Unit 9 6 (7) 2022-2023

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UNIT 9 MAY-JUNE 6(7)
HAPPY TEACHER’S DAY!
“DO NOT EDUCATE CHILDREN TO BE RICH,

EDUCATE THEM TO BE HAPPY.”
Student´s name: __________________________________
Comments: _______________________________________
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UNIT 9 MAY – JUNE PROGRAM 6(7)

GRAMMAR:
● L27 Punctuation
● L28 Quotations
● L29 Apostrophes
● L30 Hyphen
● FINAL REVIEW
● REVIEW TENSES: Present Simple, Past Simple, Future Simple, Present
and Past Continuous, Present and Past Perfect ( affirmative, negative,
interrogative)
● VERBS CONTEST
READING:
● L27 The Grapes of Wrath p. 456-465
● L28 The Circuit p. 468-487
● L29 A Work in Progress p. 488-502
● L30 From the Story of My Life p. 504-517
● FINAL REVIEW
● Oral Reading Contest
COMPOSITION: SCIENCE:
● Writing Research ● Force and Motion

Report
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UNIT 9 MAY-JUNE PROGRAM 6(7)
VOCABULARY: SPELLING:
● Included in ● L27 Latin Root –rupt-/ root-ject- Latin
reading ● L28 Base Word Families
section ● L29 Prefix before a base Word
● L30 Words with Prefix
● FINAL REVIEW
● Spelling Bee Contest
READING CAMBRIDGE:
STRATEGY:
● Characters-Se ● May P. 62 - 72
tting-Plot ● June p. 73-125
Events-
Conflict-Resol
ution
MATHEMATICS: Temperature / Celsius and Fahrenheit
SOCIAL STUDIES: World War II

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UNIT 9 MAY-JUNE PROGRAM 6(7)
QUOTES: DISCUSS AT SCHOOL AND AT HOME

L27 “Always believe that something beautiful is about to
happen.”
L28 “Today a reader, tomorrow a leader.”
L29 “Sometimes in life your situation will keep repeating
itself until you learn your lesson.”
L30 “Mistakes are stepping stones to learning.”
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UNIT 9 POETRY 6(7)
Read and recite the poem properly.
THE BEST TEACHERS

Teachers open up young minds,
Showing them the wonders of the intellect
And the miracle
Of being able to think for themselves.
A teacher exercises
The mental muscles of students,
Stretching and strengthening,
So they can make challenging decisions,
Find their way in the world, and become independent.
The best teachers care enough

To gently push and prod students
To do their best
And fulfill their potential.
You are one of those.

Thank you.
--By Joanna Fuchs
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UNIT 9 MAY-JUNE SPELLING 6(7)
Lesson 27: Latin Roots -rupt-, -ject

Each Spelling Word has a Latin root. The root -rupt- comes from a Latin word meaning “to
break.” The root -ject- comes from a Latin word meaning “to throw.”
SPELLING WORDS Rewrite the words Rewrite the words
1.objected
2. projected
3. objections
4. projections
5. erupt
6. abrupt
7. bankrupt
8. inject
9. disrupting
10. disruption
11. eject
12. reject
13. rejected
14. rupture
15. corrupt
16. interrupt
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Lesson 28: Review Spelling Words

Each Spelling Word is part of a base-word family because it is created from the same base
word. Look at the base words that make up each of the base word families.
1. family
2. familiarize
3. amusing
4. amusement
5. acceptable
6. basically
7. servant
8. collectible
9. multicolor
10. monotone
11. unity
12. decade
13. dishonest
14. unwilling
15. antidote
16. nonsense
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Each Spelling Word has a prefix before a base word. Look at the words to see how each word
is spelled.
1. middle
2. midnight
3. midday
4. midtown
5. week
6. weak
7. steel
8. steal
9.goldfish
10. trout
11. moose
12. cactus
13. fight
14. fought
15. crept
16. taught
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Each Spelling Word has a prefix before a base word. Look at the words to see how each word
is spelled.
1. later
2. latter
3. except
4. accept
5. cities
6. mummies
7. supplies
8. families
9.access
10. rubble
11. fulfill
12. grubby
13. pillow
14. indeed
15. monster
16. fifteen
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UNIT 9 READING VOCABULARY 6(7)

Lesson 27 The Grapes of Wrath
Fill in the following chart with your teacher. Please use cursive handwriting.
WORD MEANING SENTENCE

ruthless( )
bitterness( )
sorrow ( )
doomed ( )
frantically ( )
belonging ( )
shed ( )
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plow ( )
stuff ( )
mattress ( )
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Lesson 27
Root Meaning Related English

Word
chron, greek time chronological
dem, greek people democracy
jud, latin judge judicial
popul, latin people population
right,anglo-saxo straight,direct right
n
Use word origins
WRITE 2 WORDS USING EACH ROOT.
chron dem jud popul

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Lesson 28 The Circuit
Fill in the following chart with your teacher.
thoroughly ( )
wearily ( )
instinctively ( )
enthusiastically ( )
hesitantly ( )
understandingly ( )
harvesting ( )
sadden ( )
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Lesson 28 The Circuit

spill ( )
gasp ( )
struggle ( )
mattress ( )
shortly ( )
forehead ( )
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Lesson 29 A WORK IN PROGRESS
accomplishments
( )
bridesmaid ( )
stability ( )
wipeout ( )
surgery ( )
momentous ( )
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Lesson 29
weakness ( )
prosthetics
( )
source ( )
strengths ( )
attempt ( )
sleeveless ( )
embarrassed
( )
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Lesson 30 FROM THE STORY OF MY LIFE

imitate ( )
mystery ( )
barriers ( )
afterward ( )
succeed ( )
flush ( )
childish ( )
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Lesson 30

delight ( )
sweep away ( )
quiver ( )
realize ( )
stream ( )
lap ( )
confounding ( )
dropped ( )
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UNIT 9 READING COMPREHENSION STRATEGY 6(7)

Lesson 27 THE GRAPES OF WRATH
A. Fill in the following organizer. What are the actions narrated? What
are the themes?
How are they linked by the narrator?

