G6 FOCUS ON EARTH SCIENCE (1)

Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Active Reading Note-taking Guide Science Grade Consultant Douglas Fisher, Ph.D About the Consultant Copyright © by the McGraw-Hill Companies, Inc All rights reserved Permission is granted to reproduce the material contained 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 Any other reproduction, for use or sale, is prohibited without prior written permission of the publisher Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, Ohio 43240-4027 ISBN-13: 978-0-07-879432-2 ISBN-10: 0-07-879432-3 Printed in the United States of America 123456789 047 10 09 08 07 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc 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, differentiated instruction, and curriculum design as well as books, such as Improving Adolescent 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 as graduate-level courses on English language development and literacy He also has taught classes in English, writing, and literacy development to secondary school students Note-Taking Tips v Using Your Science Notebook vi Chapter Mapping Earth’s Surface Chapter Preview 1-1 1-2 Wrap-Up Chapter Earth’s Structure Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Chapter Preview 2-1 10 2-2 13 2-3 17 Wrap-Up 20 Chapter Thermal Energy and Heat Chapter Preview 21 3-1 22 3-2 25 3-3 28 3-4 31 Wrap-Up 34 Chapter Plate Tectonics Chapter Preview 35 4-1 36 4-2 39 4-3 42 Wrap-Up 46 Chapter Plate Boundaries and California Chapter Preview 47 5-1 48 5-2 51 Wrap-Up 54 Chapter Earthquakes Chapter Preview 55 6-1 56 6-2 59 6-3 62 6-4 65 Wrap-Up 68 Chapter Volcanoes Chapter Preview 69 7-1 70 7-2 73 7-3 77 Wrap-Up 80 Chapter Weathering and Erosion Chapter Preview 81 8-1 82 8-2 85 8-3 89 Wrap-Up 92 Chapter Earth’s Atmosphere Chapter Preview 93 9-1 94 9-2 98 9-3 101 Wrap-Up 104 Science Grade iii Chapter 10 Oceans Chapter Preview 105 10-1 106 10-2 109 10-3 112 10-4 115 Wrap-Up 118 Chapter 11 Weather and Climate Chapter Preview 119 11-1 120 11-2 123 11-3 126 11-4 129 Wrap-Up 132 Chapter 13 Energy and Matter in Ecosystems Chapter Preview 141 13-1 142 13-2 145 13-3 148 Wrap-Up 152 Chapter 14 Resources Chapter Preview 153 14-1 154 14-2 157 14-3 160 Wrap-Up 164 Chapter Preview 133 12-1 134 12-2 137 Wrap-Up 140 iv Science Grade Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Chapter 12 Ecological Roles Note-Taking Tips Your notes are a reminder of what you learned in class Taking good notes can help you succeed in science These tips will help you take better 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 following symbols and abbreviations may be helpful in your note-taking Word or Phrase Symbol or Abbreviation Word or Phrase Symbol or Abbreviation for example e.g and + such as i.e approximately Ϸ with w/ therefore І without w/o versus vs Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc • Use a symbol such as a star (★) or an asterisk (*) to emphasis important concepts Place a question mark (?) next to anything that you not understand • Ask questions and participate in class discussion • Draw and label pictures or diagrams to help clarify a concept 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 Science Grade v Using Your Science Notebook Name This note-taking guide is designed to help you succeed in learning science content Each chapter includes: Date Energy and Matter in Ecosystems Grade 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.b, 5.c, 7.b, 7.d, 7.e, 7.g Before You Read Before you read the chapter, respond to these statements Write an A if you agree with the statement Write a D if you disagree with the statement Before You Read Language-Based Activities Activities cover the content in your science book including vocabulary, writing, note-taking, and problem solving Energy and Matter in Ecosystems • An ecosystem is made up of both living and nonliving things • Plants make their own food • Energy cycles through ecosystems Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc • All living things release some food energy as heat Construct the Foldable as directed at the beginning of this chapter Science Journal Anticipation Guide/KWL Charts Think about what you already know Name before beginning a chapter and Earth’s Structure Lesson Landforms identify what you would like to learn from reading Write a paragraph on what you know about energy and matter in ecosystems Accept all reasonable responses Date Grade Science Content Standards—1.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 climate zones Also covers: 1.e, 1.f Accept all reasonable responses Scan the headings in Lesson of your book Identify three topics that will be discussed different types of landforms landforms found in California Energy and Matter in Ecosystems mountains 141 Review Vocabulary Define weather using your book or a dictionary weather Name Lesson Landforms condition of the atmosphere at a particular time and place New Vocabulary Use your book or a dictionary to define the following terms Then Date use each term in a sentence to show its scientific meaning (continued) landform feature sculptured by surface processes; Plains and mountains Sequence the steps through which surface processes change land uplift I found this information on page any process that moves the surface of Earth to a higher elevation; Mountains are formed by uplift Rivers and streams carry rock fragments downhill CA SE, p 