Grade 6
week 17 Replacement Lessons
Use the lessons and articles on the following pages at Grade 6,
Week 17. Teach these lessons in place of Days 1–5 (pages 374–397
of the Teacher’s Manual). The original version of the article,
“Wolves: The Effect of Reintroduction on Ranchers,” contains
inaccuracies that have been corrected here.
© 2010 Developmental Studies Center
MMV-RLES6-WEB
Week 17
Week 17
Articles
Overview
“wolves: The effects of Reintroduction
on Ranchers”
“Meltdown: Is Global warming Caused
by Humans?”
words Taught
word-learning Strategies
livelihood
• Using context to determine word
meanings (review)
document
mount
catastrophe
• Recognizing synonyms (review)
• Recognizing words with multiple
meanings (review)
intensify
trigger
words Reviewed: dead on your feet, down in the dumps, on top of the
world, prosperous, trustworthy
do ahead
• Prior to Day 1, write the context sentences from “Wolves” on
the board or a sheet of chart paper or make a transparency of the
sentences from the accompanying blackline master. (See Step 3 on
page 375.)
• Prior to Day 1, review More Strategy Practice on page 379.
• Prior to Day 3, write the context sentence from “Meltdown” on
the board or a sheet of chart paper or make a transparency of the
sentence (BLM14). (See Step 4 on page 384.)
• Prior to Day 5, collect these word cards for Ongoing Review: 67, 75,
77, 78, and 80.
Replacement Lesson © Developmental studies center
Grade Six
373
Week 17  Day 1
Day 1
Introduce Livelihood, Document,
and Mount
Words Taught
Materials
•
“Wolves” (see
pages 394–395)
livelihood
A person’s livelihood is the way the person earns money in order
to live.
•Chart paper
•A marker
•Context sentences
document (p. 395)
Document means “prove something by providing information such
as written documents, photographs, or videotape.”
or transparency of
the accompanying
blackline master (see
Step 3 on page 379)
•
(Optional) Overhead
projector and marker
•
(Optional) Student copies
of “Wolves”
mount (p. 395)
Mount means “rise or increase.”
Introduce and Practice
Using Livelihood
Introduce and Define Livelihood
Briefly review “Wolves” and show the illustrations.
Teacher Note
Review that 100 years ago many Americans worked on farms.
Read the first two sentences on page 394 of the article aloud,
emphasizing the words “to make their living.”
You might have the students
bring their copies of “Wolves”
to the rug and follow along as
you read from the article.
Tell the students that the first word they will learn today is livelihood,
and explain that a person’s livelihood is the way the person earns
money in order to live. Review that in the early 1900s many Americans
worked as ranchers. They earned their livelihood, or the money they
needed in order to live, by raising and selling cows, sheep, and horses.
Have the students say the word livelihood, and write it on the chart.
374 Making Meaning® Vocabulary
Replacement Lesson © Developmental Studies Center
Week 17  Day 1
Discuss Ways We Might Earn Our Livelihood
Point out that people earn their livelihood, or the money they
need to live, in many different ways. For example, some people still
earn their livelihood by farming or ranching. Other people earn
their livelihood by teaching school, working as librarians, doing
construction work, driving buses, running businesses, playing
professional sports, or acting in movies.
Use “Think, Pair, Share” to discuss:
Q
In what way would you like to earn your livelihood as an adult?
Why? [pause] Turn to your partner.
Teacher Note
Support struggling students
PROMPT: “I would like to earn my livelihood by [being a firefighter]
because….”
by asking questions such as,
“What might you do to earn
money when you are an adult?”
Review the pronunciation and meaning of the word.
and “What is a career that you
might enjoy pursuing?”
Introduce and Practice
Using Document
Introduce Document and Use Context Clues to Figure
Out Its Meaning
Display the transparency or write these sentences from page 395 of
“Wolves” on the board or a sheet of chart paper, and underline the
word document:
Ranchers receive some payment for the loss of their livestock,
but it is hard to document deaths due to wolf attacks. Because
wolves eat the animals they kill, there is often no way to prove how
the animals died.
Review that wolves have been reintroduced into ranching areas.
The wolves hunt and kill livestock, which is threatening ranchers’
livelihood. Then read these sentences on page 395 aloud,
emphasizing the word document: “Ranchers receive some payment
for the loss of their livestock, but it is hard to document deaths due
to wolf attacks. Because wolves eat the animals they kill, there is
often no way to prove how the animals died.”