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Lesson 28 THE CIRCUIT
A. Review the Theme Chart you completed as you read. Use it to
summarize the selection.
Clues from the Title: Clues from the Characters:

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Lesson 29 WORK IN PROGRESS
A. Use the Main Idea Diagram to summarize the article you read.
Secondary character trait 1:

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UNIT 9 RESEARCH REPORT 6(7)

LESSON 27
● A report shows good research based on reliable sources.

● The introduction and conclusion present the main idea.
● The report is well organized. Smooth transitions connect ideas.
● Each paragraph has a topic sentence and supporting details.
A. Complete the following web about FORCE AND MOTION. Write only
important characteristics.
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LESSON 28
B. Write one interesting sentence with each of the characteristics you
wrote about FORCE AND MOTION. Add ONE detail sentences related
to each main sentence.
1. ____________________________________________________
● __________________________________________________
2. ___________________________________________________
● __________________________________________________
3. ___________________________________________________
● __________________________________________________
4. ___________________________________________________
● __________________________________________________
5. ___________________________________________________
● __________________________________________________
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LESSON 29
C. Connect your sentences in section B. Use the connectors in the box.
Add a good BEGINNING and a good ENDING. Use proofreading marks.
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UNIT 9 VERB PROGRAM – Lesson 27 6(7)

Fill in the verbs chart with cursive handwriting.
PRESENT PAST PAST PARTICIPLE
wear
weave
weep
wet
win
wind
withdraw
wring
write
arise
Write a sentence with one verb from your list in different tenses . Follow the formula.
Subject Verb Complement Time expression.

Present simple 1.___________________________________________________________
Past simple 2. __________________________________________________________
Future simple 3. __________________________________________________________
Present cont 4. __________________________________________________________
Past cont 5. __________________________________________________________
WHEN ______________________________________________________
Present perf. 6. __________________________________________________________
Past perfect 7. __________________________________________________________
BEFORE _____________________________________________________
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UNIT 9 VERBS – LESSON 27 6(7)
1. Read the following sentence and make up questions in the required tenses.
My brother weeps for his milk every morning.

Present simple:
______________________________________________________________________
Past Simple:
______________________________________________________________________
Future simple:
______________________________________________________________________
Present Continuous:
_______________________________________________________________________
Past Continuous:
_______________________________________________________________________
Present Perfect:
_______________________________________________________________________
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2. Use one of the verbs from your list and make negative sentences in the
required tenses.
Present simple:
______________________________________________________________________
Past Simple:
______________________________________________________________________
Future simple:
______________________________________________________________________
Present Continuous:
_______________________________________________________________________
Past Continuous:
_______________________________________________________________________
Present Perfect:
_______________________________________________________________________
Past Perfect:
______________________________________________________________________________
_________________________________________________________________
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UNIT 9 VERB PROGRAM – Lesson 28 6(7)

awake
be/am, are, is
bear
beat
become
begin
bend
bet
bind
bid
3. Write a sentence with one verb from your list in different tenses. Follow the formula.

Present simple 1.___________________________________________________________
Past simple 2. __________________________________________________________
Future simple 3. __________________________________________________________
Present cont 4. __________________________________________________________
Past cont 5. __________________________________________________________
WHEN ______________________________________________________
Present perf. 6. __________________________________________________________
Past perfect 7. __________________________________________________________
BEFORE _____________________________________________________
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Michael bends his green paper in art class every week.
Present simple:
_______________________________________________________________________
Past Simple:
________________________________________________________________________
Future simple:
_______________________________________________________________________
Present Continuous:
_________________________________________________________________________
Past Continuous:
_______________________________________________________________________
Present Perfect:
_______________________________________________________________________
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required tenses.
Present simple:
______________________________________________________________________
Past Simple:
______________________________________________________________________
Future simple:
______________________________________________________________________
Present Continuous:
_______________________________________________________________________
Past Continuous:
_______________________________________________________________________
Present Perfect:
_______________________________________________________________________
Past Perfect:
______________________________________________________________________________
______________________________________________________________________________
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UNIT 9 VERB PROGRAM- Lesson 29 6(7)

bite
bleed
blow
break
breed
bring
broadcast
build
burn
burst
Write a sentence with one verb from your list in different tenses. Follow the formula.

Present simple 1.___________________________________________________________
Past simple 2. __________________________________________________________
Future simple 3. __________________________________________________________
Present cont 4. __________________________________________________________
Past cont 5. __________________________________________________________
WHEN ______________________________________________________
Present perf. 6. __________________________________________________________
Past perfect 7. __________________________________________________________
BEFORE _____________________________________________________
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Tony brings his toys to school every Friday.

Present simple:
_______________________________________________________________________
Past Simple:
________________________________________________________________________
Future simple:
_____________________________________________________________________
Present Continuous:
________________________________________________________________________
Past Continuous:
_______________________________________________________________________
Present Perfect:
________________________________________________________________________
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required tenses.
Present simple:
______________________________________________________________________
Past Simple:
______________________________________________________________________
Future simple:
______________________________________________________________________
Present Continuous:
_______________________________________________________________________
Past Continuous:
_______________________________________________________________________
Present Perfect:
_______________________________________________________________________
Past Perfect:
______________________________________________________________________________
______________________________________________________________________________
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UNIT 9 VERB PROGRAM-LESSON 30 6(7)

