42
5 th Grade Phase II April 6 to April 24, 2020 Name: School: Grade Level: Teacher: NPS Curriculum & Instruction
5th
Gra
de
Ph
as
e I
I A
pri
l 6
to
Ap
ril
24
, 2
02
0
N
am
e:
Sc
ho
ol:
Gra
de
Le
ve
l:
Te
ac
he
r:
N
PS
Cu
rric
ulu
m &
In
str
uc
tio
n
Social Studies Learning in Place Plans
Fifth Grade: April 6-10 Learning Experience 1 Learning Experience 2 Learning Experience 3
The government of Virginia is broken up into 3 branches. Each branch has specific duties to keep our government running smoothly. Use the organizer titled The Government of Virginia to help you complete the activity Hey, That’s Our Job.
Read How a Bill Becomes a Law. On your own paper, create a flow chart or organizer with illustrations to show the 6 steps of how a bill becomes a law. You must include the step and a summary of what happens during that step. Examples of the first 2 steps are below: Step 1: Drafting and Introduction – A legislator asks that their idea be drafted into a bill during a General Assembly meeting. Step 2: Committee Action – The bill is referred to the committee and they decide what to do with it.
Use the information you have learned about Virginia’s government to complete the multiple choice questions.
Social Studies Learning in Place Plans
Fifth Grade: April 20-24 Learning Experience 1 Learning Experience 2 Learning Experience 3
During your English lessons, you learned about the economy of Virginia. Refer back to textbook pg 154-155 in your English packet to help you with this assignment. Complete the organizer Made in Virginia.
Think about what you learned about the regions of Virginia earlier this year. Use your background knowledge and pg 154-155 to help you answer these questions on a separate sheet of paper. 1) What region would be the best location to
harvest seafood? 2) What region is best for mining coal? 3) In what region would I find the shipbuilding
industry? 4) What region would I find most of our state
and federal government workers?
The service industry is important to Virginia’s economy. Virginians earn income through jobs in: Private health care, computer programming or systems design, and engineering. Government services including operation of public schools, hospitals and military bases are also important jobs. Think about these jobs and decide which two you would be interested in doing as an adult. Write 2 paragraphs describing the jobs in the service industry you are interested in and provide explanations for each. Remember a good paragraph has a topic sentence, many details or reasons, and a conclusion.
Virginia Government
1. Legal cases in Virginia are heard and decided by A. the General Assembly. B. the legislative branch. C. the Senate. D. the judicial branch. 2. This branch decides whether or not a law agrees with Virginia’s Constitution. A. military B. judicial C. legislative D. executive 3. The legislative branch of the Virginia government is known as the A. House of Burgesses. B. General Assembly. C. General Assimilation. D. Congress. 4. How many branches make up Virginia’s government? A. three B. seven C. two D. five 5. The executive branch of the state government is headed by the A. Governor. B. Attorney General. C. Senator. D. President. 6. The highest court in the state judicial branch is A. the Virginia Supreme Court. B. the Governor. C. the General Assembly. D. the Attorney General.
7. What is the General Assembly? A. a building designed by Thomas Jefferson B. the legislative branch of Virginia C. part of the judicial branch of Virginia D. the executive branch of Virginia 8. The Virginia General Assembly is divided into two parts A. the Senate and the House of Burgesses. B. the Senate and the House of Representatives. C. the Senate and the Congress. D. the Senate and the House of Delegates. 9. The Virginia Assembly included the governor of Virginia, the governor’s council, and A. colonists, chosen by the Governor. B. the Governor’s family. C. representatives elected by the citizens. D. the King of England. 10. The primary function of the executive branch is to A. make sure that the laws of the state are carried out. B. decide cases about people accused of breaking the law. C. make the state’s laws. D. decide whether or not a law agrees with Virginia’s Constitution. 11. The Virginia Assembly, the House of Burgesses, and General Assembly were, at different times, names for A. the executive branch of Virginia government. B. the judicial branch of Virginia government. C. the legislative branch of Virginia
Made In Virginia Activity: Sort the following phrases into the correct columns. Use the pages in your English packet for help.
o Architectural or engineering services o Soybeans and corn o Banking and lending o Computer programming o Apples o Peanuts o Health Care o Livestock o Public Schools o Shipbuilding o Coal o Seafood o Military
Products Services
SOL
5.2
No
tes
and
Pra
ctic
e
Co
nve
rtin
g f
ract
ion
s to
dec
ima
ls:
Som
e fr
acti
on
s ar
e ea
sy t
o r
emem
ber
….
21 =
0.5
0 o
r 0
.5
41 =
0.2
5
51
= 0
.20
or
0.2
101
= 0
.1
Oth
er f
ract
ion
s ca
n b
e co
nve
rted
to
dec
imal
s b
y lo
oki
ng
at t
he
frac
tio
n a
s a
div
isio
n e
qu
atio
n.
St
ud
ents
may
use
a c
alcu
lato
r to
per
form
th
ese
equ
atio
ns.
