Grade 4 B Published by Macmillan/McGraw-Hill, of McGraw-Hill Education, a division of The McGraw-Hill Companies, Inc., Two Penn Plaza, New York, New York 10121. Copyright © by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Printed in the United States of America 2 3 4 5 6 7 8 9 10 073 12 11 10 09 English Language Development Physical Sciences 1. Electricity and magnetism are related effects that have many useful applications in everyday life. As a basis for understanding this concept: a. Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs. b. Students know how to build a simple compass and use it to detect magnetic effects, including Earth’s magnetic field. c. Students know electric currents produce magnetic fields and know how to build a simple electromagnet. d. Students know the role of electromagnets in the construction of electric motors, electric generators, and simple devices, such as doorbells and earphones. e. Students know electrically charged objects attract or repel each other. f. Students know that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other. g. Students know electrical energy can be converted to heat, light, and motion. Life Sciences 2. All organisms need energy and matter to live and grow. As a basis for understanding this concept: a. Students know plants are the primary source of matter and energy entering most food chains. b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem. c. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and animals. 3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept: a. Students know ecosystems can be characterized by their living and nonliving components. b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all. c. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter. d. Students know that most microorganisms do not cause disease and that many are beneficial. Earth Sciences 4. The properties of rocks and minerals reflect the processes that formed them. As a basis for understanding this concept: a. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle). b. Students know how to identify common rock- forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties. 5. Waves, wind, water, and ice shape and reshape Earth’s land surface. As a basis for understanding this concept: a. Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes. b. Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces. c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition). Science PS 4.1.a PS 4.1.b PS 4.1.c PS 4.1.d PS 4.1.e PS 4.1.g PS 4.1.f LS 4.2.a LS 4.2.b LS 4.2.c LS 4.3.a LS 4.3.b Circuits 6 Earth’s Magnetic Field 8 Cause/Effect Writing Frame 10 Critical Thinking DIAGRAM 11 Electromagnets 12 Inventors Electrify Our World 14 Compare/Contrast Writing Frame 16 Critical Thinking DIAGRAM 17 Electricity 18 When the Lights Go Out 20 Description Writing Frame 22 Critical Thinking PHOTOGRAPH/CAPTION 23 Magnets 24 Flying Trains! 26 Sequence Writing Frame 28 Critical Thinking PHOTOGRAPH/CAPTION 29 Plants 30 Bad News for Bees 32 Problem/Solution Writing Frame 34 Critical Thinking MAP 35 The Food Chain 36 Welcome Back, Grizzly Bears 38 Compare/Contrast Writing Frame 40 Critical Thinking INSET MAP 41 Decomposers 42 Food to Flowers 44 Sequence Writing Frame 46 Critical Thinking PHOTOGRAPH/CAPTION 47 Ecosystems 48 Stop the Spartina! 50 Description Writing Frame 52 Critical Thinking CAPTION 53 Contents 2 LS 4.3.b Ecosystems Change 54 A Very Hairy Crab 56 Cause/Effect Writing Frame 58 Critical Thinking PHOTOG RAPH 59 LS 4.3.c Pollination and Seed Dispersal 60 Bats! 62 Compare/Contrast Writing Frame 64 Critical Thinking DIAGR AM 65 LS 4.3.c Plants for Food and Shelter 66 Are They Cousins? 68 Sequence Writing Frame 70 Critical Thinking GLOBE 71 LS 4.3.d Microorganisms 72 “Good Germs” 74 Compare/Contrast Writing Frame 76 Critical Thinking TABLE 77 ES 4.4.a ES 4.4.b Minerals and Rocks 78 Sand Helps Make Computers 80 Sequence Writing Frame 82 Critical Thinking CHART 83 ES 4.5.a ES 4.5.c Landforms Can Change 84 Alaska Has a Problem 86 Description Writing Frame 88 Critical Thinking CAPTION 89 ES 4.5.b Weathering 90 The Old Man of the Mountain 92 Problem/Solution Writing Frame 94 Critical Thinking PHOTOG RAPH 95 3 HSS 4.1.1 HSS 4.1.2 HSS 4.1.3 HSS 4.1.4 HSS 4.1.5 HSS 4.2.1 HSS 4.2.2 HSS 4.2.3 HSS 4.2.4 HSS 4.2.5 HSS 4.2.6 HSS 4.2.7 HSS 4.2.8 HSS 4.3.1 HSS 4.3.2 HSS 4.3.3 California in the World 96 National Parks in California 98 Description Writing Frame 100 Critical Thinking MAP/COMPASS ROSE 1 01 The Physical Regions of California 102 Vacation in Death Valley 104 Problem/Solution Writing Frame 106 Critical Thinking PHOTOGRAPH 107 Land Meets Water 108 Earthquakes and Buildings 1 10 Compare/Contrast Writing Frame 112 Critical Thinking MAP/LABELS 1 13 The First People of California 114 Save the Salmon! 11 6 Problem/Solution Writing Frame 11 8 Critical Thinking PHOTOGRAPH/CAPTION 1 1 9 Explorations of Cabrillo 120 California and Cattle 122 Sequence Writing Frame 124 Critical Thinking TIME LINE 125 The Mexican War for Independence 126 Ranchos of California 128 Cause/Effect Writing Frame 130 Critical Thinking MAP KEY/LEGEND 131 The Fur Trade 132 Sutter’s Fort 134 Compare/Contrast Writing Frame 136 Critical Thinking PHOTOGRAPH/CAPTION 137 They Found Gold! 138 Gold Rush Glory! 