buy
cast
catch
come
cost
cut
choose
cling
creep
deal
A. Write a sentence with one verb from your list in different tenses. Follow the formula.
Present simple 1.___________________________________________________________
Past simple 2. __________________________________________________________
Future simple 3. __________________________________________________________
Present cont 4. __________________________________________________________
Past cont 5. __________________________________________________________
WHEN ______________________________________________________
Present perf. 6. __________________________________________________________
Past perfect 7. __________________________________________________________
BEFORE _____________________________________________________
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B. Read the following sentence and make up questions in the required tenses.
My sister catches the ball during the game every week.
Present simple:
_______________________________________________________________________
Past Simple:
________________________________________________________________________
Future simple:
_______________________________________________________________________
Present Continuous:
_________________________________________________________________________
Past Continuous:
______________________________________________________________________
Present Perfect:
_______________________________________________________________________
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C. Use one of the verbs from your list and make negative sentences in the
required tenses.
Present simple:
______________________________________________________________________
Past Simple:
______________________________________________________________________
Future simple:
______________________________________________________________________
Present Continuous:
_______________________________________________________________________
Past Continuous:
_______________________________________________________________________
Present Perfect:
_______________________________________________________________________
Past Perfect:
_______________________________________________________________________
_______________________________________________________________________
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UNIT 9 PARTS OF SPEECH 6(7)

A verb is a word used to describe an action or a state.
For example:
Play, run, sleep, swim, sit, rest, etc…
Be, feel, taste etc…
A noun is a word (other than a pronoun) used to identify any of a class of people, places,
animals, or things.
For example:
People: girl, teacher, policeman, etc.
Place: beach, school, park, etc.
Animal: parrot, horse, donkey, etc.
Thing: pencil, window, eraser, etc.
An adjective is a word that describes a noun.
For example:
Thin, red, intelligent, purple, nice, etc.
An adverb is a word that modifies another adverb, a verb or an adjective.
For example:
WHEN: yesterday, tomorrow, etc.
WHERE: upstairs, downstairs, etc.
HOW: carefully, happily, etc.

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UNIT 9 PARTS OF SPEECH 6(7)

A. Complete the following chart.
PARTS OF SPEECH DEFINITION SAMPLE

NOUN
a word that describes a noun
clean, write, smell
ADVERB
What’s a verb? ___________________________________________________________

_______________________________________________________________________
Write examples:
ACTION VERBS VERBS OF STATES
A word that modifies another adverb, a verb, or an adjective is ________________________

Write 2 samples of each kind.
WHEN WHERE HOW
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Unit 9 Grammar Program 6(7)

Lesson 27 Punctuation
A. Circle the mistakes with red color and on the lines below rewrite the paragraph with
all the punctuation mistakes corrected.
I have been to paris one of the most amazing cities in the world only two times in my life the
first one was right after college, when i arrived i was really amazed by its. beauty, and took a
lot of pictures, when I came back i showed them to my family and friends.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
______________________________________________________________________
B. Answer the following questions with your teacher and group.
1. What is the most repeated mistake in the paragraph?

_______________________________________________________
2. How did you notice?
_______________________________________________________
3. How do you know when to use a period and when to use a comma?
_______________________________________________________
C. Your teacher will dictate you a short paragraph. Write it down with correct punctuation
and send it to your teacher.
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Lesson 28 Quotations
When you write to quote the exact words that somebody said you use direct quotation.
When you do this in writing, you must use inverted commas or quotation marks ( “ “). In
most cases, you place the end punctuation between the quotation marks. Begin all
quotations with a capital letter. Most quotations need to be separated from the rest of a
sentence with a comma.
A. In the following sentences add quotation marks when they are needed.
1. She said, I need to buy new shoes.
2. My dad said, I trust you.
3. Can you close the door? she asked.
4. I will invite everybody to my birthday, the girl said.
5. The teacher asked, What is your project about?
B. Rewrite these sentences on the lines below. Capitalize and punctuate them correctly.
1. Suddenly she said it is too late!
____________________________________________________
2. May I take one the man asked.
____________________________________________________
3. This is news to me my mom said.
____________________________________________________
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6(7)
4. Are you sure about this the dad asked to his daughter.
____________________________________________________
5. The sign said dogs are not allowed in this park.
____________________________________________________
C. Use your miniboard to write the sentences your teacher will dictate. Use quotation
marks.
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Lesson 29 Apostrophes
A. We use apostrophes for two main reasons: when we need to indicate possession and
when we abbreviate. Look at the following sentences and on the lines below write if
the word with the apostrophe is an abbreviation or is indicating possession.
1. Martha’s packing for her trip.

_______________________________________________________
2. Martha’s father is an amazing swimmer.
_______________________________________________________
3. She’ll sell pancakes tomorrow at the fair.
_______________________________________________________
4. Mr. Smith’s dog is very peaceful.
_______________________________________________________
B. On the line write the correct possessive form of the following words.
1. The Smiths _____________________

2. students _____________________
3. women _____________________
4. Carla _____________________
C. On the line write “correct” if the underlined word is used correctly or if it is not
correct write a word that could correctly replace it.
1. The students’ s hall is now full. ________________

2. Men’ s clothing is cheap in that store. ________________
3. The dog brought it’s toy. ________________
4. Childrens’ books are often illustrated. ________________
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Lesson 30 Hyphens
Hyphens are used to join together two words or parts of words (mostly prefixes like pre-
post- para- anti- etc.). The word joined by hyphens mostly work as adjectives. Most
adjectives that have more than one word need hyphenation. These do not include
adjectives that are modified by an adverb. Think for example about phrases like
“post-war”, “five-year-old”, or “pet-friendly”. All these phrases work as adjectives:
post-war period, five-year-old boy, pet-friendly restaurant. Hyphens must not be
confused with dashes, which are visually similar but have completely different functions.
When written, numbers between twenty-one and ninety-nine are also hyphenated words.
A. Read the following sentences carefully and hyphenate the groups of words that need
it.
1. Here comes Sally and Mark, her five year old son.
2. We read a book about nineteenth century art.
3. What is the name of the ex mayor of the town?
4. Do you like self service restaurants?
5. Is this high fructose corn syrup or the low fructose kind?
B. Write two-word or three-word adjectives for each of the following nouns. (If you can
write adjectives with more than three words).
1. ______________________________________________ dog.
2. __________________________________________ paragraph.
3. ____________________________________________building.
4. _____________________________________________flower.
5. _____________________________________________ movie.
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UNIT 9 VOCABULARY 6(7)