Replacement Lesson © Developmental Studies Center
Grade Six 375
Week 17  Day 1
Tell the students that the next word they will learn is document.
Direct their attention to the context sentences, and explain that
these are the sentences you just read. Explain that, as you reread
the sentences, you want the students to think about what the word
document might mean and what words in the sentences are clues to
the meaning of document.
Then reread the sentences aloud.
Discuss as a class:
Q
What do you think the word document means? What words in the
sentences are clues to the meaning of document?
PROMPTS: “I think document means…” and “The words [‘prove how
the animals died’] are clues to the meaning of document.”
Tell the students that document means “prove something by
providing information such as written documents, photographs,
or videotape.”
Explain that the words “prove how the animals died” are a clue to
the meaning of document. Explain that ranchers must document,
or prove, that wolves killed their livestock before they can receive
payment for the loss of the animals. But because wolves eat the
animals they kill, it is difficult for the ranchers to document, or
provide proof of, the deaths.
Teacher Note
You might underline the
words in the sentence
that are context clues.
Have the students say the word document, and write it on the chart.
Do the Activity “Imagine That!”
Review that document means “prove something by providing
information such as written documents, photographs, or videotape.”
Ask the students to imagine:
•
376 Making Meaning® Vocabulary
You know that Martians are sneaking into your house at night, but
your parents don’t believe it. To convince your parents, you need to
document the Martians’ visits to your house.
Replacement Lesson © Developmental Studies Center
Week 17  Day 1
Use “Think, Pair, Share” to discuss:
Q
How might you document, or prove, the presence of Martians in
your house at night? [pause] Turn to your partner.
Teacher Note
Support struggling students
PROMPT: “To document the presence of Martians in my house at
night, I might….”
by asking questions such as,
“What might you write down
to document the presence
Review the pronunciation and meaning of the word.
of Martians in your house?
What might you videotape?
What photographs might you
take? What sounds might you
Introduce and Practice
Using Mount
record on a tape recorder?”
Introduce and Define Mount and Review Synonyms
Review that environmentalists and ranchers disagree about whether
or not it is a good idea to reintroduce wolves into places where they
have been wiped out. Read “An Ongoing Threat” on page 395 aloud,
emphasizing the word mount.
Explain that the last word the students will learn today is mount.
Explain that mount means “rise or increase” and that mount, rise, and
increase are synonyms. Explain that, as the wolf population mounts,
or increases, the number of sheep and cattle killed by the wolves is
also mounting, or increasing.
Teacher Note
If you started a synonym chart,
add mount and its synonyms to it.
Have the students say the word mount, and write it on the chart.
Discuss Mount
Explain that we often use the word mount to talk about how
something increases in number or size. For example, during the
cold and flu season, the number of students absent from school
sometimes mounts, or increases. Piles of trash can mount, or
increase in size, in the streets when garbage collectors go on strike.
Replacement Lesson © Developmental Studies Center
Grade Six 377
Week 17  Day 1
Explain that we also use the word mount to talk about how an
emotion such as excitement increases. Give an example of a time
you felt your excitement mounting. (You might say, “When I was
getting ready to go on a cross-country trip for the first time, I felt
my excitement mounting. Every day I felt more excited, until I
couldn’t think or talk about anything but my trip. I just couldn’t
wait to get started.”)
Use “Think, Pair, Share” to discuss:
Q
Teacher Note
When have you felt your excitement mounting? [pause] Turn to
your partner.
Support struggling students
by asking questions such as,
“When have you felt yourself
PROMPT: “I felt my excitement mounting when [my birthday was
approaching] because….”
getting more and more excited
about something you were
going to receive? Do? About a
person you were going to see?
About a place you were going
to visit?” and “When have you
felt your excitement mounting
at a movie or sporting event?”
Explain that anxiety (nervousness or unease) is another emotion
that can mount, or increase, and give an example of a time you
felt your anxiety mounting. (You might say, “When I was preparing
to play my first flute recital, I felt my anxiety mounting. I felt more
and more worried that I would play the wrong notes. By the day
of the recital, I was so anxious I didn’t want to play. But my teacher
reassured me that I would do fine, and I did.”)
Discuss as a class:
Teacher Note
Q
When have you felt your anxiety mounting?
If the students struggle to
answer the question, ask
questions such as, “When have
PROMPT: “I felt my anxiety mounting when [I was getting ready to
take an English test] because….”
you felt yourself getting more
and more anxious about a
Review the pronunciation and meaning of the word.
[school/sports/family] event?”
