6th Grade PART 2 Distance Learning Packet · PART 2: Distance Learning Packet Teacher Name: _____ MIDDLE SCHOOL 0LGGOH 6FKRRO 0DWKHPDWLFV WK *UDGH ,QVWUXFWLRQDO 3DFNHW 6HW ,, Middle

6th Grade

Student Name: __________________

Student ID: _____________________

School Name: ___________________

PART 2: Distance

Learning Packet

Teacher Name: __________________

MIDDLE SCHOOL

Middle School

Mathematics

6th Grade

2019-2020

Instructional Packet

Set II

Middle School Science

Grade 6

2019-2020

Instructional Packet II Texas Assessment Review and Practice (TARP)

Houghton Mifflin Harcourt

Day Worksheet Title

1 SI (3D) Relate the impact of research on

scientific thought and society, including the

history of science and contributions of

scientists as related to the content

2 SI (4A) Use appropriate tools to collect, record,

and analyze information, including journals/

notebooks, beakers, petri dishes, meter sticks,

graduated cylinders, hot plates, test tubes,

triple beam balances, microscopes, thermometers,

calculators, computers, timing devices,

and other equipment as needed

3 SI (4B) Use preventative safety equipment,

including chemical splash goggles, aprons, and

gloves, and be prepared to use emergency safety

equipment, including an eye/face wash, a fire

blanket, and a fire extinguisher

4 TEK (6.6A) Compare metals, nonmetals, and

metalloids using physical properties such as luster,

conductivity, or malleability

5 TEK (6.6B) Calculate density to identify an

unknown substance

Name Date

SI.3.D

(3) Scientific investigation and reasoning. The student uses critical thinking, scientific reasoning, and problem solving to make informed decisions and knows the contributions of relevant scientists. The student is expected to: (D) relate the impact of research on scientific thought and society, including the history of science and contributions of scientists as related to the content.

STANDARD REVIEW

Sometimes new data and discoveries cause scientists to reconsider previously held ideas. When scientists explore the questions the new discoveries raise, scientific knowledge changes and grows. Scientists should be open to new ideas, but they should always test those ideas with scientific methods. And if new evidence contradicts an accepted idea, scientists must be willing to re-examine the evidence and re-evaluate their reasoning. The process of building scientific knowledge never ends.

The theory of evolution by natural selection is an example of an explanation that scientists continue to improve as new information arises. Evolution is the process in which inherited characteristics within a population change over generations, sometimes giving rise to new species. Scientists continue to develop the theory of natural selection, which explains how evolution happens. When Charles Darwin first wrote about evolution by natural selection, he did not know about the laws of inheritance or the molecular basis of traits. As scientists have learned more about these two fields of study, they have improved upon Darwin’s explanation for how species change over time.

Scientific knowledge about astronomy is another good example of how scientific thought changes over time. Almost everything that the earliest astronomers knew about the universe came from what they could discover with their eyes and minds. The Greek philosopher, Ptolemy, thought that Earth was at the center of the universe and that the other planets and the sun revolved around Earth. Then, in 1543, Copernicus published a theory that the sun is at the center of the universe and that all of the planets—including Earth—orbit the sun. In 1609, Kepler proposed that all of the planets revolve around the sun in elliptical orbits and that the sun is not in the exact center of the orbits. In 1687, Isaac Newton showed that all objects in the universe attract each other through gravitational force and explained why all of the planets orbit the most massive object in the solar system—the sun.

Scientific knowledge also has practical purposes. The effects of science reach far beyond schools and labs. It plays a vital role in your daily life and in the complex workings of your world. Chemistry, physics, biology, and other sciences are important to society because they are based on research. In order to make informed decisions about things that affect their lives, people need reliable information. Scientific research looks for answers based on observation and the results of carefully controlled experiments. While people use many kinds of information in their daily lives, scientific information is extremely important because it is built around research and reproducible results.

© Houghton Mifflin Harcourt Publishing Company

22 Texas Assessment Review and Practice

Name Date

SI.3.D

STANDARD PRACTICE 1 What is the usual order in the field of science?

A research—theory—hypothesis

B theory—hypothesis—research

C theory—research—hypothesis

D hypothesis—research—theory

2 Many people once believed that we humans use only 10 percent of our brains. What is the best evidence that this claim is false?

A A well-known celebrity disagreed with this claim.

B A popular radio personality proved that this claim is false.

C New studies of brain activity showed that this claim is false.

D A scientist wrote a lengthy report disagreeing with this claim.

3 Why is it important for scientific studies to be reproducible?

A If the results cannot be reproduced, then the results may not be valid.

B Scientific studies must be published in scientific journals.

C Reproducing studies gives scientists important work to do.

D Only reproducible studies help scientists learn about our world.



Name Date

SI.4.A

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to (A) use appropriate tools to collect, record, and analyze information, including journals/notebooks, beakers, petri dishes, meter sticks, graduated cylinders, hot plates, test tubes, triple beam balances, microscopes, thermometers, calculators, computers, timing devices, and other equipment as needed to teach the curriculum.

STANDARD REVIEW

When you conduct a scientific investigation, you use scientific tools to make and record measurements. Often your teacher or the lab book will tell you which tools to use. When you design your own investigations, however, you must choose the most appropriate tools to collect, record, and analyze information.

