Grade 6 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 Plate Tectonics and Earth’s Structure 1. Plate tectonics accounts for important features of Earth’s surface and major geologic events. As a basis for understanding this concept: a. Students know evidence of plate tectonics is derived from the fit of the continents; the location of earthquakes, volcanoes, and midocean ridges; and the distribution of fossils, rock types, and ancient climatic zones. b. Students know Earth is composed of several layers: a cold, brittle lithosphere; a hot, convecting mantle; and a dense, metallic core. c. Students know lithospheric plates the size of continents and oceans move at rates of centimeters per year in response to movements in the mantle. d. Students know that earthquakes are sudden motions along breaks in the crust called faults and that volcanoes and fissures are locations where magma reaches the surface. e. Students know major geologic events, such as earthquakes, volcanic eruptions, and mountain building, result from plate motions. f. Students know how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics. g. Students know how to determine the epicenter of an earthquake and know that the effects of an earthquake on any region vary, depending on the size of the earthquake, the distance of the region from the epicenter, the local geology, and the type of construction in the region. Shaping Earth’s Surface 2. Topography is reshaped by the weathering of rock and soil and by the transportation and deposition of sediment. As a basis for understanding this concept: a. Students know water running downhill is the dominant process in shaping the landscape, including California’s landscape. b. Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns. c. Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves. d. Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats. Heat (Thermal Energy) (Physical Sciences) 3. Heat moves in a predictable flow from warmer objects to cooler objects until all the objects are at the same temperature. As a basis for understanding this concept: a. Students know energy can be carried from one place to another by heat flow or by waves, including water, light and sound waves, or by moving objects. b. Students know that when fuel is consumed, most of the energy released becomes heat energy. c. Students know heat flows in solids by conduction (which involves no flow of matter) and in fluids by conduction and by convection (which involves flow of matter). d. Students know heat energy is also transferred between objects by radiation (radiation can travel through space). Energy in the Earth’s System 4. Many phenomena on Earth’s surface are affected by the transfer of energy through radiation and convection currents. As a basis for understanding this concept: a. Students know the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cycle. b. Students know solar energy reaches Earth through radiation, mostly in the form of visible light. c. Students know heat from Earth’s interior reaches the surface primarily through convection. d. Students know convection currents distribute heat in the atmosphere and oceans. e. Students know differences in pressure, heat, air movement, and humidity result in changes of weather. Ecology (Life Sciences) 5. Organisms in ecosystems exchange energy and nutrients among themselves and with the environment. As a basis for understanding this concept: 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. b. Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment. c. Students know populations of organisms can be categorized by the functions they serve in an ecosystem. d. Students know different kinds of organisms may play similar ecological roles in similar biomes. e. Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition. Resources 6. Sources of energy and materials differ in amounts, distribution, usefulness, and the time required for their formation. As a basis for understanding this concept: a. Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process. 