31 =
0.3
3 (
rep
eati
ng
dec
imal
) 81
= 0
.12
5
Ord
erin
g f
ract
ion
s a
nd
dec
ima
ls:
Firs
t co
nve
rt a
ll o
f th
e fr
acti
on
s to
dec
imal
s. L
ine
them
up
ver
tica
lly t
o c
om
par
e th
em.
Det
erm
ine
the
corr
ect
ord
er (
leas
t to
gre
ates
t o
r gr
eate
st t
o le
ast)
. 21
, 0.5
6,
83,
21
= 0
.50
leas
t to
gre
ates
t:
83,
21, 0
.56
0.5
6 =
0
.56
83
=
0.3
75
grea
test
to
leas
t: 0
.56
, 21
, 83
1. W
hic
h d
ecim
al is
eq
ual
to
85?
A
0.8
B
0
.45
C
0
.08
D
0
.04
5
2.
Wh
ich
sta
tem
ent
bel
ow
is t
rue?
A
2
5.3
4 >
25
.6
B
25
.34
< 2
5.0
21
C
2
5.3
4 <
25
.31
4
D
25
.34
> 2
5.3
34
3.
Wh
ich
se
t o
f d
ecim
als
is in
ord
er f
rom
gre
ate
st t
o
lea
st?
A
2.0
02
, 2.0
2, 2
.22
0, 2
.2
B
2.0
02
, 2.0
2, 2
.2, 2
.220
C
2
.22
0, 2
.2, 2
.02
, 2.0
02
D
2.2
20
, 2.0
02
, 2.0
2, 2
.2
4.
Wh
ich
se
t o
f n
um
ber
s is
ord
ered
fro
m le
ast
to
g
rea
test
?
52, 103
, 21
, 0.3
5
A
52
, 103
, 21
, 0.3
5
B
21
, 103
, 0.3
5,
52
C
21
, 52
, 0.3
5, 103
D
103
, 0.3
5,
52,
21
Ma
th P
ac
ing
M
on
day
Tu
esd
ay
We
dn
esd
ay
Thu
rsd
ay
Frid
ay
Wee
k 1
5.2
No
tes
5
.2 T
EI
5.2
Ch
eckp
oin
t #s
1-5
5
.2 C
hec
kpo
int
#’s
6-1
0
5.2
Fo
rmat
ive
Ass
essm
ent
Wee
k 2
5.1
an
d 5
.3 N
ote
s
5.1
an
d 5
.3 T
EI
5.1
an
d 5
.3
Ch
eckp
oin
t #s
1-5
5.1
an
d 5
.3
Ch
eckp
oin
t #
’s 6
-10
F
orm
ativ
e A
sses
smen
t
SOL
5.2
Tec
hn
olo
gy E
nh
ance
d It
em
s (T
EI)
1.
Dir
ecti
on
s: A
fter
sh
ow
ing
you
r th
inki
ng,
wri
te y
ou
r an
swer
in t
he
bo
x.
Wri
te t
he
frac
tio
n b
elo
w in
its
dec
imal
eq
uiv
alen
t.
2 5
2.
Dir
ecti
on
s: A
fter
sh
ow
ing
you
r th
inki
ng,
wri
te y
ou
r an
swer
in t
he
bo
x.
Wri
te t
he
frac
tio
n b
elo
w in
its
dec
imal
eq
uiv
alen
t.
7 8
3.
Dir
ecti
on
s: A
fter
sh
ow
ing
you
r th
inki
ng,
wri
te y
ou
r an
swer
in t
he
bo
x.
Wri
te t
he
dec
imal
bel
ow
as
an e
qu
ival
ent
frac
tio
n.
0.7
5
4.
Dir
ecti
on
s: D
raw
an
arr
ow
fro
m t
he
frac
tio
n o
n t
he
left
to
th
e eq
uiv
alen
t d
ecim
al o
n t
he
righ
t. Y
ou
mu
st
dra
w o
ne
arro
w t
o a
nd
fro
m e
ach
bo
x.
5.
Dir
ecti
on
s: C
ircl
e th
e b
ox
you
wan
t to
sel
ect.
Wh
ich
is t
he
dec
imal
eq
uiv
alen
t to
th
e fr
acti
on
𝟐 𝟖?
𝟏 𝟐
𝟐 𝟏𝟎
𝟒 𝟓
0.8
0.5
0.2
0.1
25
0
.2
0.2
5
Ch
eckp
oin
ts 5
.2
5.2
Fo
rmat
ive
Ass
ess
me
nt
1
Wh
ich
dec
imal
is e
qu
ival
ent
to 𝟑 𝟒
?
A
0
.34
B
0.7
5
C
0
.50
D
0.3
3
2
Wh
ich
list
of
nu
mb
ers
is o
rder
ed f
rom
gre
ate
st t
o le
ast?
0.4
2,
2 12, 7 8
, 0.2
4
A
2 1
2, 0
.42
, 7 8, 0
.24
B
0.2
4,
2 12, 0
.42
, 7 8
C
7 8, 0
.42
, 0.2
4,
2 12
D
0.4
2,
2 12, 7 8
, 0.2
4
3 O
rder
th
ese
frac
tio
ns
in d
esce
nd
ing
ord
er o
n t
he
nu
mb
er li
ne
. (le
ast
to g
reat
est
).