For example, you might use a meter stick to measure short distances. A microscope would allow you to see small parts clearly. You might use a hot plate to heat substances and a thermometer to measure the temperature of the substances. A triple beam balance could help you measure mass, the amount of matter in an object. Test tubes and beakers could hold the liquids used in your investigation. If you are growing mold, you could use a petri dish. You might record and analyze information using a calculator, computer, journal, or notebook.

Your teacher or lab book will explain the correct procedures for using a tool. It is important to read and follow all procedures exactly. If you use equipment incorrectly, you may create a safety hazard. You may also get incorrect results.

For example, here are the steps to follow when using a graduated cylinder to measure the volume of a liquid: 1. Place the cylinder on a flat, level surface. 2. Put on goggles and gloves to protect yourself from splashes. 3. Pour the liquid into the cylinder. 4. Position your head so that your eye is level with the surface of the liquid. 5. The top of the column of liquid will have a downward curve. This curve is called

a meniscus. Take your reading at the bottom of the meniscus.

Meniscus



Name Date

SI.4.A

STANDARD PRACTICE 1 Which tool would help you provide exactly the same amount of water to each plant

in an investigation?

A metric ruler

B petri dish

C thermometer

D graduated cylinder

2 Carl took a measurement from the top of the meniscus in a graduated cylinder. Which statement below describes his measurement?

A His measurement is too low.

B His measurement is too high.

C His measurement is accurate.

D His measurement depends on the temperature of the liquid.

3 You want to find out whether the mass of tap water changes when the water freezes. Which set of tools should you use?

A balance, meter stick, thermometer

B microscope, timing device, thermometer

C graduated cylinder, thermometer, balance

D meter stick, thermometer, graduated cylinder



Name Date

SI.4.B

(4) Scientific investigation and reasoning. The student knows how to use a variety of tools and safety equipment to conduct science inquiry. The student is expected to: (B) use preventative safety equipment, including chemical splash goggles, aprons, and gloves, and be prepared to use emergency safety equipment, including an eye/face wash, a fire blanket, and a fire extinguisher.

STANDARD REVIEW

Laboratory safety includes two parts–knowing how to work safely and knowing what to do if there is a problem. Before you start working in a lab you need to know the location of all safety and emergency equipment. Know proper fire-drill procedures and the location of all fire exits. Ask your teacher where the nearest eyewash stations, safety blankets, safety shower, fire extinguisher, first-aid kit, and chemical spill kit are located. Be sure that you know how to operate the equipment safely.

Follow standard fire-safety procedures. If your clothing catches on fire, do not run; WALK to the safety shower, stand under it, and turn it on. While doing so, call to your teacher. In case of fire, alert your teacher and leave the lab.

Follow this list of safety practices when performing scientific investigations:

• Eye Safety Wear safety goggles when working around chemicals, acids, bases, or any type of flame or heating device. If any substance gets into your eyes, notify your teacher immediately and flush your eyes with running water for at least 15 minutes.

• Chemical Safety Wear safety goggles, an apron, and protective gloves when handling any potentially dangerous chemicals, acids, or bases. If a chemical is unknown, handle it as you would a dangerous chemical. If a spill gets on your skin or clothing, rinse it off immediately with water for at least 5 minutes while calling to your teach-er. Never mix, taste, touch, or smell chemicals unless you are specifically directed to do so. If you are instructed to smell a substance, wave the fumes toward your nose with your hand. Never put your nose close to the source.

• Heat Safety Wear safety goggles when using a heating device or a flame. Whenever possible, use an electric hot plate as a heat source instead of using an open flame. When heating materials in a test tube, always angle the test tube away from yourself and others. To avoid burns, wear heat-resistant gloves whenever instructed to do so.



Name Date

SI.4.B

STANDARD PRACTICE 1 Max is going to do an experiment that uses cold water, food coloring, a flower, and a

plastic beaker. What safety equipment does Max need?

A safety goggles, heat-resistant gloves, and an apron

B safety goggles, a fire extinguisher, and an apron

C safety goggles, latex gloves, and an apron

D safety goggles, heat-resistant test tube holder, and an apron

2 If your lab partner’s sleeve catches fire on a burner, what is the first thing you should do?

A Turn off the burner so the fire does not spread.

B Put out the flame with a fire extinguisher.

C Lead your lab partner to the safety shower and turn on the water.

D Look for the teacher who will take care of the problem.

3 A scientist is about to work with a dangerous chemical in her laboratory. What should the scientist do first?

A Call for an ambulance just in case.

B Open all the windows in the laboratory.

C Remove labels from the chemical bottles.

D Put on goggles, gloves, and an apron and locate safety equipment.

4 Which safety item should you wear to protect your hands before you begin using a Bunsen burner?

A an apron

B safety goggles

C heat-resistant gloves

D chemical-resistant gloves



Name Date

6.6.A

(6) Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to: (A) compare metals, nonmetals, and metalloids using physical properties such as luster, conductivity, or malleability;

STANDARD REVIEW

Length, height, width, mass, shape, and state are physical properties that may be familiar to you. Some other physical properties are thermal conductivity, solubility, ductility, malleability, density, and boiling point. Reactivity and flammability are two examples of chemical properties.

