G6 FOCUS ON EARTH SCIENCE (4)

Student Edition Copyright © by The McGraw-Hill Companies, Inc All rights reserved Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the Glencoe Middle School Science program Any other reproduction, for sale or other use, is expressly prohibited Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN-13: 978-0-07-875509-5 ISBN-10: 0-07-875509-3 Printed in the United States of America 10 045 10 09 08 07 06 05 Table of Contents To the Student iv California Standards for English Language Arts vi Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Activities Standard Reading Comprehension Reading Comprehension 3 Form and Express an Opinion Reading Comprehension Organization and Focus in Writing Reading Comprehension 11 Analyze and Interpret Information 13 Reading Comprehension 15 Share Knowledge 17 10 Reading Comprehension 19 11 Analyze and Interpret Information 21 12 Organization and Focus in Writing 23 13 Language Mastery 25 14 Write a Narrative 27 15 Reading Comprehension 29 16 Form and Express an Opinion 31 17 Communicate Information 33 18 Understanding a Concept 35 19 Evaluate the Text 37 20 Reading Comprehension 39 21 Word Analysis and Vocabulary Development 41 22 Analyze and Interpret Information 43 23 Understand and Interpret Data 45 24 Express an Opinion 47 25 Reading Comprehension 49 26 Express an Opinion 51 iii To the Student Directions to students for using skill activities: Read the entire passage carefully before answering the questions Use context clues to try to understand words you not recognize In writing activities, you need to pay attention to grammar, punctuation, and spelling, as well as content Develop your writing activities fully and in an organized manner In addition to understanding content, in many cases you will be asked to identify an author’s point of view, the purpose of a piece of writing, or the audience to which it is targeted ■ ■ ■ ■ ■ The following rubrics are meant to guide you as you complete the activities in this booklet In addition to answering multiple-choice questions, you will have to write short and extended responses The chart below shows the criteria your teacher will use to grade your work Follow these when developing your responses RUBRIC A iv CRITERIA • • • • • • • • answer is correct and accurate each part of the question is addressed; information is correctly used no spelling, capitalization, punctuation, or usage errors answer is correct at least one part of the question is not addressed some spelling, capitalization, punctuation, or usage errors wrong answer or no response at all illegible Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc POINTS RUBRIC B POINTS Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc CRITERIA • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • responds to the prompt appropriate to the audience generally well-developed ideas logical flow of ideas sense of completeness each main idea supported by details precise and interesting word choice sophisticated and consistent command of standard English free of spelling, capitalization, punctuation, and usage errors responds to the prompt appropriate to the audience some main points underdeveloped ideas might not be in the most effective order sense of completeness each main idea supported by details, but details might be sketchy word choice adequate to convey meaning; some precise, vivid words number and type of grammar errors not sufficient to interfere with meaning consistent command of standard English few, if any, spelling, capitalization, punctuation, and usage errors responds partially to the prompt but is off target in some way might not show evidence of attentiveness to audience focus on topic not consistently sustained order of ideas not effective piece seems incomplete uneven development; narrative details sketchy word choice adequate to convey meaning, but few precise words number and type of grammar errors might interfere with the meaning in some places weakness in command of standard English some spelling, capitalization, punctuation, and usage errors evidence of attempt to respond to prompt no evidence of attentiveness to audience focus on topic not sustained piece is not complete half or more of main ideas not supported by details sentence style choppy; vocabulary limited number and type of grammar errors obscure meaning inadequate grasp of standard English frequent errors in spelling, capitalization, punctuation, and usage does not respond to the type of writing the prompt is intended to elicit illegible consists of lists, notes, or drawings rather than sentences and paragraphs amount of writing too minimal to be evaluated v California Standards for English Language Arts Grade Standard Set 1.0 1.2 1.4 Standard Set 2.0 2.1 2.2 2.3 2.4 2.6 2.7 2.8 Word Analysis, Fluency, and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words Identify and interpret figurative language and words with multiple meanings Monitor expository text for unknown words or words with novel meanings by using word, sentence, and paragraph clues to determine meaning Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information) In grade six, students continue to make progress toward this goal Identify the structural features of popular media (e.g., newspapers, magazines, online information) and use the features to obtain information Analyze text that uses the compare-and-contrast organizational pattern Connect and clarify main ideas by identifying their relationships to other sources and related topics Clarify an understanding of texts by