Embed Size (px)
Citation preview
Gra
de
3A
cti
vit
y B
oo
k
Ec
olo
gy
Un
it 1
1
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
11
NA
ME:
DAT
E:1.1
ACTIV
ITY PA
GE
Ant
icip
atio
n G
uide
for
“L
ivin
g T
hing
s and
The
ir H
abit
ats”
Bef
ore
Rea
ding
Stat
emen
tA
fter
Rea
ding
True
Fals
eTr
ueFa
lse
Page
Ecol
ogy
is ab
out
natu
re a
nd li
fe.
Flow
ers d
epen
d on
ly
on b
ees t
o sp
read
th
eir p
olle
n.
A sq
uirr
el’s f
avor
ite
food
is c
andy
.
Acor
ns a
re c
andy
.
Squi
rrel
s alw
ays
rem
embe
r whe
re
ever
y ac
orn
is bu
ried.
2U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
1.W
hat i
s the
mai
n id
ea o
f thi
s cha
pter
?
A.
Livi
ng th
ings
dep
end
on e
ach
othe
r.
B.
Toad
s eat
inse
cts.
C.
Ecol
ogist
s lik
e to
stud
y.
D.
Flow
ers l
ike
bees
to sn
iff th
eir p
etal
s.
2.W
hat w
ould
hap
pen
to o
ak tr
ees i
f, su
dden
ly, th
ere
wer
e no
mor
e sq
uirr
els?
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
13
NA
ME:
DAT
E:1.2
ACTIV
ITY PA
GETA
KE-H
OME
Dea
r Fa
mily
Mem
ber,
Plea
se h
elp
your
chi
ld su
ccee
d in
spel
ling
by ta
king
a fe
w m
inut
es e
ach
even
ing
to
revi
ew th
e w
ords
toge
ther
. Hel
pful
act
iviti
es fo
r you
r chi
ld to
do
incl
ude:
spel
ling
the
wor
ds o
rally
, writ
ing
sent
ence
s usin
g th
e w
ords
, or s
impl
y co
pyin
g th
e w
ords
.
Spel
ling
Wor
ds
Thi
s wee
k, w
e ar
e re
view
ing
the
spel
ling
patte
rns o
f /aw
/ spe
lled
‘au’,
‘aw’,
‘al’,
‘oug
h’, a
nd ‘a
ugh’
that
you
r chi
ld st
udie
d in
Gra
de 2
. On
Frid
ay, y
our c
hild
will
be
asse
ssed
on
thes
e w
ords
.
Stud
ents
have
bee
n as
signe
d tw
o C
halle
nge W
ords
, que
stion
and
alw
ays.
Cha
lleng
e W
ords
are
wor
ds u
sed
very
ofte
n. T
he C
halle
nge W
ord
quest
ion
does
not
follo
w
the
spel
ling
patte
rn fo
r thi
s wee
k an
d ne
eds t
o be
mem
orize
d. T
he C
halle
nge W
ord
alw
ays d
oes f
ollo
w th
e pa
ttern
for /
aw/ s
pelle
d ‘al
’.
The
Con
tent
Wor
d fo
r thi
s wee
k is
ecol
ogy.
Thi
s wor
d is
dire
ctly
rela
ted
to th
e m
ater
ial t
hat w
e ar
e re
adin
g in
Intro
ducti
on to
Eco
logy
. The
Con
tent
Wor
d is
an
optio
nal s
pelli
ng w
ord
for y
our c
hild
. If y
our c
hild
wou
ld li
ke to
try
it bu
t get
s it
inco
rrec
t, it
will
not
cou
nt a
gain
st hi
m o
r her
on
the
asse
ssm
ent.
We
enco
urag
e ev
eryo
ne to
stre
tch
them
selv
es a
bit
and
try
to sp
ell t
his w
ord.
4U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
The
spel
ling
wor
ds, i
nclu
ding
the
Cha
lleng
e Wor
ds a
nd th
e C
onte
nt W
ord,
are
lis
ted
belo
w:
1.
auth
or
2.
squa
wke
d
3.
daw
dle
4.
fauc
et
5.
alto
geth
er
6.
brou
ght
7.
defa
ult
8.
daug
hter
9.
wat
erfa
ll
10.
flaw
less
11.
afte
rtho
ught
12.
alre
ady
13.
caut
ion
14.
auto
grap
h
15.
naug
hty
16.
ough
t
17.
reta
ught
18.
awkw
ard
19.
Cha
lleng
e W
ord:
que
stion
20.
Cha
lleng
e W
ord:
alre
ady
Con
tent
Wor
d: e
colo
gy
Stud
ent R
eade
r
Thi
s wee
k, w
e ar
e be
ginn
ing
the
Read
er In
trodu
ction
to E
colo
gy.
Your
chi
ld
will
lear
n ab
out t
he re
latio
nshi
ps b
etw
een
livin
g th
ings
and
thei
r env
ironm
ents,
fo
od c
hain
s, an
d th
e fo
rest
ecos
yste
m, w
hich
incl
udes
pro
duce
rs, c
onsu
mer
s, an
d de
com
pose
rs. B
e su
re to
ask
you
r chi
ld e
ach
even
ing
abou
t wha
t he
or sh
e is
lear
ning
.
Stud
ents
will
take
hom
e te
xt c
opie
s of t
he c
hapt
ers i
n th
e Re
ader
thro
ugho
ut th
e un
it. E
ncou
ragi
ng st
uden
ts to
read
a te
xt d
irect
ly re
late
d to
this
dom
ain-
base
d un
it w
ill p
rovi
de c
onte
nt a
nd v
ocab
ular
y re
info
rcem
ent.
Your
chi
ld w
ill a
lso b
ring
hom
e a
copy
of t
he g
loss
ary
for u
se in
read
ing
the
text
cop
ies t
o fa
mily
mem
bers
. The
bol
ded
wor
ds o
n th
e te
xt c
opie
s are
the
wor
ds fo
und
in th
e gl
ossa
ry.