378 Making Meaning® Vocabulary
Replacement Lesson © Developmental Studies Center
Week 17  Day 1
M o r e S t r at e g y P r a c t i c e
Explore Other Meanings of Mount
Remind the students that words often have more than one
meaning. Point to the word mount on the chart, and review that
mount means “rise or increase.”
Discuss as a class:
Q
What else do you know about the word mount? What do we
do when we mount a horse? What does mount mean in
“Mount St. Helens”?
If necessary, explain that mount can also mean “go up or climb
up” or “mountain.”
Replacement Lesson © Developmental Studies Center
Grade Six 379
Week 17  Day 2
Day 2
Review Livelihood, Document,
and Mount
Words Reviewed
Materials
•
Word chart from Day 1
livelihood
A person’s livelihood is the way the person earns money in order
to live.
document
Document means “prove something by providing information such
as written documents, photographs, or videotape.”
mount
Mount means “rise or increase.”
Review the Words
Briefly Review the Words
Review the pronunciation and meaning of each word.
Discuss as a class:
Q
Which of the words might you use if you were writing a report
about the fact that more and more homeless people are living on
the streets? How might you use the word?
PROMPT: “I might use the word [mount]. I might write….”
380 Making Meaning® Vocabulary
Replacement Lesson © Developmental Studies Center
Week 17  Day 2
Practice Using the Words
Play “Make a Choice”
Explain that partners will use the words to play “Make a Choice.”
Point to the word livelihood, and explain that they will play the first
round of the game with the word livelihood.
Ask:
Q
Would you prefer to earn your livelihood working indoors or
outdoors? Why? Turn to your partner.
PROMPT: “I would prefer to earn my livelihood working [indoors]
because….”
In the same way, discuss:
[document]
Q
Which one would be harder to document: the number of stray
dogs in a neighborhood or the number of stray dogs in a town?
Why? Turn to your partner.
PROMPT: “It would be harder to document [the number of stray
dogs in a town] because….”
[mount]
Q
As the first day of school approaches in the fall, which one is more
likely to mount: your feelings of excitement or your feelings of
anxiety? Why? Turn to your partner.
PROMPT: “My feelings of [excitement] are more likely to mount
because….”
Replacement Lesson © Developmental Studies Center
Grade Six 381
Week 17  Day 3
Day 3
Introduce Catastrophe, Intensify,
and Trigger
Words Taught
Materials
•
“Meltdown” (see
pages 396–397)
catastrophe
A catastrophe is “a terrible event that causes great destruction
or suffering.”
• Word chart from Day 1
•A marker
•Context sentence or
intensify (p. 396)
Intensify means “become more intense, or increase in strength, size,
or amount.”
transparency (BLM14;
see Step 4 on page 384)
•
(Optional) Overhead
projector and marker
•
(Optional) Making Meaning
Student Response Book
trigger (p. 396)
Trigger means “cause something to happen.”
Introduce and Practice
U s i n g C a ta s t r o p h e
Introduce and Define Catastrophe
Briefly review “Meltdown” and show the illustrations.
Teacher Note
Review that the article describes what life on Earth may be like in
the future. Read the first paragraph of the article aloud.
You might have the students
bring their Making Meaning
Student Response Books to
the rug and follow along as
Explain that the first word the students will learn today is
catastrophe and that a catastrophe is “a terrible event that causes a
lot of destruction or suffering.”
you read from the article.
382 Making Meaning® Vocabulary
Replacement Lesson © Developmental Studies Center
Week 17  Day 3
Explain that climatologists are predicting that, by the year 2050,
global warming might cause flooding in areas where many people
live and the extinction of a vast number of plants and animals.
This would be a catastrophe, or a terrible event that causes great
destruction and suffering.
Have the students say the word catastrophe, and write it on the chart.
Discuss Catastrophes Caused by Extreme Weather
Point out that extreme weather sometimes causes catastrophes,
or great destruction or suffering. For example, a hurricane that
destroys thousands of homes and businesses and kills or injures
many people is a catastrophe.
Teacher Note
You might review that extreme
means “far from what is usual,
or very great or severe.”
Use “Think, Pair, Share” to discuss:
Q
Teacher Note
What other kinds of extreme weather might cause a catastrophe?
Why? [pause] Turn to your partner.
Support struggling students
by giving examples of
extreme weather (tornadoes,
PROMPT: “A [tornado] might cause a catastrophe because [it might
blow away people’s houses and cars and kill people and animals].”
thunderstorms, extreme heat,
extreme cold, blizzards, ice
storms) and asking, “Why might
[a tornado] cause a catastrophe?”
