
3. 4.
Lesson 2 Energy Transfer (continued)
EnergyConversions
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Thermal Energy and Heat 27
Summarize three main ideas you learned from the above sections.
SUMMARIZE IT
Grade 6 Science Content Standards—3.a: Students know energy can be carried from one place to another by heat flowor by waves, including water, light and sound waves, or by moving objects. Also covers: 7.c
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ReviewVocabulary
AcademicVocabulary
Name Date
Thermal Energy and HeatLesson 3 Temperature, Thermal Energy, and Heat
28 Thermal Energy and Heat
speed
temperature
thermal expansion
heat
volume
Predict three things you will learn in this lesson. Use the headingsto help you.
1.
2.
3.
Define speed using your book or a dictionary.
Use your book or a dictionary to define the following terms.
Use a dictionary to write the scientific definition for volume.Then write a sentence from this lesson in which the term appears.
Definition:
Sentence:
Create a diagram to show the relationship between temperature,kinetic energy, and the motion of the particles in an object.
Sequence the steps that cause thermal expansion when a balloonis heated with a hair dryer. Complete the flowchart.
Cooler Warmer
Lesson 3 Temperature, Thermal Energy, and Heat (continued)
What istemperature?
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Thermal Energy and Heat 29
In your own words, summarize the main ideas of this section.SUMMARIZE IT
Compare the Fahrenheit, Celsius, and Kelvin temperaturescales. Complete the table.
Sequence the process of heat flow between a bowl of hot soupand the surrounding air. Complete the flowchart.
A bowl of soup is warmer than the air around it.
The soup and the air reach the same temperature.
Lesson 3 Temperature, Thermal Energy, and Heat (continued)
MeasuringTemperature
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HeatI found this information
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30 Thermal Energy and Heat
Fahrenheit Celsius Kelvin
Water boils
Water freezes
Rephrase three main ideas of the above sections in your ownwords.
SUMMARIZE IT
AcademicVocabulary
Name Date
Thermal Energy and HeatLesson 4 Conduction, Convection, and Radiation
NewVocabulary
Thermal Energy and Heat 31
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Grade 6 Science Content Standards—3.c: Students know heat flows in solids by conduction (which involves no flowof matter) and in fluids by conduction and by convection (which involves flow of matter). Also covers: 3.d, 7.a
density
summary
Scan Lesson 4. Write three facts that you discovered as youscanned the lesson.
1.
2.
3.
Define density, using your book or dictionary.
Write the term that matches each definition.
material made of particles that can easily change locations
transfer of heat by collisions between particles in matter
transfer of thermal energy by electromagnetic waves
transfer of thermal energy by the movement of matter from oneplace to another
material in which thermal energy moves quickly
overall movement of water
Use a dictionary to write the definition for summary. Then writea sentence using the term.
ReviewVocabulary
Model how energy moves between particles in conduction. Usearrows to show the transfer of energy.
Contrast conductors and insulators. Complete the table.
Analyze the transfer of energy by convection.
In convection, thermal energy is transferred by
. In fluids, the particles
. In solids,
the particles .
Lesson 4 Conduction, Convection, and Radiation (continued)
ConductionI found this information
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I found this informationon page .
ConvectionI found this information
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32 Thermal Energy and Heat
Conductors Insulators
Speed ofconduction
Examples
After reading the above sections, summarize the main ideas.SUMMARIZE IT
Summarize two main ideas from the above sections.SUMMARIZE IT
Summarize how changes in temperature and density cause ahot-air balloon to rise. Complete the flow chart.
Model how convection currents form by drawing a diagram.
Organize information about radiation. Complete the concept map.
travels transfers
provides transfers
radiation
The air in the balloon becomes warmer.
Lesson 4 Conduction, Convection, and Radiation (continued)
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RadiationI found this information
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Thermal Energy and Heat 33
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
34 Thermal Energy and Heat
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Thermal Energy and Heat Chapter Wrap-Up
Review the ideas you listed in the table at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the table by filling in the third column.
Name Date
After reading this chapter, write three main ideas that youlearned about thermal energy and heat.
SUMMARIZE IT
K W LWhat I know What I want to find out What I learned
Plate Tectonics
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
• Fossil evidence supports the idea that continents have moved over time.
• New seafloor forms as lava flows throughcracks in ocean floors.
• Earth’s crust is broken into sections called plates.
• Earth’s plates do not move.
Before You Plate TectonicsRead
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Grade 6 Science Content Standards—1.a: Students know evidence of plate tectonics is derived from the fit of thecontinents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types,and ancient climatic zones. Also covers: 1.b, 1.c, 4.c, 7.a, 7.e, 7.g
Plate Tectonics 35
Construct the Foldable as directed at the beginning of this chapter.
Write three questions you would as a geologist about plate tectonics.
Science Journal
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Plate TectonicsLesson 1 Continental Drift
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Grade 6 Science Content Standards—1.a: Students know evidence of plate tectonics is derived from the fit of thecontinents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types,and ancient climatic zones. Also covers: 7.e
36 Plate Tectonics
rock
continental drift
Pangaea
data
Skim Lesson 1 of your book. Write three questions that come tomind from reading the headings and examining the illustrations.Look for the answers as you read.
1.
2.
3.
Define rock using your book or a dictionary.
Use your book to define the following terms. Then write anoriginal sentence for each term.
Use a dictionary to define data. Then use the term in a sentenceto show its meaning.
Rephrase Alfred Wegener’s hypothesis about Earth’s continentsin your own words.
Model what Pangaea looked like. Draw a map showing theconnected continents.
Lesson 1 Continental Drift (continued)
DriftingContinents
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Plate Tectonics 37
Highlight the main idea of this section of the lesson below.
In the early 1900s, Alfred Wegener proposed a hypothesis to explain why the edges of thecontinents looked as though they could fit together like pieces of a jigsaw puzzle. Wegenerthought that millions of years ago, all of the continents had formed one large landmasscalled Pangaea. Wegener hypothesized that Pangaea broke apart and the continents slowlydrifted to their current locations.
SUMMARIZE IT
Organize information about the evidence for continental drift.Complete the table.
Analyze why scientists initially rejected Wegener’s hypothesis.
Lesson 1 Continental Drift (continued)
Evidence forContinental DriftI found this information
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A HypothesisRejected
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38 Plate Tectonics
Evidence Description
Fit ofContinents
Fossils
Rock Types
Mountain Ranges
Ancient Climate
Summarize two main ideas of the above sections.SUMMARIZE IT
ReviewVocabulary
AcademicVocabulary
Name Date
Plate TectonicsLesson 2 Seafloor Spreading
NewVocabulary
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Grade 6 Science Content Standards—1.a: Students know evidence of plate tectonics is derived from the fit of thecontinents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types,and ancient climatic zones. Also covers: 7.g
Plate Tectonics 39
magma
mid-ocean ridge
seafloor spreading
hypothesis
Predict three topics that might be discussed in Lesson 2 afterreading its headings.
1.
2.
3.
Define magma using your book or a dictionary.
Use your book to define each vocabulary term. Then write onesentence that shows how the terms are related.
Sentence:
Use a dictionary to define hypothesis.
Summarize discoveries that scientists have made from studying theseafloor.
Model the process of seafloor spreading. Draw a cross section ofa mid-ocean ridge and the magma below it. Use arrows to indicatethe directions of motion.
Identify the position of Earth’s magnetic poles today and whenthey are reversed.
Normal Reversed
Lesson 2 Seafloor Spreading (continued)
Investigating the Seafloor
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The SeafloorMoves
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Evidence forSpreading
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40 Plate Tectonics
Summarize the two main ideas of the above sections with twobullet points.
SUMMARIZE IT
Label the diagram below to show what scientists learned fromstudying magnetic reversals. Add arrows to show the direction ofspreading, and indicate where older rock and newer rock occur.
Organize information about how scientists have used seafloordrilling to provide evidence for seafloor spreading.
I. Methods
A.
B.
II. Results
A.
B.
Center of Ridge
Lesson 2 Seafloor Spreading (continued)
Evidence forSpreading
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Plate Tectonics 41
Highlight the main idea of this section below.
Scientists use information from Earth’s magnetic pole reversals to determine the age ofbasalt rock on the seafloor. This has provided evidence for seafloor spreading. The youngestrock is found closest to mid-ocean ridges, and the oldest rock is found farthest away.
SUMMARIZE IT
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Plate TectonicsLesson 3 Theory of Plate Tectonics
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Grade 6 Science Content Standards—1.b: Students know Earth is composed of several layers: a cold, brittle lithosphere; ahot, convecting mantle; and a dense, metallic core. Also covers: 1.c, 4.c
42 Plate Tectonics
convection
lithospheric plate
plate tectonics
ocean trench
slab
define
Scan the headings in Lesson 3 of your book. Identify four topicsthat will be discussed.
1.
2.
3.
4.
Define convection using your book or a dictionary.
Use your book or a dictionary to define each vocabulary term.
Use a dictionary to define define. Then use the term in asentence to show its scientific meaning.
Summarize two main ideas of the above sections.SUMMARIZE IT
Organize evidence for plate boundaries on Earth.
Identify and describe the two different types of lithosphere.
Summarize how forces within Earth affect plates.
Types oflithosphere
Evidence ofPlate Boundaries
Lesson 3 Theory of Plate Tectonics (continued)
Earth’s PlatesI found this information
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Types ofLithosphere
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What controlsplate movement?I found this information
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Plate Tectonics 43
Type Effectof Force
Convection
Ridge Push
Slab Pull
Explain how satellites are used to measure the movement of plates.
Create a diagram showing how plate tectonics moves materialsthrough the rock cycle.
Lesson 3 Theory of Plate Tectonics (continued)
Measuring PlateMovement
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Plate Tectonicsand the Rock
CycleI found this information
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44 Plate Tectonics
Summarize three main ideas of the above sections.SUMMARIZE IT
Tie It TogetherSynthesize ItYour book has a picture showing how continents may have drifted. It shows their positions 250 million years ago, 125 million years ago, and at the present. Work with a partner to trace the paths that the continents have taken. Then extend their paths forward in time to project where they may be 125 million years from now. Draw a map in the space below,showing your prediction. Present your prediction to the class.