In the periodic table, the elements are arranged horizontally in order of increasing atomic number. Elements that have similar chemical properties are grouped in vertical columns.

Elements are classified as metals, nonmetals, and metalloids, according to their properties. Metals are found to the left of the zigzag line on the periodic table. Atoms of most metals have few electrons in their outer energy level. Most metals are solid at room temperature and have a shiny luster. Metals tend to be ductile, malleable, and good conductors of heat and electricity.

Nonmetals are found to the right of the zigzag line on the periodic table. Atoms of most nonmetals have an almost complete set of electrons in their outer level. Hydrogen, on the top left, is also a nonmetal. Atoms of the elements in Group 18, the noble gases, have a complete set of electrons and are unreactive. More than half of the nonmetals are gases at room temperature. Nonmetals are not shiny, malleable, or ductile, and are poor conductors of heat and electricity.

Metalloids are the elements that border the zigzag line on the periodic table. Atoms of metalloids have about half of a complete set of electrons in their outer energy level. Metalloids have some properties of metals and some properties of nonmetals.

H

Li

1

Be

2

Na Mg

K Ca Sc Ti V Cr Mn Fe Co Ni Cu Zn

He

B C N O F

3 4 5 6 7 8 9 10 11 12

18

13 14 15 16 17

Ne

Al Si P S Cl Ar

Ga Ge As Se Br Kr

Rb Sr Y Zr Nb Mo Tc Ru Rh Pd Ag Cd In Sn Sb Te I Xe

Cs Ba La Hf Ta W Re Os Ir Pt Au Hg Tl Pb Bi Po At Rn

Fr Ra Ac Rf Db Sg Bh Hs Mt Ds Rg Cn Uut Fl Uup Lv

Metals

Metalloids

Nonmetals

Uus Uuo

Ce Pr Nd Pm Sm Eu Gd Tb Dy Ho Er Tm Yb Lu

Th Pa U Np Pu Am Cm Bk Cf Es Fm Md No Lr



Name Date

6.6.A

STANDARD PRACTICE 1 Nonmetals are found on the right side of the periodic table. Which of the following

best describes the properties of nonmetals?

A shiny and silver in color

B poor conductors of electric current

C flattened when hit with a hammer

D solids at room temperature

2 An element is shiny, brittle, and a poor conductor of electricity. Which of the following is the best classification for the element?

A metal

B nonmetal

C metalloid

D noble gas

3 The element sulfur (S) has an atomic number of 16, an atomic mass of 32.1, and is a poor conductor of electricity. Based on this information, to which class of elements does sulfur most likely belong?

A metals

B metalloids

C nonmetals

D solids

4 Which of the following is not a characteristic of metals?

A shiny

B malleable

C brittle

D ductile



Name Date

6.6.B

(6) Matter and energy. The student knows matter has physical properties that can be used for classification. The student is expected to: (B) calculate density to identify an unknown substance;

STANDARD REVIEW

Which would you rather have fall on your foot—a brick or a foam block that is the size of the brick? Even though both are the same size, the mass of the brick is much greater than the mass of the foam block! You can identify each block by its density. Density is the mass of an object per unit volume. Density equals mass divided by volume. Because 1.0 g of liquid water has a volume of 1.0 mL, liquid water has a density of 1 g/mL.

Substance

Water (liquid)

Iron pyrite (solid)

Zinc (solid)

Copper (solid)

Substance

Silver (solid)

Lead (solid)

Mercury (liquid)

Gold (solid)

Density (g/cm3)

1.00

5.02

7.13

8.96

Densities of Common Substances*

Density (g/cm3)

10.50

11.35

13.55

19.32

* at 20ºC and normal atmospheric pressure

To find an object’s density (D), first measure its mass (m) and volume (V). Then, use the equation below.

density = mass/volume

Units for density consist of a mass unit divided by a volume unit. The density units most often used are grams per cubic centimeter (g/cm3) for solids and grams per milliliter (g/mL) for liquids. The density of a given substance remains the same no matter how much of the substance you have. That is, the density of 1 cm3 of a substance is equal to the density of 1 km3 of that substance.



Name Date

STANDARD PRACTICE

1 A geologist who is studying rocks found on an expedition places a 25 g graduated cylinder on a scale and adds 100 cm3 of water to the cylinder. Then, the geologist places one rock in each cylinder, one at a time, as shown above. Which rock or rocks have the greatest density?

A Rock A

B Rock B

C Rock C

D Rocks A and C

2 How do you find out how dense something is?

A Divide mass by volume.

B Divide volume by mass.

C Multiply volume by mass.

D Multiply mass by volume.

3 What is the density, in grams per mL (g/mL), of a liquid that has a mass of 206 g and a volume of 321 mL?

6.6.B

.0 0 0 0 0 0

1 1 1 1 1 1

2 2 2 2 2 2

3 3 3 3 3 3

4 4 4 4 4 4

5 5 5 5 5 5

6 6 6 6 6 6

7 7 7 7 7 7

8 8 8 8 8 8

9 9 9 9 9 9



Day Worksheet Title

6 TEK (6.8A) Compare and contrast potential

and kinetic energy 7 TEK (6.8B) Identify and describe the changes

in position, direction, and speed of an object

when acted upon by unbalanced forces 8 TEK (6.8C) Calculate average speed using

distance and time measurements 9 TEK (6.8D) Measure and graph changes in

motion 10 TEK (6.9C) Demonstrate energy

transformations such as energy in a flashlight

battery changes from chemical energy to

electrical energy to light energy

Name Date

6.8.A

(8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (A) compare and contrast potential and kinetic energy;

STANDARD REVIEW

Potential energy is stored energy. Kinetic energy is the energy of motion. How are these two forms of energy related? All moving objects have kinetic energy. Like all forms of energy, kinetic energy can be used to do work. The faster something is moving, the more kinetic energy it has. Also, the greater the mass of a moving object, the greater its kinetic energy is.