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 or nonrenewable. c. Students know the natural origin of the materials used to make common objects. Science ES 6.1.a ES 6.1.b ES 6.1.c ES 6.1.d ES 6.1.e ES 6.1.f ES 6.1.g ES 6.2.a ES 6.2.b ES 6.2.c ES 6.2.d PS 6.3.a PS 6.3.b PS 6.3.c PS 6.3.d The Forces That Shape Earth 6 A New Quake 8 Description Writing Frame 10 Critical Thinking MAP 11 Volcanoes and Earthquakes 12 Kilauea: The Most Active Volcano on Earth 14 Cause/Effect Writing Frame 16 Critical Thinking MAP 17 How Earth’s Forces Shape California 18 The Next Big One 20 Problem/Solution Writing Frame 22 Critical Thinking PHOTOGRAPH/CAPTION 23 Shaping California’s Landscape 24 The Birth of Death Valley 26 Sequence Writing Frame 28 Critical Thinking PHOTOGRAPH/CAPTION 29 How Sand Builds Beaches 30 Where’s the Beach? 32 Cause/Effect Writing Frame 34 Critical Thinking DIAGRAM/ARROWS 35 Natural Disasters Affect Habitats 36 When the Floods Come 38 Cause/Effect Writing Frame 40 Critical Thinking PHOTOGRAPH/CAPTION 41 Heating Things Up 42 Welcome to the City of the Future 44 Cause/Effect Writing Frame 46 Critical Thinking DIAGRAM 47 Full of Energy 48 How to Make Ice 50 Sequence Writing Frame 52 Critical Thinking PHOTOGRAPH 53 Contents 2 PS 6.4.a PS 6.4.b Earth Runs on Solar Power 54 Who Is this El Niño Anyway? 56 Description Writing Frame 58 Critical Thinking DIAGRAM 59 PS 6.4.c PS 6.4.d Convection Currents Warm the Planet 60 All Steamed Up 62 Compare/Contrast Writing Frame 64 Critical Thinking MAP/LABELS 65 PS 6.4.e The Sun’s Energy Affects the Weather 66 Why the West Is Burning 68 Cause/Effect Writing Frame 70 Critical Thinking CHART 71 LS 6.5.a Producers, Consumers, Decomposers 72 Ecosystems in a Jar 74 Description Writing Frame 76 Critical Thinking DIAGRAM 77 LS 6.5.b LS 6.5.c Food Chains and Consumers 78 Living with the Desert 80 Problem/Solution Writing Frame 82 Critical Thinking PHOTOGRAPH/CAPTION 83 LS 6.5.d LS 6.5.e Biotic and Abiotic Factors 84 Our Packed Planet 86 Description Writing Frame 88 Critical Thinking CHART 89 LS 6.6.a LS 6.6.b LS 6.6.c Energy Conversions and Natural Resources 90 Green-Fuel Guide 92 Compare/Contrast Writing Frame 94 Critical Thinking PHOTOGRAPH/CAPTION 95 3 HSS 6.1.1 HSS 6.1.2 HSS 6.1.3 HSS 6.2.1 HSS 6.2.2 HSS 6.2.9 HSS 6.2.3 HSS 6.2.4 HSS 6.2.5 HSS 6.2.6 HSS 6.2.7 HSS 6.2.8 HSS 6.3.1 HSS 6.3.2 HSS 6.3.3 HSS 6.3.4 HSS 6.3.5 HSS 6.4.1 HSS 6.4.2 HSS 6.4.3 HSS 6.4.4 HSS 6.4.8 HSS 6.4.5 HSS 6.4.6 HSS 6.4.7 The Beginnings of Humanity 96 Save the Cave 98 Problem/Solution Writing Frame 100 Critical Thinking PHOTOGRAPH/CAPTION 101 Civilization Begins 102 A Is for Ancient 104 Sequence Writing Frame 106 Critical Thinking CHART 107 The Rise of Egypt 108 A Lost Kingdom 110 Description Writing Frame 1 1 2 Critical Thinking INSET MAP 1 13 The Beginnings of Judaism 114 The Story of Abraham 1 16 Sequence Writing Frame 118 Critical Thinking TIME LINE 119 The Kingdom of Israel 120 Morocco’s Disappearing Jewish Community 122 Problem/Solution Writing Frame 124 Critical Thinking CAPTION 125 Ancient Greece 126 Welcome To Greece 128 Compare/Contrast Writing Frame 130 Critical Thinking PHOTOGRAPH/CAPTION 1 31 Greek Mythology 132 A New Subway for an Old City 134 Cause/Effect Writing Frame 136 Critical Thinking PHOTOGRAPH 137 Sparta, Athens, and the Persian and Peloponnesian Wars 138 Alexander the Great 140 Compare/Contrast Writing Frame 142 Critical Thinking ILLUSTRATION 143 Contents 4 HSS 6.5.3 HSS 6.5.4 HSS 6.5.5 HSS 6.5.7 HSS 6.5.1 HSS 6.5.2 HSS 6.5.6 HSS 6.6.1 HSS 6.6.2 HSS 6.6.5 HSS 6.6.6 HSS 6.6.7 HSS 6.6.3 HSS 6.6.4 HSS 6.6.8 HSS 6.7.2 HSS 6.7.3 HSS 6.7.4 HSS 6.7.5 HSS 6.7.6 HSS 6.7.7 HSS 6.7.1 HSS 6.7.8 Early Hinduism and Buddhism 144 A Slow Change in India 146 Description Writing Frame 148 Critical Thinking PHOTOGRAPH/CAPTION 149 Ancient India 150 India Rising 152 Sequence Writing Frame 154 Critical Thinking MAP/SCALE 155 Ancient China 156 Chinese History Mystery 158 Problem/Solution Writing Frame 160 Critical Thinking PHYSICAL MAP 161 Confucius and Lao–Tzu 162 Revolution and Religion in China 164 Description Writing Frame 166 Critical Thinking ILLUSTRATION 167 Ancient Rome’s Republic 168 Two Caesars of the Roman Empire 170 Problem/Solution Writing Frame 172 Critical Thinking CAPTION 173 The Origin of Christianity 174 The Spread of Early Christianity 176 Sequence Writing Frame 178 Critical Thinking ILLUSTRATION 179 Important People in Roman History 180 The Treasures of Zeugma 182 Cause/Effect Writing Frame 184 Critical Thinking DIAGRAM 185 Credits 186 5 The Forces That Shape Earth Plate tectonics is the theory that Earth’s surface is made up of many hard plates. Earth’s surface is also called the lithosphere. At the very top of the lithosphere is a thin outer layer called the crust. The plates are called tectonic plates. The tectonic plates are pieces of