SCIENCE Lesson 27
Read the following words and definitions carefully.
1. motion – the action or process of moving
2. inertia – the tendency of a body to preserve its state
3. gravitation – the force of attraction between any two masses
4. newton – the SI unit of force, the force necessary to move 1 kilogram 1 meter per second
5. mass – a body of matter, usually of indefinite shape
6. friction – surface resistance to relative motion; body sliding or rolling
7. momentum – force or speed of movement; impetus, as of a physical object
8. exert – to put force or into use, put into vigorous action
9. drag – to pull slowly and with effort; resistance
10. spoilers – a device used to break up the airflow around an aerodynamic surface
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UNIT 9 SCIENCE 6(7)

Lesson 27 FORCE AND MOTION
Read the information carefully and highlight the key words.
Isaac Newton was born in England in 1642. He graduated from Cambridge University in 1665. Among
Newton’s discoveries were his hypotheses about the nature of motion. Until this time, scientists
thought that a constant force was needed to keep an object in motion. Newton thought differently. A
story is often told that while sitting under a tree, he was struck on the head by a falling apple. Over
time, Newton worked out a number of hypotheses explaining the nature of motion. The basis of all
these hypotheses is now known as Newton’s first law of motion. According to this law, objects at rest
tend to remain at rest. Objects in motion tend to stay in motion, traveling at a constant speed and in
the same direction. The tendency of an object to remain at rest or to remain in motion is called inertia.
You can find many examples of inertia in everyday life. Inertia causes a crash dummy to change
position when a truck stops suddenly. Similarly, suppose you are standing in the aisle of a bus that is
traveling at a constant speed of 40 km/h. If the driver suddenly slammed on the brakes, chances are
you’d fall forward as the bus came to a stop. This would happen because your body has inertia while
the bus is traveling forward. Your body is moving in the same direction and at the same speed as the
bus. When the driver hits the brakes, the bus comes to a stop, but inertia keeps your body moving
forward.
An automobile can provide a frightening lesson in inertia. A person in a car traveling at 88 km/h
is also traveling at 88 km/h. If that person is unrestrained and the car is suddenly stopped by a wall or
telephone pole, the person will continue to move forward at 88 km/h until stopped by the steering
wheel, dashboard, or windshield. Engineers have developed a number of different systems to
overcome inertia and prevent or reduce crash-related injuries. Newer vehicles are equipped with
head restraints.
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UNIT 9 Lesson 27 SCIENCE 6(7)
Although Newton completed his early investigations in 1666, his theory of gravitation and laws
of motion were not published until 1687. Newton’s second law of motion picks up where the first law
leaves off.
Newton’s second law of motion states that an object begins to move, speeds up, slows down,
comes to a stop, or changes direction only when some force acts on that object. For example, a rock
on top of a hill might begin rolling down the hill if someone exerted a force on it. Once started down
the hill, the rock would continue to gain speed because of the force of gravity acting on it. The rock
would continue moving along a straight course down the hill until some new force acted on it. This
new force could change its direction, slows it down, speed it up, or stop it.
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Newton discovered a mathematical formula that shows how force causes a change in the speed
or direction of an object. That formula is
Force = mass x acceleration
F = m x a
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UNIT 9 SCIENCE 6(7)
Lesson 28
The units used in this formula are newtons (N) for force, kilograms (kg) for mass, and meters
per second per second (m/s2) for acceleration. A newton is defined as the force needed to accelerate
a 1 kg object 1 meter per second every second.
N = kg x m/s2
A constant force causes greater acceleration in a smaller mass than it does in a greater mass.
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You can find the mass of an object by using Newton’s second law. The second law gives us a
new way of thinking about mass. Mass is a measure of a body’s inertia.
Drag racing is an exciting sport. Car drivers compete with each other to see who can travel a
quarter-mole course in the shortest time. Drivers usually smear a sticky material on the wheels of
their cars at the beginning of the race. The sticky material increases the friction between tire and
pavement. Friction is a force that occurs between surfaces that are in contact with each other. It
resists the motion of one surface over another. When a race car is at rest on the track, it has no
motion. There is no friction between the car’s tires and the track. But when the driver steps on the
accelerator, the car’s tires begin to rotate. Friction begins to develop between the tires and the track
beneath them.
The amount of friction between two bodies depends on many factors but especially on the
properties of each surface. Rough surfaces generally result in more friction than do smooth surfaces.
Friction also varies with the kind of motion taking place. Objects that roll over a surface produce less
friction than objects that slide. Lubricants are liquids or fine powders used to reduce the friction
between two surfaces. In many types of machinery, metal surfaces rub against each other. The
friction produces heat, which can damage the machinery. A few drops of oil can reduce this friction.
Friction slows speed, but it can also be helpful. Walking is possible because friction prevents your feet
from simply sliding back over the ground. A giant industry has developed that makes the right kind of
shoe for each type of sport.
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UNIT 9 SCIENCE 6(7)
Lesson 28
Interesting comparisons can be made between shoes, designed for human feet, and tires,
designed for motor vehicles. Tires are not designed to slide over the pavement. Wheels and tires are
meant to roll. The treads on a tire are designed to provide friction between the tire and the road.
Friction is needed to get a car moving, to bring it to a stop, and to keep it from sliding on curves.
EXERCISE
A. MATCH THE COLUMNS.