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Plate Tectonics 45
Plate Tectonics Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
After studying the chapter, write one sentence to summarizethe main idea of each lesson.
SUMMARIZE IT
• Fossil evidence supports the idea thatcontinents have moved over time.
• New seafloor forms as lava flows throughcracks in ocean floors.
• Earth’s crust is broken into sections called plates.
• Earth’s plates do not move.
Plate Tectonics After YouRead
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46 Plate Tectonics
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
Construct the Foldable as directed at the beginning of this chapter.
Plate Boundaries and California
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
You are an explorer and it is 1776. Write your description of the Sierra Nevada and your thoughts as you view these mountains for the first time.
Science Journal
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Grade 6 Science Content Standards—1.f: Students know how to explain major features of California geology(including mountains, faults, volcanoes) in terms of plate tectonics. Also covers: 1.c–e, 7.a–b, 7.e, 7.g
Plate Boundaries and California 47
• Plates in Earth’s crust can move only from side to side.
• Many of California’s mountains formed as the result of plate movements.
• All of California is located on the same lithospheric plate.
• Los Angeles and San Francisco are slowly movingtoward each other.
Before You Plate Boundaries and CaliforniaRead
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Plate Boundaries and CaliforniaLesson 1 Interactions at Plate Boundaries
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Grade 6 Science Content Standards—1.c: Students know lithospheric plates the size of continents and oceans moveat rates of centimeters per year in response to movements in the mantle. Also covers: 1.d, 1.e, 7.g
48 Plate Boundaries and California
lithospheric plate
inclined
Skim Lesson 1. Look at the section headings and illustrations.Write three topics that you predict will be covered in the lesson.
1.
2.
3.
Define lithospheric plate using your book or a dictionary.
Match the correct term with its definition.
long, narrow valley formed as the hanging wall of a divergentboundary slips down
fracture in which rocks on one side of the fracture move relative to rocks on the other side
boundary formed when two plates move apart
boundary formed when two plates move sideways past each other
break or crack in rock
process that pulls apart a continent
boundary formed when two plates move toward each other
Use your book or a dictionary to define inclined.
Organize information about types of stress. Describe how eachtype of stress occurs and its results.
Model the 3 main types of faults. Draw each type of fault, andlabel the hanging wall and footwall. Use arrows to show how rock moves.
Tension Compression Shear
Types of Rock Stress
Lesson 1 Interactions at Plate Boundaries (continued)
Stress andDeformation
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Plate Boundaries and California 49
Normal Fault Reverse Fault Strike-Slip Fault
Rephrase the main ideas of this section in your own words.SUMMARIZE IT
Sequence the events that occur during continental rifting.
Distinguish the 3 types of convergent plate boundaries. Describewhat happens at each type of boundary.
Complete this paragraph about transform plate boundaries.
At transform plate boundaries, plates
. In the ocean, these boundaries connect
. On the continents,
can occur along these boundaries.
A continent splits apart at a divergent plate boundary.
Lesson 1 Interactions at Plate Boundaries (continued)
Types of PlateBoundaries
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I found this informationon page .
I found this informationon page .
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50 Plate Boundaries and California
Ocean-to-Ocean Ocean-to- Continent-to-Continent Continent
Summarize three main ideas from the above section ofLesson 1.
SUMMARIZE IT
ReviewVocabulary
AcademicVocabulary
Name Date
Plate Boundaries and CaliforniaLesson 2 California Geology
NewVocabulary
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Grade 6 Science Content Standards—1.f: Students know how to explain major features of California geology(including mountains, faults, volcanoes) in terms of plate tectonics. Also covers: 1.e, 7.a, 7.b
Plate Boundaries and California 51
uplift
San Andreas Fault
adjacent
Scan the headings and bold words in Lesson 2. Write threequestions that come to mind. Look for answers as you read.
1.
2.
3.
Define uplift using your book or a dictionary.
Use your book or a dictionary to define San Andreas Fault.Then write a short paragraph that describes the fault.
Use a dictionary to define adjacent. Then use the term in anoriginal sentence related to Lesson 2.
Distinguish two plate boundaries found in California.
1.
2.
Identify three features of California geology caused by platetectonics.
1. 2. 3.
Create a diagram showing the San Andreas Fault. Use the wordsbelow to label your diagram. Include arrows to show how theplates are moving.• North American Plate • transverse ranges • Los Angeles Basin
• Pacific Plate • coast ranges • Ventura Basin
• San Francisco Bay • Salton Sea • Cape Mendocino
Lesson 2 California Geology (continued)
Plate Tectonicsin California
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52 Plate Boundaries and California
Summarize the main ideas of the above section of the lesson.SUMMARIZE IT
Analyze the role of a convergent plate boundary in shapingCalifornia geology. Complete the cause-and-effect diagram.
Organize information about the formation of mountains inCalifornia. Complete the outline.
I. Subduction
A.
B.
II. Rifting
A.
B.
Summarize two changes that might occur in the future as a resultof plate tectonics.
The Gorda and Juan de Fuca plates are forced beneath the coast.
Lesson 2 California Geology (continued)
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California’sMountains
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Future PlateMovements
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Plate Boundaries and California 53
Rephrase the main ideas of the lesson in your own words.SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
Plate Boundaries and CaliforniaChapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
After studying this chapter, write sentences summarizing threeof its main ideas.
SUMMARIZE IT
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54 Plate Boundaries and California
• Plates in Earth’s crust can move only from side to side.
• Many of California’s mountains formed as the result of plate movements.
• All of California is located on the same lithospheric plate.
• Los Angeles and San Francisco are slowly moving toward each other.
Plate Boundaries and California After YouRead
Earthquakes 55
Construct the Foldable as directed at the beginning of this chapter.
Earthquakes
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Have you ever experienced an earthquake? If so, write a paragraph about the event.If not, write how you imagine it would feel to experience an earthquake.
Science Journal
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Grade 6 Science Content Standards—1.g: Students know how to determine the epicenter of an earthquake and knowthat the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of theregion from the epicenter, the local geology, and the type of construction in the region. Also covers: 1.d, 1.e, 2.d, 7a–b,7d–e, 7g
• Plate movements cause earthquakes.
• Scientists use earthquake waves to map the inside of Earth.
• The Richter scale is the only way to measure the strength of an earthquake.
• Fire is the most common hazard thatoccurs following an earthquake.
Before You EarthquakesRead
56 Earthquakes
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
EarthquakesLesson 1 Origins of Earthquakes
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Grade 6 Science Content Standard—1.d: Students know that earthquakes are sudden motions along breaks in the crustcalled faults and that volcanoes and fissures are locations where magma reaches the surface. Also covers 1.e, 7.e
fault
earthquake
elastic strain
focus
interact
Scan Lesson 1 of your book. Write two important facts youdiscovered about the origins of earthquakes while scanning thelesson.
1.
2.
Define fault using your book or a dictionary.
Use your book or a dictionary to define the following terms.
Use a dictionary to find the scientific definition of the terminteract. Find a sentence in the lesson in which the word is used,and write the sentence below.
Definition:
Sentence:
Summarize two main ideas of the above sections.SUMMARIZE IT
Sequence the changes in energy that occur leading up to anearthquake.
Summarize what happens after elastic strain builds up in rocks.Complete the statements below.
When elastic strain builds up, rocks
. Either , or the
rupture will occur .
Model the spread of seismic waves from the focus of anearthquake. Use arrows to show how waves spread.
Heat energy moves through Earth’s mantle by convection.
Lesson 1 Origins of Earthquakes (continued)
What is anearthquake?
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Earthquakes 57
Distinguish between the types of earthquakes that occur at eachtype of plate boundary. Complete the table.
Organize information about earthquakes that occur away fromplate boundaries. Complete the concept map.
Earthquakes away from plate
boundaries
Lesson 1 Origins of Earthquakes (continued)
Plate Boundariesand EarthquakesI found this information
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I found this informationon page .
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58 Earthquakes
Divergent Convergent TransformBoundary Boundary Boundary
Type ofstress
Type offault
Magnitudeofearthquake
Summarize the main ideas of the above section with two bulletpoints.
SUMMARIZE IT
Earthquakes 59
ReviewVocabulary
AcademicVocabulary
Name Date
EarthquakesLesson 2 Earthquakes and Seismic Waves
NewVocabulary
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Grade 6 Science Content Standard—1.g: Students know how to determine the epicenter of an earthquake and know thatthe effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region fromthe epicenter, the local geology, and the type of construction in the region. Also covers: 7.e
wave
internal
Predict three topics that will be covered in Lesson 2. Use theheadings and bold words to help.
1.
2.
3.
Use wave in a scientific sentence. Use a dictionary or your book for help.
Write the correct term to match each definition in the blank.
compressional wave with particle motion in the same direction thewave travels
wave of energy produced at the focus of an earthquake
shearing wave with particle motion perpendicular to the directionof wave travel
point on Earth’s surface directly above an earthquake focus
Use a dictionary to define the term internal as it is used in thefollowing sentence.
Scientists study the internal structure of Earth.
Rephrase two main ideas from these sections in your ownwords.
SUMMARIZE IT
Model how energy travels during an earthquake as seismic waves.Draw a diagram showing how the energy travels. Label theepicenter and identify how the amount of energy changes withdistance.
Classify the three types of seismic waves. Describe each type of wave.
Description: particle motion in the same direction as the wave propagation; also called compressional waves
Description:
also called
Description:
Seismic Waves
Lesson 2 Earthquakes and Seismic Waves (continued)
What are seismicwaves?
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Types of Seismic Waves
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60 Earthquakes
Model how P-waves, S-waves, and surface waves travel in anearthquake. Draw a diagram showing which waves arrive first.
Outline discoveries scientists have made using seismic waves.
I. Internal structure
A.
B.
II. Shadow zone
A. Definition:
B.