Discuss Personal Catastrophes
Explain that individuals and families sometimes experience
catastrophes, or events in their lives that cause them great suffering.
For example, becoming very sick and unable to work and pay bills is
a personal catastrophe. Having their home burn down and losing all
their possessions is a catastrophe for a family.
Discuss as a class:
Q
What else might happen to a family or an individual that would be
a catastrophe?
PROMPT: “It would be a catastrophe if….”
Teacher Note
If the students struggle to think
of catastrophes, ask questions
such as, “What might happen to
a person’s [parents or children/
home or business] that would
be a catastrophe?” “When have
you seen a TV news story about a
person or family that experienced
a catastrophe?” and “When has
something happened to you
Review the pronunciation and meaning of the word.
or someone you know that
seemed like a catastrophe?”
Replacement Lesson © Developmental Studies Center
Grade Six 383
Week 17  Day 3
Introduce and Practice
Using Intensify
Introduce Intensify and Use Context Clues to Figure
Out Its Meaning
Display the transparency or write this sentence from page 396 of
“Meltdown” on the board or a sheet of chart paper and underline
the word intensified:
In the past 100 years, however, the amount of heat-trapping
gases in the atmosphere has increased and the natural greenhouse
effect has intensified, causing Earth to become warmer.
Review that the atmosphere traps the sun’s heat and warms the
Earth, keeping the planet at a stable temperature that supports life.
We call this process the “greenhouse effect.” Then read this sentence
from page 396 of the article aloud, emphasizing the word intensified,
“In the past 100 years, however, the amount of heat-trapping gases
in the atmosphere has increased and the natural greenhouse effect
has intensified, causing the earth to become warmer.”
Tell the students that the next word they will learn is intensify. Direct
their attention to the context sentence, and explain that this is the
sentence you just read. Explain that, as you reread the sentence,
you want the students to think about what the word intensify might
mean and what words in the sentence are clues to its meaning.
Then reread the sentence aloud.
Discuss as a class:
Q
What do you think the word intensify means? What words in the
sentence are clues to the meaning of intensify?
PROMPTS: “I think intensify means…” and “The words [‘increased’
and ‘causing the earth to become warmer’] are clues to the meaning
of intensify.”
Teacher Note
You might underline the
words in the sentence
that are context clues.
384 Making Meaning® Vocabulary
Tell the students that intensify means “increase in strength, size, or
amount.” Explain that the words “increased” and “causing Earth to
become warmer” are clues to the meaning of intensify.
Replacement Lesson © Developmental Studies Center
Week 17  Day 3
Explain that the greenhouse effect has intensified, or increased
or become stronger, as the amount of heat-trapping gas in the
atmosphere has grown. The intensifying of the greenhouse effect
has caused the Earth to grow warmer.
Have the students say the word intensify, and write it on the chart.
Point to the word intensify on the chart, and explain that intensify
is related to the word intense, which means “very great or strong.”
Explain that when something intensifies, it becomes more intense,
or greater or stronger.
Discuss Intensify
Remind the students that intensify means “become more intense, or
increase in strength, size, or amount.”
Then ask the students to imagine the following scenario:
•
You are at a baseball game in a stadium packed with people. The
crowd is quiet. Then suddenly, the sound of the crowd intensifies.
Discuss as a class:
Q
Why might the sound of the crowd intensify? What might cause
the sound to grow louder?
Prompt: “The sound might intensify because [a player hits a home
run and everyone claps and yells].”
Then have the students imagine:
•
You are walking down the sidewalk at a slow, easy pace. Suddenly,
you intensify the pace of your walking.
Ask:
Q
Why might you intensify the pace of your walking? Turn to
your partner.
Prompt: “I might intensify the pace of my walking because….”
Review the pronunciation and meaning of the word.
Replacement Lesson © Developmental Studies Center
Grade Six 385
Week 17  Day 3
Introduce and Practice
Using Trigger
Introduce and Define Trigger
Review that the article discusses the effects of higher temperatures
in the world’s oceans. Read aloud the first paragraph of “In Hot
Water” on page 396, emphasizing the word trigger.
Tell the students that the last word they will learn today is trigger
and that trigger means “cause something to happen.” Explain that,
just as pulling a trigger causes a gun to shoot a bullet, one event
can trigger, or cause, another event to happen. Explain that, as the
world’s oceans get warmer, these warmer temperatures trigger, or
cause, hurricanes.