1. States that the condition of an object will not change unless ( ) first law of motion
something causes it to change ( ) friction
2. Tendency of an object in motion to stay in motion ( ) inertia

3. Resists the movement of one surface across another surface ( ) newton
4. States that objects at rest tend to stay at rest ( ) second law of
5. Unit that describes force in the metric system motion
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Momentum is a property a moving object has due to its mass and velocity. When a cue ball is
set in motion, it has momentum. When it strikes a stationary colored ball, some, if not all, of this
momentum is transferred to the colored ball. A good pool player seems to sense how momentum
works. The player knows that if a cue ball hits a single colored ball directly, the cue ball will stop. All of
its momentum will be transferred to the colored ball. Pool players often send a colored ball into a
pocket by hitting it at an angle. Some of the momentum is maintained by the cue ball and some is
transferred to the colored ball. The place where the cue ball hits the colored ball determines the
direction in which the colored ball will roll. The path of the cue ball also changes because of impact.
The ability of a moving object to make something happen depends on its mass and how fast it’s
moving. The momentum of a body can be found by multiplying its mass by its velocity. In
mathematical terms, momentum would be expressed as
p = m x v
The symbol p is used to represent momentum. In the formula, mass (m) should be expressed in
kilograms, and velocity (v) in meters per second (m/s).
You can use this formula to calculate the momentum of any object.
Some of the most interesting examples of momentum come from the world of sports.
In a sport scientists can analyze situations by using the law of conservation of momentum. This
law states that momentum can be transferred but can’t be lost. When two or more objects collide, the
total momentum at the end of the collision is the same as the total momentum at the beginning.
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Newton’s third law of motion states that for every action force there is an equal and opposite
reaction force. Two important things to remember about Newton’s third law are: a) forces always
occur in pairs made up of an action force and a reaction force; b) the action force and the reaction
force always act on different bodies. In a basketball game, Newton’s third law of motion would say
that for every action force there is an equal and opposite reaction force. The action force was the
players’ feet pushing against the floor. The reaction force was the floor pushing against the feet.
Because they exerted a force, the floor pushed back against you. This caused them to jump high
above the players trying to block them. When we make a spectacular jump, we feel the action and
reaction forces between our feet and the floor. On a hard surface like a basketball court, it’s difficult to
see these forces work. If you jumped on a trampoline, it would be easy to observe the trampoline
pushing back on you as you pushed on it.
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A gymnast bounces up and down on a trampoline. With each bounce the trampoline surface
bends downward and then springs back. A trampoline helps a gymnast sail much higher than he or
she could if jumping from the ground. The third law of motion is still at work. here. As you push down
on the surface of a trampoline, the springs around the edges stretch and store energy. As the springs
contract, the surface of the trampoline moves upward and the energy is returned to you.
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As you bounce higher and fall from a greater distance, you hit the trampoline with more force,
storing more energy in the springs. The reaction force also increases and pushes against you even
longer, sending you still higher into the air.
THE WHEEL
The name of the man or woman who invented the wheel will never be known. The earliest
picture we have of a wheel was drawn by a Sumerian accountant. It shows four rough-shaped wheels
mounted on a funeral wagon pulled by oxen. If the ancient Sumerians invented the wheel, other
people quickly adopted it. These wheels were made with wooden rims and sturdy spokes fastened to
a central hub. Soon the wheel with spokes found its way to Greece, China, and Egypt. The wheel
made life better and easier. The wheel greatly reduced friction and saved energy. It offered a way to
carry greater weight over a longer distance, at greater speeds, and with far less effort.
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A wheel is a machine that works on the principle of Newton’s third law of motion. A wheel
pushes on the ground; the ground pushes on the wheel. The result is motion. Through the ages, the
wheel has been improved many times. At first wheels were mounted on axles, which in turn were
connected to the undersides of carts. The wheels and axles turned together as a unit. In time, the
axles became fixed in position on the underside of the carts, and the wheels revolved around them.
From the day the wheels was introduced, civilization has owed a huge debt to its inventor. The wheel
has been used in hundreds of thousands of inventions that have improved civilization.
When you swim you cup your hands and pull them backward against the water. You probably
also kick your feet to help you move through the water. As you pull your hands backward against the
water and kick your feet against the water, these action forces are responded to with the reaction
force of the water pushing against you. The result of these forces is forward motion. Swimmers
usually splash a lot of water around, especially with their feet. But fish don’t splash water except when
they jump. A fish swims by moving its tail and the middle section of its body back and forth. The fish’s
body and tail push against the water, first on one side and then on the other. This motion is an action
force against the water. The water in turn produces a reaction force that pushes the fish forward.
57
Having watched fish and marine mammals swim, humans invented something to make
swimming more efficient. Swim fins are worn by snorkelers and scuba divers to push against the
water. The reaction force, the water pushing against the swim fins, pushes the diver through the
water. Long stiff fins push harder against the water than do short flexible fins. Long fins bend slightly
as divers move their legs up and down. Snorkelers and scuba divers also can use their fins to help
them tread water. With swim fins, humans become much more efficient swimmers.