Lesson 2 Earthquakes and Seismic Waves (continued)
Using SeismicWave Data
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Earthquakes 61
Summarize the main ideas of the above sections.SUMMARIZE IT
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
EarthquakesLesson 3 Measuring Earthquakes
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Grade 6 Science Content Standards—1.g: Students know how to determine the epicenter of an earthquake and know thatthe effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region fromthe epicenter, the local geology, and the type of construction in the region. Also covers: 7.b, 7.g
62 Earthquakes
sediment
seismograph
seismogram
indicate
Skim Lesson 3, and predict three topics that you will study in thislesson.
1.
2.
3.
Define sediment using your book or a dictionary.
Use your book or a dictionary to define the following terms.
Use the word indicate in a scientific sentence.
Summarize one main idea from each section above.SUMMARIZE IT
Analyze how scientists determined the size of the December 2004Indian Ocean earthquake.
Summarize how a mechanical seismograph works.
Sequence the steps scientists use to locate the epicenter of anearthquake. Complete the flow chart.
Find the difference in the arrival times of the P- and S-waves.
Lesson 3 Measuring Earthquakes (continued)
How areearthquakes
measured?I found this information
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RecordingSeismic Waves
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Locating anEpicenter
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Earthquakes 63
Distinguish between the scales used to measure the magnitude ofearthquakes. Describe the key features of each scale.
Analyze factors that affect earthquake intensity. Identify twofactors that affect intensity, and summarize the effect of each.
Factor:
Effect:
Factors that affect intensity
Factor:
Effect:
Moment MagnitudeRichter Magnitude Scale
scale is based on
magnitude values
scale is based on
Lesson 3 Measuring Earthquakes (continued)
MeasuringEarthquake SizeI found this information
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EarthquakeIntensity
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64 Earthquakes
Highlight the main ideas of each section above in the following passage.
Scientists use magnitude scales to measure the movement and energy released byearthquakes, and intensity to describe how much damage earthquakes cause. TheRichter scale measures the amount of movement recorded on a seismogram.The moment magnitude is determined by the amount of energy released. It varieswith the distance from the epicenter and the geology of the area.
SUMMARIZE IT
Earthquakes 65
ReviewVocabulary
AcademicVocabulary
Name Date
EarthquakesLesson 4 Earthquake Hazards and Safety
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Grade 6 Science Content Standards—1.g: Students know how to determine the epicenter of an earthquake and know thatthe effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region fromthe epicenter, the local geology, and the type of construction in the region. Also covers: 2.d, 7.a, 7.b
NewVocabulary
San Andreas Fault
liquefaction
tsunami
securely
Scan Lesson 4 of your book. Write three facts that you discoveredabout earthquake hazards and safety as you scanned the lesson.
1.
2.
3.
Define San Andreas Fault using your book or a dictionary.
Use your book or a dictionary to define each of the followingterms.
Use a dictionary to write the scientific definition for securely.Then use the word in a sentence.
Summarize the main ideas of the above sections.SUMMARIZE IT
Identify five hazards that might result from an earthquake.
Explain how liquefaction occurs and how it damages buildings.
Sequence the events that cause a tsunami. Complete the flowchart.
Summarize how scientists determine the risk of earthquakehazards in an area.
The seafloor moves
suddenly.
Earthquakes can cause
.
.
.
.
.
Lesson 4 Earthquake Hazards and Safety (continued)
EarthquakeHazards
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AvoidingEarthquake
HazardsI found this information
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66 Earthquakes
Summarize two main ideas of the above sections of this lesson.SUMMARIZE IT
Outline how building planning can help reduce loss of life duringan earthquake.
I. Types of buildings
A.
B.
II. Earthquake-resistant structures
A.
B.
Model tips for staying safe during and after an earthquake. Drawat least two safe behaviors for each environment.
Lesson 4 Earthquake Hazards and Safety (continued)
Earthquakes andStructures
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Earthquakes 67
Indoors Outdoors
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
68 Earthquakes
Earthquakes Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
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After reading this chapter, write a summary sentence for eachlesson to illustrate the lesson’s main ideas.
SUMMARIZE IT
• Plate movements cause earthquakes.
• Scientists use earthquake waves to map the inside of Earth.
• The Richter scale is the only way to measure the strength of an earthquake.
• Fire is the most common hazard that occurs following an earthquake.
Earthquakes After YouRead
Volcanoes 69
Construct the Foldable as directed at the beginning of this chapter.
Volcanoes
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
• A volcano forms when magma reachesEarth’s surface.
• Volcanic eruptions occur as a result ofchemical reactions inside Earth.
• All lava has the same composition.
• Volcanic eruptions can change habitats for humans and wildlife.
Make a list of what you might hear, smell, feel, see, and possibly taste while watching avolcanic eruption.
Science Journal
Before You VolcanoesRead
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Grade 6 Science Content Standards—1.e: Students know major geologic events, such as earthquakes, volcaniceruptions, and mountain building, result from plate motion. Also covers: 1.d–f, 2.d, 7.a, 7.b, 7.d, 7.g, 7.h
70 Volcanoes
NewVocabulary
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Volcanoes Lesson 1 Volcanoes and Plate Boundaries
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Grade 6 Science Content Standards—1.e: Students know major geologic events, such as earthquakes, volcanic eruptions,and mountain building, result from plate motion. Also covers: 1.d, 7.b
AcademicVocabulary
lithospheric plate
volcano
hot spot
vent
fissure eruption
source
Scan Lesson 1 of your book. Use the checklist below.
Read all of the headings.
Read all of the boldface words.
Look at the charts, graphs, and pictures.
Think about what you already know about volcanoes and plate boundaries.
Write three things that you will learn about volcanoes and plateboundaries.
1.
2.
3.
Define lithospheric plate, using your book or a dictionary.
Write a paragraph that contains all of the vocabulary terms.
Use a dictionary to define source.
Lesson 1 Volcanoes and Plate Boundaries (continued)
What is avolcano?
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How dovolcanoes form?I found this information
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Volcanoes 71
Fissure Eruptions
When they occur
Where they occur
What they form In oceans:
On continents:
Summarize the three main ideas of the above sections.SUMMARIZE IT
Distinguish magma from lava.
Magma:
Lava:
Sequence the events that occur as a volcano forms.
Organize information about fissure eruptions by completing thetable.
Heat deep insideEarth causesrock to melt,
forming magma.
A cone-shaped landform develops from the lava
that pours onto Earth’s surface.
Identify the three places at which volcanoes often form.
1.
2.
3.
Compare and contrast how volcanoes form at divergent andconvergent plate boundaries.
Classify the types of plates involved in the formation of eachgroup of landforms, using the graphic organizer.
Volcanic Landforms at Converging Plates
include
Island Arcs
that form where that form where
Lesson 1 Volcanoes and Plate Boundaries (continued)
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I found this informationon page .
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72 Volcanoes
At Divergent Boundary At Convergent Boundary
Summarize the main idea of the above section.SUMMARIZE IT
ReviewVocabulary
AcademicVocabulary
Name Date
VolcanoesLesson 2 Volcanic Eruptions and Features
NewVocabulary
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Grade 6 Science Content Standards—1.d: Students know that earthquakes are sudden motions along breaks in the crustcalled faults and that volcanoes and fissures are locations where magma reaches the surface. Also covers: 1.f, 7.g
Volcanoes 73
landform
shield volcano
cinder cone volcano
tephra
composite volcano
emerge
Skim Lesson 2 of your book. Write three questions that come tomind. Look for answers to your questions as you read the lesson.
1.
2.
3.
Use landform in a sentence to show its scientific meaning.
Use your book to define each vocabulary term.
Define emerge, using a dictionary.
Identify three factors that affect how a volcano erupts.
1.
2.
3
Label the arrow to show how the amount of silica in magmaaffects its viscosity.
Compare and contrast basaltic magma and lava and graniticmagma and lava.
Contrast pahoehoe lava and aa lava.
Pahoehoe lava:
Aa lava:
Low Viscosity High Viscosity
silica silica
Lesson 2 Volcanic Eruptions and Features (continued)
What controlsvolcanic
eruptions?I found this information
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Types of Magmaand Lava
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74 Volcanoes
Basaltic Granitic
Silica Content
Viscosity
Type of Eruption
Summarize the main ideas of the above section.SUMMARIZE IT
Organize information about the three types of volcanoes bycompleting the graphic organizer.
Model the three types of volcanoes by drawing a cross-section ofeach in the boxes provided.
Appearance: Appearance: Appearance:
Composition: Composition: Composition:
Formation: Formation: Formation:
Volcano Types
Shield Cinder Cone Composite
Lesson 2 Volcanic Eruptions and Features (continued)
Types ofVolcanoes
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Volcanoes 75
Shield Cinder Cone Composite Volcano Volcano Volcano
Summarize the main idea of the above section.SUMMARIZE IT
Complete the following paragraph.
The plate beneath the
plate. This forms a .
Part of this extends into .
Identify features of intrusive volcanoes. Make a small sketch ofeach to help you remember what each one is.
Model the stages of caldera formation by drawing three pictures.
Stage 1 Stage 2 Stage 3
Lesson 2 Volcanic Eruptions and Features (continued)
Volcanoes inCalifornia
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IntrusiveVolcanic
Features andOther Volcanic
FeaturesI found this information
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76 Volcanoes
Intrusive Volcanic Features
Summarize two main ideas of the above sections.SUMMARIZE IT
ReviewVocabulary
AcademicVocabulary
Name Date
VolcanoesLesson 3 Hazards of Volcanic Eruptions
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Grade 6 Science Content Standards—2.d: Students know earthquakes, volcanic eruptions, landslides, and floods changehuman and wildlife habitat. Also covers: 7.a, 7.b, 7.d
Volcanoes 77
seismic wave
volcanic ash
lahar
pyroclastic flow
release
Scan Lesson 3 of your book. Read the headings, and look at theillustrations. Predict three things that will be discussed.
1.
2.
3.
Define seismic wave, using your book or a dictionary.
Use your book or a dictionary to define the vocabulary terms.Then use each term in a sentence that shows its scientificmeaning.