Teacher Note
You might explain that trigger and
Have the students say the word trigger, and write it on the chart.
cause are synonyms and add the
words to the synonym chart.
Play “What Might Have Triggered the Change?”
Tell the students that partners will play a game called “What Might
Have Triggered the Change?” Explain that you will describe a
situation that changes. The students will use what they know about
the word and their imaginations to tell what might have triggered
the change.
Read the following scenario aloud twice:
Teacher Note
•
There is a cat in your neighborhood that has always looked
scrawny and sick. Lately the cat is looking healthier.
You might review that scrawny
means “thin and weak.”
Use “Think, Pair, Share” to discuss:
Q
What might have triggered the change in the cat’s appearance?
[pause] Turn to your partner.
Prompt: “The change in the cat’s appearance might have been
triggered by….”
386 Making Meaning® Vocabulary
Replacement Lesson © Developmental Studies Center
Week 17  Day 3
In the same way, discuss:
•
Q
For a long time, none of Mr. Lee’s neighbors seemed to like him or
want to be his friend. Now everyone talks to Mr. Lee and is friendly.
What might have triggered the change in Mr. Lee’s neighbors?
[pause] Turn to your partner.
Prompt: “The change might have been triggered by….”
•
Q
You are smiling and laughing with your friends and feeling
very happy. Fifteen minutes later you are sitting by yourself and feeling angry.
What might have triggered the change in your mood? [pause]
Turn to your partner.
Review the pronunciation and meaning of the word.
Replacement Lesson © Developmental Studies Center
Grade Six 387
Week 17  Day 4
Day 4
Review Catastrophe, Intensify,
and Trigger
Words Reviewed
Materials
• Word chart from Day 3
•A marker
catastrophe
A catastrophe is “a terrible event that causes great destruction
or suffering.”
intensify
Intensify means “become more intense, or increase in strength, size,
or amount.”
trigger
Trigger means “cause something to happen.”
Review the Words
Briefly Review the Words
Review the pronunciation and meaning of each word.
Discuss as a class:
Q
Teacher Note
Which of the words might you use to write a story about a
gargantuan storm that strikes our community? How might you use the word?
You might review that
gargantuan means “gigantic,
PROMPT: “I might use the word [catastrophe]. I might write….”
or extremely large.”
388 Making Meaning® Vocabulary
Replacement Lesson © Developmental Studies Center
Week 17  Day 4
Practice Using the Words
Do the Activity “Create a Sentence”
Explain that partners will do the activity “Create a Sentence.” Review
that partners will work together to create sentences that use the
vocabulary words.
Point to the word catastrophe on the chart. Review that a
catastrophe is “a terrible event that causes a lot of destruction or
suffering.” Then use “Think, Pair, Share” to discuss:
Q
Teacher Note
Support struggling students
by asking questions such
as, “What might cause a
catastrophe?” and “When have
you heard or read about a
catastrophe?” If they continue
to struggle, provide a sentence
How might you use the word catastrophe in a sentence? [pause]
Turn to your partner.
starter such as, “The volcano’s
eruption was a catastrophe
because…” or “A campfire could
Have partners share their thinking.
become a catastrophe if….”
Then repeat the question.
When most pairs have finished, have two or three pairs share their
sentences with the class.
Follow up by asking:
Q
Does it make sense to say, [“The volcano’s eruption was a
catastrophe because the hot lava buried everything in its path”]? Why?
Teacher Note
[intensify] Support struggling
students by asking questions such
PROMPT: “It [does/does not] make sense to say, [‘The volcano’s
eruption was a catastrophe because the hot lava buried everything
in its path’] because….”
as, “Why might [a storm/noise/
In the same way, have partners work together to use intensify and
trigger in sentences.
a sentence starter such as, “The
Have volunteers share their sentences.
pain] intensify?” and “When might
[laughter/applause] intensify?” If
they continue to struggle, provide
quarrel intensified when…”
or “I could tell the rainstorm
had intensified because….”
[trigger] Support struggling
students by asking questions such
as, “What might trigger laughter?”
and “What might an earthquake
trigger?” If they continue to
struggle, provide a sentence
starter such as, “The thing that
triggered my laughter was…” or
“The earthquake triggered….”