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
15
NA
ME:
DAT
E:1.3
ACTIV
ITY PA
GETA
KE-H
OME
Livi
ng T
hing
s and
The
ir H
abit
ats
Ecol
ogy
is ab
out n
atur
e an
d lif
e. It
is a
bout
the
rela
tions
hips
bet
wee
n liv
ing
thin
gs
and
thei
r env
iron
men
t. So
meo
ne w
ho st
udie
s eco
logy
is a
n ec
olog
ist. A
n ec
olog
ist
stud
ies l
ivin
g th
ings
and
the
way
they
rela
te to
thei
r sur
roun
ding
s.
Thi
s toa
d is
part
of a
n ec
osys
tem
. An
ecos
yste
m is
like
a h
abita
t whe
re a
n or
gani
sm
lives
, but
it in
clud
es m
any
habi
tats
plu
s the
non
livin
g sy
stem
s tha
t sup
port
them
. In
an
ecos
yste
m, e
ach
livin
g th
ing
depe
nds
on o
ther
livi
ng a
nd n
onliv
ing
thin
gs fo
r sur
viva
l. In
sect
s fin
d sh
elte
r and
food
on
tree
s and
in m
oss.
The
toad
find
s tho
se in
sect
s and
eat
s th
em. T
he to
ad d
epen
ds o
n ra
infa
ll to
supp
ly a
pla
ce to
lay
eggs
. One
day
, may
be a
snak
e w
ill e
at th
e to
ad. T
hese
are
the
kind
s of t
hing
s eco
logi
sts l
ike
to th
ink
abou
t!
The
bee
is a
ttrac
ted
to th
e flo
wer
’s br
ight
col
or. T
he b
ee e
ats t
he fl
ower
’s sw
eet n
ecta
r. T
he fl
ower
is a
lso fu
ll of
pol
len.
Pol
len
is a
subs
tanc
e th
at lo
oks l
ike
dust
. Whe
n th
e be
e bu
zzes
off,
it c
arrie
s som
e of
the
flow
er’s
polle
n aw
ay o
n its
feet
and
win
gs.
To m
ake
seed
s, flo
wer
s mus
t sha
re th
eir p
olle
n w
ith o
ther
flow
ers.
Flow
ers d
o no
t ha
ve h
ands
or f
eet o
r any
oth
er w
ay to
get
thei
r pol
len
to o
ther
flow
ers.
So, t
hey
depe
nd
on b
ees a
nd o
ther
inse
cts t
o sp
read
it fo
r the
m. T
he b
ee n
eeds
the
flow
er in
ord
er to
su
rviv
e. T
he fl
ower
nee
ds th
e be
e an
d ot
her i
nsec
ts in
ord
er to
surv
ive.
The
se a
re p
erfe
ct
exam
ples
of t
he k
ind
of re
latio
nshi
ps e
colo
gist
s lik
e to
stud
y.
Her
e is
anot
her l
ivin
g th
ing
you
prob
ably
reco
gniz
e: a
squi
rrel
. She
is a
littl
e su
rpris
ed
to se
e yo
u. T
his s
quirr
el d
oes n
ot se
e pe
ople
eve
ry d
ay. S
he is
not
one
of t
hose
squi
rrel
s yo
u se
e sk
itte
ring
alo
ng b
ranc
hes i
n th
e pa
rk o
r you
r bac
kyar
d. In
stea
d, th
is sq
uirr
el li
ves
deep
in th
e fo
rest
.
She
has a
nes
t of l
eave
s and
stic
ks so
mew
here
way
hig
h up
in th
is tr
ee. I
n th
e sp
ringt
ime,
the
mot
her s
quirr
el sh
ared
her
nes
t with
her
bab
ies.
But n
ow, i
t is l
ate
sum
mer
. The
bab
ies h
ave
left
the
nest
. The
mot
her h
as th
e ne
st to
her
self.
It is
tim
e fo
r he
r to
gath
er fo
od fo
r the
win
ter.
Thi
s squ
irrel
’s fa
vorit
e fo
od is
aco
rns,
whi
ch a
re n
uts f
rom
oak
tree
s. In
the
sum
mer
, it
is ea
sy fo
r the
squi
rrel
to g
o ou
t and
find
ple
nty
of a
corn
s. Bu
t the
squi
rrel
mus
t also
ga
ther
and
save
food
for w
inte
r. In
the
win
ter,
acor
ns w
on’t
be so
eas
y to
find
.
6U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
The
squi
rrel
use
s her
littl
e pa
ws t
o di
g a
hole
in th
e gr
ound
. She
bur
ies a
n ac
orn.
O
ver t
he su
mm
er a
nd e
arly
fall,
she
may
bur
y hu
ndre
ds o
f the
m. T
hen,
whe
neve
r she
get
s hu
ngry
dur
ing
the
win
ter,
she
can
craw
l out
of h
er n
est a
nd g
o di
g up
an
acor
n.
It is
easy
to se
e ho
w th
e sq
uirr
el d
epen
ds o
n th
e tr
ee. S
he u
ses t
he tr
ee fo
r bot
h fo
od
and
shel
ter.
How
ever
, the
squi
rrel
also
giv
es so
met
hing
to th
e tr
ee.
How
do
you
thin
k th
e sq
uirr
el re
mem
bers
whe
re sh
e bu
ried
all t
hose
aco
rns?
Can
she
smel
l the
m? D
oes s
he p
ut a
littl
e st
ick
in th
e gr
ound
to m
ark
each
aco
rn? D
oes s
he d
raw
a
map
on
the
back
of a
leaf
? Act
ually
, she
doe
s not
rem
embe
r whe
re sh
e pl
ante
d al
l tho
se
acor
ns! S
he fo
rget
s a lo
t of t
hem
. Man
y of
thos
e ac
orns
will
rem
ain
in th
e gr
ound
righ
t w
here
she
burie
d th
em.
