ELA | LEVEL 4 Teacher Edition Sample Page mentoringminds.com 126 ILLEGAL TO COPY motivationela ™ LEVEL 4 mentoringminds.com Unit Instructional Plans Volcano Erupts and Extremes in Nature for Kids Unit 17 Getting Started (student pages 179–192) Introduction This unit contains paired selections that share information about the eruption of Mount St. Helens. “Volcano Erupts” is in the format of a newspaper article, while “Extremes in Nature for Kids” contains a blog post and comments. A cross-curricular connection for this unit might focus on natural disasters. Lexile Text Measure 880L and 790L Building Background Knowledge Introduce this unit by having students view a video clip of the eruption of Mount St. Helens. Allow students to debrief their observations of the eruption, including descriptive terms, words, and phrases. Post student responses on a class chart. (SL.4.1, SL.4.2, SL.4.3, DOK: 2, Bloom’s/RBT: Comprehension/Understand) Suggested Formative Assessment Instruct students to write a diary entry sharing a firsthand account of the eruption of Mount St. Helens. Encourage students to use words and phrases from the posted chart created in the Building Background Knowledge activity. Review student responses to determine individual understanding of the point of view and descriptions appropriate for a firsthand account. (RI.4.1, RI.4.6, W.4.2, L.4.1, L.4.2, L.4.3, DOK: 3, Bloom’s/RBT: Application/Apply) Suggested Unit Content Literature Continue building student knowledge related to this unit by selecting books from the following list for read alouds, for student independent reading, and for research resources. Vacation Under the Volcano – Mary Pope Osborne I Wonder Why Volcanoes Blow Their Tops: and Other Questions About Natural Disasters – Rosie Greenwood Pompeii: Into the Fire – Robyn Opie Parnell Volcano: The Eruption and Healing of Mount St. Helens – Patricia Lauber Mount St. Helens: The Eruption and Recovery of a Volcano – Rob Carson Mountain of Fire – Paul Thomsen Pompeii: Lost & Found – Mary Pope Osborne Pompeii…Buried Alive! – Edith Kunhardt Natural Disasters: Discover the Awesome Power of Tsunamis, Hurricanes, Earthquakes, and Volcanoes – Claire Watts Earthquakes and Other Natural Disasters – Harriet Griffey I’ll Know What to Do: A Kid’s Guide to Natural Disasters – Bonnie S. Mark, Ph.D. and Aviva Layton Natural Disasters – Madeline Boskey Hurricanes, Tsunamis, and Other Natural Disasters – Andrew Langley Child Survivors of Natural Disasters: From Hurricanes to Earthquakes – Bria Hitt, Morocco Hitt, Alexandria Hitt, & Zoe Hitt (RL.4.10, RI.4.10, RF.4.4, RF.4.4a, RF.4.4b, RF.4.4c, SL.4.1, SL.4.2, SL.4.3, SL.4.4, SL.4.5, SL.4.6, DOK: 2, Bloom’s/RBT: Comprehension/Understand)
Transcript
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Unit Instructional Plans
Volcano Erupts and Extremes in Nature for Kids
Unit 17
Getting Started (student pages 179–192)
Introduction
This unit contains paired selections that share information about the eruption of Mount St. Helens. “Volcano Erupts” is in the format of a newspaper article, while “Extremes in Nature for Kids” contains a blog post and comments. A cross-curricular connection for this unit might focus on natural disasters.
Lexile Text Measure 880L and 790L
Building Background Knowledge
Introduce this unit by having students view a video clip of the eruption of Mount St. Helens. Allow students to debrief their observations of the eruption, including descriptive terms, words, and phrases. Post student responses on a class chart.
Instruct students to write a diary entry sharing a firsthand account of the eruption of Mount St. Helens. Encourage students to use words and phrases from the posted chart created in the Building Background Knowledge activity. Review student responses to determine individual understanding of the point of view and descriptions appropriate for a firsthand account.
Continue building student knowledge related to this unit by selecting books from the following list for read alouds, for student independent reading, and for research resources.