80 erosion wearing away of soil and rock; Erosion gradually reduces mountains to plains California Landforms Academic Vocabulary Use a dictionary to define erode to show its scientific meaning Classify examples of landforms in California Give examples of landforms created by external forces and internal forces Then write a sentence using the term I found this information on page California Landforms CA SE, p 81 external forces erode to wear or wash away; Ocean waves erode cliffs lining the shore internal forces Summarize It Each note-taking page ends Organize information about three major types of California I found this information page landforms Identify two characteristics of each landform with anon activity that asks you California Landforms to reflect on your notes and Landform Characteristics Mountains identify key concepts CA SE, pp 82–83 Have students identify and locate specific examples of each type of major landform on a map some volcanic many still growing Valleys often flat-bottomed fertile Beaches made of sediment replenished by rivers S UMMARIZE I T 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 12 vi Earth’s Structure Science Grade Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Accept all reasonable responses Vocabulary Development Earth’s Structure Each lesson begins with vocabulary words that you will use as you study it Academic Vocabulary helps you to score higher on standardized tests 10 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc are two types of landforms Landforms Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Science Journal Write about what you know Name Date Lesson Earthquake Hazards and Safety Earthquakes and Structures I found this information on page CA SE, p 276 Have students model different ways that buildings are made earthquake-resistant, using materials such as straws in modeling clay structures to model steel in concrete (continued) Chapter Wrap-Up This brings the information together for you Revisiting what you thought at the beginning of the chapter provides another opportunity for you to discuss what you have learned Outline how building planning can help reduce loss of life during an 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 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc building walls Earthquake Safety Model tips for staying safe during and after an earthquake Draw at least two safe behaviors for each environment I found this information on page CA SE, pp 277–278 Indoors Outdoors Move away from windows and objects that can fall Take shelter in an interior doorway or under a sturdy table or desk Have adults shut off water and gas if damaged Name Stay in the open, away from power lines Stay away from damaged buildings and beaches Note-Taking Based on the Cornell Two-Column Format Practice effective note-taking through the use of graphic organizers, outlines, and Iwritten summaries T S UMMARIZE Accept all reasonable responses Date Energy and Matter in Ecosystems 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 Write an A if you agree with the statement Write a D if you disagree with the statement 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 Earthquakes After You Read Energy and Matter in Ecosystems Summarize two main ideas of the above sections of this lesson 67 • An ecosystem is made up of both living and nonliving things A CA SE, p 552 • 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 Use this checklist to help you study Review the information you included in your Foldable Study the definitions of vocabulary words Review daily homework assignments Name Date Lesson Energy Transfer Re-read the chapter and review the charts, graphs, and illustrations (continued) Review the Standards Check at the end of each lesson Review Checklist This list helps you assess what After reading this chapter, write one summary sentence for each lesson to explain the chapter’s main ideas you have learned and prepare for your chapter tests Look over the Standards Review at the end of the chapter Energy Conversions I found this information on page CA SE, p 135 Label the diagram of a thrown ball Use the numbers 1, 2, and to match the statements below most potential energy kinetic energy changing into potential energy potential energy changing into kinetic energy S UMMARIZE I T 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 152 I found this information on page CA SE, p 135 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Study your Science Notebook on this chapter Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Review Have students explain why an engine becomes hot after running for some time or being pushed very hard or fast S UMMARIZE I T Energy and Matter in Ecosystems Summarize how energy changes when a log burns When a log burns, stored into thermal energy chemical energy is changed radiant energy and Graphic Organizers A variety of visual organizers help you to analyze and summarize information and remember content Model how friction changes energy Complete the flowchart to show how the brakes of a bicycle use friction to stop the bicycle The bicycle’s wheels have kinetic energy 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 Thermal Energy and Heat 27 Science Grade vii Name Date Mapping Earth’s Surface Grade Science Content Standards—7.f: Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map Also covers: 7.b, 7.c, 7.h Before You Read Before 