5 4
7 8
2 5
1 2
1 4
1
1
12
4
Wh
ich
dec
imal
is e
qu
ival
ent
to 𝟓 𝟏
𝟎 ?
A
0
.2
B
0
.25
C
0.5
0
D
0
.15
5
Li
st t
he
nu
mb
ers
in o
rder
fro
m le
ast
to g
reat
est
.
3 8,
4 5, 0
.35
, 0.7
0
SOL
5.1
an
d 5
.3 N
ote
s an
d P
ract
ice
5.1
R
ou
nd
ing
dec
imal
s: U
nd
erlin
e th
e p
lace
th
at y
ou
are
ro
un
din
g to
. Lo
ok
to t
he
pla
ce t
o t
he
righ
t to
det
erm
ine
if
you
sh
ou
ld r
ou
nd
up
or
do
wn
. Ex
amp
le:
5.8
29
ro
un
ded
to
th
e n
eare
st w
ho
le (
on
es):
5
.82
9
= 6
rou
nd
ed t
o t
he
ten
ths
pla
ce
5.8
29
=
5.8
ro
un
ded
to
th
e h
un
dre
dth
s p
lace
5
.82
9
= 5
.83
5
.3
A n
um
ber
is d
ivis
ible
by…
.. 2
→ If
th
e n
um
ber
is e
ven
. 3
→ If
th
e su
m o
f th
e d
igit
s o
f th
e n
um
ber
is
div
isib
le b
y 3
. 4
→ If
th
e la
st t
wo
dig
its
are
div
isib
le b
y 4
. 5
→ If
th
e la
st d
igit
is 0
or
5.
6 →
If t
he
nu
mb
er is
div
isib
le b
y B
OTH
2 a
nd
3.
7→
If t
he
last
dig
it is
rem
ove
d, d
ou
ble
d, a
nd
su
btr
acte
d f
rom
th
e re
mai
nin
g n
ew n
um
ber
an
d t
he
dif
fere
nce
is 0
or
7.
(Mu
st b
e re
pea
ted
.)
8 →
If it
is o
ne
of
ever
y o
ther
pro
du
ct o
f m
ult
iple
s fo
r 4
, beg
inn
ing
wit
h 8
- (8
, 12
, 16
, 20
, 24
, 28
, 32
…)
9
→ If
th
e su
m o
f th
e d
igit
s is
div
isib
le b
y 9
. 1
0 →
If t
he
last
dig
it is
0.
1.
Ro
un
d 5
.69
3 t
o t
he
nea
rest
wh
ole
.
A
5 B
5
.7
C
5.6
9
D
6
2.
Wh
en r
ou
nd
ed t
o t
he
nea
rest
ten
th, w
hic
h o
f th
e
dec
imal
nu
mb
ers
bel
ow
ro
un
ds
to 5
46
.7?
A
54
6.7
72
B
5
46
.64
C
5
46
.68
1
D
54
6.7
5
3.
Wh
ich
nu
mb
er is
no
t p
rim
e?
A
31
B
49
C
79
D
97
4.
Wh
ich
nu
mb
er is
no
t co
mp
osi
te?
A
45
B
6
7
C
86
D
9
1
Circl
e t
he r
ela
tionsh
ips
that
are
ALW
AYS t
rue.
The
diffe
ren
ce
of
2 e
ve
n
nu
mb
ers
is e
ve
n.
The
diffe
ren
ce
of
2
od
d n
um
be
rs is
od
d.
The
pro
du
ct
of
2 e
ve
n
nu
mb
ers
if e
ve
n.
The
diffe
ren
ce
of
2
eve
n n
um
be
rs is
od
d.
The
pro
du
ct
of
2 o
dd
nu
mb
ers
is o
dd
.
The
su
m o
f 2 o
dd
nu
mb
ers
is o
dd
.
The
su
m o
f tw
o e
ve
n
nu
mb
ers
is e
ve
n.
The
pro
du
ct
of
an
eve
n
an
d o
dd
nu
mb
er
is
od
d.
The
pro
du
ct
of
2 o
dd
nu
mb
ers
is e
ve
n.
Eve
n n
um
be
rs a
re
div
isib
le b
y 2
.
The
diffe
ren
ce
of
2 e
ve
n
nu
mb
ers
is o
dd
.
The
on
es-
pla
ce
de
term
ine
s if a
nu
mb
er
is e
ve
n o
r o
dd
.
The
diffe
ren
ce
of
2 o
dd
nu
mb
ers
is e
ve
n.
The
pro
du
ct
of
an
eve
n a
nd
od
d n
um
be
r
is e
ve
n.
The
pro
du
ct
of
an
eve
n
an
d o
dd
nu
mb
er
is o
dd
.
Od
d n
um
be
rs a
re n
ot
mu
ltip
les
of
2.
The
su
m o
f a
n e
ve
n a
nd
od
d n
um
be
r is
eve
n.
The
su
m o
f a
n e
ve
n
an
d o
dd
nu
mb
er
is
od
d.