Potential energy is the energy an object has because of its position. For example, a stretched bow has potential energy because work has been done to change its shape. The energy of that work is turned into potential energy.

When you lift an object, you do work on it. You use a force that is against the force of gravity. When you do this, you transfer energy to the object and give the object gravitational potential energy. Books on a shelf have gravitational potential energy. The amount of gravitational potential energy that an object has depends on its weight and its height.

Elastic potential energy

Kinetic energy

Kinetic energy

Elastic and gravitational potential energy

Elastic potential energy



Name Date

STANDARD PRACTICE 1 What does kinetic energy depend on?

A mass and volume

B velocity and weight

C weight and height

D velocity and mass

2 Sam studied kinetic and potential energy by observing apples on a tree during a field investigation. What type of energy do these apples have?

A kinetic energy

B mechanical energy

C gravitational potential energy

D sound energy

3 Which of the following is not an example of potential energy?

A a ball traveling at 10 m/s

B a compressed spring

C stress along a fault line

D a stretched rubber band

4 If the force required to lift a box is equal to its weight, then the gravitational potential energy of the box is equal to its weight times the height to which it is lifted. A box has 400 J of gravitational potential energy. If the box weighs 100 N, how many meters above the ground is it?

6.8.A

.0 0 0 0 0 0

1 1 1 1 1 1

2 2 2 2 2 2

3 3 3 3 3 3

4 4 4 4 4 4

5 5 5 5 5 5

6 6 6 6 6 6

7 7 7 7 7 7

8 8 8 8 8 8

9 9 9 9 9 9



Name Date

6.8.B

(8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (B) identify and describe the changes in position, direction, and speed of an object when acted upon by unbalanced forces;

STANDARD REVIEW

When unbalanced forces are acting on an object, they cause a change in the velocity of the object. The change in velocity may be a change in speed, a change in direction, or both. Unbalanced forces will also cause a static object to start moving or cause a moving object to slow down and stop moving.

Movement change

Force

Unbalanced forces are needed to change the velocity of moving objects. For example, in a soccer game, the soccer ball is already moving when one player passes it to a second player. When the ball reaches the second player, that player exerts an unbalanced force—a kick—on the ball. After the kick, the ball moves in a new direction and at a new speed.

Unbalanced forces are needed to cause static objects to start moving. Every moving object started moving because an unbalanced force acted on it. But a moving object can keep moving without an unbalanced force acting on it. For example, when it is kicked, a soccer ball receives an unbalanced force. The ball keeps rolling after the force of the kick has ended.



Name Date

STANDARD PRACTICE 1 Which of the following always causes change in speed, direction, or both?

A balanced forces

B unbalanced forces

C either balanced or unbalanced forces

D any combination of forces

2 Which of the following statements correctly describes the force that propels the space shuttle upward during takeoff?

A The gases push the shuttle upward with a force equal to the shuttle pushing the gases downward.

B The gases push downward with a force equal to the shuttle pushing the gases downward.

C The shuttle pushes upward with more force than the gases push downward.

D The shuttle pushes downward with more force than the gases push upward.

3 What happens if the forces on an object are unbalanced?

A Its motion will not change.

B Its motion will change.

C The object will immediately stop moving.

D The forces will be zero.

4 Net force is the combination of all of the forces acting on an object. When two forces act in the same direction, you add the forces to determine the net force. What is the net force on an object when you combine a force of 17 N north with a force of 9 N north?

6.8.B

.0 0 0 0 0 0

1 1 1 1 1 1

2 2 2 2 2 2

3 3 3 3 3 3

4 4 4 4 4 4

5 5 5 5 5 5

6 6 6 6 6 6

7 7 7 7 7 7

8 8 8 8 8 8

9 9 9 9 9 9



Name Date

6.8.C

(8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (C) calculate average speed using distance and time measurements;

STANDARD REVIEW

The speed of an object is the rate at which the object moves. The speed of an object is rarely constant. So, it is useful to find the average speed of an object. Average speed is the total distance traveled divided by the total time taken. The units for speed are often m/s but can be any distance unit divided by a time unit. The equation below can be used to find average speed.

average speed = total distance total time



Name Date

STANDARD PRACTICE 1 Why is it useful to find the average speed of an object?

A Most things move with the same speed at all times.

B The speed of most things decreases at a constant rate.

C Most things do not move with the same speed at all times.

D The speed of most things increases at a constant rate.

2 How would you calculate your average speed if you walked from your house to your friend’s house two blocks away?

A Total distance divided by total time would equal my average speed.

B Total time divided by total distance would equal my average speed.

C Total distance times total time would equal my average speed.

D Total distance plus two divided by total time would equal my average speed.