Replacement Lesson © Developmental Studies Center
Grade Six 389
Week 17  Day 5
Day 5
Ongoing Review
Materials
Words Reviewed
•Pocket chart
• Word cards 67, 75, 77, 78, 80
dead on your feet
“Dead on your feet” means “extremely tired.”
down in the dumps
“Down in the dumps” means “unhappy.”
on top of the world
“On top of the world” means “very happy.”
prosperous
Prosperous means “successful and rich.”
trustworthy
Trustworthy means “worthy, or deserving, of trust.” A trustworthy
person is someone you can trust or depend on.
Review the Words
Display the Word Cards and Briefly Review the Words
Review the pronunciation and meaning of the words.
390 Making Meaning® Vocabulary
Replacement Lesson © Developmental Studies Center
Week 17  Day 5
Practice Using the Words
Review “Describe the Character”
Explain that partners will play “Describe the Character.” Review
that you will read a scenario aloud and partners will decide which
vocabulary word or idiom best describes the main character in the
scenario and why they think so. Tell the students that, before they
play the game in pairs, they will practice as a class.
Explain that the main character in the first scenario is a boy named
Joshua. Then read the following scenario aloud twice:
•
When Joshua reached the top of the bluff, he was so exhausted
that all he wanted to do was sit down. (dead on your feet)
Teacher Note
You might review that a bluff
is “a high, steep cliff or slope
of rock, earth, or ice.”
Point to the words and ask:
Q
Which vocabulary word or idiom best describes Joshua? Why?
Teacher Note
If the students struggle to answer
Have one or two volunteers share their thinking with the class.
the questions, reread the scenario,
and think aloud about which
PROMPT: “The [idiom] [‘dead on your feet’] best describes Joshua
because….”
word or idiom best describes
Joshua. (You might say, “I think
the idiom ‘dead on your feet’ best
describes Joshua, because ‘dead
Play “Describe the Character” in Pairs
on your feet’ means ‘very tired.’
Continue playing the game in pairs using the following scenarios.
up the bluff, he was so exhausted,
When Joshua finished climbing
or dead on his feet, that all he
Explain that the main character of the next scenario is a girl named
Amelia. Then read the following scenario aloud twice:
•
wanted to do was sit down.”)
Then read the next scenario.
Amelia is very sad because her cat died. She cries often and doesn’t
want to join in conversations or games. (down in the dumps)
Ask:
Q
Which vocabulary word or idiom best describes Amelia? Why? Turn
to your partner.
Have one or two pairs share their thinking with the class.
Replacement Lesson © Developmental Studies Center
Grade Six 391
Week 17  Day 5
In the same way, discuss:
•
•
•
392 Making Meaning® Vocabulary
When Ted finds out that his story will be published in the school
newspaper, he grins widely and shouts, “This is such great news!”
(on top of the world)
Laila’s Uncle Rashid makes a lot of money as a restaurant
owner. He owns a large, beautiful home, a boat, and two cars.
(prosperous)
George is the kind of friend you can tell your deepest secrets to. He
never talks about people behind their backs. (trustworthy)
Replacement Lesson © Developmental Studies Center
Week 17  Day 5
Replacement Lesson © Developmental Studies Center
Grade Six 393
WOLVES
THE EFFECTS OF REINTRODUCTION ON RANCHERS
In 1900, 41% of working Americans worked on
farms. A large number of these farm workers
were ranchers who raised cows, sheep, and horses
to make their living. The lush pastures of the
western United States were perfect for this sort
of work, but there was one big problem—wolves
overran the ranchers’ land and killed their sheep
and cattle. In the first half of the 20th century,
the United States government hired “bounty
hunters” to wipe out all of the wolves threatening
ranchers’ livestock. Without the threat of wolves,
cattle and sheep ranches grew and succeeded all
over the country, especially in the western states.
More recently, environmentalists succeeded in
gaining approval to reintroduce wolves into areas
where there had been none for over 50 years. They
argued that humans should never have interfered
with the “natural order” and that we should do
our part to restore it. Scientists captured wolves
from Canada, bred them in captivity, and released
them into the wild. The environmentalists insisted
that wolves would not kill as many cattle as those
already dying from natural causes. Additionally,
they said that money paid to ranchers for any
livestock killed by wolves would make up for
their losses.
By 2002, the Yellowstone wolf pack had grown to
over 200 wolves and had spread from the park to
privately owned lands surrounding it. From 2005
to 2006, the number of wolves in Wyoming,
Montana, and Idaho increased by one-fifth over
just one year. Even the environmentalists who
supported the reintroduction of wolves into the
wild did not expect them to reproduce so quickly.
No one had thought to establish ways to control
the growing numbers of wolves, who roam free
without restriction.