the lithosphere. They move slowly across Earth’s mantle. The mantle is the thick layer of rock and melted rock under Earth’s surface. Most plates only move a few centimeters, or inches, each year. That is about as much as your fingernails grow each year. It took about 50 years for most scientists to agree with the idea of plate tectonics. Alfred Wegener was a German scientist. He first thought of plate tectonics in 1912. He thought that Earth’s surface changed over time. He saw that Africa and South America would fit together if they were next to each other. He called his hypothesis, or idea, continental drift. This is the idea that in the past a large area of land, one large continent, broke into pieces. These pieces moved over time to where the continents we know are today. 225 million years ago 135 million years ago 65 million years ago present day Motion of Continents 6 Wegener gave a lot of reasons for his idea of continental drift. He saw the same kinds of rocks in Africa and South America. This could mean that these continents were once together. Other things show that the continents have also moved to different climate zones. For example, North America and Antarctica have coal. Coal is formed from decaying tropical plants near the equator. North America must have moved north from a tropical region. Antarctica must have moved south. Fossils of some animals and plants have been found in parts of Africa, South America, India, Australia, and Antarctica. These animals and plants could not travel across an ocean. However, their fossils have been found on continents that are now separated by large oceans. Maybe the continents they lived on used to be connected. With all of this evidence, it still took many scientists decades to agree with Wegener’s idea that the continents were once joined in one large continent. Fossil Evidence The map shows where fossils of animals and plants have been found in the southern continents. The maps on page 6 show how these continents would once have fit together in a way that explains the distribution of the fossils. 7 The people of Indonesia had two earthquakes in less than three months. A t 11:09 P.M. on March 28, 2005, Earth’s surface moved. This caused a powerful earthquake. The earthquake damaged many small Indonesian islands. As many as 1,300 people died. Most of the damage was on Nias. It is about 75 miles north of the spot where the earthquake started. That spot is called the epicenter. In this earthquake the epicenter was in the Indian Ocean. An Earlier Quake On December 26, 2004, a huge earthquake shook deep in the Indian Ocean. The quake made strong waves of water. A wave made this way is called a tsunami. The tsunami swept over the coasts of 11 countries. About 174,000 people died. One hundred thousand were missing. A NEW A NEW QUAKE QUAKE ↑ The quake left huge cracks in this road on the island of Nias. Suzanne Plunkett/AP Photo AFP/Getty Images The powerful December 2004 earthquake and tsunami destroyed much of the island. 8 AFRICA EUROPE ASIA AUSTRALIA Eurasian Plate Antarctic Plate Indian Australian Plate South American Plate North American Plate Pacific Plate African Plate NORTH AMERICA SOUTH AMERICA Earthquake INDONESIA Help Is on the Way Nias was hit very hard. Many buildings were destroyed. For days the island had little water or electricity. A soccer field was turned into a hospital. Many countries helped Indonesia. Japan sent a medical team and supplies. Singapore sent food and water. Australia sent medical supplies. The United States also sent help. President George W. Bush said, “The people of Indonesia can know that our government is ready to assist.” —Andrea Delbanco Earth’s top layer is called the crust. It is made of seven major pieces. The pieces are called tectonic plates. They are always moving. They usually move so slowly that we don’t even feel it. The Major Plates B C D Earth’s surface is like a big puzzle. The puzzle floats on top of a ball made of hot melted rock. Look inside Earth to find out why the surface moves. INNER CORE: A ball of solid rock is at the center of Earth. A OUTER CORE: A layer of very hot liquid rock is above the inner core. B MANTLE: Hot, thick rock flows slowly here. C CRUST: This is Earth’s top layer. Its plates float above the mantle. D A Inside Earth Lon Tweeten Lon Tweeten 9 [...]