3 An airplane traveling from San Francisco to Chicago flies 1,260 km in 3.5 hours. What is the airplane’s average speed?

A 420 km/h

B 360 km/h

C 500 km/h

D 300 km/h

4 It takes Kira 36 seconds to jog to a store that is 72 meters away. What is her average speed in meters per second?

6.8.C

.0 0 0 0 0 0

1 1 1 1 1 1

2 2 2 2 2 2

3 3 3 3 3 3

4 4 4 4 4 4

5 5 5 5 5 5

6 6 6 6 6 6

7 7 7 7 7 7

8 8 8 8 8 8

9 9 9 9 9 9



Name Date

6.8.D

(8) Force, motion, and energy. The student knows force and motion are related to potential and kinetic energy. The student is expected to: (D) measure and graph changes in motion;

STANDARD REVIEW

Objects have mass and can also have motion and force. To describe the motion of an object, you must determine its speed. Speed is the distance traveled divided by the time taken to travel that distance. Speed is important in describing motion because it tells how fast an object is moving away from its beginning position. Most things do not move with the same speed at all times. For example, runners in a race may have run faster at the end of the race than they did at the beginning. So, it is useful to find the average speed. To calculate average speed, use the equation average speed = total distance ÷ total time.

Velocity can be thought of as the rate at which an object changes its position. The velocity of an object is constant only if the speed and direction of the object do not change. So, constant velocity is always motion along a straight line. The velocity of an object changes if either the speed or direction of the object changes. For example, if a bus travelling at 15 m/s south speeds up to 20 m/s south, its velocity changes. If the bus continues to travel at the same speed but changes direction to travel east, its velocity changes again. And if the bus slows down at the same time that it swerves north to avoid a cat, the velocity of the bus changes yet again.

Speed and direction of motion are combined when describing an object’s velocity. Velocity is a quantity that tells both how fast an object is moving (its speed) and which way it is going (its direction of motion). If you know the position of an object, and its velocity is constant, you can completely describe the object’s motion.

Sometimes, the velocity of an object changes. The change in velocity over time is called acceleration. Acceleration can be a change in speed, a change in direction, or both. When a bus driver steps on the gas pedal, the bus will experience acceleration because its speed is increasing. The bus driver can also change the velocity of the bus by turning. In this situation, the bus might not change its speed, but its direction will be different, so it is accelerating. Because acceleration is the change in velocity over time, the units for acceleration look like the units for velocity (m/s) divided by time (s). Thus, the most common units of acceleration are meters per second per second, or (m/s)/s. This unit is often written as m/s2.



Name Date

6.8.D

STANDARD PRACTICE

56

4

32

10

1 20 6

Time (s)

7 8 953 4

Motion of a Squirrel

10

Dis

tanc

e (m

)

1 The graph above shows the data collected by a student as she watched a squirrel running on the ground. Which of the following best describes the motion of the squirrel between 5 s and 8 s?

A The squirrel’s speed increased.

B The squirrel’s speed decreased.

C The squirrel’s speed did not change.

D The squirrel moved backward.

2 Which of the following does not experience a change in velocity?

A A motorcyclist driving down a straight street applies the brakes.

B While maintaining the same speed and direction, an experimental car switches from gasoline to electric power.

C A baseball player running from first base to second base at 10 m/s comes to a stop in 1.5 seconds.

D A bus traveling at a constant speed turns a corner.

3 A meteorologist describes a tropical storm as traveling northwest at 50 mi/h. Which attribute of the storm’s motion has the meteorologist described?

A force

B acceleration

C velocity

D displacement



Name Date

6.9.C

(9) Force, motion, and energy. The student knows that the Law of Conservation of Energy states that energy can neither be created nor destroyed, it just changes form. The student is expected to: (C) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy.

STANDARD REVIEW

Energy is the ability to do work. Work is done when a force causes an object to move in the direction of the force. When one object does work on another, energy is transferred from the first object to the second object. This energy allows the second object to do work. So, work is a transfer of energy.

Mechanical energy is the amount of work an object can do because of the object’s kinetic and potential energies. Mechanical energy can be all potential energy, all kinetic energy, or some of each. The mechanical energy of an object remains the same unless it transfers some of its energy to another object. But even if the mechanical energy of an object stays the same, the potential energy or kinetic energy it has can increase or decrease.

Other forms of energy include thermal, chemical, electrical, sound, light, and nuclear energy. Thermal energy is all of the kinetic energy due to the random motion of the particles that make up an object. Thermal energy also depends on the number of particles. Water, in the form of steam, has a higher temperature than water in a lake does. But the lake has more thermal energy because the lake has more water particles.

Chemical energy is the energy of a compound that changes as its atoms are rearranged. Chemical energy is a form of potential energy because it depends on the position and arrangement of the atoms in a compound.

Electrical energy is the energy of moving electrons. The electrical energy used in your home comes from power plants. Huge generators turn magnets inside loops of wire. The changing position of a magnet makes electrical energy run through the wire and along the wires from the power plants to electrical way stations to your home. This electrical energy is stored as potential energy until you use it to run your electrical appliances.

Sound energy is caused by an object’s vibrations. When you stretch a guitar string, the string stores potential energy. When you let the string go, this potential energy is turned into kinetic energy, which makes the string vibrate. The string also transmits some of this kinetic energy to the air around it. The air particles also vibrate and transmit this energy to your ear. When the sound energy reaches your ear, you hear the sound of the guitar.