Eve
n n
um
be
rs h
ave
2 a
s a
fac
tor.
Od
d n
um
be
rs a
re
div
isib
le b
y 2
.
SOL
5.1
an
d 5
.3 T
ech
no
logy
En
han
ced
Ite
ms
(TEI
)
Dir
ecti
on
s: W
rite
yo
ur
answ
er in
th
e b
oxe
s. Y
ou
mu
st in
clu
de
all n
um
ber
s
liste
d.
Wri
te e
ach
nu
mb
er u
nd
er t
he
corr
ect
hea
din
g o
n t
he
char
t b
elo
w.
Prim
e N
um
ber
s C
omp
osi
te N
umbe
rs
D
irec
tio
ns:
Cir
cle
the
bo
xes
you
wan
t to
sel
ect.
Yo
u m
ust
sel
ect
all c
orr
ect
answ
ers.
Rea
d t
he
stat
emen
ts a
bo
ut o
dd
an
d e
ven
nu
mb
ers.
Cir
cle
the
stat
emen
ts t
hat
are
tru
e.
Dir
ecti
on
s: W
rite
yo
ur
answ
er in
th
e b
oxe
s. Y
ou
mu
st in
clu
de
all n
um
ber
s lis
ted
.
Wri
te e
ach
num
ber
un
der
th
e co
rrec
t h
ead
ing
on
th
e ch
art
bel
ow.
Even
Num
ber
s O
dd N
um
ber
s
69
23
13
53
35
The
sum
of
two
od
d n
um
ber
s is
eve
n
Even
nu
mb
ers
hav
e ei
ther
an
od
d n
um
ber
or
a ze
ro in
th
e o
nes
pla
ce
The
sum
of
two
eve
n n
um
ber
s is
od
d
An
eve
n n
um
ber
has
2 a
s a
fact
or
or
is
div
isib
le b
y 2
298
1,11
2 99
8 87
7 78
9 6
,344
183
676
5.1
an
d 5
.3 C
hec
kpo
int
Qu
esti
on
s
5.1
an
d 5
.3Fo
rmat
ive
Ass
essm
en
t
1. W
hat
is 4
,321
.15
ro
un
ded
to
th
e n
eare
st t
enth
? 2
. Ju
stin
saw
a p
arki
ng
lot
fille
d w
ith
car
s. W
hic
h c
ars
hav
e co
mp
osi
te n
um
ber
s o
n t
hem
?
A
68
, 96
, 34
, 40
, 53
B
40
, 55
, 28
, 34
, 96
, 68
C
68
, 71
, 89
, 73
, 55
D
68
, 96
, 34
, 89
, 28
, 53
, 40
3
. A
set
of
bas
ebal
l un
ifo
rms
con
tain
on
ly e
ven
-nu
mb
ered
jers
eys.
Wh
ich
co
uld
be
thre
e o
f th
e je
rsey
n
um
ber
s fr
om
th
is s
et o
f u
nif
orm
s?
A
1
1, 3
3, 4
4
B
20
, 34
, 49
C
2
1, 3
2, 5
8
D
34
, 42
, 50
4
. W
hic
h n
um
ber
s w
ou
ld r
ou
nd
to
th
e n
eare
st w
ho
le n
um
ber
36
5?
A
3
65
.4
B
3
64
.48
C
36
5.8
1
D
3
64
.3
5.
Wri
te t
he
nu
mb
er 5
2 in
th
e co
rre
ct p
lace
in t
he
Ven
n d
iagr
am.
68
71
96
3
4
89
40
55
5
3
28
73
Co
mp
osi
te
Od
d
21
7
4
8
97
A
B
C
Norfolk Public Schools Science Learning in Place Plan: Grade 5 Lessons
Week 4: April 6 – 10, 2020
Monday Tuesday Wednesday Thursday Friday
“Plate Tectonics” ▪ Students will read the
Interactive Notebook Passage entitled “Plate Tectonics” and answer questions for paragraphs 1 and 2.
▪ Students will justify their thinking by highlighting evidence from the text.
“Plate Tectonics” ▪ Students will review the
Interactive Notebook Passage entitled “Plate Tectonics” and answer questions for paragraphs 3 and 4.
▪ Students will justify their thinking by highlighting evidence from the text.
“Plate Tectonics” ▪ Students will review the
Interactive Notebook Passage entitled “Plate Tectonics” and answer questions for paragraphs 5 and 6.
▪ Students will justify their thinking by highlighting evidence from the text.
“Plate Tectonics” ▪ Students will illustrate the
movement of the different types of boundaries.
▪ Students will include descriptive captions that include essential vocabulary and the effect of the boundary.
“Plate Tectonics” ▪ Students will divide the
Plate Tectonics illustrations page into 6 sections and number the sections 1-6 (the same as the number of paragraphs).
▪ Draw a picture to Illustrate what was learned from each paragraph.
