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18 Lesson Review Workbook

Name Date Lesson ReviewUse with Pages 6669.

Lesson 3: The Rise of EmpiresDirections: Complete the Venn diagram by writing the terms and phrases in thebox in the correct section of the diagram. You may use your textbook.

Notes for Home: Your child learned about civilizations developing in Mexico, Central America, and SouthAmerica.Home Activity: Have your child draw a Venn diagram like the one shown. Complete it together to comparethe activities of three people in your household in a day.

roads linked to capital city Atlantic to Pacific empire present-day Peru

fastest communication system worshipped many gods floating gardens

one of the worlds largest cities system of writing terraces

worshipped god of war pyramids farmers

people specialized calendar conquerors

produced food surplus

Maya Inca

Aztec

01942_013-032_1st 4/27/09 10:15 AM Page 18

Resources and the EnvironmentActivate Prior KnowledgeDiscuss recycling programs in schools and homes. Invite students to discusswhat kinds of things are recyclable, such as paper, cardboard, and aluminum. Ifpossible take your students for a guided walk through the school. Show themthe schools recycling bins. Return to the classroom, and then ask students tothink about why we recycle.

Ask:

What might happen if we didnt recycle?

How are forests affected by recycling?

Build Background

List natural resources on a chart such as the one below. Have students suggestwhat people use these resources for. Encourage students to draw upon their ownexperiences when thinking of uses for the natural resources. Add the uses to the chart.

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18 Overview, Lesson 5 Every Student Learns

Overview, Lesson 5

Use with pages 3438.

natural resources

Natural Resource

trees

water

soil

How Its Used

to make paper

to make lumber

for shade

to water crops

to clean things

for drinking

to plant crops

to create landscapes

to provide shelter for animals

03613_ i-141/FSD 6/4/02 8:48 M Page 18

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Workbook Lesson Review 15

Lesson Review

Use with Pages 5457.

Name Date

Lesson 1: Migration to the AmericasDirections: Complete the cause-and-effect chart, using the phrases in the box.

Notes for Home: Your child learned how people migrated to the Americas.Home Activity: Have your child share examples of cause-and-effect relationships in his or her daily life.

Much of Earths water was frozen into glaciers

Agriculture made it possible for people to settle in one place

A land bridge linked Asia to America

Archaeologists study artifacts

The large animals were no longer available to hunters

Their way of life centered on hunting

Animals crossed the land bridge to North America

Cause

and the level of Earths oceans dropped.

and people and animals migrated to the Americas.

so hunters followed them.

so hunters moved often.

and draw conclusions aboutpeople from long ago.

and hunters became hunter-gatherers.

because people began to grow their food.

Effect

01942_013-032_1st 4/27/09 10:15 AM Page 15

by Anna PadillaScott Foresman Science 5.7

Genre Comprehension Skill Text Features Science Content

Nonfi ction Sequence Labels

Maps

Diagrams

Glossary

Water on Earth

ISBN 0-328-13934-3

2 Chapter 1

Make Learning Meaningful Make Connections To begin to consider the Essential Question, have students think about the factors that affect peoples ability to survive in a new area.

Ask: What would newcomers to an uninhabited area need to survive? (access to reliable food and water supplies, shelter, systems of cooperation and control) List responses on the board.

Follow up by having students consider the type of factors that would allow people to raise crops and to trade with other cultures. List student responses on the board. Ask students to explain why these factors might differ from the basic necessities needed to survive.

Then have students test their connections to the lesson content by responding to the questions below. Ask:

Can you describe how people first arrived in the Americas? How would you describe the early cultures of North America?

What do you know about the early civilizations of Central and South America? How did these civilizations differ from the early cultures of North America?

Reading Support The Mystery of Saint Matthews Island, Reading Street: Grade 5, Unit 6, Week 2

Activate Prior Knowledge Invite students to share what they know about different cultures. If possible, show students examples of local cultural elements, such as pictures of food and games, or play a musical recording. Ask:

What culture to do you identify with?

What foods are examples of your culture? what clothing? what language? what music?

What are some things that cause one culture to be different from another culture?

Teach Knowledge and Skills Migration to the Americas

Have students read pages 5557 of their text independently or as a class.

Have students discuss early Americans way of life during and after the Ice Age.

Make sure students include what people ate, how they traveled, what they did for clothing and shelter, and other information from the lesson.

Ask: What factors influenced early peoples migration to the Americas?Content Support Leveled Reader Water on Earth

1 Connect

510 Min.

2 Experience

1015 Min.

0328520772_CH01_001007_FSD.indd 2 5/7/09 1:04:34 PM

Life in the Western Hemisphere 3

Early American Cultures Place students in three small groups. Each group will read a different section of the text: Group 1, page 61 on the Mound Builders; Group 2, page 62 on the Anasazi; Group 3, page 64 on the Inuit.

Draw a four-column chart on the board. In column 1, assign a row to each early culture. Label the remaining columns Region, Food, and Homes.

Ask each group to fill in information in the correct column of the chart.

Region Food Homes

Mound Builders

East of the Mississippi River; Ohio, Illinois

corn and other crops

towns

Anasazi Southwest United States

crops such as corn, squash, beans, pumpkins

houses carved into sides of cliffs; apartment-style buildings on top of mesas

Inuit Alaska, Canada, Greenland

whales, walruses, seals

igloos made of ice

Have students summarize the lesson. Ask: How did early American cultures adapt to their environment?

Content Support Leveled Reader The Anasazi: The Ancient Builders

The Rise of Empires Have students remain in their small groups. Each small group will make a fact sheet for one of the following civilizations: Group 1, the Maya, page 67; Group 2, Aztecs, page 68; Group 3, the Inca, page 69.