Vacation Under the Volcano – Mary Pope Osborne I Wonder Why Volcanoes Blow Their Tops: and Other Questions About Natural Disasters – Rosie Greenwood Pompeii: Into the Fire – Robyn Opie Parnell Volcano: The Eruption and Healing of Mount St. Helens – Patricia Lauber Mount St. Helens: The Eruption and Recovery of a Volcano – Rob Carson Mountain of Fire – Paul Thomsen Pompeii: Lost & Found – Mary Pope Osborne Pompeii…Buried Alive! – Edith Kunhardt Natural Disasters: Discover the Awesome Power of Tsunamis, Hurricanes, Earthquakes, and Volcanoes – Claire WattsEarthquakes and Other Natural Disasters – Harriet Griffey I’ll Know What to Do: A Kid’s Guide to Natural Disasters – Bonnie S. Mark, Ph.D. and Aviva Layton Natural Disasters – Madeline Boskey Hurricanes, Tsunamis, and Other Natural Disasters – Andrew Langley Child Survivors of Natural Disasters: From Hurricanes to Earthquakes – Bria Hitt, Morocco Hitt, Alexandria Hitt, & Zoe Hitt
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Unit Instructional Plans
Volcano Erupts and Extremes in Nature for Kids
Unit 17
Vocabulary Focus*Teachers using this selection for direct instruction may need to preteach these vocabulary words. If the
unit selection is used for assessment, vocabulary should not be pretaught.
Selection-Speci�c Vocabulary CCSS Vocabulary
bulge* evacuated compare
catastrophic* inactive contrast
magnitude* ledge describe
accounts massive difference
avalanche natural event
blog radiator �rsthand account
blog post recover focus
comments spew information
disaster uprooted secondhand account
erupted volcanic ash topic
eruption witnessed
Vocabulary Activities
Word by ExampleHave students use print or digital sources to locate examples and non-examples of selection-specific or CCSS vocabulary words. Instruct students to complete three-column charts labeled Word, Example, Non-Example. Allow students to debrief charts with partners.
Unit Specific Journals Have students develop vocabulary journals by recording the selection-specific words, as well as other unfamiliar words encountered while reading the unit selection. Direct students to include the words and definitions, examples, associations, and/or illustrations to support their understanding of the words. Have students use the journals as vocabulary references during the unit.
Gather and evaluate evidence of learning as demonstrated by students while using the Unit Specific Journals. Instruct students to identify words when prompts are called (e.g., Place number 1 by the word that means the same as . Place number 2 by the word that completes this sentence
.). Collect journals and use responses to evaluate levels of student understanding of vocabulary terms. Use the evidence to clarify misconceptions and to plan further instruction or interventions.
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Unit Instructional Plans
Volcano Erupts and Extremes in Nature for Kids
Unit 17
Unpacking the Standards
CCR Anchor Standard CCRA.R.6
CCSS Focus RI.4.6
Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
In an informational text, the point of view is the perspective from which the events are told or the topic or people are portrayed. Through the point of view, the author allows the reader to experience the events or to learn about the topic as told in a firsthand or secondhand account.
firsthand account: an account written from the point of view of the author who experienced the event or who has a personal connection to the topic; often the words I and me are used in the text
secondhand account: an account written from the point of view of an author who did not participate in the events or have a personal observation of the topic; the author stands outside the events and shares the information about the people, events, or topics based on research; often the words they, them, she, or her are used in the text
Instructional Activities
Guided ViewGuide students to determine the points of view of informational accounts. Have students examine texts to identify the events and their causes or to identify the topics as well as the view points of the authors. Have students answer the following questions to identify the points of view from which the information is shared (e.g., What is the role of the author? Is the author involved firsthand in the selection or acting as a person sharing the information? How are the events told? How is the topic presented? Can the reader determine the thoughts and feelings of the author? Is the information presented without the inclusion of the author’s thoughts and feelings? How does the point of view affect the reader’s response to the events or to the topic? What text evidence supports the determination of the point of view of the selection?).