Week 5: April 13 – 17, 2020
Monday Tuesday Wednesday Thursday Friday
S p r i n g B r e a k
Week 6: April 20 – 24, 2020
Monday Tuesday Wednesday Thursday Friday
“Effects on the Ocean Environment”
▪ Students will read the Interactive Notebook Passage entitled “Effects on the Ocean Environment” and answer questions for paragraphs 1 and 2.
▪ Students will justify their thinking by highlighting evidence from the text.
“Effects on the Ocean Environment”
▪ Students will review the Interactive Notebook Passage entitled “Effects on the Ocean Environment” and answer questions for paragraphs 3 and 4.
▪ Students will justify their thinking by highlighting evidence from the text.
“Effects on the Ocean Environment”
▪ Students will review the Interactive Notebook Passage entitled “Effects on the Ocean Environment” and answer questions for paragraphs 5 - 7.
▪ Students will justify their thinking by highlighting evidence from the text.
“Effects on the Ocean Environment”
▪ Students will review the Interactive Notebook Passage entitled “Effects on the Ocean Environment” and answer questions for paragraphs 8 - 10.
▪ Students will justify their thinking by highlighting evidence from the text.
“Effects on the Ocean Environment”
▪ Students will divide the Effects on the Ocean Environment illustrations page into 6 sections and number the sections 1-6 (the same as the number of paragraphs).
▪ Draw a picture to Illustrate what was learned from each paragraph.
Plate Tectonics
We have learned that Earth is made up of four layers: crust,
mantle, outer core, inner core. The layers beneath the crust
are under incredible pressure and intense heat (thermal
energy). This intense thermal (heat) energy causes
movement of material within the Earth.
Plate Boundaries
The Earth’s surface is broken up into huge plates (tectonic
plates). These plates are not connected to one another, so they
bump, push, and scrape past the other plates around them. As
the plates move, the edges or boundaries of these plates
crack. These cracks are called faults. Volcanoes and
earthquakes occur on these faults.
When plates push together, a convergent boundary is
formed. Convergent boundaries cause mountain ranges, such
as the Appalachian Mountains of Virginia, to rise up from the
Earth’s surface. Miles below in Earth’s oceans, convergent
boundaries force plates downward instead of upward and deep
trenches are formed.
When plates move apart, a divergent boundary is formed.
Most divergent boundaries occur on the ocean floors of Earth.
Mid-ocean ridges are formed as magma rises up between the
two separating plates forming volcanoes and mountain ranges
deep under water. Most of Earth’s new crust comes from the
magma that erupts from these divergent boundaries and the
volcanoes they create.
When plates slide past each other horizontally, transform
boundaries (or strike-slip or sliding boundaries) are formed.
These types of boundaries grind against each other causing
earthquakes. One such boundary is located on the West
Coast of the United States. That boundary causes earthquakes
in the state of California.
Continental Drift Theory
This process of plate movement on Earth’s surface is also called
continental drift. These movements, past and present, are
responsible for the amazing geological features of our Earth’s
ever-changing surface.
Plate Tectonics Illustrations
Plate Tectonics Active Reading Questions
Paragraph 1 • What are the four layers of the Earth? • What causes movement within the Earth? Paragraph 2 • What are plates? • What causes plates to move? • What part of the plates bump, push, and scrape past each other? • Where do volcanoes and earthquakes occur? Paragraph 3 • How is a convergent boundary formed? • What landforms are caused by convergent boundaries? • What happens when a convergent plate is forced downward in the ocean?
Paragraph 4 • What is a divergent boundary? • Where do most divergent boundaries occur? • What landforms are created at these divergent boundaries? • How does Earth renew its crust?
Paragraph 5 • What is it called when plates slide past each other? • What happens when the plates grind against each other? Paragraph 6 • What is responsible for the geological features of our Earth’s surface?
Effects on the Ocean Environment
We live on a very watery world! About seventy percent of Earth is
covered by water and most of this water is located in our five oceans.
Ocean water is a complex mixture of gases like air and dissolved solids
such as salts. This complex mixture supports many animals and plants.
The plants and animals living in the Earth’s oceans are affected by the
physical characteristics of the ocean environment. These physical
characteristics include depth, temperature, and salinity.
Depth
Depth is one physical characteristic of the ocean that affects where
marine or ocean organisms can live. As you travel below the ocean’s
surface, visibility decreases. This is due to the fact that sunlight can
only penetrate water to a depth of about 3,000 feet (900 meters).
Because of this, many ocean animals live in the upper zones of the
ocean where there is sunlight.
Plant life is even more dependent on the penetration of sunlight.
Because of this, ocean plants need to live much closer to the surface
(328 feet or 100 meters) in order to have enough light to carry out the
life process of photosynthesis. Below 3,000 feet the oceans are pitch
black and cold. You see, as depth increases temperature decreases
(becomes colder) and water pressure increases. In fact, at the deepest
parts of the ocean, the water is barely above the freezing point and
ocean pressure is 8 tons per square inch. (That’s like a really big
elephant putting all of his weight in a one-inch square.)
Very few organisms can live in those conditions. No plants will be found
at these depths but the creatures that do are very strange-looking
animals! Most deep-sea animals are small and feed mainly on other
fish and dead animals and plants that float down from the surface.