Have students read their assigned page and record important facts about each civilization on their fact sheet. Suggest that students include such topics as locations, time periods, ways of life, and accomplishments.

When students have completed their fact sheets, have them share their findings with the other groups.

Ask: How did early Native American empires control their environments and the people around them?

Content Support Leveled Reader Old Gold: Gold in the Ancient World

1520 Min.

1015 Min.

0328520772_CH01_001007_FSD.indd 3 5/7/09 1:04:45 PM

4 Chapter 1

Process and AssessProcess Knowledge Have students complete Questions 17 under Check Facts and Main Ideas on page 73 of their text.

Assess Understanding: Connect to the Essential Question Questions and Scenarios Have students use one or more of the questions and scenarios below to relate the chapter content to the Essential Question: Is a civilization based on what it controls or what controls it?

Invite students to write a narrative account of a people following the animals they hunt across the Bering Strait. Why is the tribe following the animals? Where is the tribe going? Do they know? Is the climate changing as they move? How?

Have students write a letter to a government official encouraging the protection of an ancient site, such as Great Serpent Mound or the Anasazi community of Mesa Verde. Tell them to explain the importance of the site to its original inhabitants and describe the lessons contemporary people can learn about how a culture responds to its environment by visiting the site.

Divide the class into three groups of students: Mound Builders, Anasazi, or Inuit. Have students imagine that they are members of that culture. Students should do Internet research about their culture. Then each group should discuss how their culture is controlled and what their culture controls. Have them discuss the advantages and disadvantages of control and being controlled.

EQ Activity Have students form small groups and select a Native American civilization to represent at an Early Peoples Conference. Have each group assume that their civilization has entered a period of struggle. Each group will make a short presentation about the difficulties their people have overcome, the current state of their civilization, and the challenges that lie ahead. Ask the groups to consider the factors to which their people responded and those which they control more directly. How are these interactions changing? What can they do to relieve the pressures brought on by these changes?

Notes and Feedback

3 Understand

510 Min.

0328520772_CH01_001007_FSD.indd 4 5/7/09 1:04:55 PM

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Workbook Lesson Review 15

Lesson Review

Use with Pages 5457.

Name Date

Lesson 1: Migration to the AmericasDirections: Complete the cause-and-effect chart, using the phrases in the box.

Notes for Home: Your child learned how people migrated to the Americas.Home Activity: Have your child share examples of cause-and-effect relationships in his or her daily life.

Much of Earths water was frozen into glaciers

Agriculture made it possible for people to settle in one place

A land bridge linked Asia to America

Archaeologists study artifacts

The large animals were no longer available to hunters

Their way of life centered on hunting

Animals crossed the land bridge to North America

Cause

and the level of Earths oceans dropped.

and people and animals migrated to the Americas.

so hunters followed them.

so hunters moved often.

and draw conclusions aboutpeople from long ago.

and hunters became hunter-gatherers.

because people began to grow their food.

Effect

01942_013-032_1st 4/27/09 10:15 AM Page 15

Life in the Western Hemisphere 5

Chapter 1: Blackline Master 1

0328520772_CH01_001007_FSD.indd 5 5/7/09 1:04:56 PM

Resources and the EnvironmentActivate Prior KnowledgeDiscuss recycling programs in schools and homes. Invite students to discusswhat kinds of things are recyclable, such as paper, cardboard, and aluminum. Ifpossible take your students for a guided walk through the school. Show themthe schools recycling bins. Return to the classroom, and then ask students tothink about why we recycle.

Ask:

What might happen if we didnt recycle?

How are forests affected by recycling?

Build Background

List natural resources on a chart such as the one below. Have students suggestwhat people use these resources for. Encourage students to draw upon their ownexperiences when thinking of uses for the natural resources. Add the uses to the chart.

S

cott

Fo

resm

an5

18 Overview, Lesson 5 Every Student Learns

Overview, Lesson 5

Use with pages 3438.

natural resources

Natural Resource

trees

water

soil

How Its Used

to make paper

to make lumber

for shade

to water crops

to clean things

for drinking

to plant crops

to create landscapes

to provide shelter for animals

03613_ i-141/FSD 6/4/02 8:48 M Page 18

6 Chapter 1

Chapter 1: Blackline Master 2

0328520772_CH01_001007_FSD.indd 6 5/7/09 1:04:57 PM

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cott

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18 Lesson Review Workbook

Name Date Lesson ReviewUse with Pages 6669.

Lesson 3: The Rise of EmpiresDirections: Complete the Venn diagram by writing the terms and phrases in thebox in the correct section of the diagram. You may use your textbook.

Notes for Home: Your child learned about civilizations developing in Mexico, Central America, and SouthAmerica.Home Activity: Have your child draw a Venn diagram like the one shown. Complete it together to comparethe activities of three people in your household in a day.

roads linked to capital city Atlantic to Pacific empire present-day Peru

fastest communication system worshipped many gods floating gardens

one of the worlds largest cities system of writing terraces

worshipped god of war pyramids farmers

people specialized calendar conquerors

produced food surplus

Maya Inca

Aztec

01942_013-032_1st 4/27/09 10:15 AM Page 18

Life in the Western Hemisphere 7

Chapter 1: Blackline Master 3

0328520772_CH01_001007_FSD.indd 7 5/7/09 1:04:58 PM

0328520772_CH01_FSD0328520772_CH02_FSD0328520772_CH03_FSD0328520772_CH04_FSD