Light energy is produced by the vibrations of electrically charged particles. Like sound vibrations, light vibrations cause energy to be transmitted. But the vibrations that transmit light energy don’t need to be carried through matter. In fact, light energy can move through a vacuum (an area where there is no matter).



Name Date

6.9.C

STANDARD PRACTICE 1 Which device converts chemical energy into electrical energy?

A lightning rod

B battery cell

C light bulb

D switch

2 A hair dryer converts what type of energy into thermal energy?

A kinetic

B potential

C electrical

D chemical

3 What energy transfer happens when you plug in a blender?

A Electrical energy becomes light energy and sound energy.

B Electrical energy becomes kinetic energy and sound energy.

C Electrical energy becomes light energy and thermal energy.

D Chemical energy becomes electrical energy.

4 What type of energy causes your ear drum to vibrate?

A light energy

B chemical energy

C electrical energy

D sound energy



Middle School

Social Studies Grade 6

Contemporary World Societies

2019 – 2020

Instructional Packet

Set II

Name _____________________________ Class _________________ Date __________________

Mexico Section 1


70 Guided Reading Workbook

Section Summary PHYSICAL FEATURES Mexico shares a long border with the United States. Part of this border is formed by a river called the Río Bravo, known as the Rio Grande in the United States. Mexico’s western border is the Pacific Ocean, where a long peninsula called Baja California stretches south from northern Mexico. In the east, the Yucatán Peninsula separates the Gulf of Mexico from the Caribbean Sea.

The interior of Mexico is mostly the high, rugged Mexican Plateau, which rises in the west to the Sierra Madre Occidental. In the east it meets the Sierra Madre Oriental. Sierra Madre means “mother range.” The country’s capital, Mexico City, lies at the southern end of the plateau in the Valley of Mexico. The city has earthquakes, and to the south there are active volcanoes.

MAIN IDEAS 1. Mexico’s physical features include plateaus, mountains, and coastal

lowlands. 2. Mexico’s climate and vegetation include deserts, tropical forests, and cool

highlands. 3. Key natural resources in Mexico include oil, silver, gold, and scenic

landscapes.

Key Terms and Places Río Bravo Rio Grande, forms part of Mexico’s border with the U.S.

peninsula piece of land surrounded on three sides by water

Baja California peninsula stretching from northern Mexico into the Pacific Ocean

Gulf of Mexico body of water that forms Mexico’s eastern border

Yucatán Peninsula land separating the Gulf of Mexico from the Caribbean Sea

Sierra Madre “mother range” made up of three mountain ranges in Mexico

Underline the names of Mexico’s two peninsulas.

Where is Mexico City located?

_______________________

_______________________

Name _____________________________ Class _________________ Date __________________ Section 1, continued



From the central highlands, the land slopes down to Mexico’s sunny beaches. In the east the Gulf coastal plain is wide, and there are many farms.

The Yucatán Peninsula is mostly flat. The limestone rock there has eroded to form caves and steep depressions called sinkholes, many of which are filled with water.

CLIMATE AND VEGETATION Mexico has many climates with different types of vegetation. The mountains and plateaus are cool, and freezing temperatures can reach all the way to Mexico City. The mountain valleys are mild, and the southern coast is also pleasant. Summer rains support tropical rain forests, where animals such as jaguars, monkeys, and anteaters live. The Yucatán Peninsula is hot and dry, supporting only scrub forests. The north is also dry, much of it covered by the Sonoran and Chihuahuan deserts.

NATURAL RESOURCES Oil is an important resource. Mexico sells a lot of oil to the United States. Before oil was discovered, minerals were the most valuable resource. Today Mexico mines more silver than any other country. Copper, lead, gold, and zinc are also mined.

Another important resource is water. Unfortunately, this resource is scarce in parts of Mexico, especially the north. However, the water surrounding Mexico draws many tourists to the country’s scenic beaches.

CHALLENGE ACTIVITY Critical Thinking: Making Predictions Write a paragraph making a prediction about which of Mexico’s resources will be most important in Mexico’s future. Support your prediction with information you learned in the section.

How is the terrain in the Yucatán Peninsula different from that of the Sierra Madre?

_______________________

_______________________

Underline the names of the deserts in the north of Mexico.

What is Mexico’s most important mineral product?

_______________________

_______________________




DIRECTIONS On the line provided before each statement, write T if a statement is true and F if a statement is false. If the statement is false, write the term that would make the statement correct on the line after each sentence.

_____ 1. In the Yucatán Peninsula, erosion of limestone rock has created many caves and sinkholes.

___________________________________________________________

_____ 2. The climate in southern Mexico is mostly warm and humid, or humid peninsula.

___________________________________________________________

_____ 3. Baja California is a narrow plateau that stretches into the Pacific Ocean.

___________________________________________________________

_____ 4. Petroleum is one of Mexico’s most important natural resources.

___________________________________________________________

_____ 5. The Gulf of Mexico is Mexico’s eastern border.

___________________________________________________________

DIRECTIONS Write three words or phrases that describe the term.