Acor
ns a
re n
uts.
Nut
s are
seed
s with
shel
ls co
verin
g th
em. L
ike
mos
t see
ds, a
corn
s ne
ed to
be
plan
ted
in o
rder
to sp
rout
and
gro
w. W
ell,
the
squi
rrel
did
the
oak
tree
a fa
vor
by p
lant
ing
all t
hose
aco
rns a
nd th
en fo
rget
ting
abou
t the
m. I
f the
aco
rns w
eren
’t bu
ried,
th
ey p
roba
bly
wou
ld n
ot sp
rout
and
mig
ht b
e ea
ten
by a
noth
er a
nim
al.
The
squi
rrel
and
the
oak
tree
are
eac
h do
ing
wha
t the
y do
to su
rviv
e an
d pr
oduc
e yo
ung.
The
tree
gro
ws l
eave
s and
aco
rns.
The
squi
rrel
use
s the
leav
es fo
r she
lter a
nd th
e ac
orns
for f
ood.
Thi
s mak
es it
pos
sible
for t
he sq
uirr
el to
surv
ive
and
prod
uce
youn
g.
Also
, bec
ause
the
squi
rrel
bur
ies a
corn
s, th
e oa
k tr
ee is
abl
e to
pro
duce
you
ng, t
oo. T
his i
s ho
w th
ings
wor
k in
an
ecos
yste
m. T
his i
s wha
t eco
logy
is a
ll ab
out!
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
125
NA
ME:
DAT
E:2.3
ACTIV
ITY PA
GE
“Foo
d C
hain
s”
1. W
hat h
appe
ns to
the
acor
ns th
at a
ren’t
eat
en b
y th
e an
imal
s in
the
fore
st?
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Page
___
__
2. C
reat
e a
food
cha
in in
whi
ch y
ou a
re th
e ap
ex p
reda
tor.
Rea
d th
e fo
llow
ing
stat
emen
ts, w
rite
true
or f
alse
, and
wri
te th
e pa
ge n
umbe
r th
at h
as th
e an
swer
.
True
or
False
Page
N
umbe
rA
wor
m is
an
apex
pre
dato
r.
The
re a
re n
o hi
dden
cre
atur
es in
the
fore
st ec
osys
tem
.
Smal
l ani
mal
s are
eat
en b
y sli
ghtly
larg
er a
nim
als.
All f
ood
chai
ns in
clud
e pl
ants.
Whe
n a
spid
er’s
egg
sac
open
s, tw
o tin
y sp
ider
s em
erge
.
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
127
NA
ME:
DAT
E:2.4
ACTIV
ITY PA
GETA
KE-H
OME
Food
Cha
ins
Now
you
kno
w so
met
hing
abo
ut sq
uirr
els a
nd o
ak tr
ees.
Each
has
som
ethi
ng to
of
fer t
he o
ther
. The
tree
may
pro
duce
thou
sand
s of a
corn
s eac
h ye
ar, b
ut o
nly
a fe
w w
ill
actu
ally
spro
ut a
nd b
ecom
e sa
plin
gs. O
f tho
se sa
plin
gs, o
nly
a co
uple
will
surv
ive
and
grow
into
mig
hty
oaks
, spr
eadi
ng th
eir r
oots
and
cha
ngin
g w
ith th
e se
ason
s.
The
rest
of t
he a
corn
s will
be
eate
n by
one
cre
atur
e or
ano
ther
. Dee
r eat
them
so
met
imes
and
so d
o va
rious
bird
s tha
t wan
der t
hrou
gh th
e fo
rest
, suc
h as
turk
eys a
nd
woo
dpec
kers
. The
aco
rns t
hat a
ren’t
eat
en w
ill g
et c
over
ed b
y le
aves
, soa
ked
by ra
in, a
nd
froze
n by
snow
. If t
hey
aren
’t ea
ten
by w
orm
s or o
ther
und
ergr
ound
thin
gs, s
ome
of th
em
will
spro
ut in
to sa
plin
gs.
In th
e fo
rest
eco
syst
em, l
ivin
g th
ings
dep
end
on o
ne a
noth
er. M
any
livin
g th
ings
de
pend
on
tree
s for
shel
ter a
nd fo
od. Y
ou c
an a
lmos
t cer
tain
ly fi
nd b
ugs o
n an
y tr
ee.
Woo
dpec
kers
can
find
them
too!
If yo
u di
g do
wn
into
the
soil
or sc
rape
aw
ay so
me
tree
bar
k, y
ou w
ill d
iscov
er a
ll so
rts
of o
ther
crit
ters
in th
e fo
rest
eco
syst
em, s
uch
as w
orm
s, be
etle
s, an
d an
ts.
You
mig
ht n
ot se
e al
l tho
se in
sect
s and
oth
er li
ttle
critt
ers w
hen
you
look
aro
und
the
fore
st, b
ut th
ey a
re th
ere!
You
can
find
them
und
er le
aves
, roc
ks, a
nd fa
llen
tree
s. M
ostly
, th
eir w
orld
is u
nder
grou
nd a
nd o
ut o
f sig
ht, u
nles
s you
are
will
ing
to g
et d
irty
digg
ing
for
them
! Wha
t are
all
thos
e bu
gs d
oing
ther
e? T
hey
are
doin
g w
hat a
ll liv
ing
thin
gs d
o:
surv
ivin
g. T
o su
rviv
e, li
ving
thin
gs n
eed
food
. The
nut
rien
ts in
food
pro
vide
ene
rgy
for
the
body
. With
out e
nerg
y, th
e bo
dy st
ops.
It’s t
hat s
impl
e!