creating outlines, logical notes, summaries, or reports Determine the adequacy and appropriateness of the evidence for an author’s conclusions Make reasonable assertions about a text through accurate, supporting citations Note instances of unsupported inferences, fallacious reasoning, persuasion, and propaganda in text WRITING (W) Standard Set 1.0 1.3 1.6 vi Writing Strategies Students write clear, coherent, and focused essays The writing exhibits students’ awareness of the audience and purpose Essays contain formal introductions, supporting evidence, and conclusions Students progress through the stages of the writing process as needed Use a variety of effective and coherent organizational patterns, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order Revise writing to improve the organization and consistency of ideas within and between paragraphs Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc READING (R) Standard Set 2.0 2.1 2.2 2.4 2.5 Writing Applications (Genres and Their Characteristics) Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0 Using the writing strategies of grade six outlined in Writing Standard 1.0, students write narratives: (a) Establish and develop a plot and setting and present a point of view that is appropriate to the stories (b) Include sensory details and concrete language to develop plot and character (c) Use a range of narrative devices (e.g., dialogue, suspense) Using the writing strategies of grade six outlined in Writing Standard 1.0, students write expository compositions (e.g., description, explanation, comparison and contrast, problem and solution): (a) State the thesis or purpose (b) Explain the situation (c) Follow an organizational pattern appropriate to the type of composition (d) Offer persuasive evidence to validate arguments and conclusions as needed Using the writing strategies of grade six outlined in Writing Standard 1.0, students write responses to literature: (a) Develop an interpretation exhibiting careful reading, understanding, and insight (b) Organize the interpretation around several clear ideas, premises, or images (c) Develop and justify the interpretation through sustained use of examples and textual evidence Using the writing strategies of grade six outlined in Writing Standard 1.0, students write persuasive compositions: (a) State a clear position on a proposition or proposal (b) Support the position with organized and relevant evidence (c) Anticipate and address reader concerns and counterarguments WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (WO) Standard Set 1.0 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc 1.1 1.3 1.5 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to this grade level Use simple, compound, and compound-complex sentences; use effective coordination and subordination of ideas to express complete thoughts Use colons after the salutation in business letters, semicolons to connect independent clauses, and commas when linking two clauses with a conjunction in compound sentences Spell frequently misspelled words correctly (e.g., their, they’re, there) vii Grade READING (R) Standard Set 1.0 1.2 1.3 Standard Set 2.0 2.1 2.3 2.4 2.5 2.6 Word Analysis, Fluency, and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words Use knowledge of Greek, Latin, and Anglo-Saxon roots and affixes to understand content-area vocabulary Clarify word meanings through the use of definition, example, restatement, or contrast Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students In addition, by grade eight, students read one million words annually on their own, including a good representation of grade-level-appropriate narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information) In grade seven, students make substantial progress toward this goal Understand and analyze the differences in structure and purpose between various categories of informational materials (e.g., textbooks, newspapers, instructional manuals, signs) Analyze text that uses the cause-and-effect organizational pattern Identify and trace the development of an author’s argument, point of view, or perspective in text Understand and explain the use of a simple mechanical device by following technical directions Assess the adequacy, accuracy, and appropriateness of the author’s evidence to support claims and assertions, noting instances of bias and stereotyping Standard Set 1.0 1.1 1.2 1.7 viii Writing Strategies Students write clear, coherent, and focused essays The writing exhibits students’ awareness of the audience and purpose Essays contain formal introductions, supporting evidence, and conclusions Students progress through the stages of the writing process as needed Create an organizational structure that balances all aspects of the composition and uses effective transitions between sentences to unify important ideas Support all statements and claims with anecdotes, descriptions, facts and statistics, and specific examples Revise writing to improve organization and word choice after checking the logic of the ideas and the precision of the vocabulary Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc WRITING (W) Standard Set 2.0 2.1 2.2 2.4 Writing Applications (Genres and Their Characteristics) Students write narrative, expository, persuasive, and descriptive texts of at least 500 to 700 words in each genre The writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0 Using the writing strategies of grade seven outlined in Writing Standard 1.0, students write fictional or autobiographical narratives: (a) Develop a