6. peninsula ________________________________________________________

7. Río Bravo ________________________________________________________

8. plateau __________________________________________________________

9. Sierra Madre ______________________________________________________

10. Yucatán Peninsula _________________________________________________

Copyright © by Holt, Rinehart and Winston. All rights reserved.

68 Progress Assessment

Name Class Date

Mexico Section QuizSection 1

FILL IN THE BLANK For each of the following statements, fill in the blank with the appropriate word, phrase, or name.

1. Mexico City is located in the of Mexico, which lies in the south between the Sierra Madre Oriental and the Sierra Madre Occidental.

2. The climate in the northern part of the Peninsula is hot and dry.

3. Mexico’s mines produce more than any other country in the world.

4. Mountain ranges in the east and the west together with another shorter one in

southern Mexico make up the , or “mother range.”

5. The Río Bravo, which is known as the in the United States, forms part of Mexico’s long border with the United States.

5991_MSG_SectQuiz_MEX.indd 685991_MSG_SectQuiz_MEX.indd 68 1/11/06 9:03:26 PM1/11/06 9:03:26 PM

Name _____________________________ Class _________________ Date __________________

Mexico Section 2



Section Summary EARLY CULTURES People grew corn, beans, and squash in Mexico as early as 5,000 years ago. About 1500 BC the Olmec settled on the southern coast of the Gulf of Mexico. They built temples and statues. About AD 250 the Maya built cities in Mexico and Central America. They were astronomers and left written records. Maya civilization collapsed after AD 900.

Later, the Aztecs moved into central Mexico. In 1325 they founded their capital, Tenochtitlán. They built an empire through conquest of other tribes.

COLONIAL MEXICO AND INDEPENDENCE In 1519 a Spanish soldier, Hernán Cortés, arrived in Mexico with guns, horses, and about 600 soldiers. The Spanish also brought diseases, which hurt the Aztecs. This helped Cortés defeat the Aztecs in 1521. He called the land New Spain.

Many people in New Spain were of mixed European and Indian ancestry and were called mestizos. The Catholic Church was important in the

MAIN IDEAS 1. Early cultures of Mexico included the Olmec, the Maya, and the Aztec. 2. Mexico’s period as a Spanish colony and its struggles since independence

have shaped its culture. 3. Spanish and native cultures have influenced Mexico’s customs and traditions

today.

Key Terms and Places empire a land with different territories and peoples under a single ruler

mestizos the Spanish name for people of mixed European and Indian ancestry

missions church outposts

haciendas huge expanses of farm or ranch land

Underline the achievements of the Olmec and Maya.

How long did it take Cortés to conquer the Aztecs?

_______________________




colony. Priests tried to convert the Indians, traveling far north to build missions.

Spain was eager to mine gold and silver in Mexico. The native people and enslaved Africans did most of the mining. They also worked the huge farms and ranches, called haciendas, that were owned by people of Spanish ancestry.

Mexico gained independence in 1821. Miguel Hidalgo started the revolt by asking for equality in 1810. Later, Texas broke away from Mexico and joined the United States. The two countries fought over its border in the Mexican War. Mexico lost the war and almost half its territory.

In the mid-1800s, the popular president Benito Juárez made many reforms. But in the early 1900s the government helped the hacienda owners take land from the peasants. People were angry and started the Mexican Revolution in 1910. In 1920 a new government took land from the large landowners and gave it back to the peasants.

CULTURE In Mexico language is tied to ethnic groups. Speaking an American Indian language identifies a person as Indian. Mexicans have combined Indian religious practices with Catholic practices. One example is a holiday called Day of the Dead. On this day, Mexicans follow native traditions for remembering ancestors. The holiday is celebrated on November 1 and 2—the same dates as similar Catholic holidays.

CHALLENGE ACTIVITY Critical Thinking: Sequencing Make a time line with important dates and events in Mexican history.

Who owned the haciendas?

_______________________

What did the government do that made people angry?

_______________________

_______________________

Underline the Indian aspects of the Day of the Dead




DIRECTIONS Read each sentence and circle the word in the word pair that best completes each sentence.

1. The Aztecs grew corn, beans, and peppers on raised fields called (ancestors/ chinampas).

2. In 1521 Hernán Cortés and his (conquistadors/mestizos) conquered the Aztecs.

3. During colonial times, Catholic priests at (haciendas/missions) taught the Indians Spanish and learned their language.

4. To seek independence from Spain, Miguel Hidalgo began a/an (revolt/empire) in 1810.

DIRECTIONS Look at each set of four vocabulary terms. On the line provided, write the letter of the term that does not relate to the others.

_____ 5. a. haciendas b. ranches c. peasants d. smog

_____ 6. a. Olmec b. revolt c. independence d. equality

_____ 7. a. empire b. inflation c. Aztecs d. conquistadors

_____ 8. a. ancestors b. Day of the Dead c. chinampas d. celebration

DIRECTIONS Choose five of the words from the word bank. On a separate sheet of paper, use these words to write a summary of what you have learned in the section.

ancestors chinampas conquistadors empire

haciendas mestizos missions revolt



Name Class Date


TRUE/FALSE Mark each statement T if it is true or F if it is false. If false explain why.