1. When riding a bicycle, your push on the pedals ( ) action force
is an example of ( ) law of conservation of
2. All moving bodies have momentum
3. Momentum is never lost, according to the ( ) momentum
4. When you jump on a diving board, the push of ( ) reaction force
the board on your feet is ( ) third law of motion
5. For every action there is an equal and opposite
reaction according to the

58
The Wright brothers flew their first plane at Kitty Hawk, North Carolina. On December 17, 1903,
their plane, the Flyer, made four flights. The longest flight lasted less than one minute.
From the earliest times of recorded history, humans have dreamed of flying. Early attempts at
flying were not successful. It wasn’t until the Wright brothers mastered the forces required for flight
that sustained-power flight became possible. The two forces working against flight are the airplane’s
drag and weight. Drag is the resistance to forward motion caused by the air. Weight is the force of
gravity acting on the airplane. Once the airplane is moving, lift causes the airplane to rise into the air.
Lift is the upward force caused by the differences in air pressure above and below the wings,
produced by the shape of the wings. Since drag is a force that operates in the opposite direction of
thrust, it would not seem to be desirable. However, drag is very important. For a plane to slow down
and come to a stop, it must have some way to increase its drag. Most airplanes have flaps along the
back edge of the wings. When flaps are lowered, they increase both lift and drag, allowing the aircraft
to fly and land at slower speeds. Wheel brakes, lift spoilers, and reverse thrust add drag to stop the
plane on the ground.
59
At about the same time that the Wright brothers were experimenting with powered flight,
Russians and Americans were experimenting with rocket-powered flight. The early rockets seem
simple compared to today’s rockets. In 1969, Saturn 5 would launch Michael Collins, Buzz Aldrin, and
Neil Armstrong on the Apollo 11 mission to the Moon. In the more than 25 years since Apollo 11, no
rocket produced has been as powerful as the Saturn 5. As the space shuttle sits on its launch pad, its
momentum is zero. At the moment the engines ignite, all that changes. The effect of the shuttle
engines firing as a stream of hot gases escaping from the engine nozzles at very high speeds. At that
time the space shuttle begins ascending. When the shuttle’s engines fire, the hot gases push against
the walls of the engine chamber. This action force pushes the chamber and the whole shuttle upward.
At the same time, the walls of the chamber push back on the hot gases. This reaction force pushes
the hot gases out of the bottom of the shuttle at high speed. The result is that the shuttle lifts off the
pad and heads for orbit. Since the shuttle has such a large mass, its velocity is small at first. As the
engines continue to fire, the speed of the shuttle increases. By the time the main engines cut off, the
shuttle has a velocity of about 27,000 km/h.
60
What would happen if you placed a piece of iron in a pan of water? The iron is caught in a battle
of two natural forces, gravity and buoyancy. Gravity is the force that tends to pull all objects toward
Earth’s center. Buoyancy is the upward force exerted by a fluid on objects submerged in the fluid.
This force tends to keep objects afloat. Some questions about buoyancy were answered more than
2,200 years ago by Archimedes. He found the answers while working on another problem.
Archimedes was working for the king of Syracuse. The king suspected that his new crown was not
made of pure gold. While trying to solve the problem, Archimedes found that an object submerged in
water will displace, or push aside, a volume of water equal to its own volume. He then compared the
volume of water displaced by the crown with the volume of water displaced by an equal mass of pure
gold. When the crown displaced more water than the pure gold, he knew that the crown was not pure
gold. While working to solve the king’s problem, Archimedes made another important discovery. He
found that when an object placed in water pushes water aside, the water pushes back. The water
exerts a force on the object equal to the weight of the water the object displaces. This is known as
Archimedes’ principle. Today we call the force of buoyancy. Archimedes’ principle can be used to
explain why some objects float and others do not. If the weight of an object is equal to the weight of
the water it displaces, the object will float. If the weight of the object is greater than the weight of the
water it displaces, the object will sink. Water has a density of 1 g/ml. Any object that has a density
less than 1 g/ml will float in water.
61
How can we change the density of a material? The formula for finding density is D = m / v. If you
could increase the volume of the iron without changing its mass, you would decrease the density of
the iron. An ocean liner is basically a huge metal shell filled with air. The density of the liner and all of
its contents is less than 1 g/ml.
Humans have long been fascinated by the underwater world. However, two factors have limited
our ability to explore that world. First, breathing underwater requires special equipment. A
break-through in solving this problem was made by Jacques Cousteau and Emile Gagnan in
1943.They developed the Aqua-lung, one of the first breathing devices that allowed the user to
remain underwater for an extended time. Their invention is a type of self-contained underwater
breathing apparatus. The second problem is exploring the underwater world is the density of the
human body itself. When a person jumps into the water, the tendency is for the person to float.
One way of overcoming the body’s natural buoyancy is to add weights to the person’s waist, ankles,
or wrists.

1. Upward force on an airplane wing ( ) buoyancy
2. Tendency of fluids to keep things afloat ( ) drag
3. Push on an airplane produced by engines ( ) lift
4. Caused by air resistance ( ) thrust

62
UNIT 9 SOCIAL STUDIES 6(7)
Lesson 27
Read the following words and definitions carefully.
1. Axis Powers – Germany, Italy, Japan, and other nations that fought the Allies in WWII
2. aggression – use of force
3. demilitarized – means free from the control of soldiers
4. prime minister – the leader of a government in some nations
5. appeasement – a plan to give in to the demands of a nation or leader in order to keep peace
6. neutrality – the policy or status of a nation that remains neutral in a dispute
7. fascism – a government or political system that is led by a dictator
8. treaty – a formal agreement between countries in regard to peace, friendship, etc.;
9. non-aggression – abstention from aggression by a nation
10. expansion – the act or process of expanding anything; spread out; expanse
11. depression – a period during which business, employment, and stock-market values fall
63
Lesson 27 CAUSES OF WORLD WAR II
Before Woodrow Wilson died in 1924, he warned of another Great War. Wilson knew the League
of Nations was too weak to keep peace. The League needed the United States, the strongest nation
in the world, in order to be effective. Wilson knew the Treaty of Versailles treated Germany too
harshly. It created far more anger than peace. Wilson was proven right in 1939 when World War II
began.
There were many causes of World War II. Some of the causes, such as nationalism, were the
same causes that led to World War I. Mussolini and Hitler were strong believers in nationalism. They
wanted to make their nations powerful. Neither dictator cared how much money or how many lives it
took to achieve that power.
An arms race was a cause of World War I. A similar rush to build up the military took place in the
1930s. Germany, Italy, and Japan spent large amounts of money building up their armed forces on
land, on sea, and in the air. In 1940, these three nations formed a loose military alliance. They
became known as the Axis Powers.
Another cause of both wars was imperialism. Before World War I, nations fought to gain new
colonies. Imperialism continued during the 1930s.
Versailles and the Great Depression
World War II had new causes too. The Treaty of Versailles pleased few people. It angered the
Germans. They were forced to take the blame for World War I and to pay for all the war damages.
Even some of the Allies were not happy. The Italians, for example, thought they should have gotten
more land from the treaty.
The Great Depression hurt Europe deeply. The continent was just beginning to recover from the
war when the depression struck. Millions of people did not have jobs. There were poverty and
unhappiness throughout Europe. People grew desperate. They would listen to anyone who offered a
solution to their problems. This made it much easier for dictators to seize power.
64