Wha
t else
are
bug
s and
oth
er li
ving
thin
gs d
oing
bes
ides
eat
ing?
The
y ar
e do
ing
wha
teve
r it i
s the
y ne
ed to
do
in o
rder
to p
rodu
ce y
oung
. Pla
nts m
ake
seed
s. M
amm
als,
such
as s
quirr
els a
nd d
eer,
give
birt
h to
live
bab
ies.
Bugs
and
bird
s lay
egg
s.
Spid
ers m
ake
egg
sacs
like
the
one
in th
is im
age.
Whe
n th
e sa
c op
ens,
hund
reds
of
tiny
baby
spid
ers w
ill ru
n ou
t. M
ost o
f the
m w
ill b
e ea
ten
by o
ther
bug
s. T
hose
that
su
rviv
e w
ill g
row
to b
e hu
nter
s lik
e th
eir p
aren
ts.
28U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
Livi
ng th
ings
also
mus
t dev
elop
way
s to
prot
ect t
hem
selv
es fr
om o
ther
thin
gs in
the
ecos
yste
m. S
quirr
els b
uild
thei
r nes
ts h
igh
in tr
ees,
away
from
pre
dato
rs. W
orm
s dig
do
wn
into
the
soil.
Sna
ils a
nd tu
rtle
s hav
e sh
ells
to p
rote
ct th
em.
Unf
ortu
nate
ly fo
r squ
irrel
s, w
orm
s, sn
ails,
and
turt
les,
thes
e de
fens
es d
o no
t alw
ays
wor
k. T
he p
reda
tors
that
hun
t and
eat
oth
er a
nim
als f
or a
livi
ng h
ave
shar
p te
eth
and
claw
s for
cat
chin
g th
eir p
rey.
The
re a
re e
cosy
stem
s in
man
y pl
aces
. Eac
h ec
osys
tem
has
its o
wn
food
cha
in. L
ook
at th
e im
age
of th
e w
olf,
the
deer
, and
the
acor
n. T
his i
s a v
ery
simpl
e w
ay to
thin
k of
th
e fo
od c
hain
. Sm
alle
r ani
mal
s are
eat
en b
y sli
ghtly
larg
er a
nim
als.
But t
his i
mag
e on
ly
repr
esen
ts a
smal
l par
t of a
real
food
cha
in. M
ost f
ood
chai
ns a
lso in
clud
e pl
ants
. The
y al
so in
clud
e ba
cter
ia a
nd o
ther
tiny
, mic
rosc
opic
org
anism
s.
Plan
ts a
nd sm
alle
r ani
mal
s are
usu
ally
nea
r the
bot
tom
of t
he fo
od c
hain
. At t
he to
p of
the
food
cha
in, y
ou w
ill fi
nd b
east
s lik
e gr
izzly
bea
rs, l
ions
, blu
e w
hale
s, or
gre
at w
hite
sh
arks
. The
se a
nim
als a
re to
o bi
g to
be
hunt
ed b
y an
ythi
ng e
lse. A
lion
or s
hark
is c
alle
d an
ape
x pr
edat
or b
ecau
se it
is a
t the
top
of th
e fo
od c
hain
.
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
137
NA
ME:
DAT
E:3.2
ACTIV
ITY PA
GE
Ant
icip
atio
n G
uide
for
“P
rodu
cers
, Con
sum
ers,
and
Dec
ompo
sers
”
Bef
ore
Rea
ding
Stat
emen
tA
fter
Rea
ding
True
Fals
eTr
ueFa
lse
Page
Dirt
is ju
st a
yuck
y m
ess.
A bl
ackb
erry
pla
nt
is a
prod
ucer
.
Con
sum
ers m
ake
thei
r ow
n fo
od.
Eart
hwor
ms a
re
deco
mpo
sers
.
Bact
eria
are
the
mos
t im
port
ant
deco
mpo
sers
.
38U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
1. W
hat w
ould
hap
pen
to th
e fo
rest
ecos
yste
m if
all
of th
e ba
cter
ia d
isapp
eare
d?
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
2. M
atch
the
defin
ition
to th
e w
ord
by w
ritin
g th
e le
tter o
n th
e bl
ank.
____
_ Pr
oduc
erA.
eat
s oth
er p
lant
s or a
nim
als
____
_ C
onsu
mer
B. b
reak
s dow
n bo
dies
into
sim
pler
and
sim
pler
mat
ter
____
_ D
ecom
pose
rC
. mak
es fo
od
3. W
hat i
s thi
s cha
pter
mos
tly a
bout
?
A.
Squi
rrel
s are
afra
id o
f ow
ls.
B.
Blac
kber
ry ja
m is
the
best.
C.
All l
ivin
g th
ings
can
be
sort
ed in
to th
ree
cate
gorie
s.
D.
Wild
ani
mal
s suc
h as
bea
rs, b
irds,
and
bugs
eat
ber
ries.
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
139
NA
ME:
DAT
E:3.3
ACTIV
ITY PA
GE
Pref
ix R
evie
w
Com
plet
e ea
ch s
ente
nce
by a
ddin
g th
e co
rrec
t pre
fix to
the
root
wor
d.
mid
–
tri–
mul
ti–
over
– bi
– un
der–
un
i–
1. T
hom
as is
slow
ly le
arni
ng h
ow to
ride
his
new
___
____
cyc
le w
ith th
e ex
tra
trai
ning
whe
els a
nd is
alm
ost r
eady
to re
ly o
n ju
st tw
o w
heel
s.
2. O
ver t
he y
ears
, peo
ple
have
___
____
fish
ed o
ne ri
ver o
utsid
e of
the
smal
l m
ount
ain
tow
n, w
hich
now
has
alm
ost n
o fis
h in
it a
s a re
sult.