140 Sequence Writing Frame 142 Critical Thinking CHART 143 Contents 4 HSS 4.3.4 HSS 4.3.5 HSS 4.4.1 HSS 4.4.2 HSS 4.4.3 HSS 4.4.4 HSS 4.4.5 HSS 4.4.6 HSS 4.4.7 HSS 4.4.8 HSS 4.4.9 HSS 4.5.1 HSS 4.5.2 HSS 4.5.3 HSS 4.5.4 HSS 4.5.5 California Becomes a State 144 Biddy Mason 146 Problem/Solution Writing Frame 148 Critical Thinking CAPTION 149 The Pony Express 150 A Chinese-American Marriage 152 Sequence Writing Frame 154 Critical Thinking MAP/LABELS 155 Land of Opportunity 156 Manzanar 158 Cause/Effect Writing Frame 160 Critical Thinking MAP KEY/LEGEND 161 Southern California Grows 162 Two California Photographers 164 Compare/Contrast Writing Frame 166 Critical Thinking DIAGRAM 167 Our Government 168 America’s Grand Plan 170 Description Writing Frame 172 Critical Thinking DIAGRAM 173 State Government 174 Driver’s License 176 Sequence Writing Frame 178 Critical Thinking DIAGRAM 179 Our Local Government 180 In the Middle 182 Problem/Solution Writing Frame 184 Critical Thinking CHART 185 Credits 186 5 Electric current helps light up Los Angeles. Circuits An electric current is a flow of electrical charges. Electric current keeps charges moving. It is like water moving in a river. Electric current needs to flow along a path. This path is called a circuit. A simple circuit has three basic parts. One part is a power source, such as a battery. This powers a load, such as a bulb or a computer. Connectors, such as wires, carry electrical charges between the power source and the load. Many circuits have a switch. A switch turns electric current on and off. A switch turns on lights in your classroom. Charges can only keep moving if a circuit does not have breaks. A complete, unbroken circuit is called a closed circuit. A circuit that has a break is called an open circuit. Electric current cannot flow in an open circuit. There is an open circuit when a light bulb burns out. A wire inside the bulb breaks in two parts. 6 This is a series circuit. The parts are connected like links in a chain. Electric current passes through each part, one at a time. If one part of the series circuit breaks, electric current cannot flow. → This is a parallel circuit. Each branch is its own path. Electric current passes through each path at the same time. If one branch breaks, current will still flow through the other branches. → All electrical charges flow in the same direction in a series circuit. They all flow along one path. The parts of a series circuit are connected in one loop. The electric current moves from the power source through the wires. It moves to one load. Then it moves through another load. Finally, the current returns to the power source. Electric current flows through more than one path in a parallel circuit. These different paths are called branches. The branches divide the electric current. Some of the electric current flows through each branch. Series Circuit Parallel Circuit 7 M Earth’s magnetic field keeps humans and animals from getting lost. A A magnetic field surrounds Earth. It helps humans and animals from getting lost. Scientists think this magnetic field starts deep inside Earth, in its core. Hot, liquid iron is constantly moving there because Earth spins and because of forces inside Earth's core. Scientists believe that this hot, moving metal is like a huge magnet inside Earth. The magnetic field is not very strong on the surface of Earth. But it is what makes compasses work. Inside each compass is a magnetized needle. One end of the needle is pointed or painted red. This is the "north-seeking" end. The needle can turn easily. This north- seeking end is attracted to the north end of Earth's magnetic field. Early explorers who knew this could find their way. They could make maps, too. Roger Harris/Photo Researchers, Inc. Image Source ↑ Migrating birds use Earth’s magnetic field to find their way. Harald Sund/Getty Images ↑ The curved lines show Earth’s magnetic field. ↑ The needle on a compass points north. Earth’s Magnetic Field Earth’s Magnetic Field 8 When North Becomes South Imagine you traveled back in time to 80 million years ago. You looked at your compass — and you got lost! Back then, the north-seeking needle on your compass pointed south. This happened because the Earth's magnetic field was reversed. Earth's magnetic field can change. Earth's magnetic field reverses completely about every 250,000 years. This has happened many times in Earth's history. It will probably happen again. This change can take hundreds of thousands of years. Big changes in Earth's magnetic field may make it hard for humans and animals to find their way home. —Lisa Jo Rudy Heat and light from the Sun make life possible on Earth. However, sometimes the Sun can cause problems. The Sun is a fiery ball of gas. Solar flares happen on the Sun's surface. They are bursts of energy that shoot far into space. Sunspots are cooler patches on the surface. They form where the Sun's magnetic field is very strong. Every 11 years, the number of solar flares and sunspots increases. They can affect Earth's magnetic field. It can disrupt our communications systems. Astronauts in orbit can be harmed. SOHO-EIT Consortium/ESA/NASA Solar Interference ↑ Solar flares and sunspots can cause problems on Earth. 