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 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc K What I know W What I want to find out Construct the Foldable as directed at the beginning of this chapter Science Journal List some information you might get from maps if you were planning to build a new home Mapping Earth’s Surface Name Date Mapping Earth’s Surface Lesson Reading Maps Grade Science Content Standards—7.f: Read a topographic map and a geologic map for evidence provided on the maps and construct and interpret a simple scale map Scan Lesson of your book Predict three topics that will be covered Review Vocabulary Define pole, using your book or dictionary pole New Vocabulary Write the correct vocabulary term next to its definition distance measured on Earth’s surface north or south of the 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 Academic Vocabulary Use your book or a dictionary to define ratio Then use the term in an original sentence to show its scientific meaning ratio Mapping Earth’s Surface Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc distance measured on Earth’s surface east or west of an imaginary line running from pole to pole through the town of Greenwich, England Name Date Lesson Matter in Ecosystems I found this information on page The Carbon Cycle I found this information on page Compare and contrast the phosphorus cycle with the nitrogen cycle Unlike nitrogen, phosphorus: Like nitrogen, phosphorus: Model the carbon cycle Identify the role of each item shown in the cycle Draw arrows showing the flow of carbon through the cycle Producers (plants and algae) Air to use make Burning fossil fuels releases Consumers break down and release S UMMARIZE I T 150 Summarize the main idea of the above section Energy and Matter in Ecosystems Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Phosphorous Cycle (continued) Name Date Tie It Together Synthesize It Create a food web Make a list of foods that you ate yesterday Determine whether the main component of each food came from a producer or a consumer For each consumer, identify at least one food that it ate Create a food web that includes yourself List: Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Web: Energy and Matter in Ecosystems 151 Name Date Energy and Matter in Ecosystems 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 Write an A if you agree with the statement Write a D if you disagree with the statement Energy and Matter in Ecosystems After You Read • An ecosystem is made up of both living and nonliving things • Plants make their own food • Energy cycles through ecosystems • All living things release some food energy as heat Use 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 S UMMARIZE I T After reading this chapter, write one summary sentence for each lesson to explain the chapter’s main ideas 152 Energy and Matter in Ecosystems Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Review Name Date Resources Grade Science Content Standards—6.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 Also covers: 6.b, 6.c, 7.b–e Before You Read Before you read the chapter, respond to these statements Write an A if you agree with the statement Write a D if you disagree with the statement Before You Read Resources • Gold is a nonrenewable mineral resource • The supply of fossil fuels is unlimited • Sun and wind are nonpolluting alternative energy resources Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc • Oil is used to make plastic and nylon Construct the Foldable as directed at the beginning of this chapter Science Journal Look around your classroom or your bedroom at home Make a list of the objects that are made from resources in nature Resources 153 Name Date Resources Lesson Earth’s Material Resources Grade 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 or nonrenewable Also covers: 6.c, 7.c Skim Lesson of your book Predict three topics that might be discussed Review Vocabulary Define magma magma New Vocabulary Use your book or a dictionary to define the following terms renewable natural resource estuary nonrenewable natural resource Academic Vocabulary Use a dictionary to define regulate Then use it in a sentence to show its meaning regulate 154 Resources Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc natural resource Name Date Lesson Earth’s Material Resources Organic Resources I found this information on page (continued) Define organic material resources, and give five examples of these resources Organic material resources are Examples: Inorganic Resources Organize information about inorganic resources Complete the concept map with examples Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc I found this information on page Renewable Resources Inorganic Resources Identify four reasons that forests are important I found this information on page Forests S UMMARIZE I T Summarize two main ideas of the above sections Resources 155 Name Date Lesson Earth’s Material Resources Renewable Resources I found this information on page (continued) Analyze how human activity affects estuaries and other wetlands Complete the cause-and-effect diagram Humans use wetland areas in ways that destroy Nonrenewable Resources I found this information on page Compare and contrast the different ways through which gold can be extracted from Earth Type of Mine Method of Extraction Placer Underground S UMMARIZE I T 156 Resources Create a concept map about water and water use in California Include at least five facts Summarize three main ideas of the above sections Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc I found this information on page Name Date Resources Lesson Energy Resources Grade Science Content Standards—6.