Use a dictionary to define release. Then use the term in asentence to show its scientific meaning.
Organize information by listing six hazards of volcanic eruptions.
Identify and describe information about the harm that volcaniceruptions pose to habitats.
Hazards of volcaniceruptions include
Lesson 3 Hazards of Volcanic Eruptions (continued)
Effects onHabitats
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78 Volcanoes
Summarize the main idea of the above section.SUMMARIZE IT
Volcanic Potential Damage to HumanHazard or Natural Habitats
Volcanic Ash
Landslides and Lahars
Gases
Pyroclastic Flows
Lava Flows
Analyze why each sign listed can be used to predict possiblevolcanic activity.
Identify three ways scientists monitor volcanic activity from space.
Monitoring Volcanic Activity from Space
SmallEarthquakes
GasEmissions
GroundMovement
Temperature
Lesson 3 Hazards of Volcanic Eruptions (continued)
PredictingVolcanic
EruptionsI found this information
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MonitoringVolcanic ActivityI found this information
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Volcanoes 79
Summarize two main ideas of the above sections in two bulletpoints.
SUMMARIZE IT
Volcanoes Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
After studying the chapter, write one summary sentence foreach lesson to illustrate the chapter’s main ideas.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
• A volcano forms when magma reaches Earth’s surface.
• Volcanic eruptions occur as a result ofchemical reactions inside Earth.
• All lava has the same composition.
• Volcanic eruptions can change habitats for humans and wildlife.
Volcanoes After YouRead
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80 Volcanoes
Weathering and Erosion 81
Construct the Foldable as directed at the beginning of this chapter.
Weathering and Erosion
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Make a list of five things you know about the ocean. Select two of them and write aparagraph about each topic. Then, write a third paragraph that compares the two.
Science Journal
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Grade 6 Science Content Standards—1.f: Students know how to explain major features of California geology(including mountains, faults, volcanoes) in terms of plate tectonics. Also covers: 2.a–d, 7.a–c, 7.e, 7.g
• Soil is made of a mixture of weathered rocks,minerals, and organic matter.
• Flowing water can move pieces of rock.
• Most of California’s coastal cliffs were formed by the action of waves.
• Glaciers carve V-shaped valleys.
Before You Weathering and ErosionRead
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Weathering and ErosionLesson 1 Weathering
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Grade 6 Science Content Standards—2.a: Students know water running downhill is the dominant process in shapingthe landscape, including California’s landscape. Also covers: 7.e
82 Weathering and Erosion
mineral
contact
Scan the headings in Lesson 1 of your book. Identify four topicsthat will be discussed.
1.
2.
3.
4.
Define mineral using your book or a dictionary.
Read the definitions below. Write the correct vocabulary term onthe blank to the left of each definition.
mixture of weathered rock, minerals, and organic matter
breakdown of rocks at Earth’s surface from exposure to water andgases in the atmosphere
destructive process that breaks down and changes rocks
process that occurs when water freezes, expands, and melts in thecracks of rocks
breaking of rock into smaller pieces without changing its mineralcomposition
Define contact. Use a dictionary to help you.
Summarize the main ideas of the above section.SUMMARIZE IT
Organize information by listing four agents of weathering. Givean example of each.
Classify the 2 types of weathering processes.
Outline information about chemical weathering.
Chemical Weathering
I. Definition:
II. Causes
A.
B.
C.
D.
Weathering processes
Agents ofWeathering
Lesson 1 Weathering (continued)
What isweathering?
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ChemicalWeathering
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Weathering and Erosion 83
Summarize three main ideas from the above section.SUMMARIZE IT
Identify major causes of physical weathering.
Complete the diagram to describe the process of soil formation.
Label the soil profile diagram to identify the composition of thelayers. Sketch the particles in each layer.
Soil
weathered rock �
�
Causes of Physical Weathering
Lesson 1 Weathering (continued)
PhysicalWeathering
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Soil FormationI found this information
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84 Weathering and Erosion
A Horizon (topsoil)
B Horizon
C Horizon
Bedrock
ReviewVocabulary
AcademicVocabulary
Name Date
Weathering and ErosionLesson 2 Erosion and Deposition
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Grade 6 Science Content Standards—2.a: Students know water running downhill is the dominant process in shapingthe landscape, including California’s landscape. Also covers: 2.b–d
Weathering and Erosion 85
sediment
ultimate
Scan the What You’ll Learn statements for Lesson 2 of your book.Identify four topics that will be discussed.
1.
2.
3.
4.
Define sediment using your book or a dictionary.
Read the definitions below. Write the correct vocabulary term onthe blank to the left of each definition.
large mass of ice and snow
event that occurs when the water level in a river rises above theusual height and overflows the sides of its banks
landform consisting of loose sand and gravel
form of erosion that is caused by gravity
laying down of sediments in a new location
rapid, gravity-caused event that moves soil, loose rocks, and boulders
wide, flat valley located along the sides of some rivers and streams
Use a dictionary to define ultimate.
Organize information about the causes of erosion by completingthe graphic organizer.
Classify information about types of mass wasting by completingthe concept map.
Model three features that result when streams deposit sedimentsby sketching them below.
DeltaAlluvial FanOxbow Lake
Mass wasting can occurslowly, as
suddenly, as
Causes of Erosion
Lesson 2 Erosion and Deposition (continued)
What are erosionand deposition?
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Mass WastingI found this information
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Water andErosion
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86 Weathering and Erosion
Summarize the three main ideas of the above section.SUMMARIZE IT
Contrast five features formed by wave erosion.
1. Cliff:
2. Wave-cut platform:
3. Marine terrace:
4. Sea cave:
5. Sea stack, sea arch:
Sequence the 3 steps that create a longshore current.
1.
2.
3.
Model how a groin affects a shoreline. Indicate where the groinwould trap sediment.
groinshoreline
direction of longshore current
Lesson 2 Erosion and Deposition (continued)
Shorelines and Erosion
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Weathering and Erosion 87
Summarize the main ideas of the above section.SUMMARIZE IT
Summarize two main ideas of the above sections of the lesson.SUMMARIZE IT
Compare alpine glaciers and continental glaciers. Use thephrases below to complete the Venn diagram.
Identify and describe two types of wind-blown deposits.
1.
2.
Alpine Glaciers Continental GlaciersBoth
• form where more snow falls insummer than melts in winter
• cover entire land areas
• large masses of ice and snow
• also called ice sheets
• also called valley glaciers
• form high in mountains
• found only in Antarctica andGreenland
• flow from higher to lowerelevations
Lesson 2 Erosion and Deposition (continued)
What areglaciers?
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WindI found this information
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88 Weathering and Erosion
AcademicVocabulary
Name Date
Weathering and ErosionLesson 3 Reshaping the California Landscape
NewVocabulary
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Grade 6 Science Content Standards—1.f: Students know how to explain major features of California geology (includingmountains, faults, volcanoes) in terms of plate tectonics. Also covers: 2.a, 2.b, 2.c, 7.d
Weathering and Erosion 89
ReviewVocabulary
uplift
basin and rangearroyo
significant
Scan Lesson 3 of your book. Read the headings and bold wordsand look at the pictures. Write three things that you learn aboutCalifornia landscapes.
1.
2.
3.
Define uplift using your book or a dictionary.
Write a paragraph that includes all of the vocabulary terms.
Define significant using a dictionary.
Summarize three main ideas of the above sections.SUMMARIZE IT
Identify the 4 major types of landscapes in California.
Distinquish erosional and depositional mountain features.
Compare two types of desert landscapes by completing the Venndiagram with at least five facts.
Mohave Desert Colorado DesertBoth
California’sMajor Landscapes
Lesson 3 Reshaping the California Landscape (continued)
MountainLandscapes
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DesertLandscapes
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90 Weathering and Erosion
Features of California’s Mountains
Erosional Features Depositional Features
Summarize the main ideas of the above section.SUMMARIZE IT
Outline information about the Central Valley.
I. Description
A. Location:
B. Elevation:
II. Main Rivers
A.
B.
III. Other Features
A.
B.
Model three features that may result from erosion alongCalifornia’s rocky coasts by sketching them. Label the threefeatures in your drawing.
Lesson 3 Reshaping the California Landscape (continued)
The CentralValley
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CoastalLandscapes
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Weathering and Erosion 91
92 Weathering and Erosion
Weathering and ErosionChapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.C
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• Soil is made of a mixture of weathered rocks,minerals, and organic matter.
• Flowing water can move pieces of rock.
• Most of California’s coastal cliffs were formed by the action of waves.
• Glaciers carve V-shaped valleys.
Weathering and Erosion After YouRead
After studying the chapter, write one summary sentence foreach lesson to illustrate the chapter’s main ideas.
SUMMARIZE IT
Earth’s Atmosphere 93
Construct the Foldable as directed at the beginning of this chapter.
Earth’s Atmosphere
Before You ReadBefore you read the chapter, think about what you know about the topic. List three things that you already know about Earth’s atmosphere in the first column. Then list three things that you would like to learn about Earth’s atmosphere in the second column.
Name Date
Write a hypothesis that explains how you think clouds form above Mount Shasta.
Science Journal
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Grrade 6 Science Content Standards—4.a: Students know the sun is the major source of energy for phenomenaon Earth’s surface; it powers winds, ocean currents, and the water cycle. Also covers: 3.c, 3.d, 4.b, 4.d, 4.e, 7.c
K WWhat I know What I want to find out
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Earth’s Atmosphere Lesson 1 Energy from the Sun
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Grade 6 Science Content Standards—4.a: Students know the sun is the major source of energy for phenomenaon Earth’s surface; it powers winds, ocean currents, and the water cycle. Also covers: 4.b
94 Earth’s Atmosphere
radiation
visible
Skim Lesson 1 of your book. Write three questions that come tomind. Look for answers to your questions as you read the lesson.
1.
2.
3.
Define radiation.