standard plot line (having a beginning, conflict, rising action, climax, and denouement) and point of view (b) Develop complex major and minor characters and a definite setting (c) Use a range of appropriate strategies (e.g., dialogue; suspense; naming of specific narrative action, including movement, gestures, and expressions) Using the writing strategies of grade seven outlined in Writing Standard 1.0, students write responses to literature: (a) Develop interpretations exhibiting careful reading, understanding, and insight (b) Organize interpretations around several clear ideas, premises, or images from the literary work (c) Justify interpretations through sustained use of examples and textual evidence Using the writing strategies of grade seven outlined in Writing Standard 1.0, students write persuasive compositions: (a) State a clear position or perspective in support of a proposition or proposal (b) Describe the points in support of the proposition, employing well-articulated evidence (c) Anticipate and address reader concerns and counterarguments WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS (WO) Standard Set 1.0 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc 1.1 1.4 Written and Oral English Language Conventions Students write and speak with a command of standard English conventions appropriate to the grade level Place modifiers properly and use the active voice Demonstrate the mechanics of writing (e.g., quotation marks, commas at end of dependent clauses) and appropriate English usage (e.g., pronoun reference) ix Grade READING (R) Standard Set 1.0 1.3 Standard Set 2.0 2.2 2.5 Word Analysis, Fluency, and Systematic Vocabulary Development Students use their knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meaning of specialized vocabulary and to understand the precise meaning of grade-level-appropriate words Use word meanings within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast Reading Comprehension (Focus on Informational Materials) Students read and understand grade-level-appropriate material They describe and connect the essential ideas, arguments, and perspectives of the text by using their knowledge of text structure, organization, and purpose The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students In addition, students read one million words annually on their own, including a good representation of narrative and expository text (e.g., classic and contemporary literature, magazines, newspapers, online information) Analyze text that uses proposition and support patterns Understand and explain the use of a complex mechanical device by following technical directions Standard Set 1.0 1.1 1.2 1.3 Standard Set 2.0 2.1 2.4 x Writing Strategies Students write clear, coherent, and focused essays The writing exhibits students’ awareness of audience and purpose Essays contain formal introductions, supporting evidence, and conclusions Students progress through the stages of the writing process as needed Create compositions that establish a controlling impression, have a coherent thesis, and end with a clear and well-supported conclusion Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques Support theses or conclusions with analogies, paraphrases, quotations, opinions from authorities, comparisons, and similar devices Writing Applications (Genres and Their Characteristics) Students write narrative, expository, persuasive, and descriptive essays of at least 500 to 700 words in each genre Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0 Using the writing strategies of grade eight outlined in Writing Standard 1.0, students write biographies, autobiographies, short stories, or narratives: (a) Relate a clear, coherent incident, event, or situation by using well-chosen details (b) Reveal the significance of, or the writer’s attitude about, the subject (c) Employ narrative and descriptive strategies (e.g., relevant dialogue, specific action, physical description, background description, comparison or contrast of characters) Using the writing strategies of grade eight outlined in Writing Standard 1.0, students write persuasive compositions: (a) Include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgment) (b) Present detailed evidence, examples, and reasoning to support arguments, differentiating between facts and opinion (c) Provide details, reasons, and examples, arranging them effectively by anticipating and answering reader concerns and counterarguments Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc WRITING (W) Name Date Class Activity 23 (continued) Multiple Choice Which two variables does the wind chill factor take into account? a wind direction and temperature b temperature and precipitation c wind speed and temperature d precipitation and wind speed If the temperature is Ϫ12°C and the wind speed is 16 km/h, what is the wind chill factor? a Ϫ23°C b Ϫ28°C c Ϫ14°C d Ϫ19°C If the temperature is Ϫ1°C, what would the wind speed have to be to cause frostbite to bare skin in about h? a 16 km/h b 24 km/h c 32 km/h d 40 km/h Short Answer Why you think the wind chill factor table does not include wind speeds above 50 km/h? Suppose you’re a member of the school ski club What would you tell club members about today’s ski trip if you discovered that the wind chill factor had reached Ϫ18°C? 46 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc When does it feel colder? a when the temperature is 4°C and the wind is blowing at 48 km/h b when the temperature is Ϫ7°C and the wind is blowing at km/h c when the temperature is Ϫ1°C and the wind is