Wolves are predators, which means they kill live
animals for their food. As one might expect, the
new wolves in ranching areas immediately began
hunting livestock. When a wolf eats a farmer’s
sheep, the farmer loses money and may not be
able to feed his or her own family.
GROWTH AMONG WOLF POPULATIONS
(1985–2007)
1,600
Idaho
Wyoming
Montana
1,200
800
A GROWING PROBLEM
In 1995 and 1996, thirty-one grey wolves were
released into Yellowstone Park (which includes
parts of Wyoming, Montana, and Idaho), and
dozens more were released in other parts of Idaho.
394 Making Meaning® Vocabulary
400
’85
’90
’95
’00
’05 ’07
0
Source: US Fish and Wildlife Service
Replacement Lesson © Developmental Studies Center
Ranchers receive some payment for the loss of their
livestock, but it is hard to document deaths due
to wolf attacks. Because wolves eat the animals
they kill, there is often no way to prove how the
animals died. Sometimes, ranchers cannot even
find the bodies, and the only way they know a
cow or sheep was killed is by counting the rest
of the herd. This means that a rancher may not
notice an animal is missing for days or even
weeks after it has been eaten. From 1987 to 2006,
one organization gave money to ranchers for the
deaths of more than 650 cows and 1,645 sheep,
but ranchers say this is only a small fraction of the
actual losses due to wolf killings.
are forbidden to kill them upon sight. According
to the law, a farmer or pet owner is not permitted
to shoot a wolf unless it has proven itself to be
dangerous—by attacking or killing other animals.
Additionally, if environmentalists get their way,
all wolves will be listed on the endangered species
list, making it illegal to kill them under any
circumstances.
© 2008 Bill Watkins /alaskastock.com
Wolves are especially ferocious when cornered.
AN ONGOING THREAT
A pair of wolves devour the carcass of their dead prey.
A DANGER TO SOCIETY
Wolves also pose a threat to people and pets.
During the first five years after their release in
Yellowstone Park and other parts of Idaho, wolves
were responsible for the deaths of 23 dogs. These
innocent animals had no protection from the
wolves, and neither would you if you ran into a
hungry pack.
Lobbyists are pushing for more wolf reintroduction
projects like the one in Yellowstone Park. They want
more money to breed wolves and more land onto
which to release them. Environmentalists claim
that they are restoring the natural balance that
existed before man meddled with it. Meanwhile,
the wolf population continues to grow in areas
where reintroduction has taken place, and losses
mount for those who earn their living raising cattle
and sheep. If things go on the way they are, you
may wake up one day to find wolves overrunning
your neighborhood—and there may be nothing
you can do about it.
Wolves are considered “experimental” species in
many states; this means ranchers and homeowners
Replacement Lesson © Developmental Studies Center
Grade Six 395
Meltdown
FUTURE FORECAST
What will our world look like in the future?
Climatologists, scientists who study Earth’s
climate, predict that by the year 2050, much of
Earth’s mountaintop glaciers and ice sheets will
have melted. The water from these melted glaciers
will cause ocean levels to rise, flooding the islands
and coastal areas where people live. As many as
one million species of plants and animals may
become extinct as their habitats are flooded by
water. Climatologists say that these changes will
result from global warming—the gradual rise in
temperature on our planet. They also say that
people are causing this global warming.
Our New Climate
Earth’s atmosphere—the layer of gases that
surrounds our planet—acts like the glass walls
and ceiling of a gardener’s greenhouse. The
atmosphere traps the heat of the sun inside and
warms the surface of Earth. This is called the
greenhouse effect and it helps keep our planet at
a stable temperature, capable of supporting life.
Without the natural greenhouse effect, the average
temperature of Earth’s surface would be about
zero degrees Fahrenheit. That’s 59 degrees colder
some heat
escapes
into space
sunlight
enters
Earth’s
atmosphere
396
heat from
Earth rises
towards sky
Making Meaning® Vocabulary
greenhouse
gases capture
heat
Is Global Warming
Caused by Humans?
than it is today. In the past 100 years, however, the
amount of heat-trapping gases in the atmosphere
has increased and the natural greenhouse effect has
intensified, causing Earth to become warmer. In
fact, as of 2006, eleven of the years between 1994
and 2006 are on the list of the twelve warmest years
on record since 1850.*
In Hot Water
Rising ocean levels are not the only hazard of
the phenomenon known as global warming.