Many of these creatures have body parts that produce a type of light
that glows to hunt and attract prey.
Temperature
Temperature is a physical characteristic of the ocean that affects
where marine organisms can live. The ocean has a wide range of
temperatures from the almost 100°F (38°C) in the shallow coastal
waters of the tropics to the freezing waters of the poles. Near the
Equator, the waters of Earth’s oceans can reach the temperature of a
warm bath. Many forms of sea life live in the warmer ocean waters
including living coral reefs, manatees, rays, clams, and horseshoe crabs.
In the polar region, many fish have a kind of natural antifreeze in their
blood. Ocean mammals in the Arctic regions survive by relying on a
thick layer of fatty blubber and fur to keep them warm. Ocean plants,
such as phytoplankton, can also grow in these cold waters but only
during the warmer summer months.
Salinity
Salinity is another physical characteristic of the ocean that affects
where marine organisms can live. Salinity is the amount of salt that is
dissolved in ocean water. The salinity of the oceans varies during the
year. Such factors as rainfall, evaporation, river run-off and ice
formation cause the salinity of a body of water to change. While rainfall
and river run-off add water and lower the salinity, evaporation and ice
formation remove water and increase the salinity.
Animals that live in salty water have developed ways to deal with their
salty environment. Most marine creatures keep the salinity inside their
bodies equal to the salinity of the surrounding water. If they are moved
to waters of higher or lower salinity, they will eventually die.
Effects on the Ocean Environment
Active Reading Questions
Paragraph 1 • How much of the Earth is covered by water? • Where is most of the water located?
• What “complex mixture” makes up ocean water? • What does this complex mixture support? Paragraph 2 • What affects the plants and animals living in the Earth’s oceans? • What do the physical characteristics of the ocean environment include?
Paragraph 3 • What is one physical characteristic that affects where marine organisms live? • Why does visibility decrease as you travel below the ocean’s surface? • Where do most ocean animals live? Paragraph 4 • Why do most ocean plants need to live closer to the surface of the ocean? • What is photosynthesis?
Paragraph 5 • What happens to temperature as depth increases? • What happens to water pressure as depth increases?
Paragraph 6 • How does temperature affect where marine organisms can live?
Paragraph 7 • What is lifelike for marine organisms that live in the waters near the equator? Paragraph 8 • How do marine organisms survive in the waters of the polar regions? Paragraph 9 • What is another physical characteristic that affects marine organisms and where they live? • What is salinity? • Why does the salinity of the oceans vary during the year?
Paragraph 10 • How do marine animals adapt to the salinity of the ocean?
Effects on the Ocean Environment Illustrations
NPS Learning in Place English Grade: Fifth Grade
Monday Tuesday Wednesday Thursday Friday
Week 4
Read the poster, Stop the Spread of Germs. Write 5 questions that can be answered by this poster in your journal. Write the answers underneath each question. Quiz the people in your family to see who knows the most about staying well during virus season!
Read Fossil Fish Found! Use the clues in the article to answer the following question in your journal: Why might the coelanth have been considered extinct? Give at least 3 detailed reasons that you found in the text to draw this conclusion. Use the following to help you organize your ideas before writing:
Read Cave of the Crystal Use the text and text features to answer the following question: Should the owners stop pumping out the water, so that the caves will flood again or should they keep pumping out the water? Defend your choice using evidence from the text.
Reread Fossil Fish Found! and Cave of the Crystal Compare and Contrast the two discoveries (the living fish and the crystal cave) in your journal. Compare/contrast the following:
How the discoveries were made
What scientists learned from the discoveries
Details about the discoveries
Read Social Studies Text, Made in Virginia p. 154-155 Create a chart with the headings, Natural Resources, Human Resources, and Goods. Do a scavenger hunt of all the things in your house from the text that fall into those categories. Write about how your family uses resources from Virginia in your everyday life. Create a chart like the one below to help you plan.
Natural Resources
Goods Services
Week 5 Spring Break: April 13 through 17
Conclusion
clueclueclue
Reason Reason
Reason Reason
Your choice
Week 6
Read the poem Karate Kid
Author’s often write poems to express their feelings. What is the theme or author’s message of the poem? Write a paragraph in your journal giving evidence from the text to back up your ideas about the theme.
Read Karate Kid and Deanie McLeanie
How are Karate Kid and Deanie McLeanie the same? How are they different? Complete a Venn Diagram about the poems and write a paragraph in your journal to explain.
Read Tiger
Write a poem using alliteration. Use Tiger as a model. Choose the subject of your poem and think of details to describe it. Focus on a single repeating first consonant sound. Alliteration can draw attention to unique imagery in a poem.
Read A Tom Cat Is
Notice how the author appeals to the senses describing a sandpaper tongue and needlepoint claws. Write a poem about an animal using at least 3 senses to describe it (sight, sound, taste, feel, and smell)
Read The Midnight Ride of Paul Revere
Write a Patriotic Poem about a person or event in history. Write about any American topic that you are familiar with and interested in.
Read 14.2
Read a book of choice and record it on the reading log each day.