______ 1. The Aztecs built their empire through peaceful collaboration and agreements with their neighbors.

______ 2. The Aztec Empire lasted several decades after the arrival of the Spanish.

______ 3. The Roman Catholic Church was a major influence on life in colonial Mexico.

______ 4. After the Mexican Revolution, the new government took land from the large landowners and gave it back to the peasant villages.

______ 5. All Mexicans speak Spanish because of the Spanish influence in colonial times.


Name _____________________________ Class _________________ Date __________________

Mexico Section 3



Section Summary GOVERNMENT AND ECONOMY Although Mexico is a democracy, one political party ran the government for 71 years. This ended in 2000 when Vicente Fox was elected president. Like other developing countries, Mexico has foreign debts, unemployment, and inflation. Due to the North American Free Trade Agreement (NAFTA), Mexico now sells more products to its neighbors. Trucks bring cash crops like fruits and vegetables to the United States. Some farmers who don’t own much land and only grow enough to feed their families use slash-and-burn agriculture.

Mexicans work in oil fields and in factories. Many Mexicans also come to the U.S. looking for work. Tourists visit Mexico to enjoy its attractions.

MEXICO’S CULTURE REGIONS Mexico has four culture regions that differ from one another in population, resources, and climate.

MAIN IDEAS 1. Government has traditionally played a large role in Mexico’s economy. 2. Mexico has four distinct culture regions.

Key Terms and Places inflation a rise in prices that occurs when currency loses its buying power

slash-and-burn agriculture the practice of burning forest to clear land for planting

cash crop a crop that farmers grow mainly to sell for a profit

Mexico City the world’s second-largest city and Mexico’s capital

smog a mixture of smoke, chemicals, and fog

maquiladoras U.S.- and foreign-owned factories in Mexico

How is Mexico like other developing countries?

_______________________

_______________________

How did NAFTA change trade for Mexico?

_______________________

_______________________




The Greater Mexico City region includes the capital and about 50 nearby cities. More than 19 million people make Mexico City the world’s second-largest city. Many people move there to look for work, and air pollution has become a problem. The mountains trap the smog—a mixture of smoke, chemicals, and fog. Poverty is also a problem.

Many cities in Mexico’s central region were colonial mining or ranching centers. Mexico’s colonial heritage can be seen today in the churches and public squares of this region. Family farmers grow vegetables and corn in the fertile valleys. In recent years, cities such as Guadalajara have attracted new industries from Mexico City.

Trade with the United States has helped northern region cities like Monterrey and Tijuana grow. Foreign-owned factories, called maquiladoras, have been built in this region. Many Mexicans cross the border to shop, work, or live in the United States. Some cross the border legally. The U.S. government tries to prevent illegal immigration.

Many people in the southern Mexico region speak Indian languages and follow traditional customs. Sugarcane and coffee, two major export crops, grow well in the humid southern climate. Oil production in the region has brought population growth to southern Mexico. Maya ruins, sunny beaches, and clear blue waters make tourism a major industry in the Yucatán Peninsula. Many of today’s cities were tiny villages just 20 years ago.

CHALLENGE ACTIVITY Critical Thinking: Compare and Contrast Make a four-columned chart—one column for each cultural region in Mexico. Make three rows and write information for each region about History, Population and Economy, and Geography and Natural Resources. When you are done, circle things that are similar among the regions.

Underline information about the current economy of Mexico’s central region. Circle information about its past economy.

Underline information about the people in Mexico’s southern region.

What has helped Monterrey and Tijuana grow?

_______________________

_______________________




DIRECTIONS Answer each question by writing a sentence that contains at least one term from the word bank.

1. Why is Mexico called a developing country?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

2. Why is northern Mexico’s economy growing today?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

3. What problems exist in Mexico City today?

_________________________________________________________________

_________________________________________________________________

4. How do many farmers in southern Mexico earn a living?

_________________________________________________________________

_________________________________________________________________

DIRECTIONS Look up the terms smog, cash crop, and inflation in a dictionary. On a separate sheet of paper, write the dictionary definition of the term that is closest to the definition used in your textbook.

cash crop inflation slash-and-burn agriculture

Mexico City smog maquiladoras



Name Class Date


MULTIPLE CHOICE For each of the following, write the letter of the best choice in the space provided.

______ 1. The North American Free Trade Agreement a. made trade easier between

North America and South America.

b. limited trade between North America and South America.

c. made trade easier among Mexico, Canada, and the United States.

d. limited trade among Mexico, Canada, and the United States.

______ 2. The high demand for food in the United States has encouraged many farmers in Mexico to grow a. cash crops. b. market crops. c. slash-and-burn

agriculture. d. maquiladoras.

______ 3. Many cities in Mexico’s central region were established during the a. Mexican Revolution. b. Aztec Empire. c. colonial period. d. twentieth century.

______ 4. The region in Mexico most affected by American culture is a. Greater Mexico City. b. southern Mexico. c. central Mexico. d. northern Mexico.

______ 5. U.S. and foreign companies have built factories in Mexico because they a. can pay workers less. b. want to invest in Mexico. c. want Mexican customers. d. are run by Mexicans.


Documents

6th Grade PART 2 Distance Learning Packet · PART 2: Distance Learning Packet Teacher Name: _____ MIDDLE SCHOOL 0LGGOH 6FKRRO 0DWKHPDWLFV WK *UDGH ,QVWUXFWLRQDO 3DFNHW 6HW ,, Middle