Hit the Target Provide students with firsthand and secondhand accounts of the same events or topics and Bull’s Eye graphic organizers for each of the texts. Direct students to write the authors’ points of view in the center circles of the graphic organizers. Have students record text evidence that supports the points of view in surrounding sections of the organizers. Direct students to collaborate with partners to identify and discuss similarities and differences between their findings.
Have students read a firsthand and a secondhand account of a shared topic or event. Ask students to identify the authors’ points of view and to complete a Venn diagram to compare and contrast the perspectives. Use the evidence to clarify misconceptions and to plan further instruction or interventions.
7 A RI.4.8 CCRA.R.8 1 11 3 Comprehension/Understand
8 B RI.4.7 CCRA.R.7 1 13 2 Analysis/Analyze
9 D RI.4.1 CCRA.R.1 1 11 3 Comprehension/Understand
10 B RI.4.8 CCRA.R.8 1 11 3 Comprehension/Understand
11 C RI.4.7 CCRA.R.7 1 12 2 Application/Apply
12 D RI.4.1 CCRA.R.1 1 8 2 Comprehension/Understand
13 A RI.4.4 CCRA.R.4 1 10 2 Application/Apply
14 C RI.4.7 CCRA.R.7 1 13 2 Application/Apply
15 A RI.4.6 CCRA.R.6 1 11 3 Analysis/Analyze
16 B RI.4.6 CCRA.R.6 1 11 3 Analysis/Analyze
17 B RI.4.6 CCRA.R.6 1 11 3 Analysis/Analyze
18 C RI.4.6 CCRA.R.6 1 11 3 Analysis/Analyze
19 B RI.4.6 CCRA.R.6 1 11 3 Analysis/Analyze
20 B L.4.2b CCRA.L.2 2 9 1 Application/Apply
21 A L.4.2d CCRA.L.2 2 9 1 Application/Apply
22 C L.4.1b CCRA.L.1 2 9 1 Application/Apply
InterventionsCCSS Focus RI.4.6
When formative assessments reveal students in need of intervention, use the following activities.
Intervention Activities
Sticky Connections Have students read informational accounts (firsthand and secondhand) about common topics. Direct students to record key ideas from the accounts on sticky notes, using different colors for each account. Instruct students to arrange notes according to likenesses and differences of focus and information provided. Ask students to use the notes to determine the authors’ points of view and to write a compare/contrast explanation.
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Unit Instructional Plans
Volcano Erupts and Extremes in Nature for Kids
Unit 17
What Do You Think? Have students read firsthand and secondhand accounts of common topics and respond to prompts (e.g., Write the points of view of the texts. Write the sentences that most clearly indicate the points of view.). Have students note similarities and differences of focus and information provided.
Answers may vary. Student responses might include: The witnesses can vividly recall details; the recollections depended on their locations; they were different ages; they lived in different areas; their interests continued thirty years later.
Answers may vary. Student responses should include an answer to the question if the student would recommend that people camp near Mount St. Helens in the future with an explanation for the opinion.
Answers may vary. Student responses should include five sentences about natural disasters that include prepositional phrases. Students should underline each preposition with a double line and each prepositional phrase with a single line.
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Unit 17
Extended Practice Assessment (student page 192)
The Extended Practice is an informational text that describes the ancient city of Pompeii, Italy. A cross-curricular connection for this text might focus on natural disasters.
CCSS addressed in Extended Practice Assessment
RI.4.1, RI.4.4, RI.4.9
Item # Answer Item StandardCCR Anchor
StandardClaim Target DOK Bloom’s Original/Revised
1 A RI.4.4 CCRA.R.4 1 10 2 Application/Apply
2 B RI.4.9 CCRA.R.1 1 11 3 Analysis/Analyze
3 B RI.4.1 CCRA.R.1 1 8 2 Comprehension/Understand
Create an emergency safety guide for a natural disaster, including text features and at least one graphic. Present your safety guide to an audience.