Materials
Packet includes all reading material Reading Log Book of choice to read each day Paper/pencils
READ 14.2 READING LOG
Date Number of Pages Read
Title #summary
3-12-20 10 Cinderella #mistreatedgirlmeetsprincelosesshoeandliveshappilyeverafter
Elem
en
tary
Art
-Le
arn
ing
in P
lace
Pac
ket
Gra
de
s 4
-5
Ap
ril 6
- Ap
ril 2
4, 2
02
0
Gra
de
s 4
-5
April
6...
Fin
d a
n o
bje
ct a
rou
nd
yo
ur
ho
me.
Pla
ce it
on
yo
ur
pap
er. U
se a
pen
cil t
o t
race
th
e o
uts
ide
lines
(co
nto
ur
lines
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f th
e o
bje
ct.
Do
th
is
mu
ltip
le t
imes
ch
angi
ng
the
po
siti
on
of
the
ob
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ll u
p t
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pag
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se a
so
lid
colo
r b
ackg
rou
nd
(N
egat
ive
spac
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nd
co
lor
the
ob
ject
s (p
osi
tive
sp
ace)
dif
fere
nt
colo
rs o
r le
ave
them
wh
ite.
Po
siti
ve S
pac
e N
egat
ive
Spac
e C
on
tou
r Li
ne
April
20.
..G
o o
uts
ide
and
tak
e a
wal
k,
do
n’t
fo
rget
to
tak
e yo
ur
pap
er w
ith
yo
u.
Fin
d a
tre
e yo
u w
ou
ld li
ke t
o d
raw
. C
riss
cro
ss a
pp
le s
auce
an
d
beg
in d
raw
ing
wh
at y
ou
see
w
ith
a p
enci
l. T
his
is c
alle
d
ob
serv
atio
nal
dra
win
g,
wh
ich
mea
ns
dra
win
g fr
om
lif
e. .
Co
nsi
der
ho
w t
he
bra
nch
es f
orm
an
d s
plit
cr
eati
ng
Y’s.
Th
ink
abo
ut
the
text
ure
yo
u s
ee b
ein
g cr
eate
d b
y th
e b
ark
on
th
e tr
ee.
Do
n’t
fo
rget
to
in
clu
de
the
gras
s te
xtu
re
and
ho
rizo
n li
ne
sep
arat
ing
the
fore
gro
un
d a
nd
b
ackg
rou
nd
. Th
is is
a p
enci
l d
raw
ing
focu
sin
g o
n t
extu
re
and
use
of
line,
co
lor
is
op
tio
nal
.
Ob
serv
atio
nal
d
raw
ing
Nat
ure
Fo
regr
ou
nd
M
idd
le g
rou
nd
B
ackg
rou
nd
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ne
Te
xtu
re
Qua
rter n
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t "1"
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Gra
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5:
Gif
ted
Op
po
rtun
itie
s
Gifte
d E
ducation &
Acad
em
ic R
igor
April 6 –
Apri
l 2
4
Com
munic
atio
n S
kills
Ind
epe
ndent
Read
ing
Menu
: C
hoo
se a
fav
orit
e n
ovel to
read
. E
ach w
eek, ch
oose
one
of
the a
ctiv
itie
s
to c
ompl
ete
and
tur
n in
to
your
Gif
ted R
eso
urce
Teac
her.
Be s
ure t
o in
dic
ate w
hic
h o
ne y
ou c
hos
e.
Week 1
Apr
il 6
- 1
0
1. If
you
were
inv
olve
d in
a si
tuat
ion
sim
ilar
to
what
hap
pene
d in
the s
tory
, how
wou
ld
you
hav
e a
cted?
Desc
ribe t
he s
itua
tion
fro
m t
he b
ook a
nd h
ow y
ou w
ould
choo
se t
o
reac
t.
2.
Did
the b
ook g
ive y
ou a
ny n
ew
ideas
abou
t yo
urse
lf?
Did
it
insp
ire y
ou t
o do
som
eth
ing?
Chan
ge s
ometh
ing?
Expl
ain
deta
ils
from
the b
ook in
addit
ion
to h
ow t
he
boo
k a
ffect
ed y
ou
Week 2
Apr
il 1
3 -
17
SPR
ING B
REAK
– E
njoy
the d
own
tim
e w
ith y
our
fam
ily!
G
o ou
tsid
e a
nd t
ake a
wal
k.
Re-r
ead
one
of
your
fav
orit
e b
ooks,
keep
a pe
rson
al j
ourn
al a
bou
t w
hat
lear
ning
at
hom
e h
as b
een
like f
or y
ou.
Week 3
Apr
il 2
0-2
4
1. Im
agin
e t
rans
port
ing
your
self
int
o a
cert
ain
scene
or
loca
tion
in
the b
ook. W
rite
a
desc
ript
ion
of w
hat
you
r expe
rienc
e m
ay b
e lik
e b
ein
g th
ere
.
2.
Fin
d f
ive s
ent
enc
es
in t
he s
tory
that
giv
e t
rue f
acts
. Fin
d f
ive s
ent
enc
es
that
you
thin
k s
how
the o
pini
on o
f th
e a
uthor
and
may
or
may
not
be t
rue f
acts
.