Lesson 28 Aggression by the Dictators
Germany, Italy, and Japan grew bolder during the 1930s. The League of Nations did nothing to
stop Italy when it invaded Ethiopia. It did not recognize Japan’s rule over Manchuria, but it did not
force Japan to withdraw. Aggression, or the use of force, seemed to be working for Italy and Japan.
Hitler also got bolder. He did not follow the Treaty of Versailles. In 1936, he sent an army into the
Rhineland. Under the treaty this was a demilitarized zone. Germany was not allowed to put any
soldiers there. But Hitler did put soldiers there, and no one stopped him. Then he broke the treaty
once more by taking over Austria.
65

Lesson 28 The Failure of Appeasement
Next, Hitler wanted the Sudetenland, which was part of the new nation of Czechoslovakia. The
Czechs were ready to fight, but the French and the British were not.
Neville Chamberlain, the British prime minister, believed he could make a deal with Hitler. In
1938, he and French official Edouard Daladier met Hitler in Munich, Germany. Hitler promised to stop
his aggression if he could just have the Sudetenland. This policy of giving Hitler what he wanted in
order to avoid war was called appeasement.
Chamberlain happily declared that he had won “peace in our time.” But Hitler quickly broke the
deal by seizing the rest of Czechoslovakia in 1939. The world realized that Hitler had lied. The policy
of appeasement was over.
American Isolation
The United States tried to stay neutral. The problems of Europe were not the problems of the
United States. Congress passed several laws in support of neutrality. Many Americans favored a
policy of strict isolation. They did not want to get involved in another European war.
President Franklin Roosevelt knew, however, that the United States might not stay neutral
forever. After Japan invaded China in 1937, Roosevelt spoke about the possible effect on Americans.
“Innocent people are being cruelly sacrificed

to a greed for power…. Let no one imagine
that America will escape…. There is no escape
through mere isolation or neutrality. War is a
[disease, and like a disease, war] is
spreading.”
66

Lesson 29 War Around the World
After taking Czechoslovakia, Hitler then wanted Poland. But he was worried about the Soviet
Union. He did not want to fight a two-front war. So he signed a nonaggression treaty with Stalin. Hitler
and Stalin agreed not to go to war against each other.
The treaty surprised the rest of the world. The Communists and the Nazis were strong
enemies. Hitler agreed to the treaty because he was not ready to fight the Poles and the Soviets,
though he secretly planned to fight them later. Stalin agreed because his army was not ready for
another war. The treaty gave him time to prepare.
Quick Victories on the Western Front

On September 1, 1939, Hitler ordered an invasion of Poland. Two days later, Great Britain and
France declared war on Germany. Other nations joined the Allies. World War II had begun. Over the
next six years, more than 70 nations would be involved in the war.
The Germans fought hard and fast. They used planes and tanks. They called this type of
fighting blitzkrieg. Blitzkrieg is a German word for “lightning war.” In only a few weeks, Poland
surrendered. Hitler then turned west.
The German army gained one quick victory after another. Denmark fell, and so did Luxemburg,
the Netherlands, Belgium, and Norway. France built its defenses along a strip of land called the
Maginot Line. But the Germans flew over or went around the line. France fell to the Germans in June
of 1940.
67
UNIT 9 Lesson 29 SOCIAL STUDIES 6(7)
Germany next prepared to conquer Great Britain. Hitler felt certain the British would give up.
But Winston Churchill, the prime minister of Great Britain, refused. Hitler tried bombing Great Britain.
Day after day, German planes dropped bombs on British cities. British pilots shot down many of the
planes. After ten hard months, the British defeated the German air force.
The Eastern Front
It took only two years for Hitler to break his treaty with Stalin. Hitler had always wanted to
conquer the Soviet Union. He wanted its vast open spaces and many natural resources. On June 22,
1941, Hitler invaded the Soviet Union. The Soviet Union then joined the Allies.
The Germans quickly captured huge amounts of land. The Soviet army lost millions of soldiers.
By December, the Germans reached Moscow and Leningrad.
But they were not ready for the Soviet winter. Many German soldiers froze to death. Their
tanks and weapons didn’t work in the extreme cold.
The Soviets then attacked. The Battle of Stalingrad began in August 1942 and lasted five
months. Soldiers fought hand to hand. With winter coming, the German commander wanted to pull
back, but Hitler did not allow it. On February 2, 1943, the German soldiers in the Soviet Union
surrendered. It was a turning point in the war.
68

Lesson 30 The Pacific Front
As in World War I, the United States tried to stay out of World War II. But the United States
wasn’t completely neutral. It favored the Allies. It sent military aid to the British.
While the Germans were attacking Europe, the Japanese were attacking territories in the
Pacific Ocean. On December 7, 1941, Japan bombed Pearl Harbor in Hawaii. The United States
declared war on Japan the next day. Then Hitler and Mussolini declared war on the United States.
In June 1942, the United States defeated the Japanese navy at Midway Island. The Battle of
Midway was a turning point in the war in the Pacific. The Japanese held many islands in the Pacific.
The United States began to take the islands one by one at a time.
War on Three Continents
In North Africa, the Germans and Italians almost gained control of the Suez Canal. They also
nearly won the rich oil fields of the Middle East, But British and American troops stopped them. By
early 1943, the tide of battle had turned against the Axis Power.
United States soldiers raise the flag over Iwo Jima, a Pacific Island.
69