(DOK: 4, Bloom’s/RBT: All)
Performance Task Steps
1. Read “Volcano Erupts,” “Extremes in Nature for Kids,” and the Extended Practice selection.2. Research information about natural disasters and choose the topic for your guide.3. View print and digital examples of emergency safety guides.4. Use print and digital sources to gather information about safety procedures to follow before, during,
and after your selected natural disaster.5. Answer questions about your task.
• What did people do before, during, and after the eruption of Mount St. Helens?• What specific steps should people complete before, during, and after the natural disaster in order
to prepare and remain safe?• How will you organize your emergency safety guide so that it is easy to use and is meaningful for
readers?• How will you include text features and a graphic to support the content of your safety guide?
6. Plan and prepare your emergency safety guide and share it with an audience.
Scoring Criteria
Use a rubric with the following criteria for self-assessment and teacher scoring: Accuracy of Information, Organization and Format, Ease of Use, Language and Conventions.
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Volcano Erupts and Extremes in Nature for Kids Unit 17 Selection
Read the article and the blog and then answer the questions that follow.
Local news you can count on
Washington Express News
Vol. 8 / Issue 122 Monday, May 18, 1990
Volcano Eruptsby Lisa Collins
Staff Writer
Clouds of dark volcanic ash covered the sky in eastern Washington on May 18 , 1980 , following the eruption of Mount St. Helens. Mount St. Helens had been an inactive volcano for 123 years. The eruption brought many changes to the land around the volcano.
Before the eruption, the mountain area was full of life. Visitors from around the world came to camp, hike, and admire the natural beauty of the mountain. Flying squirrels, spotted owls, deer, and bears made their homes in the forests surrounding the mountain. Mountain goats were found on the rocky slopes of Mount St. Helens.
Spirit Lake, located at the base of the mountain, was so clear that you could see the bottom. Even though it was a very cold lake, it was excellent for fishing and boating.
In March, scientists noticed small earthquakes near the mountain.
Mount St. Helens before the eruption
By April, there was a large bulge in the side of Mount St. Helens. Gases were building inside the volcano causing it to swell. Scientists were concerned that something catastrophic might occur.
The event scientists feared happened when an earthquake shook Mount St. Helens. The earthquake measured 5.1 on the Richter scale. The Richter scale is the tool scientists use to measure the strength of an earthquake. This earthquake was very strong, and the bulge in the side of the volcano could no longer hold the rising gases. The north side of the mountain exploded.
see Volcano Erupts, page 2
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Volcano Erupts and Extremes in Nature for KidsUnit 17 Selection
page 2
A massive avalanche of rock, ice, snow, and soil slid from the volcano toward Spirit Lake and the valley below. The blast was so powerful that some trees were blown as far as six miles. Other trees were snapped in half or uprooted.
Mud and logs from broken trees filled the lakes and rivers. The water became warmer when the avalanche occurred due to the hot temperature of the volcano.
A mushroom-shaped cloud of ash rose thousands of feet into the sky. It drifted over the eastern part of Washington. Mount St. Helens continued to spew ash for close to nine hours.
The ash, mixed with the snow and ice from the mountain, began to move downward. As the snow and ice melted, a mudflow formed and slid down the mountain at speeds up to 30 miles per hour. The mudflow destroyed bridges and carried away houses. More than 200 homes were buried in the mud.
Mount St. Helens was usually crowded with tourists. Most campers and visitors were not present when the mountain erupted because it happened on a Sunday morning. Unfortunately, some people still lost their lives in the explosion.
Many animals died in the avalanche and mudflow, but some small animals survived. Rodents, frogs, and crawfish remained alive because they were underground or below the surface of the water.
Mount St. Helensduring the eruption
On that day, the sky was dark in eastern Washington. Schools were closed. In some areas, the streets were so thickly layered with volcanic ash that you could not drive your car. Rooftops were covered with ash, resembling gray and black snow.
Ten years later, Mount St. Helens continues to recover. While the landscape will never be the same, visitors have returned to enjoy the beauty of nature.
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Volcano Erupts and Extremes in Nature for Kids Unit 17 Selection
While the title and the names of the following blog posts and comments are fictional, the accounts are based on facts.