Read the definitions below. Write the correct vocabulary term onthe blank to the left of each definition.
electromagnetic radiation with wavelengths shorter than visible light
region of the atmosphere that extends from Earth’s surface to aheight of about 8km to 15 km
entire range of wavelengths or frequencies of electromagnetic radiation
region of the atmosphere that extends from about 15 km to 50 km
electromagnetic radiation with longer wavelengths than visible lightthat is sometimes felt as heat
mixture of gases that surround Earth
Use a dictionary to define visible. Then use it in a sentence toshow its scientific meaning.
Identify the main components of the atmosphere and list theirpercentages.
Label the diagram to identify the locations of the four layers ofthe atmosphere. On the right side of the diagram, describeproperties of each layer.
1.
2.
3.
4.
Layers of theAtmosphere
Propertiesof Layers
Earth’s Surface
:
%
:
%
: 1%
Composition of Earth’s Atmosphere
Lesson 1 Energy from the Sun (continued)
Earth’sAtmosphere
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Layers in theAtmosphere
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Earth’s Atmosphere 95
Summarize the main ideas of the above sections in two bulletpoints.
SUMMARIZE IT
Define electromagnetic spectrum. Then list the 3 types ofelectromagnetic radiation that make up 99 percent of solarradiation.
Electromagnetic spectrum:
Solar radiation consists of:
1.
2.
3.
Compare and contrast infrared and ultraviolet radiation.Complete the Venn diagram with at least five facts.
Infrared Radiation Ultraviolet RadiationBoth
Lesson 1 Energy from the Sun (continued)
The Sun’sContinuous
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96 Earth’s Atmosphere
Summarize three main ideas of the above section.SUMMARIZE IT
Model what happens to the Sun’s radiation that strikes Earth’satmosphere. Make a drawing to show how much of the Sun’sradiation reaches Earth’s surface, is reflected back into space, andis absorbed by the atmosphere.
Summarize how the angle at which the Sun’s radiation strikesEarth affects temperatures.
Create a concept map about the importance of solar energy onEarth.
Lesson 1 Energy from the Sun (continued)
The Sun’sContinuous
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The Sun’s PowerI found this information
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Earth’s Atmosphere 97
Summarize two main ideas of the above sections.SUMMARIZE IT
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Earth’s Atmosphere Lesson 2 Energy Transfer in the Atmosphere
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Grade 6 Science Content Standards—4.d: Students know convection currents distribute heat in the atmosphereand oceans. Also covers: 3.c, 3.d
98 Earth’s Atmosphere
convection
inversion
greenhouse gas
global warming
similar
Scan the What You’ll Learn statements for Lesson 2 of your book.Identify three topics that will be discussed.
1.
2.
3.
Define convection, using your book or a dictionary.
Use your book or a dictionary to define the vocabulary terms.Use each term in a sentence that shows its scientific meaning.
Use a dictionary to define similar.
Complete the graphic organizer below with the 3 types of heattransfer.
Summarize why increasing the temperature of air changes itsdensity.
Model the way in which convection currents affect air circulationpatterns in a room. Use arrows to show the path of air movement.Label the arrows to indicate warm air and cool air.
Heat Transfer
occurs by
Lesson 2 Energy Transfer in the Atmosphere (continued)
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Convection in AirI found this information
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Earth’s Atmosphere 99
Summarize the main ideas of the above sections in two bulletpoints.
SUMMARIZE IT
Compare and contrast the three forms of heat transfer in thechart.
Create a drawing to show how Earth maintains a radiationbalance.
Identify three greenhouse gases. Then explain how scientists thinkgreenhouse gases might play a role in global warming.
1. 2. 3.
Role in Global Warming:
Lesson 2 Energy Transfer in the Atmosphere (continued)
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100 Earth’s Atmosphere
Radiation Conduction Convection
Does it needa medium?
How is itsenergytransferred?
Summarize two main ideas of the above sections.SUMMARIZE IT
ReviewVocabulary
AcademicVocabulary
Name Date
Earth’s Atmosphere Lesson 3 Air Currents
NewVocabulary
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Grade 6 Science Content Standards—4.d: Students know convection currents distribute heat in the atmosphereand oceans. Also covers: 4.a, 4.e
Earth’s Atmosphere 101
density
wind
updraft
downdraft
Coriolis effect
jet stream
temporarily
Scan Lesson 3 of your book. Use the checklist below.
Read all of the headings.
Read all of the bold words.
Look at the charts, graphs, and pictures.
Think about what you already know about air currents.
Write three things that you have learned about air currents byscanning the lesson.
1.
2.
3.
Define density using your book or a dictionary.
Write a paragraph that includes all of the vocabulary terms.
Define temporarily using a dictionary.
Sequence the Earth materials listed to indicate how rapidly eachheats up when it absorbs solar radiation.
Create two diagrams to show the movement of air in an updraftand a downdraft. Label each diagram to show heated, less denseair and cooler, denser air. Use arrows to show the direction of airmovement.
Increasing temperature
1.
2.
3. 4.
5.
Less RadiationAbsorbed
More RadiationAbsorbed
• forest
• water
• sand
• snow and ice
• asphalt or concrete
Lesson 3 Air Currents (continued)
Local Winds andEddies
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102 Earth’s Atmosphere
Updraft Downdraft
Summarize two main ideas of the above sections.SUMMARIZE IT
Model the directions in which winds blow in the Northern andSouthern Hemispheres as a result of the Coriolis effect. Use arrowsto draw the path followed by the winds.
Complete the graphic organizer below to identify the cells in thethree-cell model of air movement.
Define jet stream.
from the
toward the
until it sinks
near
Three-Cell Model
which moves which moves which moves
from the
toward the
until it rises
near
between30˚ and 60˚ latitude
Northern Hemisphere Winds Southern Hemisphere Winds
Lesson 3 Air Currents (continued)
Air CurrentsAround Earth
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Earth’s Atmosphere 103
Summarize three main ideas of the above sections.SUMMARIZE IT
104 Earth’s Atmosphere
Earth’s Atmosphere Chapter Wrap-Up
Review the ideas you listed in the table at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the table by filling in the third column.
Name Date
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
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K W LWhat I know What I want to find out What I learned
After studying the chapter, write one summary sentence foreach lesson to illustrate the chapter’s main ideas.
SUMMARIZE IT
Oceans 105
Construct the Foldable as directed at the beginning of this chapter.
Oceans
Before You ReadBefore you read the chapter, think about what you know about the topic. List three things that you already know about oceans in the first column. Then list three things that you would like to learn about oceans in the second column.
Name Date
Near Earth’s poles, where the angle of sunlight is low, the water is cold. Write ahypothesis that explains how warm ocean currents reach higher latitudes and cold ocean currents reach lower latitudes.
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Grade 6 Science Content Standards—7.f: Students will read a topographic map and a geologic map for evidenceprovided on the maps and construct and interpret a simple scale map. Also covers: 1.e, 2.c, 4.a, 4.d, 7.c
K WWhat I know What I want to find out
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OceansLesson 1 Earth’s Oceans
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Grade 6 Science Content Standards—7.f: Students will read a topographic map and a geologic map for evidence providedon the maps and construct and interpret a simple scale map. Also covers: 7.c
106 Oceans
topographic map
sea level
ocean floor
bathymetric map
echo sounding
continental shelf
method
Scan Lesson 1 of your book. Write three facts you discovered aboutEarth’s oceans while scanning the lesson.
1.
2.
3.
Define topographic map. Then use the term in a sentence.
Use your book or a dictionary to define the following terms.
Use the word method in a scientific sentence.
Organize information about Earth’s 5 major oceans bycompleting the table.
Complete the paragraph to describe how sound is used tomeasure depth.
An instrument attached to
emits a sound wave. Depth is determined by the time it takes the
sound to
. The it takes, the
the depth.
Lesson 1 Earth’s Oceans (continued)
Mapping Earth’sOceans
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Oceans 107
Name Characteristics
Pacific Ocean
Summarize the main ideas of the above sections with two bullet points.
SUMMARIZE IT
Define and describe the 5 typical geologic features of the oceanfloor.
Model the features of the ocean floor. Draw and label abathymetric profile showing each of the features that you definedabove in the graphic organizer.
Continental Shelf: Continental Slope:
Trenches: Mid-Ocean Ridges:
Abyssal Plain:
The Ocean Floor
Lesson 1 Earth’s Oceans (continued)
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108 Oceans
Summarize two main ideas of the above section.SUMMARIZE IT
ReviewVocabulary
AcademicVocabulary
Name Date
OceansLesson 2 Ocean Currents
NewVocabulary
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Grade 6 Science Content Standards—4.d: Students know convection currents distribute heat in the atmosphereand oceans. Also covers: 4.a
Oceans 109
latitude
cycle
Scan the headings in Lesson 2 of this chapter. Predict three topicsthat will be discussed.
1.
2.
3.
Define latitude using your book or a dictionary.
Read the definitions below. Write the correct vocabulary term onthe blank to the left of each definition. Then write a paragraphcontaining the vocabulary terms.
river in the ocean
amount of salt dissolved in water
cycle of currents
Use your book or a dictionary to define the term cycle. Then usethe term in a sentence to show its scientific meaning.
Identify six things that are moved from place to place by oceancurrents.
1. 4.
2. 5.
3. 6.
Summarize how the oceans help equalize the amount of heatthroughout the planet.
Model how the Coriolis effect deflects ocean currents in thenorthern and southern hemispheres. Use arrows to indicate thedirection of currents.
Lesson 2 Ocean Currents (continued)
Influences onOcean Currents
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110 Oceans
Summarize two main ideas of the above sections.SUMMARIZE IT
Complete the flow chart to describe the process that forms deepocean currents in Antarctica.
Model the currents that make up the North Pacific Gyre usinglabeled arrows.
Analyze the causes and effects of El Niño and La Niña.
Asia
North America
Surface water is
by air.
Surface water becomes
and .
Salinityas some water freezes.
Lesson 2 Ocean Currents (continued)
Influences onOcean Currents
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Oceans 111
Event Cause Effect
El Niño
La Niña
Summarize the main ideas of the above sections in your own words.
SUMMARIZE IT
NewVocabulary
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OceansLesson 3 The Ocean Shore
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Grade 6 Science Content Standards—2.c: Students know beaches are dynamic systems in which the sand is suppliedby rivers and moved along the coast by the action of waves.
112 Oceans
AcademicVocabulary
sediment
shoreline
longshore current
longshore drift
rip current
suspend
Skim Lesson 3 and predict three topics that you will study.
1.
2.
3.
Define sediment using its scientific meaning.
Use your book or a dictionary to define the following terms.
Use a dictionary to find the scientific definition of the termsuspend.
Summarize forces that erode the shoreline.
Distinguish two factors that affect the rate of shoreline erosion.
1.
2.
Draw longshore current and longshore drift. Use arrows to showthe direction of waves and movement of sediment.
Lesson 3 The Ocean Shore (continued)
ShorelineProcesses
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Oceans 113
Erosion by Wind and Waves
Forces Effects
Wind
Waves
Water
Summarize the main ideas of the above sections.SUMMARIZE IT
Analyze how rip currents form.
Summarize two unintended results caused by structures built byhumans.
Jetties, groins, and breakwaters:
Seawalls:
Organize the following sediment sizes from largest to smallest:sand, boulder, gravel, silt, clay, and cobble.
Sequence the steps that form sand.
Currents .
Weathering
.
Rivers
and
.
Lesson 3 The Ocean Shore (continued)
ShorelineProcesses
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114 Oceans
Highlight one main idea of this section in the paragraph below.
Weathering breaks large boulders into smaller rocks. Rain then washes small rocks intorivers. Rivers transport these rocks to the ocean. Along the way, rocks are continuallyweathered and broken down into smaller and smaller pieces. These small pieces are thentransported along the shoreline.
SUMMARIZE IT
ReviewVocabulary
AcademicVocabulary
Name Date
OceansLesson 4 Living on the California Coast
NewVocabulary
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Grade 6 Science Content Standards—4.d: Students know convection currents distribute heat in the atmosphereand oceans. Also covers: 1.e, 7.c, 7.f
Oceans 115
transform plateboundary
region
Scan Lesson 4 of your book using the checklist below.
Read all the lesson titles.
Read all the boldface words.
Look at all the pictures.
Think about what you already know about the California coast.
Ask three questions about the topic.
1.
2.
3.
Define transform plate boundary using your book or adictionary.
Write the vocabulary terms to the left of their definitions.
narrow, warm water current that flows north from the tropics
large, slow-moving current that travels in a southward directionbringing cool water from northern latitudes
related to the ocean
place in which an organism lives
Use a dictionary to define region. Then use it in a sentence toshow its scientific meaning.
Summarize the tectonic activity that has affected the Californiacoast in the past and present by completing the paragraph.
Most of California lies on , and the
Pacific Ocean rests on . Until about
30 million years ago, . Then the direction
of their movement changed and they started
. This lifted and crushed .
Analyze why California has so many rocky beaches.
Complete the graphic organizer to identify the causes oftsunamis. Underline the cause that results in the largest tsunamis.
Causes ofTsunamis
California’sshoreline is
.
Few islands
.
erode shoreline cliffs.
This erosion leaves
.
Lesson 4 Living on the California Coast (continued)
Geology of theCalifornia Coast
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116 Oceans
Summarize the main ideas of the above sections.SUMMARIZE IT
Model and label the two major currents along the California coast.
Summarize why there are no hurricanes in California.
When a storm system curves northward and eastward toward
California, it reaches the of the California
current and .
Identify two factors which account for the abundant marine lifefound at the Channel Islands.
1.
2.
Create and label a sketch of the intertidal zone.
Lesson 4 Living on the California Coast (continued)
Currents Alongthe Coast
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Oceans 117
Summarize the above section of this lesson.SUMMARIZE IT
118 Oceans
Oceans Chapter Wrap-Up
Review the ideas you listed in the table at the beginning of the chapter. Cross out anyincorrect information in the first column. Then complete the table by filling in the third column.
Name Date
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.C
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K W LWhat I know What I want to find out What I learned
After reading this chapter, write one summary sentence foreach lesson to illustrate the chapter’s main ideas.
SUMMARIZE IT
Weather and Climate 119
Construct the Foldable as directed at the beginning of this chapter.
Weather and Climate
Before You ReadBefore you read the chapter, think about what you already know about the topic. List threethings that you already know about weather and climate in the first column. Then list three things that you would like to learn about weather and climate in the second column.
Name Date
Describe your observations of California’s weather, climate, and seasons. Analyze theimportance of water in your descriptions.
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Grade 6 Science Content Standards—4.a: Students know the sun is the major source of energy for phenomenaon Earth's surface; it powers winds, ocean currents, and the water cycle. Also covers: 2.d, 4.d, 4.e
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NewVocabulary
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Name Date
Weather and ClimateLesson 1 Weather
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120 Weather and Climate
wind
traditionally
Scan the headings of the paragraphs throughout Lesson 1. Identifytwo topics that you will learn about.
1.
2.
Use your book or a dictionary to define wind.
Write the vocabulary term to the left of its definition.
cycle in which water constantly moves between the hydrosphereand the atmosphere
temperature at which air becomes fully saturated with water vaporand condensation forms
atmospheric conditions, along with short term changes, of a certainplace at a certain time
amount of water vapor present in air
amount of water vapor in the air relative to the maximum amountof water vapor the air can hold at that temperature before becoming saturated
water, in liquid or solid form, that falls from the atmosphere
Use a dictionary to define traditionally.
Summarize a main idea of this section.SUMMARIZE IT
Organize information by listing and briefly describing factors thatdescribe weather.
Identify four types of precipitation and describe their forms whenthey reach Earth’s surface.
rain:water droplets
Types of Precipitation
Lesson 1 Weather (continued)
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Weather and Climate 121
Factors That Describe Weather
Factor Description
air temperature
pressure that a column of air exerts on the air below it
Label the graph about water in the hydrosphere.
Model the water cycle in the space below.
About 96% of Earth’s water is stored in .
About 4% of Earth’s water is present as
water in
.
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122 Weather and Climate
Summarize three main ideas of the above sections with threebullet points.
SUMMARIZE IT
AcademicVocabulary
Name Date
Weather and ClimateLesson 2 Weather Patterns
NewVocabulary
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Grade 6 Science Content Standards—4.e: Students know differences in pressure, heat, air movement, and humidity resultin changes in weather. Also covers: 2.d
Weather and Climate 123
atmosphere
consequence
Scan the headings throughout Lesson 2. Write three questions abouttopics covered in the lesson.
1.
2.
3.
Define atmosphere, using your book or dictionary.
Read the definitions below. Write the correct vocabulary term onthe blank to the left of each definition.
regular change in temperature and length of day that result fromthe tilt of Earth’s axis
flood that takes place suddenly
colder air moving toward warmer air and pushing it upwards
body of air that has consistent weather features
lighter, warmer air moving over heavier, colder air
period of time when precipitation is much lower than normal or absent
Find the sentence in this lesson that uses the word consequence,and write the sentence below.
ReviewVocabulary
Summarize information about the characteristics of an air mass’skey weather features.
The weather features that characterize an air mass include
and . An air mass gets
its characteristics from .
Create a diagram of a warm front and a cold front in the spacebelow. Include labels for the air masses in your diagram.
Predict what will happen to the air pressure near Earth’s surfaceas air moves vertically.
air pressure .
As warm air rises,
air pressure .
As cold air sinks,
Lesson 2 Weather Patterns (continued)
The ChangingWeather
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124 Weather and Climate
Warm Front Cold Front
Summarize the main ideas of the above sections in a short paragraph.
SUMMARIZE IT
Identify and briefly describe three cycles that affect the weather.
Organize information about droughts and floods in the table.
Summarize why the damage from flash floods is increasing.
day and night: daily cycle of warming
and cooling of airand ground
Cycles that Affect the Weather
Lesson 2 Weather Patterns (continued)
Cycles thatAffect Weather
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Weather and Climate 125
Droughts Floods
Caused by: extended periods of
May result major decrease in in:
Recentoccurrences:
Summarize a main idea of the above sections.SUMMARIZE IT
NewVocabulary
ReviewVocabulary
AcademicVocabulary
Name Date
Weather and ClimateLesson 3 Climate
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Grade 6 Science Content Standards—4.d: Students know convection currents distribute heat in the atmosphereand oceans. Also covers: 4.e
126 Weather and Climate
habitat
climate
mediterranean climate
highland climate
affect
Scan the headings and illustrations in Lesson 3 of your book. Writetwo questions about this lesson that come to mind.
1.
2.
Define habitat using your book or a dictionary.
Use your book to define the following terms. Then write asentence that uses them.
Sentence:
Use a dictionary to define affect. Then use it in a sentence toshow its meaning.
Compare the mediterranean climate and the highland climate.
Distinguish between California’s main regions of mediterraneanclimate from its main regions of highland climate by marking andlabeling the map.
California’s Two Main Climates
type
characteristics
typical location
Lesson 3 Climate (continued)
A World of ManyClimates
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Weather and Climate 127
Summarize two of the main ideas of the above sections.SUMMARIZE IT
Summarize how climate controls affect climate.
1. Latitude
2. Distribution of land and water
3. Ocean currents
4. Prevailing winds
5. Human influences on climate
Sequence the changes that some scientists think could result fromglobal warming.
Burning of
Globalwarming
Increase in concentration of
Lesson 3 Climate (continued)
Climate ControlsI found this information
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128 Weather and Climate
Summarize the main idea of the above section in a single sentence.
SUMMARIZE IT
AcademicVocabulary
Name Date
Weather and ClimateLesson 4 California Climate and Local Weather Patterns
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Grade 6 Science Content Standards—4.d: Students know convection currents distribute heat in the atmosphereand oceans. Also covers: 4.e
Weather and Climate 129
California Current
rain shadow
sea breeze
land breeze
valley breeze
mountain breeze
Santa Ana wind
accumulate
Scan the headings and illustrations in Lesson 4 of your book. Writethree topics that you think will be discussed in this lesson.
1.
2.
3.
Define California Current, using your book or dictionary.
Use your book to define the following terms.
Use a dictionary to define accumulate. Then use it in a sentenceto show its meaning.
ReviewVocabulary
Lesson 4 California Weather and Climat (continued)
Mediterraneanand Highland
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130 Weather and Climate
Summarize three main ideas of the above sections with twobullet points.
SUMMARIZE IT
Identify three factors that affect the climates of California.
Sequence the formation of fog along the California coast.
Model and label the formation of a rain shadow.
Westerlies
.
The warm air crosses over theof the California current.
California’s climates are influenced by
Model the formation of a sea breeze in a sketch.
Compare and contrast valley breezes and mountain breezes inthe Venn diagram with at least five facts.
Rephrase how Santa Ana winds can lead to fires in southernCalifornia.
Valley Breeze Mountain BreezeBoth
Lesson 4 California Weather and (continued)
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Weather and Climate 131
Summarize the three main ideas of the above sections withthree bullet points.
SUMMARIZE IT
132 Weather and Climate
Weather and Climate Chapter Wrap-Up
Review the ideas you listed in the table at the beginning of the chapter. Cross out any incorrect information in the first column. Then complete the table by filling out the third column.
Name Date
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
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K W LWhat I know What I want to find out What I learned
After studying the chapter, write one summary sentence foreach section to illustrate that chapter’s main ideas.
SUMMARIZE IT
Ecological Roles 133
Construct the Foldable as directed at the beginning of this chapter.
Ecological Roles
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Write three questions you have about the photo that you might like to explore further.
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Grade 6 Science Content Standards—5.e: Students know the number and types oforganisms an ecosystem cansupport depends on the resources available and on abiotic factors, such as quantities of light and water, a rangeof temperatures, and soil composition. Also covers: 4.a, 5.c, 5.d, 7.a, 7.b, 7.c, 7.d
• An ecosystem consists only of the living thingsin an area.
• Soil, sunlight, water, and temperature helpdetermine which organisms can live in an area.
• Animals and plants that live in the desert do not need water.
• A niche is an organism’s role in its community.
Before You Ecological RolesRead
134 Ecological Roles
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Ecological RolesLesson 1 Biotic and Abiotic Factors
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Grade 6 Science Content Standards—5.e: Students know the number and types of organisms an ecosystem can supportdepends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures,and soil composition. Also covers: 4.a, 7.c
climate
adapt
Skim the headings in Lesson 1 of your book. Identify three topicsthat will be discussed.
1.
2.
3.
Define climate using your book or a dictionary.
Read the definitions below. Write the correct vocabulary term onthe blank to the left of each definition.
living part of an ecosystem
dark-colored soil material that makes nutrients available to plants
group of organisms that share similar characteristics and can reproduce among themselves producing fertile offspring
all the species that occupy an area
nonliving part of an ecosystem
number of individuals of one species that occupy an area
an environmental factor that limits the population of organisms in an ecosystem
the organisms in an area and the place they live
Use your book or a dictionary to define adapt to show itsscientific meaning.
Summarize three main ideas of the above sections.SUMMARIZE IT
Define ecosystem, and describe some interactions that take placein an ecosystem. Give two examples.
Examples:
Organize information about the abiotic factors that are found inan ecosystem. Give one example of how each affects organisms.
AbioticFactors
Lesson 1 Biotic and Abiotic Factors (continued)
What is anecosystem?
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Abiotic FactorsI found this information
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Ecological Roles 135
Organize information about limiting factors. Describe how eachlimiting factor affects populations in an ecosystem.
Rephrase in your own words how changes in one population canaffect other populations. Use sea otters as an example.
Limiting Factors
Food:
Water:
Shelter:
Space:
Lesson 1 Biotic and Abiotic Factors (continued)
Biotic Factors andLimiting Factors
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136 Ecological Roles
Choose one main idea from each section above. Summarize the main idea in your own words.
SUMMARIZE IT
Ecological Roles 137
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AcademicVocabulary
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Ecological RolesLesson 2 Organisms and Ecosystems
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Grade 6 Science Content Standards—5.d: Students know populations of organisms can be categorized by the functionsthey serve in an ecosystem. Also covers: 5.c, 5.e, 7.a
latitude
biome
niche
habitat
migrate
Scan Lesson 2 of your book. Write three facts that you discoverabout organisms and ecosystems.
1.
2.
3.
Define latitude.
Write a paragraph using all the vocabulary terms.
Use a dictionary to define migrate. Then use the term in asentence to show its scientific meaning.
Outline information about four biomes found in the world.
I. Tundra
A.
B.
II. Taiga
A.
B.
III. Rain Forest
A. Types and locations
1.
2.
B. Shared characteristics
1.
2.
IV. Grassland
A.
B.
Identify and describe climate features of California biomes.
Lesson 2 Organisms and Ecosystems (continued)
BiomesI found this information
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138 Ecological Roles
Temperate Desert ChapparalDeciduous Forest
Summarize two main ideas of the above section of this lesson.SUMMARIZE IT
Organize information about an organism’s niche. Complete theconcept map.
Analyze how human action can affect an ecosystem. Sequencecauses and effects.
Humans do not allow fire to burn in chaparral.
A niche includes . . .
Lesson 2 Organisms and Ecosystems (continued)
Habitat andNiches
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Human Impactson Niches
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Ecological Roles 139
Summarize two main ideas of the above sections.SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
140 Ecological Roles
Ecological Roles Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
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• An ecosystem consists only of the living things in an area.
• Soil, sunlight, water, and temperature helpdetermine which organisms can live in an area.
• Animals and plants that live in the desert donot need water.
• A niche is an organism’s role in its community.
Ecological Roles After YouRead
After reading the chapter, write a summary sentence for eachlesson to illustrate the chapter’s main ideas.
SUMMARIZE IT
Energy and Matter in Ecosystems 141
Construct the Foldable as directed at the beginning of this chapter.
Energy and Matter in Ecosystems
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
Write a paragraph on what you know about energy and matter in ecosystems.
Science Journal
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Grade 6 Science Content Standards—5.a: Students know energy entering ecosystems as sunlight is transferred byproducers into chemical energy through photosynthesis and then from organism to organism through food webs.Also covers: 5.b, 5.c, 7.b, 7.d, 7.e, 7.g
• An ecosystem is made up of both living andnonliving things.
• Plants make their own food.
• Energy cycles through ecosystems.
• All living things release some food energy as heat.
Before You Energy and Matter in EcosystemsRead
142 Energy and Matter in Ecosystems
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AcademicVocabulary
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Energy and Matter in EcosystemsLesson 1 Producers and Consumers
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Grade 6 Science Content Standards—5.a: Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.Also covers: 5.c, 7.a, 7.g
ecosystem
ecology
producer
photosynthesis
consumer
decomposer
structure
Scan Lesson 1 of your book. Write two facts you discovered aboutproducers and consumers while scanning the lesson.
1.
2.
Define ecosystem.
Use your book or a dictionary to define the following terms.
Use a dictionary to define structure.
Classify factors in a pond ecosystem as biotic or abiotic. Includeat least six factors.
Summarize the key relationship between the biotic factors and theabiotic factors in an ecosystem.
Sequence the steps by which plants make and use food.
sunlight � �
are used to make
are used to make starches, ,
, and other compounds
simple
which
Lesson 1 Producers and Consumers (continued)
EcosystemsI found this information
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Energy and Matter in Ecosystems 143
Factors of a Pond Ecosystem
Biotic Abiotic
Summarize three main ideas of the above sections.SUMMARIZE IT
Compare and contrast photosynthesis with chemosynthesis.Identify the energy source for each and list organisms that use each.
Distinguish between the types of consumers. Give at least twoexamples of each type of consumer and identify what they eat.
Identify two beneficial roles played by decomposers andscavengers.
Decomposers
Photosynthesis ChemosynthesisBoth
method used by
producers to make
food
Lesson 1 Producers and Consumers (continued)
Producers I found this information
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ConsumersI found this information
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144 Energy and Matter in Ecosystems
Types of Examples What They EatConsumers
herbivores elephants, plants
scavengers
Highlight the main idea in the information below.
Consumers are categorized by the kinds of foods they eat. For example, lions are categorizedas carnivores because they eat meat, and bears are omnivores because they eat both animalsand plants.
SUMMARIZE IT
Energy and Matter in Ecosystems 145
AcademicVocabulary
Name Date
Energy and Matter in EcosystemsLesson 2 Energy in Ecosystems
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Grade 6 Science Content Standards—5.a: Students know energy entering ecosystems as sunlight is transferred byproducers into chemical energy through photosynthesis and then from organism to organism through food webs.Also covers: 5.b, 5.c, 7.b, 7.d, 7.e
convert
Scan the headings in Lesson 2 of your book. Predict three thingsyou will learn.
1.
2.
3.
Read the definitions below. Write the correct vocabulary term onthe blank to the left of each definition.
consumer at the top of the energy pyramid
complicated model of the flow of energy in an ecosystem
consumer at the bottom of the energy pyramid
illustration of how energy moves through an ecosystem
consumer at the second level of the energy pyramid
Use a dictionary to define the term convert as it is used in thefollowing sentence.
Producers such as trees and bushes convert sunlight,water, and carbon dioxide into sugars.
Sequence the flow of energy through ecosystems. Fill in theboxes with the words producers, consumers, and decomposers.
Create an example of a food chain.
• Include and label a producer, a herbivore, and a carnivore oromnivore that eats the herbivore.
• Use arrows to show the transfer of energy.
Rephrase in your own words why a food web is a more accuratemodel of energy flow through an ecosystem than a food chain.
sunlight
Lesson 2 Energy in Ecosystems (continued)
Energy Throughthe Ecosystem
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Food as EnergyI found this information
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146 Energy and Matter in Ecosystems
Summarize the two main ideas of this section.SUMMARIZE IT
Draw arrows to show how energy would flow in this food web.
Identify an example of an organism at each level of the energypyramid.