Lesson 30
Next, the Allies conquered the Italian Island of Sicily. The Italians forced Mussolini out of office.
The new Italian government surrendered to the Allies. Hitler sent fresh troops, but the Allies defeated
them and took control of Italy.
70
UNIT 9 Lesson 30 SOCIAL STUDIES 6(7)

The War Ends
On June 6 1944, the Allies landed in Normandy, France. The invasion was called D-Day. The
Germans fought hard, but the Allies had too many soldiers and too many planes. By August, the
Allies had freed Paris. Meanwhile, the Soviet army moved in from the east. The Germans were
trapped. On May 8, 1945, Germany surrendered. Hitler shot himself to avoid being captured alive.
Japan remained the last undefeated Axis power. American Planes bombed Tokyo. The city
was in ruins. But the Japanese refused to surrender. Then on August 6, the United States introduced
a new, grim weapon and dropped an atomic bomb on the city of Hiroshima. About 160,000 people
were killed or wounded. Three days later, the United States dropped another atomic bomb on the city
of Nagasaki. The Japanese surrendered, and World War II was over.
UNIT 9 MATHEMATICS 6(7)

71
Lesson 27 FAHRENHEIT AND CELSIUS TEMPERATURES
Read carefully.
You can measure temperature in degrees Fahrenheit (°F) or in degrees Celsius (°C). The
Fahrenheit scale is used in the customary system of measurement. The Celsius is used by scientists
to measure temperature.
UNIT 9 Lesson 28 MATHEMATICS 6(7)

72
Read and answer carefully.
At what temperature does water freeze on the Fahrenheit scale? _______ On the Celsius
scale? _________.

73
PROBLEM SOLVING
1. The temperature in Bismarck, North Dakota was -7°F one day in January. On that same day,
the temperature in Miami, Florida was 67°F. What was the difference in temperatures?
TELL SOLVE ANSWER
_________________
2. The temperature is 36°. You turn on an air conditioner Is the temperature reading in degrees
Fahrenheit or in degrees Celsius? Pay attention to the illustration in this page or to the
illustrations in the previous page.
TELL ANSWER
_________________
74

75

76
⮚ From 1 to 10 write numbers in words through one million, from 11 to 20 write

numbers in expanded form.
1) 99,342
2) 919,712
3) 1,720,111
4) 3,541
5) 169,734
6) 961,734
7) 663,818
8) 1,526,762
9) 237,780
10) 624,255
11) 1,545
12) 61,732
13) 333,599
14) 769,118
15) 1,502,611
16) 6,242
17) 64,160
18) 8,931
19) 57,590
20) 751,645
77
78
79
80

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1

UNIT 9 MAY-JUNE 6(7)

HAPPY TEACHER’S DAY!

“DO NOT EDUCATE CHILDREN TO BE RICH,

Student´s name: __________________________________

UNIT 9 MAY – JUNE PROGRAM 6(7)

● Writing Research ● Force and Motion

UNIT 9 MAY-JUNE PROGRAM 6(7)

MATHEMATICS: Temperature / Celsius and Fahrenheit

SOCIAL STUDIES: World War II

UNIT 9 MAY-JUNE PROGRAM 6(7)

QUOTES: DISCUSS AT SCHOOL AND AT HOME

UNIT 9 POETRY 6(7)

Read and recite the poem properly.

THE BEST TEACHERS

The best teachers care enough

You are one of those.

UNIT 9 MAY-JUNE SPELLING 6(7)

Lesson 27: Latin Roots -rupt-, -ject

SPELLING WORDS Rewrite the words Rewrite the words

UNIT 9 MAY-JUNE SPELLING 6(7)

Lesson 28: Review Spelling Words

SPELLING WORDS Rewrite the words Rewrite the words

UNIT 9 MAY-JUNE SPELLING 6(7)

Lesson 29: Review Spelling Words

SPELLING WORDS Rewrite the words Rewrite the words

UNIT 9 MAY-JUNE SPELLING 6(7)

Lesson 30: Review Spelling Words

SPELLING WORDS Rewrite the words Rewrite the words

UNIT 9 READING VOCABULARY 6(7)

WORD MEANING SENTENCE

WORD MEANING SENTENCE

UNIT 9 READING VOCABULARY 6(7)

Root Meaning Related English

Use word origins

WRITE 2 WORDS USING EACH ROOT.

chron dem jud popul

UNIT 9 READING VOCABULARY 6(7)

Fill in the following chart with your teacher.

WORD MEANING SENTENCE

UNIT 9 READING VOCABULARY 6(7)

Fill in the following chart with your teacher.

WORD MEANING SENTENCE

UNIT 9 READING VOCABULARY 6(7)

Fill in the following chart with your teacher.

WORD MEANING SENTENCE

UNIT 9 READING VOCABULARY 6(7)

WORD MEANING SENTENCE

UNIT 9 READING VOCABULARY 6(7)

Fill in the following chart with your teacher.

WORD MEANING SENTENCE

UNIT 9 READING VOCABULARY 6(7)

WORD MEANING SENTENCE

UNIT 9 READING COMPREHENSION STRATEGY 6(7)

How are they linked by the narrator?

UNIT 9 READING COMPREHENSION STRATEGY 6(7)

Clues from the Title: Clues from the Characters:

UNIT 9 READING COMPREHENSION STRATEGY 6(7)

Secondary character trait 1: