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 8 Weathering and Erosion


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



CA SE, pp. 82–83

Have students identifyand locate specificexamples of each typeof major landform ona map.

Name Date

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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


CA SE, p. 135


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.



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


CA SE, p. 276

Have students modeldifferent ways thatbuildings are madeearthquake-resistant,using materials suchas straws in modelingclay structures tomodel steel in concrete.

EarthquakeSafety


CA SE, pp. 277–278


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.


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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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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Summarize the main ideas of the above sections.SUMMARIZE IT

UnderstandingMaps


Map Scales and Legends



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


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



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Feature Definition Examples

Physical

Cultural

Steep Slope Gradual Slope

Contour lines and contour intervals

Topographic Profile


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 .



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Summarize the main ideas of this section in three bullet points.SUMMARIZE IT









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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K W LWhat I know What I want to find out What I learned

Earth’s Structure 9


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


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


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


How dolandscapes form?



on page .


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Mountain Plateau

Description

Formed by


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.


external forces internal forces

Rivers and streams carry rock fragments

downhill.



on page .

CaliforniaLandforms



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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


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 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?



PhysicalProperties of

MineralsI found this information

on page .

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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


Mineral UsesI found this information

on page .

RocksI found this information

on page .

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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





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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

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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


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 a dictionary to define layer. Then use the term in a scientificsentence.


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

on page .


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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


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


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








Look over the Standards Review at the end of the chapter.C

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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


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 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

on page .


PotentialEnergy—

Stored EnergyI found this information

on page .

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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

on page .

Light Energy andThermal Energy


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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


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


Moving ObjectsTransfer Energy


Waves TransferEnergy



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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.


EnergyConversions



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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


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 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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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


HeatI found this information

on page .

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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


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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

on page .


ConvectionI found this information

on page .

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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)



RadiationI found this information

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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


Plate Tectonics




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


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

on page .

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


The SeafloorMoves


Evidence forSpreading


Name Date

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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

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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.


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

on page .

Types ofLithosphere


What controlsplate movement?I found this information

on page .

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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


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




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










Plate Boundaries and California




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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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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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

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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


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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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)


California’sMountains


Future PlateMovements


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Rephrase the main ideas of the lesson in your own words.SUMMARIZE IT









Plate Boundaries and CaliforniaChapter Wrap-Up




Name Date

After studying this chapter, write sentences summarizing threeof its main ideas.

SUMMARIZE IT

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• 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


Earthquakes




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

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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 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:


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

on 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

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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?


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


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AcademicVocabulary

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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 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

on page .

RecordingSeismic Waves


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

on page .

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.


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

.

.

.

.

.


EarthquakeHazards




AvoidingEarthquake

HazardsI found this information

on page .

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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.


Earthquakes andStructures


EarthquakeSafety


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Earthquakes 67

Indoors Outdoors









68 Earthquakes

Earthquakes Chapter Wrap-Up




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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


Volcanoes




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

ReviewVocabulary

Name Date

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?


How dovolcanoes form?I found this information

on page .


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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)

Where dovolcanoes occur?I found this information

on 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

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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

on page .


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


Types ofVolcanoes



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Volcanoes 75

Shield Cinder Cone Composite Volcano Volcano Volcano


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


Volcanoes inCalifornia


IntrusiveVolcanic

Features andOther Volcanic

FeaturesI found this information

on page .


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76 Volcanoes

Intrusive Volcanic Features


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


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

on page .

MonitoringVolcanic ActivityI found this information

on page .

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Volcanoes 79

Summarize two main ideas of the above sections in two bulletpoints.

SUMMARIZE IT

Volcanoes Chapter Wrap-Up




Name Date

After studying the chapter, write one summary sentence foreach lesson to illustrate the chapter’s main ideas.

SUMMARIZE IT









• 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


Weathering and Erosion




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.


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?



ChemicalWeathering


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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


Soil FormationI found this information

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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


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.


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?


Mass WastingI found this information

on page .

Water andErosion


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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


Shorelines and Erosion




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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


What areglaciers?


WindI found this information

on page .

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AcademicVocabulary

Name Date

Weathering and ErosionLesson 3 Reshaping the California Landscape

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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


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.


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



DesertLandscapes


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Features of California’s Mountains

Erosional Features Depositional Features


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


CoastalLandscapes


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Weathering and ErosionChapter Wrap-Up




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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


SUMMARIZE IT

Earth’s Atmosphere 93


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.

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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


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


1.

2.

3.

Define radiation.


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


Layers in theAtmosphere


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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


The Sun’sContinuous

SpectrumI found this information

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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.


The Sun’sContinuous

SpectrumI found this information

on page .

The Sun’s PowerI found this information

on page .


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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


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)

Conduction in AirI found this information

on page .

Convection in AirI found this information

on page .


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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)

RadiationTraveling Through

SpaceI found this information

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Radiation Conduction Convection

Does it needa medium?

How is itsenergytransferred?


ReviewVocabulary

AcademicVocabulary

Name Date

Earth’s Atmosphere Lesson 3 Air Currents

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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


density

wind

updraft

downdraft

Coriolis effect

jet stream

temporarily



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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Updraft Downdraft


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 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.

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SUMMARIZE IT

Oceans 105


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


NewVocabulary

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AcademicVocabulary

Name Date

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 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)

The Ocean FloorI found this information

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108 Oceans

Summarize two main ideas of the above section.SUMMARIZE IT

ReviewVocabulary

AcademicVocabulary

Name Date

OceansLesson 2 Ocean Currents

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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


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

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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 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


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



Sand andWeathered

MaterialI found this information

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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

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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


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.

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After reading this chapter, write one summary sentence foreach lesson to illustrate the chapter’s main ideas.

SUMMARIZE IT

Weather and Climate 119


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


NewVocabulary

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AcademicVocabulary

Name Date

Weather and ClimateLesson 1 Weather

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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.e

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)

Weather FactorsI found this information

on page .


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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

.

Lesson 1 Weather (continued)

The Water CycleI found this information

on page .


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Summarize three main ideas of the above sections with threebullet points.

SUMMARIZE IT

AcademicVocabulary

Name Date

Weather and ClimateLesson 2 Weather Patterns

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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


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.


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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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


Severe WeatherI found this information

on page .

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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

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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


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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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

on page .


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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


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

ClimatesI found this information

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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)

Local Winds I found this information

on page .



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Summarize the three main ideas of the above sections withthree bullet points.

SUMMARIZE IT


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.

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After studying the chapter, write one summary sentence foreach section to illustrate that chapter’s main ideas.

SUMMARIZE IT

Ecological Roles 133


Ecological Roles




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

NewVocabulary

ReviewVocabulary

AcademicVocabulary

Name Date

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.


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.


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?


Abiotic FactorsI found this information

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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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Choose one main idea from each section above. Summarize the main idea in your own words.

SUMMARIZE IT


ReviewVocabulary

AcademicVocabulary

Name Date

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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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


Human Impactson Niches


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Ecological Roles Chapter Wrap-Up




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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




Name Date

Write a paragraph on what you know about energy and matter 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, 7.g





Before You Energy and Matter in EcosystemsRead


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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 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

on page .


ProducersI found this information

on page .

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Factors of a Pond Ecosystem

Biotic Abiotic


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

on page .

ConsumersI found this information

on page .

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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


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.


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


Food as EnergyI found this information

on page .


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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

on page .



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Write two sentences to summarize the above section.SUMMARIZE IT


NewVocabulary

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AcademicVocabulary

Name Date

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 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

on page .

Water CycleI found this information

on page .


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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


The Carbon CycleI found this information

on page .

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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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Energy and Matter in EcosystemsChapter Wrap-Up




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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


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




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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

Name Date

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 a dictionary to define regulate. Then use it in a sentence toshow its meaning.


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


InorganicResources


RenewableResources


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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


NonrenewableResources



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156 Resources

Type of Mine Method of Extraction

Placer

Underground


ReviewVocabulary

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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



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.


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

on page .

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


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Name Date

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


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

on page .

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Resources 161

Object Plastic Chemical Pencil

Resource(s)


SUMMARIZE IT

Identify and describe damage caused by pollutants produced byfossil fuels.

Identify six ways to conserve gasoline.

1.

2.

3.

4.

5.

6.


Drawbacks ofUsing Fossil FuelI found this information

on page .


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162 Resources


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


AlternativeEnergy and the

EnvironmentI found this information

on page .

Using EnergyResources

WiselyI found this information

on page .

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SUMMARIZE IT

164 Resources

Resources Chapter Wrap-Up




Name Date

After studying the chapter, write one or two sentences to summarize the main idea of each lesson.

SUMMARIZE IT









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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

active reading note-taking guide science grade 6 1 mapping earth’s surface chapter preview..... 1...

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