Extremes in Nature for KidsPosted by Nature Kids
At 8 : 32 a.m. on May 18 , 1980 , a 5.1 magnitude earthquake struck under Mount St. Helens. The energy released from inside the earth resulted in a nine-hour eruption. This eruption blew off the top of the mountain and destroyed miles of forests. The following posts are from citizens who witnessed the effects of Washington State’s live volcano.
What do you remember about the eruption of Mount St. Helens? Sandra L., May 18, 2010
8 Comments
natKu May 18 , 2010
I was eleven years old, and we were visiting my grandmother in Sandpoint, Idaho. As soon as we heard of the eruption, we evacuated. I was so scared when the ash started pouring from the sky. It was very dark, and the sun looked red.
Lkk12 May 19 , 2010
I was living in Everett, Washington, at the time of the eruption. I heard a loud blast and thought a car had backfired until I heard the news. I could see floating trees and rising smoke near the mountain.
JanDHow May 19 , 2010
I was a young girl living in Kelso, Washington, when all of a sudden our windows began shaking and rattling. I looked outside, saw black smoke, and knew what was happening. My family drove across the river that connected Kelso to Lewiston and saw that the water was jammed with mud and trees. Later that week, snow fell. It was a mess of black ash and ice.
Sum10D May 20 , 2010
I was in my hometown of White Salmon, Washington, the day Mount St. Helens blew. The air grew very hot and still. The birds stopped singing.
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Volcano Erupts and Extremes in Nature for KidsUnit 17 Selection
Moore4CP May 20 , 2010
The city of Portland was covered in ash following the eruption of Mount St. Helens. Several years later, I bought a house in Portland. I saw ash in the gutters and on the plants.
BevRlee May 20 , 2010
I have a photograph of a rocky ledge near Mount St. Helens. Because the volcano erupted only five miles away, the ledge is no longer visible.
joyFul2u May 21 , 2010
I lived about 150 miles from Mount St. Helens. I was sleeping when I heard the boom of the volcano. It was exciting but scary.
JudePR May 21 , 2010
I was a student at Portland State, about 50 miles away, at the time of the Mount St. Helens eruption. The effects of the volcano became part of my everyday life. When I rode the bus downtown, I wore a mask to prevent a sore throat. A mask was placed over the bus radiator to protect it from the ash. At home, we had to shovel ash and rock out of our gutters, so the weight would not cause them to fall.
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Unit 17 Assessment
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Volcano Erupts and Extremes in Nature for Kids
2. Read the sentence from the article.
By April, there was a large bulge in the side of Mount St. Helens.
Which words from the article support the reader’s understanding of the word bulge?
A “causing it to swell”
B “the rising gases”
C “blown as far as six miles”
D “mushroom-shaped cloud of ash”
3. Read the sentence from the article.
Scientists were concerned that something catastrophic might occur.
What can the reader infer from the author’s use of the word catastrophic in this sentence?
A The scientists expected small earthquakes.
B The scientists planned the eruption of the volcano.
C The scientists believed something tragic could happen.
D The scientists feared the Richter scale would not work.
1. This question has two parts. First, answer part A. Then, answer part B.
Part A
Which sentence best states the main idea of “Volcano Erupts”?
A Mount St. Helens was full of life before its eruption.
B An earthquake caused the eruption of Mount St. Helens.
C Many events surrounded the eruption of Mount St. Helens.
D People were affected by the eruption of Mount St. Helens.
Part B
Choose three details from the article that best support your answer in part A.
A “Mount St. Helens had been an inactive volcano for 123 years.”
B “Mud and logs from broken trees filled the lakes and rivers.”
C “A mushroom-shaped cloud of ash rose thousands of feet into the sky.”
D “More than 200 homes were buried in the mud.”
E “Mount St. Helens was usually crowded with tourists.”
Use “Volcano Erupts” to answer questions 1−7 .
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Unit 17 Assessment
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Volcano Erupts and Extremes in Nature for Kids
4. Lisa Collins organized information in this article using
A a chronology of the events of the eruption.
B an explanation of the steps of a volcanic eruption.
C the causes and effects of the eruption of Mount St. Helens.
D a description of the mountain before, during, and after the eruption.
5. This article was written
A the day after the eruption.
B more than 20 years ago.
C 123 years ago.
D May 18 , 1980 .
6. Select three details from the passage that are signs of a possible eruption.
A rising gases
B earthquakes
C visible smoke
D bulge in mountain
E nervous and restless animals
7. Which sentence from the article provides evidence that Mount St. Helens had erupted before?
A “Mount St. Helens had been an inactive volcano for 123 years.”
B “By April, there was a large bulge in the side of Mount St. Helens.”
C “Mount St. Helens continued to spew ash for close to nine hours.”
D “Ten years later, Mount St. Helens continues to recover.”
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Unit 17 Assessment
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10. How do some blog comments demonstrate the far-reaching impact of the eruption?
A They discuss specific events during the eruption.
B They identify locations and the effects over time.
C They describe ongoing fears as a result of the eruption.
D They share emotions and feelings experienced at the time of the eruption.
11. What topic would not be discussed on this blog site?
A tornadoes
B tsunami floods
C endangered animals
D devastating hurricanes
8. What is the significance of the date the question was posted?
A It was the date of the eruption.
B It was the thirtieth anniversary of the eruption.
C It was the beginning of the Mount St. Helens’ network.
D It was intended to record the history of Mount St. Helens.
9. What is a similarity found among the blog comments?
A All comments reveal the ages of the bloggers at the time of the eruption.
B All comments identify bloggers’ locations at the time of the eruption.
C All comments describe the effects of the ash on the bloggers.
D All comments include sensory experiences of the bloggers.
Use “Extremes in Nature for Kids” to answer questions 8−14 .
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Unit 17 Assessment
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Volcano Erupts and Extremes in Nature for Kids
12. What blog comment demonstrates that the eruption was hazardous to the health of people?
A Lkk 12
B Sum 10 D
C Moore 4 CP
D JudePR
13. Read the sentence from the blog.
At 8:32 a.m. on May 18, 1980, a 5.1 magnitude earthquake struck under Mount St. Helens.
What is the best definition of the word magnitude as used in this sentence?
A a measure of the energy released from an earthquake
B a measure of the damage caused by an earthquake
C a measure of the length of the eruption time
D a measure of the size of the volcanic mountain
14. How did the bloggers determine the topic of their comments?
A the title
B the dates
C the question
D the introduction
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Unit 17 Assessment
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Volcano Erupts and Extremes in Nature for Kids
17. What is the difference between the information in the blog comments and the information in the news article?
A The blog comments provide information about the events before, during, and after the eruption. The article provides information about the events during and after the eruption.
B The article provides information about Mount St. Helens before, during, and after the eruption. The blog comments provide information about the events during and after the eruption.
C The blog comments provide specific dates and times of the events, while the article provides more general information.
D The article is based on interviews of observers, while the blog comments are actual observations of witnesses.
15. How do the blog comments support Lisa Collins’ article?
A The comments refer to personal observations of some of the events described by Lisa Collins.
B The comments explain in greater detail the cause of the eruption of Mount St. Helens.
C The comments predict what the scientists had not been able to predict.
D The comments describe Mount St. Helens before the eruption.
16. The main difference between the accounts of Lisa Collins and JudePR is
A the opinions included in the information.
B the ways they obtained the information.
C the purposes for their writing.
D the topics of their writing.
Use “Volcano Erupts” and “Extremes in Nature for Kids” to answer questions 15−19 .
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Unit 17 Assessment
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Volcano Erupts and Extremes in Nature for Kids
18. Why might the author have chosen to pair “Volcano Erupts” with “Extremes in Nature for Kids”?
A to allow the reader to describe the facts in their own words
B to allow the reader to compare the effects of the event over time
C to allow the reader to make a personal connection to a historical event
D to allow the reader to understand the feelings and emotions of witnesses
19. Read the sentence from the article.
Mud and logs from broken trees filled the lakes and rivers.