blowing at 16 km/h d when the temperature is 2°C and the wind is blowing at 24 km/h Name Date Class Activity ELA6: W1.3, W2.5 24 ELA7: W1.2, W2.4 Express an Opinion ELA8: W1.1, W2.4 Directions: Read the passage below, then complete the writing activity It’s not uncommon for different scientists to similar research on the same topic For example, scientists in almost every country are trying to find a treatment or cure for the virus that causes AIDS Scientists often share information and discoveries with each other It helps them to learn from one another Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Write an essay on how working with a partner or in a group can help you with science at school Be sure to discuss the advantages and disadvantages of learning with a partner or in a group environment, as well as why it’s helpful to compare scientific results with others 47 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Name 48 Date Class Activity 24 (continued) Name Date ELA6: R2.4, R2.7 Activity 25 Class Reading Comprehension ELA7: R2.3 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Directions: Read the passage below, then answer the questions Animals interact with each other in many different ways Some animals partner with other animals in a relationship that is beneficial to both One of the most interesting examples of that kind of a relationship is the one between ants and aphids Aphids are small insects that eat the roots, leaves, and stems of plants They produce a sweet, sticky fluid called honeydew Honeydew is waste material for aphids, but it is food for ants Ants, however, not search for honeydew left behind by aphids Instead, they keep aphids in their nests Honeypot ants live in the southwestern part of the United States They are one type of ant that keeps aphids in their nests They “milk” the aphids by stroking them with their antennas This causes the aphids to secrete the honeydew Honeypot ants even have workers that store the honeydew in their bellies The workers consume so much honeydew that they cannot move Their purpose is to bring up honeydew from their stomachs and give it to the other ants as they need it Honeypot ants protect and care for the aphids They collect food for them and care for their eggs They protect them from predators like birds and spiders If the aphids are in danger, the honeypot ants will move them to new nests They even will move them to underground burrows during the winter The aphids also benefit from this relationship They not have to search for food, and they are protected from their predators Because secreting honeydew is a natural process for aphids, they not have to any extra work Living together is advantageous for ants and aphids Multiple Choice Which statement is an opinion from the passage? a One of the most interesting examples of that kind of relationship is the one between ants and aphids b Honeypot ants even have workers that store the honeydew in their bellies c Aphids are small insects that eat the roots, leaves, and stems of plants d Some animals form relationships that are beneficial to both How ants “milk” aphids? a They squeeze their bodies b They move them from nest to nest c They feed them stems, roots, and leaves d They stroke them with their antennas The central idea of this passage is that a aphids use ants to find food b ants use aphids as slaves to produce food c ants and aphids have a mutually beneficial relationship d ants and aphids are destructive to each other 49 Name Date Class Activity 25 (continued) Which statement below does NOT describe something discussed in this passage? a Ants eat honeydew that aphids produce b Aphids transmit viruses between plants c Ants protect their aphids from predators d Aphids are protected and cared for by ants Short Answer Describe a relationship between a person and an animal that would be considered mutually beneficial Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Summarize this passage for your teacher 50 Name Date ELA6: W1.3, W2.5 Activity 26 Class Express an Opinion ELA7: W1.1, W2.4 ELA8: W1.1, W2.4 Directions: Read the passage below, then complete the writing activity that follows In 1996, scientists successfully cloned a sheep they named “Dolly.” Clones are organisms that are exact copies of each other Since the birth of Dolly, people have wondered about the possibility of cloning humans Eventually, science could make it possible for people to make copies of themselves Many governments, scientists, and specialists in ethics around the world have started discussing whether or not cloning of human beings should be allowed Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Do you think the cloning of humans is a good idea? Write your opinion and give at least four reasons to support it 51 Copyright © Glencoe/McGraw-Hill, a division of The McGraw-Hill Companies, Inc Name 52 Date Class Activity 26 (continued) McGraw-Hill ISBN-13: 978-0-07-875509-5 ISBN-10: 0-07-875509-3 ... expository compositions (e.g., description, explanation, comparison and contrast, problem and solution): (a) State the thesis or purpose (b) Explain the situation (c) Follow an organizational pattern... Anglo-Saxon roots and affixes to understand content-area vocabulary Clarify word meanings through the use of definition, example, restatement, or contrast Reading Comprehension (Focus on Informational... within the appropriate context and show ability to verify those meanings by definition, restatement, example, comparison, or contrast Reading Comprehension (Focus on Informational Materials) Students