3. T
he _
____
__ p
ower
ed fa
ns c
oole
d us
off
very
qui
ckly
bec
ause
they
ble
w so
muc
h ai
r on
us.
4. W
e le
arne
d th
e na
mes
of s
peci
al ty
pes o
f ___
____
ang
les i
n m
ath
and
the
nam
es
are
base
d on
ang
les o
n th
e in
side
of th
e fig
ures
.
5. T
here
is a
big
ass
essm
ent i
n m
y hi
story
cla
ss a
t ___
____
term
to d
eter
min
e w
hat
we
have
lear
ned
in th
e fir
st ha
lf of
the
year
.
6. T
he p
rinci
pal o
f the
scho
ol a
sked
if w
e lik
ed th
e ne
w _
____
__ c
olor
uni
form
s be
tter t
han
the
old
ones
.
7. D
urin
g th
e __
____
_ m
edia
pre
sent
atio
n, th
e te
ache
r use
d vi
deos
and
mus
ic to
sh
ow h
ow p
eopl
e in
diff
eren
t cou
ntrie
s cel
ebra
te h
olid
ays.
8. T
he _
____
__ m
onth
ly m
eetin
g of
the
book
clu
b oc
curs
on
a Tue
sday
at t
he li
brar
y an
d is
open
to a
nyon
e w
ho h
as re
ad th
e bo
ok fo
r tha
t mee
ting.
40U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
9. T
he te
am c
apta
ins m
et w
ith th
e re
fere
es a
t ___
____
fiel
d to
det
erm
ine
whi
ch si
de
of th
e fie
ld e
ach
team
wou
ld st
art o
n an
d w
ho w
ould
get
the
ball
first.
10. T
he c
able
com
pany
___
____
cha
rged
us o
n th
is m
onth
’s bi
ll fo
r fea
ture
s we
don’t
hav
e an
d D
ad h
ad to
cal
l and
fix
the
prob
lem
so th
e ch
arge
wou
ld b
e th
e no
rmal
am
ount
.
Wri
te a
sen
tenc
e us
ing
each
wor
d.
1. u
niso
n
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
2. u
nder
grou
nd
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
3. o
vere
at
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
141
NA
ME:
DAT
E:3.4
ACTIV
ITY PA
GE
Bla
nk B
uste
rs
auth
orda
wdl
eal
toge
ther
defa
ult
wat
erfa
llaf
tert
houg
htca
utio
nna
ught
ysq
uaw
ked
fauc
etbr
ough
tda
ught
erfla
wle
ssal
read
you
ght
awkw
ard
auto
grap
hre
taug
htC
halle
nge
Wor
d: q
uesti
onC
halle
nge
Wor
d: a
lway
sC
onte
nt W
ord:
eco
logy
Fill
in th
e bl
anks
in th
e se
nten
ces
belo
w w
ith
one
of th
e sp
ellin
g w
ords
in th
e ch
art.
Onl
y if
need
ed, a
dd a
suf
fix to
the
end
of a
wor
d in
ord
er fo
r th
e se
nten
ce to
mak
e se
nse:
–s,
–ed,
–in
g,
–er,
or –
ly.
1.
Befo
re ra
ilroa
d cr
ossin
gs, t
here
are
usu
ally
___
____
____
____
____
_ sig
nals
to
let y
ou k
now
whe
n a
trai
n is
appr
oach
ing.
2.
By N
ovem
ber,
squi
rrel
s hav
e __
____
____
____
____
bur
ied
enou
gh a
corn
s to
last
thro
ugh
the
win
ter.
3.
Cel
ia’s s
ister
rece
ived
an
____
____
____
____
____
__ p
ictu
re o
f the
ban
d.
4.
She
pass
ed th
e ba
sket
ball
____
____
____
____
____
____
_ be
caus
e th
is w
as h
er
first
prac
tice.
5.
The
fam
ilies
wen
t to
the
mou
ntai
ns a
nd sa
w b
eaut
iful _
____
____
____
____
__
on th
eir w
ay to
the
picn
ic a
rea.
42U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
6.I r
emin
ded
my
twin
___
____
____
____
____
____
_ th
at th
ey
____
____
____
____
____
to st
udy
for t
heir
spel
ling
asse
ssm
ent o
n Fr
iday
.
7.T
he _
____
____
____
_ of
the
mys
tery
serie
s cam
e to
spea
k at
our
scho
ol.
8.Al
l of o
ur _
____
____
____
__ a
re le
akin
g so
the
plum
ber i
s com
ing
to fi
x th
em
this
afte
rnoo
n.
9.T
here
wer
e __
____
____
____
____
___
seve
n fa
ucet
s tha
t nee
ded
adju
stmen
ts.
10.
The
cla
ss e
ager
ly w
aite
d fo
r the
less
on o
n __
____
____
____
____
___
to le
arn
how
they
can
impr
ove
our e
nviro
nmen
t.
Wri
te th
ree
sent
ence
s us
ing
spel
ling
wor
ds o
f you
r ch
oice
that
wer
e no
t use
d in
the
first
ten
sent
ence
s. M
ake
sure
to u
se c
orre
ct c
apit
aliz
atio
n an
d pu
nctu
atio
n. Y
ou m
ay u
se th
e C
halle
nge
Wor
ds o
r C
onte
nt W
ord
in y
our
sent
ence
s.
1.__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
2.__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
3.__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
143
NA
ME:
DAT
E:3.5
ACTIV
ITY PA
GETA
KE-H
OME
Prod
ucer
s, C
onsu
mer
s, a
nd D
ecom
pose
rsD
o yo
u re
cogn
ize
the
brow
n m
ater
ial i
n th
is pi
ctur
e? S
ome
peop
le c
all i
t dirt
.
Dirt
is w
hat y
ou a
re su
ppos
ed to
wip
e of
f you
r sho
es a
nd w
ash
off y
our h
ands
, rig
ht?