Which blogger’s firsthand account supports the information found in this sentence from the newspaper article?
A natKu
B JanDHow
C joyFul2u
D JudePR
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Volcano Erupts and Extremes in Nature for Kids Unit 17 Revising/Editing
20. Choose the sentence that is punctuated correctly.
A The eyewitness said “Mount St. Helens spewed ash for nine straight hours.”
B The eyewitness said, “Mount St. Helens spewed ash for nine straight hours.”
C The eyewitness said Mount St. Helens’ spewed ash for nine straight hours.
D The eyewitness said, “Mount St. Helen’s spewed ash for nine straight hours.
21. Choose the sentence that contains a spelling error.
A Mount St. Helens errupted on a Sunday morning.
B The mudflow destroyed everything in its path.
C Many animals did not survive the eruption.
D The blast caused trees to snap and uproot.
22. Read the following paragraph and then answer the question that follows.
I heard a blast in the distance. When I peered from the window,I saw smoke in the air. I knew that Mount St. Helens had erupted.I wondered how much damage was caused by the volcano.Tomorrow, _________________________.
Complete the paragraph by selecting the sentence with the verb phrase that is written in the correct tense.
A my friend and I would have investigated the devastation.
B my friend and I will have investigated the devastation.
C my friend and I will investigate the devastation.
D my friend and I investigate the devastation.
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Unit 17 Critical Thinking
What conclusions might you draw about the people who witnessed the disaster?
Motivation Molly says, “A firsthand account is shared by a person who experienced an action or event.”
A prepositional phrase is a group of words that begins with a preposition and ends with a noun or a pronoun and includes all words between.
Write five sentences that describe a natural disaster. Include a prepositional phrase in each sentence. Underline each preposition with a double line and each prepositional phrase with a single line.
Example: We ran to the storm shelter after we heard the tornado sirens.
1.
2.
3.
4.
5.
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3. Why was the city of Pompeii forgotten for nearly 1700 years?
A Italian people could not afford to go there anymore.
B It was buried with ash and dust.
C The people had all moved away.
D It was washed away in a flood.
4. Why might the remains of Pompeii be a popular tourist attraction?
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
1. Read the sentence from the paragraph.
Nearly two thousand years ago in early August of the year 79 A.D., the citizens of Pompeii felt the tremors of several mild earthquakes.
What words mean about the same as the word tremors?
A vibrating movements
B loud, high-pitched sounds
C objects rough to the touch
D storms with high winds and rain
2. Mount Vesuvius is similar to Mount St. Helens because they both
A erupted in the year 1748 .
B erupted with little warning.
C were located in Washington.
D destroyed the city of Pompeii.
The ancient city of Pompeii, Italy, was a popular vacation spot for wealthy Italian citizens. Pompeii was located at the base of Mount Vesuvius, a volcano that had not erupted for hundreds of years. Nearly two thousand years ago in early August of the year 79 A.D., the citizens of Pompeii felt the tremors of several mild earthquakes. The people were not alarmed because they had felt these mild rumblings before. But on August 24 , Mount Vesuvius erupted. Lava and mud began to flow from the volcano and down the sides of the mountain. Ash, gases, dust, and cinders shot high into the air and rained down on the city of Pompeii and other nearby towns. Over the next twenty hours, the city was completely buried by a deep blanket of ash and dust. The city was forgotten until the year 1748 when it was accidentally rediscovered. Over the last 250 years, much of the original city of Pompeii has been dug from the ruins. Today, the remains of Pompeii are a popular tourist attraction.
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1. Help your child use the Internet to view images of erupting volcanoes and other natural disasters.
2. With your child, build a model of a volcano. Mix vinegar and baking soda to create the eruption.
Parent Activities:
192 ILLEGAL TO COPY motivationela™LEVEL 4 mentoringminds.com
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Volcano Erupts and Extremes in Nature for KidsUnit 17 Extended Practice