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 Also covers: 6.b, 7.b, 7.e Scan Lesson 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 Review Vocabulary Define crust Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc crust New Vocabulary Read the definitions below Write the correct vocabulary term on the 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 Academic Vocabulary Use a dictionary to define technology Then use it in a sentence to show its scientific meaning technology Resources 157 Name Date Lesson Energy Resources I found this information on page Formation of Fossil Fuels I found this information on page Compare and contrast oil and natural gas by completing the Venn diagram below with at least seven facts Oil Both Sequence the steps in the formation of coal S UMMARIZE I T 158 Resources Natural Gas Summarize the main ideas of this lesson Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Fossil Fuels (continued) Name Date Lesson Energy Resources Alternatives to Fossil Fuels and Energy from Resources I found this information on page (continued) Organize information about alternative energy sources Type of Energy Hydroelectric How It Works Water moves through a dam to generate electricity Advantages renewable Disadvantages requires dams to be built Wind Geothermal Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Nuclear Solar Biomass Wave S UMMARIZE I T Summarize the main idea of the above section Resources 159 Name Date Resources Lesson Using Energy and Material Resources Grade Science Content Standards—6.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 Also covers: 6.b, 6.c, 7.a, 7.d, 7.e Skim Lesson of your book Write three questions that come to mind Look for answers to your questions as you read the lesson Review Vocabulary Define global warming global warming New Vocabulary Use your book to define the following terms Then write a conservation recycling particulate Sentence: Academic Vocabulary Use a dictionary to define register as a verb Then use it in a sentence to show its scientific meaning register 160 Resources Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc sentence that uses two of the terms together Name Date Lesson Using Energy and Material Resources Location of Natural Resources Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc I found this information on page Manufacturing Common Objects I found this information on page (continued) Label the map below to show where resources are located in the United 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 manufacture common objects Object Plastic Chemical Pencil Resource(s) Summarize what recycling is and why it is important S UMMARIZE I T Summarize the main ideas of the above sections with two bullet points Resources 161 Name Date Lesson Using Energy and Material Resources Drawbacks of Using Fossil Fuel (continued) Identify and describe damage caused by pollutants produced by fossil fuels I found this information on page Pollutant Damaging Effects Oil spills Carbon dioxide forms acid rain creates smog in urban areas Particulates Identify six ways to conserve gasoline S UMMARIZE I T 162 Resources Summarize two main ideas of the above sections Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc I found this information on page Name Date Lesson Using Energy and Material Resources Alternative Energy and the Environment (continued) Classify types of alternative energy and their effects on the environment Alternative Energy I found this information on page Wind Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Effects: Using Energy Resources Wisely I found this information on page Effects: Effects: Analyze what will happen if nonrenewable energy resources are used at current levels over time Complete the cause-and-effect diagram Nonrenewable resources continue to be used at current levels Define conservation, and explain why it is useful S UMMARIZE I T Summarize the main ideas of the above sections with two bullet points Resources 163 Name Date 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 Write an A if you agree with the statement Write a D if you disagree with the statement Resources After You Read • Gold is a nonrenewable mineral resource • The supply of fossil fuels is unlimited • Sun and wind are nonpolluting alternative energy resources • Oil is used to make plastic and nylon Review 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 S UMMARIZE I T After studying the chapter, write one or two sentences to summarize the main idea of each lesson 164 Resources Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Use this checklist to help you study ... within Earth Analyze how convection affects other processes on Earth Complete the concept map Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Roles of Convection in... Companies, Inc I found this information on page Label the geologic formations and contacts in the cross section below I found this information on page Organize information about two ways in which geologists... sections 12 Earth s Structure Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Lesson Landforms Name Date Earth s Structure Lesson Minerals and Rocks Grade Science Content