D
on’t
for
get
to r
ead
eve
ry d
ay!!
Mat
hem
atic
s Com
plete
one
act
ivit
y fo
r eac
h w
eek. P
leas
e w
rite
you
r re
spon
ses
on y
our
own
pape
r, a
nd b
e p
repa
red
to s
har
e t
he a
nsw
ers
wit
h y
our
Gif
ted R
eso
urce
Teac
hers
when
you
see t
hem
.
Wee
k 1
Apr
il 6
- 1
0
The P
layg
roun
d C
omm
itte
e is
cons
ideri
ng c
reat
ing
a w
alkw
ay a
long
the b
uild
ing
in b
ack
of t
he p
rim
ary
clas
sroo
ms
whic
h w
ould
ena
ble
the s
tudent
s to
go
from
the b
ack d
oors
of
their
cla
ssro
oms
to t
he p
aved w
alkw
ay in
bac
k o
f th
e g
ym w
ithou
t
gett
ing
mud
dy.
They
are, how
eve
r, c
once
rned a
bou
t th
e c
ost,
and
are
won
deri
ng if
it
can
be d
one f
or less
than
$5
00
dol
lars
. An
anon
ymou
s to
wnÕ
s pe
rson
has
agr
eed t
o
cove
r th
e c
ost
of lab
or, an
d o
ther
needed m
ateri
als
(inc
ludin
g sa
nd t
o le
vel ou
t th
e
pave
rs).
Belo
w a
re p
ossi
ble
mat
eri
als
that
the c
omm
itte
e w
ould
need t
o buy
to
com
plete
the w
alkw
ay, al
ong
wit
h s
izes
and p
rice
s. H
elp
the c
omm
itte
e b
y desi
gnin
g an
attr
acti
ve w
alkw
ay a
nd d
ete
rmin
ing
wheth
er it
can
be d
one w
ithin
their
bud
get.
Wri
te
them
a lett
er
desc
ribin
g yo
ur d
esi
gn, th
e c
ost
of t
he d
esi
gn, th
e m
ateri
als
needed.
Week 2
Apr
il 1
3 -
17
SPR
ING B
REAK
– E
njoy
the d
own
tim
e w
ith y
our
fam
ily!
If
it’s
not
too
lat
e, st
ep
outs
ide a
nd loo
k a
t up
int
o th
e n
ight
sky…
can
you
est
imat
e h
ow m
any
star
s yo
u se
e?
Week 3
Apr
il 2
0-2
4
HE
LP
– I’m
Melt
ing!
The
stud
ent
s in
Mrs
. McN
air’
s cl
ass
stac
ked 3
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NPS ESL Learning in Place Plan, Grade 3-5, April 6-10, 2020
Topic: Jobs
Banker Cashier Doctor Nurse Teacher Waiter
Directions: Use notebook paper to complete these learning activities.
Monday Tuesday Wednesday Thursday Friday
Point to each picture above and say the words 3 times.
Think of 2-3 other jobs. Draw each job and label.
Example :
Roofer
Watch a movie or TV show. What jobs did you see in the movie or TV show?
Write 2-3 sentences: I watched _____, and I saw a _____.
Example : I watched The Cat and The Hat, and I saw a roofer.
Read a book or magazine in English or your home language. What jobs did you read about?
Talk to a family member about the jobs you read about.
Example : I read about a roofer. A roofer fixes leaks on houses.
What jobs do you do at home to help your family?
Write 2-3 sentences and draw a picture for each sentence: At home I _____.
Example : At home I wash the dishes .
Ask your family members what jobs they do. (Mom, what is your job?)
Write 2-3 sentences and draw a picture for each sentence: My _____ is a _____.
Example : My mom is a chef.
NPS ESL Learning in Place Plan, Grade 3-5, April 20-24
Topic: Job Locations
Bank Shopping Center Hospital Office Building School Restaurant
A banker works at a bank.
A cashier works at a shopping center.
A doctor works at a hospital or an office building.
A nurse works at a hospital or an office building.
A teacher works at a school.
A waiter works at a restaurant.
Directions: Use notebook paper to complete these learning activities.
Monday Tuesday Wednesday Thursday Friday
Point to each picture above and read each sentence 3 times.
Think of 2-3 other job locations. Draw each job location and label.
Example :
library
Watch a movie or TV show. What job locations did you see in the movie or TV show?
Write 2-3 sentences: I watched _____. A _____ works at a _____.
Example: I watched Word Girl. A librarian works at a library.
Read a book or magazine in English or your home language. What job locations did you read about?
Talk to a family member about the job locations you read about.
Example : I read about a library. A library has books and magazines for people to read.
Think about where you do your jobs at home.
Write 2-3 sentences and draw a picture for each sentence: I _____ in the _____.
Example : I wash the dishes in the kitchen.
Ask your family members where they work.
Write 2-3 sentences and draw a picture for each sentence: My _____ is a _____, and he/she works at a _____.
Example : My mom is a chef, and she works at a
restaurant.