According to a 2005 study by the National Center
for Atmospheric Research, the temperature of
the world’s oceans has risen by nearly 1 degree
Fahrenheit during the past forty years. Warmer
water warms the air near its surface, further
increasing global warming. Warmer oceans trigger
hurricanes, too. This could be one reason why
recent storms in the Atlantic, such as Hurricane
Katrina, have been so strong.
A single degree’s difference in ocean temperature
makes a big difference to sea life. Animals depend
on the timing of the seasons to find food, migrate,
and breed, so a warmer temperature year round
upsets these patterns. It also upsets the balance
between living things, because many species aren’t
able to adjust to the new temperature. For example,
scientists have observed a 70 percent decline in the
amount of zooplankton off the California coast.
Zooplankton are tiny animals at the bottom of the
food chain that many whales, seabirds, and fish
depend on for food.
Sunlight enters Earth’s atmosphere by passing through
the blanket of greenhouse gases. As the sunlight reaches
Earth’s surface, it warms the land, ocean, and air. In
turn, the heat from Earth rises toward the sky. Some
of it goes back into space, but much of it is trapped by
greenhouse gases in the atmosphere, causing Earth to
become warmer. The more greenhouse gases there are, the
more heat is trapped, and the warmer Earth becomes.
Replacement Lesson © Developmental studies center
Fewer Forests
The world’s rainforests are being logged, burned,
and cleared for farmland and to look for oil at a
rate of more than 30 million acres each year. This
deforestation is the second biggest cause of air
pollution—most scientists say that the smoke from
burning trees accounts for about 20 percent of the
world’s CO2 emissions.
Well-formed hurricanes, like this one, can be seen from
space. Since 1970 the increase in ocean temperatures has
been linked with stronger and more destructive hurricanes.
WHAT’S CAUSING THE CHANGE?
Additionally, we need trees to help keep our
atmosphere in balance. During photosynthesis,
their process of producing food, trees absorb CO2
from the atmosphere. So when trees are destroyed,
the amount of CO2 in our atmosphere increases—
and Earth’s temperature continues to rise.
Power Production
Climatologists say that the warming of Earth and
its oceans is caused by the amount of polluting
gases that humans pump into the atmosphere.
When we burn coal and oil to generate electricity
and keep our cities, homes, and factories lit and
running, we produce carbon dioxide (CO2) and
other gases. These gases trap more of the sun’s heat
inside the atmosphere, making it increasingly warm
here on Earth. Scientists estimate that the sharpest
increase in carbon dioxide emissions has occurred
between the mid-1970s and the early 2000s. When
emissions were measured in 2003, the amount of
CO2 being pumped into the atmosphere was an alltime high. **
City Gridlock
Millions of Americans spend two hours or more
every day traveling to and from work. For a fiveday working week, this means that each of these
commuters spends about one month per year
inside a car! Those cars also pump many gallons
of CO2 into the air. According to a study by traffic
engineers, drivers in Los Angeles and New York
City alone waste more than 600 million gallons
of gas each year while sitting in traffic jams. That
equals about 7.5 million tons of CO2 in just those
two cities.
Cars contribute about 20 percent of CO2 to the
world’s greenhouse gas emissions, so as more and
more cars fill the roads, it’s not only gridlock that
is becoming worse—global warming is, too.
Replacement Lesson © Developmental studies center
The burning of huge areas of rainforest to make room
for farmland contributes to the increase in greenhouse gases.
A CHANGING WORLD
A few scientists argue that natural processes, such
as an increase in the energy given off by the sun,
have caused the global warming trend. However,
all the evidence points to human activity as the
cause of global warming. Since the early 1800s, the
amount of CO2 in the atmosphere has increased
and Earth’s temperature has risen along with it.
Scientists predict that if CO2 emissions continue at
the same rate, temperatures will continue to rise—
and Earth may soon become a very different place.
* Brohan, P., J.J. Kennedy, I. Harris, S.F.B. Tett and P.D. Jones,
2006: Uncertainty estimates in regional and global observed
temperature changes: a new dataset from 1850. Reproduced at
http://www.cru.uea.ac.uk/cru/info/warming/
** Trends: A Compendium of Data on Global Change
Grade Six
397
Sentences
from “Wolves”
Ranchers receive some payment for the loss of their livestock,
but it is hard to document deaths due to wolf attacks. Because
wolves eat the animals they kill, there is often no way to
prove how the animals died.
Excerpt from “Wolves” article by Developmental Studies Center, copyright © 2008, published by Developmental
Studies Center.
BLM
Making Meaning® Vocabulary
© Developmental studies center
week 17  Day 1