9 [...]... each other 4 Read the caption for the picture of California on page 20 Talk about this caption with a partner What added information does it give that is not in the text? Photographs and captions give the reader additional information For a list of links and activities that relate to this Science standard, visit the California Treasures Web site at www.macmillanmh.com to access the Content Reader resources... named 4 Find the picture on page 25 of the magnetic field of a bar magnet Do you think the Earth’s magnetic field looks the same or different? Discuss your ideas in a small group Photographs and captions give the reader additional information For a list of links and activities that relate to this Science standard, visit the California Treasures Website at www.macmillanmh.com to access the Content Reader. .. tells how often Earth’s magnetic field reverses 4 What do the diagrams on page 7 in “Circuits” show you? Discuss this with a partner Diagrams are pictures that show how things relate to one another For a list of links and activities that relate to this Science standard, visit the California Treasures Website at www.macmillanmh.com to access the Content Reader resources Have children view the e-Review... Inventors” that tells about Grace Hopper 4 What does the diagram “How a Loudspeaker Works” on page 13 tell you? Discuss this with a partner Diagrams are pictures that show how things relate to one another For a list of links and activities that relate to this Science standard, visit the California Treasures Web site at www.macmillanmh.com to access the Content Reader resources Have children view the... changed the world 14 Hulton-Deutsch Collection/Corbis Michael Faraday (1791 -1867) Michael Faraday was a scientist and inventor He heard that another scientist used electricity to make a magnet Faraday was inspired Soon after, he invented the electric motor He found how to make an electric current and bring electricity into our homes Courtesy Queens Borough Library Lewis Latimer (1 848 -1928) In the 1870s,... light up our world T homas Edison and his workers invented the light bulb, the phonograph, and other electrical devices Other inventors worked with electricity, too Bettmann/Corbis William Gilbert (1 544 -1603) In the 1500s, William Gilbert was an Englishman who experimented with electricity He invented the names electricity, magnetic pole, and electric attraction Gilbert was the first person to discover... bold signal words Keep this as a model of this Text Structure 34 Critical Thinking 1 During photosynthesis a plant uses all of the following except A sugar B sunlight C carbon dioxide 2 Locate the paragraph in “Bad News for Bees” that explains how honeybees pollinate 3 Find the sentences in “Plants” that explain the importance of plants 4 Talk about the map on page 32 with a partner What does the map... geographic locations such as a city, state, or park For a list of links and activities that relate to this Science standard, visit the California Treasures Website at www.macmillanmh.com to access the Content Reader resources Have children view the e-Review “Plants and Sunlight.” In addition, distribute copies of the Translated Concept Summaries in Spanish, Chinese, Hmong, Khmer, and Vietnamese 35 ... north-north and south-south The magnetic force between two magnets is weak when magnets are far apart Magnetic force gets stronger when two magnets get closer Then magnets can push or pull each other 24 The aurora australis are lights in the sky near the South Pole Charged particles from the Sun are caught in Earth’s magnetic field They give off light Every magnet has a magnetic field A magnetic field... problem Latimer invented a long-lasting light bulb After that, electricity was used to light homes and streets Bettmann/Corbis Grace Hopper (1906 -1992) The first electronic computer was invented in the 1 940 s In 1952, Grace Hopper was a computer scientist who invented the first computer software that helped people "talk" to computers It was called Common Business-Oriented Language "COBOL" became the most . 143 Contents 4 HSS 4. 3 .4 HSS 4. 3.5 HSS 4. 4.1 HSS 4. 4.2 HSS 4. 4.3 HSS 4. 4 .4 HSS 4. 4.5 HSS 4. 4.6 HSS 4. 4.7 HSS 4. 4.8 HSS 4. 4.9 HSS 4. 5.1 HSS 4. 5.2 HSS 4. 5.3 HSS 4. 5 .4 HSS 4. 5.5 California Becomes a State 144 . Frame 94 Critical Thinking PHOTOG RAPH 95 3 HSS 4. 1.1 HSS 4. 1.2 HSS 4. 1.3 HSS 4. 1 .4 HSS 4. 1.5 HSS 4. 2.1 HSS 4. 2.2 HSS 4. 2.3 HSS 4. 2 .4 HSS 4. 2.5 HSS 4. 2.6 HSS 4. 2.7 HSS 4. 2.8 HSS 4. 3.1 HSS 4. 3.2 HSS. (weathering, transport, and deposition). Science PS 4. 1.a PS 4. 1.b PS 4. 1.c PS 4. 1.d PS 4. 1.e PS 4. 1.g PS 4. 1.f LS 4. 2.a LS 4. 2.b LS 4. 2.c LS 4. 3.a LS 4. 3.b Circuits 6 Earth’s Magnetic Field 8 Cause/Effect