... volcanic mountains are part of Lassen Volcanic National Park Mount Shasta last erupted in 17 86 Lassen Peak last erupted in 1921 San Andreas Fault Zone 19 Police and the National Guard patrol San Francisco after the earthquake of 19 06 Humans can’t stop earthquakes, but we can get ready The Bancroft Library On April 18, 19 06, San Francisco was “asleep” at about 4:00 AM However, under the Pacific Ocean a few... could lead to a quake as strong as the one in 19 06 —J Madeleine Nash ↑ In 1989, an earthquake caused part of the San Francisco-Oakland Bay Bridge to fall 21 Problem/Solution Writing Frame Use the Writing Frame below to orally summarize “The Next Big One.” Earth’s forces threaten California with earthquakes, like the terrible San Francisco quake of 19 06 The 19 06 quake occurred because To help understand... geographic locations such as a city, state, or park For a list of links and activities that relate to this Science standard, visit the California Treasures Web site at www.macmillanmh.com to access the Content Reader resources Have students view the e-Review “Earth’s Moving Plates.” In addition, distribute copies of the Translated Concept Summaries in Spanish, Chinese, Hmong, Khmer, and Vietnamese 11 Volcanoes... cities, states, rivers, or other land features For a list of links and activities that relate to this Science standard, visit the California Treasures Web site at www.macmillanmh.com to access the Content Reader resources Have students view the Science in Motion Video “Plate Movement.” In addition, distribute copies of the Translated Concept Summaries in Spanish, Chinese, Hmong, Khmer, and Vietnamese... captions help you understand an informational article For a list of links and activities that relate to this Science standard, visit the California Treasures Web site at www.macmillanmh.com to access the Content Reader resources Have students view the e-Review “How Plate Tectonics Affect California.” In addition, distribute copies of the Translated Concept Summaries in Spanish, Chinese, Hmong, Khmer, and Vietnamese... captions help you understand an informational article 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 Readers resources Have students view the e-Review “Weathering, Erosion, and Deposition.” In addition, distribute copies of the Translated Concept Summaries in Spanish, Chinese, Hmong, Khmer, and Vietnamese... They show the direction in which something moves 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 Readers resources Have students view the e-Review “Beach and Wave Erosion.” In addition, distribute copies of the Translated Concept Summaries in Spanish, Chinese, Hmong, Khmer, and Vietnamese 35 ... Brocher, “and it could fire at any time.” Scientists have a computer model of Earth’s crust in the San Francisco Bay Area They try out different earthquakes to see what might happen Even though the 19 06 earthquake was very big, an earthquake right in the middle of San Francisco would be even worse This would bring hot lava right into downtown Matthias Kulka/Corbis ↑ Beyond the San Francisco-Oakland... used to think Kilauea was part of Hawaii’s other volcano, Mauna Loa Scientists now know that Kilauea has its own magma Magma is melted rock deep inside Earth Kilauea’s magma source is more than 37 miles (60 km) underground Magma that flows from a volcano is called lava ↑ Lava from Kilauea explodes into the air and flows down the sides of the mountain Doug Cheeseman/Peter Arnold Mauna Loa is the other active... powerful geologic events They change the surface of Earth Use the frame to write the summary on another sheet of paper Be sure to include the bold signal words Keep this as a model of this Text Structure 16 Critical Thinking 1 When rock in Earth’s mantle melts, it becomes A gas B lava C magma 2 Find the paragraph in “Volcanoes and Earthquakes” that explains how earthquakes occur 3 Point to the sentence . 143 Contents 4 HSS 6. 5.3 HSS 6. 5.4 HSS 6. 5.5 HSS 6. 5.7 HSS 6. 5.1 HSS 6. 5.2 HSS 6. 5 .6 HSS 6. 6.1 HSS 6. 6.2 HSS 6. 6.5 HSS 6. 6 .6 HSS 6. 6.7 HSS 6. 6.3 HSS 6. 6.4 HSS 6. 6.8 HSS 6. 7.2 HSS 6. 7.3 HSS 6. 7.4 HSS. 6. 1.1 HSS 6. 1.2 HSS 6. 1.3 HSS 6. 2.1 HSS 6. 2.2 HSS 6. 2.9 HSS 6. 2.3 HSS 6. 2.4 HSS 6. 2.5 HSS 6. 2 .6 HSS 6. 2.7 HSS 6. 2.8 HSS 6. 3.1 HSS 6. 3.2 HSS 6. 3.3 HSS 6. 3.4 HSS 6. 3.5 HSS 6. 4.1 HSS 6. 4.2 HSS 6. 4.3 HSS. objects. Science ES 6. 1.a ES 6. 1.b ES 6. 1.c ES 6. 1.d ES 6. 1.e ES 6. 1.f ES 6. 1.g ES 6. 2.a ES 6. 2.b ES 6. 2.c ES 6. 2.d PS 6. 3.a PS 6. 3.b PS 6. 3.c PS 6. 3.d The Forces That Shape Earth 6 A New Quake 8 Description