Analyze why a pyramid is used as the model for energy flowthrough an ecosystem.
tertiaryconsumer
secondary consumer
primary consumer
producer
foxes snakes
lizards
desert plants insects
Lesson 2 Energy in Ecosystems (continued)
Food as Energy I found this information
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Energy and Matter in Ecosystems 147
Write two sentences to summarize the above section.SUMMARIZE IT
148 Energy and Matter in Ecosystems
NewVocabulary
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Energy and Matter in EcosystemsLesson 3 Matter in Ecosystems
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Grade 6 Science Content Standards—5.b: Students know matter is transferred over time from one organism to othersin the food web and between organisms and the physical environment. Also covers: 7.a, 7.b, 7.g
water cycle
nitrifying bacteria
nitrogen cycle
phosphorus cycle
carbon cycle
resource
Skim the headings and illustrations of Lesson 3 to identify fourcycles that will be discussed.
1.
2.
3.
4.
Use the term water cycle in a sentence to show its scientificmeaning.
Use your book or a dictionary to define the following terms.
Use the word resource in a scientific sentence.
Summarize how dead plant and animal material are madeavailable to support new life.
Sequence the main steps in the water cycle.
Model the nitrogen cycle in a diagram.
Lesson 3 Matter in Ecosystems (continued)
Cycles of MatterI found this information
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Water CycleI found this information
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Energy and Matter in Ecosystems 149
Summarize two main ideas of the above section with bulletpoints.
SUMMARIZE IT
Compare and contrast the phosphorus cycle with the nitrogencycle.
Model the carbon cycle. Identify the role of each item shown in the cycle. Draw arrows showing the flow of carbon through the cycle.
Air
.
Producers (plants and algae)
use to
make .
Consumers break down
and
release
.
Burning fossil fuels releases
.
Like nitrogen, phosphorus:Unlike nitrogen, phosphorus:
Lesson 3 Matter in Ecosystems (continued)
PhosphorousCycle
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The Carbon CycleI found this information
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150 Energy and Matter in Ecosystems
Summarize the main idea of the above section.SUMMARIZE IT
Energy and Matter in Ecosystems 151
Tie It TogetherSynthesize ItCreate a food web.
1. Make a list of foods that you ate yesterday.
2. Determine whether the main component of each food came from a producer or a consumer.
3. For each consumer, identify at least one food that it ate.
4. Create a food web that includes yourself.
Name Date
List:
Web:
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152 Energy and Matter in Ecosystems
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.
Energy and Matter in EcosystemsChapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
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• An ecosystem is made up of both living andnonliving things.
• Plants make their own food.
• Energy cycles through ecosystems.
• All living things release some food energy as heat.
Energy and Matter in Ecosystems After YouRead
After reading this chapter, write one summary sentence foreach lesson to explain the chapter’s main ideas.
SUMMARIZE IT
Construct the Foldable as directed at the beginning of this chapter.
Look around your classroom or your bedroom at home. Make a list of the objects thatare made from resources in nature.
Science Journal
Resources 153
Resources
Before You ReadBefore you read the chapter, respond to these statements.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
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Grade 6 Science Content Standards—6.a: Students know the utility of energy sources is determined by factorsthat are involved in converting these sources to useful forms and the consequences of the conversion process.Also covers: 6.b, 6.c, 7.b–e
• Gold is a nonrenewable mineral resource.
• The supply of fossil fuels is unlimited.
• Sun and wind are nonpolluting alternativeenergy resources.
• Oil is used to make plastic and nylon.
Before You ResourcesRead
NewVocabulary
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AcademicVocabulary
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ResourcesLesson 1 Earth’s Material Resources
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Grade 6 Science Content Standards—6.b: Students know different natural energy and material resources, including air,soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable ornonrenewable. Also covers: 6.c, 7.c
154 Resources
magma
natural resource
renewable naturalresource
estuary
nonrenewable naturalresource
regulate
Skim Lesson 1 of your book. Predict three topics that might bediscussed.
1.
2.
3.
Define magma.
Use your book or a dictionary to define the following terms.
Use a dictionary to define regulate. Then use it in a sentence toshow its meaning.
Summarize two main ideas of the above sections.SUMMARIZE IT
Define organic material resources, and give five examples ofthese resources.
Organic material resources are
.
Examples:
Organize information about inorganic resources. Complete theconcept map with examples.
Identify four reasons that forests are important.
Forests .
.
.
.
Inorganic Resources
Lesson 1 Earth’s Material Resources (continued)
OrganicResources
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InorganicResources
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RenewableResources
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Resources 155
Analyze how human activity affects estuaries and other wetlands.Complete the cause-and-effect diagram.
Compare and contrast the different ways through which gold canbe extracted from Earth.
Create a concept map about water and water use in California.Include at least five facts.
Humans use wetland areas in ways that destroy
.
Lesson 1 Earth’s Material Resources (continued)
RenewableResources
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NonrenewableResources
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I found this informationon page .
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156 Resources
Type of Mine Method of Extraction
Placer
Underground
Summarize three main ideas of the above sections.SUMMARIZE IT
ReviewVocabulary
AcademicVocabulary
Name Date
ResourcesLesson 2 Energy Resources
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Grade 6 Science Content Standards—6.a: Students know the utility of energy sources is determined by factorsthat are involved in converting these sources to useful forms and the consequences of the conversion process.Also covers: 6.b, 7.b, 7.e
Resources 157
crust
technology
Scan Lesson 2 of your book. Use the checklist below.
Read all of the headings.
Read all of the boldface words.
Look at the tables and figures.
Think about what you already know about energy resources.
Write three things that you predict will be covered in the lesson.
1.
2.
3.
Define crust.
Read the definitions below. Write the correct vocabulary term onthe blank to the left of each definition.
heat energy in Earth’s crust
joining of two atoms to form a different atom
fuel formed in Earth’s crust over hundreds of millions of years
splitting atoms to release energy
Use a dictionary to define technology. Then use it in a sentenceto show its scientific meaning.
Compare and contrast oil and natural gas by completing theVenn diagram below with at least seven facts.
Sequence the 5 steps in the formation of coal.
Oil Natural GasBoth
Lesson 2 Energy Resources (continued)
Fossil FuelsI found this information
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Formation ofFossil Fuels
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158 Resources
1.
2.
3.
4.
5.
Summarize the main ideas of this lesson.SUMMARIZE IT
Organize information about alternative energy sources.
Lesson 2 Energy Resources (continued)
Alternatives toFossil Fuels and
Energy fromResources
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Type of How It Works Advantages DisadvantagesEnergy
Hydro- Water moves renewable requires dams electric through a dam to be built
to generate electricity.
Wind
Geo-thermal
Nuclear
Solar
Biomass
Wave
Summarize the main idea of the above section.SUMMARIZE IT
NewVocabulary
ReviewVocabulary
AcademicVocabulary
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ResourcesLesson 3 Using Energy and Material Resources
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Grade 6 Science Content Standards—6.a: Students know the utility of energy sources is determined by factorsthat are involved in converting these sources to useful forms and the consequences of the conversion process.Also covers: 6.b, 6.c, 7.a, 7.d, 7.e
160 Resources
global warming
conservation
recycling
particulate
register
Skim Lesson 3 of your book. Write three questions that come tomind. Look for answers to your questions as you read the lesson.
1.
2.
3.
Define global warming.
Use your book to define the following terms. Then write asentence that uses two of the terms together.
Sentence:
Use a dictionary to define register as a verb. Then use it in asentence to show its scientific meaning.
Label the map below to show where resources are located in theUnited States. Choose five resources, and locate them on the map.Use colors and/or symbols to show where each resource is located,and make a legend for your map in the left margin.
Complete the table to identify materials used to manufacturecommon objects.
Summarize what recycling is and why it is important.
Lesson 3 Using Energy and Material Resources (continued)
Location ofNatural
ResourcesI found this information
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ManufacturingCommon ObjectsI found this information
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Resources 161
Object Plastic Chemical Pencil
Resource(s)
Summarize the main ideas of the above sections with two bullet points.
SUMMARIZE IT
Identify and describe damage caused by pollutants produced byfossil fuels.
Identify six ways to conserve gasoline.
1.
2.
3.
4.
5.
6.
Lesson 3 Using Energy and Material Resources (continued)
Drawbacks ofUsing Fossil FuelI found this information
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I found this informationon page .
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162 Resources
Summarize two main ideas of the above sections.SUMMARIZE IT
Pollutant Damaging Effects
Oil spills
Carbon dioxide
forms acid rain
creates smog in urban areas
Particulates
Classify types of alternative energy and their effects on theenvironment.
Analyze what will happen if nonrenewable energy resources areused at current levels over time. Complete the cause-and-effectdiagram.
Define conservation, and explain why it is useful.
Nonrenewable resources continue to be used at current levels.
Effects:
Wind
Effects: Effects:
Alternative Energy
Lesson 3 Using Energy and Material Resources (continued)
AlternativeEnergy and the
EnvironmentI found this information
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Using EnergyResources
WiselyI found this information
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Resources 163
Summarize the main ideas of the above sections with two bullet points.
SUMMARIZE IT
164 Resources
Resources Chapter Wrap-Up
Now that you have read the chapter, think about what you have learned and complete the table below. Compare your previous answers to these.
1. Write an A if you agree with the statement.
2. Write a D if you disagree with the statement.
Name Date
After studying the chapter, write one or two sentences to summarize the main idea of each lesson.
SUMMARIZE IT
ReviewUse this checklist to help you study.
Review the information you included in your Foldable.
Study your Science Notebook on this chapter.
Study the definitions of vocabulary words.
Review daily homework assignments.
Re-read the chapter and review the charts, graphs, and illustrations.
Review the Standards Check at the end of each lesson.
Look over the Standards Review at the end of the chapter.C
opyr
ight
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• Gold is a nonrenewable mineralresource.
• The supply of fossil fuels is unlimited.
• Sun and wind are nonpolluting alternative energy resources.
• Oil is used to make plastic and nylon.
Resources After YouRead