Dirt
is w
hat y
ou a
re n
ever
supp
osed
to g
et o
n yo
ur g
ood
shirt
, rig
ht? T
o so
me
peop
le, d
irt
is ju
st y
ucky
and
nee
ds to
be
clea
ned
up.
Wel
l, ec
olog
ists d
on’t
min
d ge
tting
dirt
y. Ec
olog
ists k
now
dirt
is v
ery
impo
rtan
t. In
fa
ct, e
colo
gist
s don
’t ca
ll it
dirt
at a
ll. T
hey
call
it so
il. W
ithou
t soi
l, lif
e on
land
as w
e kn
ow it
cou
ld n
ot e
xist
. Soi
l is a
t the
hea
rt o
f mos
t eco
syst
ems o
n la
nd.
In th
e fo
rest
eco
syst
em, e
very
livi
ng th
ing
can
be so
rted
into
one
of t
hree
bas
ic
cate
gorie
s: pr
oduc
ers,
cons
umer
s, an
d de
com
pose
rs.
Prod
ucer
s mak
e th
eir o
wn
food
. Pla
nts d
o th
is th
roug
h th
e pr
oces
s of
phot
osyn
thes
is. M
any
prod
ucer
s also
hap
pen
to p
rodu
ce, o
r mak
e, th
ings
that
an
imal
s eat
. The
bla
ckbe
rry
plan
t is a
tast
y ex
ampl
e. It
mak
es it
s ow
n fo
od th
roug
h ph
otos
ynth
esis
. The
ber
ries c
onta
in th
e pl
ant’s
seed
s. W
ild a
nim
als s
uch
as b
irds,
bear
s, an
d bu
gs e
at th
e be
rrie
s. T
he a
nim
als e
at th
e ju
icy
berr
ies,
but t
hey
do n
ot d
iges
t the
tiny
se
eds. C
onsu
mer
s eat
oth
er p
lant
s and
ani
mal
s. As
you
can
pro
babl
y gu
ess,
squi
rrel
s are
ac
orn
cons
umer
s. U
nfor
tuna
tely
for s
quirr
els,
they
are
not
at t
he to
p of
the
food
cha
in.
Thi
s ow
l is a
skill
ed p
reda
tor.
It is
noct
urna
l, m
eani
ng it
hun
ts a
t nig
ht. I
t con
sum
es
smal
l rod
ents
, inc
ludi
ng sq
uirr
els.
With
exc
elle
nt h
earin
g an
d ey
esig
ht, t
he o
wl w
ill c
atch
an
y sq
uirr
el o
r oth
er ro
dent
who
leav
es th
e sa
fety
of i
ts n
est a
t nig
ht.
Dec
ompo
sers
are
the
third
type
of l
ivin
g th
ing
in th
e fo
rest
eco
syst
em. E
arth
wor
ms
are
deco
mpo
sers
. The
y fe
ed o
n de
ad o
rgan
ic m
atte
r, su
ch a
s lea
ves.
The
wor
ms p
ull t
he
leav
es d
own
into
the
grou
nd. T
hey
shre
d th
e le
aves
into
littl
e pi
eces
and
then
eat
them
.
Wor
ms a
re p
retty
low
on
the
food
cha
in. F
ish, b
irds,
frogs
, and
turt
les w
ill a
ll ea
t any
w
orm
unl
ucky
eno
ugh
to c
ross
thei
r pat
hs.
Som
e in
sect
s are
pre
tty b
ig. S
ome
are
so sm
all y
ou n
eed
a m
agni
fyin
g gl
ass t
o se
e th
em. S
ome
fly. S
ome
craw
l.
44U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
Som
e in
sect
s are
dec
ompo
sers
. Oth
ers a
re c
onsu
mer
s and
som
e ar
e ev
en p
reda
tors
. M
ost i
nsec
ts a
re p
retty
far d
own
on th
e fo
od c
hain
.
In fa
ct, t
here
are
bill
ions
and
bill
ions
of o
ther
livi
ng th
ings
in th
e so
il su
rrou
ndin
g th
e w
orm
. The
se b
acte
ria,
fung
i, an
d ot
her o
rgan
isms a
re w
orki
ng to
surv
ive
in th
e sa
me
soil.
The
se o
rgan
isms a
re so
smal
l you
can
not s
ee th
em w
ithou
t a m
icro
scop
e.
Bac
teri
a ar
e th
e m
ost i
mpo
rtan
t dec
ompo
sers
. The
y ar
e al
so th
e m
ost a
bund
ant
form
of l
ife in
an
ecos
yste
m. B
acte
ria
and
othe
r sim
ple
orga
nism
s hav
e a
very
, ver
y im
port
ant j
ob.
Bac
teri
a an
d ot
her t
eeny
, tin
y or
gani
sms c
ause
dea
d pl
ant a
nd a
nim
al m
atte
r to
deco
mpo
se. W
hen
som
ethi
ng d
ecom
pose
s, its
bod
y is
brok
en d
own
into
sim
pler
and
sim
pler
type
s of m
atte
r.
As le
aves
dec
ompo
se, t
heir
nutr
ient
s will
bec
ome
part
of t
he so
il. B
asic
ally,
the
deco
mpo
sed
mat
ter p
rovi
des v
itam
ins a
nd m
iner
als f
or n
ew p
lant
s or o
ther
livi
ng
thin
gs.
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
165
NA
ME:
DAT
E:4.2
ACTIV
ITY PA
GE
“The
Bal
ance
of N
atur
e”1.
Wha
t wou
ld h
appe
n to
the
Mar
a N
atio
nal R
eser
ve e
cosy
stem
if a
ll of
the
chee
tahs
wer
e hu
nted
to e
xtin
ctio
n? _
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
___
2. W
hy a
re a
nts i
mpo
rtan
t to
the
acac
ia tr
ee? _
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
___
Page
___
___
3. W
hy a
re p
eopl
e no
t allo
wed
to b
uild
tow
ns o
r maj
or ro
ads i
nsid
e a
pres
erve
? ___
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
___
4. W
hat m
ight
hap
pen
if pe
ople
wer
e al
low
ed to
bui
ld to
wns
or m
ajor
road
s ins
ide
a pr
eser
ve? _
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
167
NA
ME:
DAT
E:4.3
ACTIV
ITY PA
GE
Subj
ect a
nd O
bjec
t Pro
noun
s
Rew
rite
the
sent
ence
repl
acin
g th
e un
derl
ined
wor
d or
wor
ds w
ith
a su
bjec
t or
obje
ct p
rono
un.
1. M
y ol
der b
roth
er h
elps
me
with
my
mat
h ho
mew
ork.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
2. I
wish
I co
uld
help
my
olde
r bro
ther
with
som
ethi
ng to
o!
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
3. M
rs. S
mal
ley
is th
e be
st ne
ighb
or e
ver!
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
4. T
he w
hole
nei
ghbo
rhoo
d w
ould
like
to h
ave
a pa
rty
for M
rs. S
mal
ley.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
5. T
hat t
ree
hous
e w
as a
wes
ome!
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
169
NA
ME:
DAT
E:4.4
ACTIV
ITY PA
GE
Wor
d So
rt
Rea
d th
e w
ords
in th
e bo
x an
d ci
rcle
the
lett
ers
that
hav
e th
e so
und
/aw
/. W
rite
the
wor
ds
unde
r ea
ch h
eade
r th
at m
atch
the
head
er’s
spel
ling
patt
ern.
‘au’
> /a
w/
‘aw
’ > /a
w/
‘al’
> /a
w/
‘oug
h’ >
/aw
/‘a
ugh’
> /a
w/
____
____
____
____
____
____
___
____
____
____
___
____
____
____
____
____
___
____
____
____
___
____
____
___
____
____
____
___
____
____
____
____
____
___
____
____
____
___
____
____
___
____
____
____
___
____
____
____
____
____
___
____
____
____
___
____
____
___
____
____
____
___
____
____
___
____
____
____
_
____
____
____
___
____
____
___
____
____
____
___
____
____
___
____
____
____
_
____
____
____
___
____
____
___
____
____
____
___
____
____
___
____
____
____
_
____
____
____
___
____
____
___
____
____
____
___
____
____
___
____
____
____
_
____
____
____
___
____
____
___
____
____
____
___
____
____
___
____
____
____
_
outla
wen
ough
mau
lm
all
capa
ble
hone
stau
dito
ryya
wni
ngla
ught
eraw
hile
foug
htfro
wn
alm
ost
fore
thou
ght
saus
age
claw
sw
alk
stepd
augh
ter
allig
ator
auct
ion
brou
ght
stalli
ngto
ugh
spra
wl
haug
hty
chal
ksh
allo
wap
plau
seco
ugh
thou
ghtle
ssdo
ugh
Cal
iforn
iaau
ditio
nbr
awl
awes
ome
doub
t
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
171
NA
ME:
DAT
E:4.5
ACTIV
ITY PA
GETA
KE-H
OME
The
Bal
ance
of N
atur
eT
his p
hoto
was
take
n in
Ken
ya, a
cou
ntry
in e
ast A
frica
. Ken
ya is
fam
ous f
or th
e w
ildlif
e on
its g
rass
land
s. W
hen
peop
le v
isit K
enya
, the
y of
ten
go o
n sa
fari
to se
e th
e an
imal
s.
A la
rge
port
ion
of K
enya
is p
art o
f the
Mar
a N
atio
nal R
eser
ve. A
rese
rve
is a
prot
ecte
d ar
ea o
f lan
d. P
eopl
e ar
e no
t allo
wed
to b
uild
tow
ns o
r maj
or ro
ads t
here
. The
la
nd is
set a
side
for n
atur
e, e
spec
ially
the
anim
als.
Mos
t of t
he M
ara
is op
en g
rass
land
, kno
wn
as a
sava
nna.
The
land
is b
asic
ally
flat
, w
ith g
ently
rolli
ng h
ills.
The
re a
re so
me
tree
s and
bus
hes g
row
ing
in th
e sa
vann
a, b
ut it
is
mos
tly g
rass
.
In m
any
way
s, th
e sa
vann
a ec
osys
tem
is li
ke a
ny o
ther
eco
syst
em. T
here
are
food
ch
ains
with
pro
duce
rs, c
onsu
mer
s, an
d de
com
pose
rs.
Hug
e he
rds o
f wild
ebee
sts,
zebr
as, a
nd o
ther
con
sum
ers e
at th
e sa
vann
a gr
ass.
The
re
is pl
enty
of g
rass
for e
very
one.
Thi
s also
mea
ns th
ere
is pl
enty
of m
eat f
or th
e lio
ns!
The
Mar
a is
know
n fo
r its
man
y ty
pes o
f aca
cia
tree
s. G
iraffe
s lik
e to
eat
aca
cia
leav
es. Som
e an
ts in
the
Mar
a lik
e to
eat
cer
tain
aca
cia
seed
s. T
he a
nts c
arry
the
seed
s un
derg
roun
d. T
hey
eat t
he fr
uit t
hat s
urro
unds
the
seed
, but
they
do
not h
urt t
he se
ed
itsel
f. In
stea
d, th
ey le
ave
it th
ere
in th
e gr
ound
whe
re th
ey a
te it
. Tha
t’s h
ow so
me
acac
ias
spre
ad th
eir s
eeds
! Thi
s is a
noth
er e
xam
ple
of a
way
in w
hich
org
anism
s rel
y on
eac
h ot
her i
n an
eco
syst
em.
Each
livi
ng th
ing
in a
hea
lthy
ecos
yste
m c
an su
rviv
e w
ith h
elp
from
oth
er li
ving
th
ings
. The
livi
ng th
ings
dep
end
on e
ach
othe
r. O
f cou
rse,
not
all
livin
g th
ings
surv
ive
for v
ery
long
. Man
y cr
itter
s are
eat
en b
y bi
gger
ani
mal
s. M
ost s
eeds
do
not s
prou
t. Bu
t en
ough
will
surv
ive
to m
ake
sure
life
con
tinue
s in
the
ecos
yste
m.
The
sava
nna’s
gra
ss e
ater
s wou
ld p
roba
bly
be h
appy
if a
ll th
e bi
g ca
ts d
isapp
eare
d.
How
ever
, if a
ll th
e bi
g ca
ts d
isapp
eare
d fro
m th
e M
ara,
this
wou
ld u
pset
the
natu
ral
bala
nce
in th
e fo
od c
hain
.
72U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
Che
etah
s and
oth
er p
reda
tors
hun
t the
wea
k, si
ck, a
nd y
oung
mem
bers
of t
he h
erd.
As
a re
sult,
the
stro
ng a
nim
als i
n th
e he
rd te
nd to
surv
ive
and
have
hea
lthy
youn
g.
No
gaze
lle w
ants
to b
e ea
ten
by a
lion
or c
heet
ah. B
ut in
an
ecos
yste
m, t
he p
reda
tors
he
lp k
eep
the
popu
latio
n fro
m g
ettin
g ou
t of c
ontr
ol. I
f the
re w
ere
too
man
y ga
zelle
s, th
en a
ll ga
zelle
s mig
ht h
ave
trou
ble
findi
ng e
noug
h fo
od. C
heet
ahs h
elp
mak
e su
re th
ere
aren
’t to
o m
any
gaze
lles!
The
gra
ssla
nds o
f the
Mar
a N
atio
nal R
eser
ve se
em to
stre
tch
on fo
reve
r. It
is ha
rd
to im
agin
e an
ythi
ng b
ad e
ver h
appe
ning
to u
pset
the
ecos
yste
m o
f thi
s vas
t, be
autif
ul
land
. But
if n
othi
ng b
ad e
ver h
appe
ned,
then
the
gove
rnm
ent o
f Ken
ya w
ould
not
hav
e bo
ther
ed m
akin
g th
is a
rese
rve.
Man
y an
imal
s wer
e ill
egal
ly h
unte
d to
nea
r ext
inct
ion.
T
he p
eopl
e of
Ken
ya h
ad to
set t
he la
nd a
part
in o
rder
to p
rote
ct th
e ec
osys
tem
and
all
the
anim
als i
n it.
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
175
NA
ME:
DAT
E:5.2
ACTIV
ITY PA
GE
“Nat
ural
Cha
nges
to th
e En
viro
nmen
t”
Rea
d th
e fo
llow
ing
stat
emen
ts, w
rite
true
or
fals
e, a
nd w
rite
the
page
num
ber
that
has
the
answ
er.
True
or F
alse
Page
Num
ber
Wat
er is
one
of n
atur
e’s w
eake
st fo
rces
.Er
osio
n is
one
com
mon
forc
e of
nat
ure.
Petr
ified
mea
ns tu
rned
to st
one.
Whe
n th
e la
nd c
hang
es, t
he e
colo
gy c
hang
es.
Livi
ng th
ings
usu
ally
can
not f
ind
a w
ay to
ada
pt.
1. O
rgan
ize th
e fo
llow
ing
into
a fo
od c
hain
from
the
Petr
ified
For
est:
snak
e, b
ird,
coyo
te, s
eeds
A.
Apex
pre
dato
r: __
____
____
____
____
__
B.
____
____
____
____
____
____
____
____
C.
____
____
____
____
____
____
____
____
D.
____
____
____
____
____
____
____
____
2. W
hat h
appe
ns d
urin
g a
big
flood
? ___
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
3. W
rite
the
mai
n id
ea o
f thi
s cha
pter
. ___
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
177
NA
ME:
DAT
E:5.3
ACTIV
ITY PA
GE
Subj
ect a
nd O
bjec
t Pro
noun
s
Wri
te th
e pr
onou
n on
the
blan
k th
at c
orre
ctly
com
plet
es th
e se
nten
ce. T
hen,
cir
cle
subj
ect
pron
oun
or o
bjec
t pro
noun
.
1.(S
he, H
er) h
as st
udie
d ba
llet f
or m
any
year
s.
Subj
ect P
rono
un
Obj
ect P
rono
un
2.T
he st
ory
of th
e m
agic
al b
irds i
s int
eres
ting
to (h
im, h
e).
Subj
ect P
rono
un
Obj
ect P
rono
un
3.O
ur p
et sn
ake
esca
ped
from
the
cage
and
no
one
coul
d fin
d (th
em, i
t.)
Subj
ect P
rono
un
Obj
ect P
rono
un
4.(T
hey,
Me)
wer
e th
e on
ly o
nes b
rave
eno
ugh
to d
ive
from
the
divi
ng b
oard
.
Subj
ect P
rono
un
Obj
ect P
rono
un
5.(W
e, U
s) e
njoy
pla
ying
foot
ball
in th
e ba
ckya
rd w
ith fr
iend
s.
Subj
ect P
rono
un
Obj
ect P
rono
un
6.W
hen
child
ren
hide
, it i
s ver
y di
fficu
lt to
find
(we,
them
).
Subj
ect P
rono
un
Obj
ect P
rono
un
7.(Y
ou, M
e) sh
ould
be
very
hap
py to
hea
r suc
h gr
eat n
ews!
Subj
ect P
rono
un
Obj
ect P
rono
un
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
179
NA
ME:
DAT
E:5.4
ACTIV
ITY PA
GE
Dic
tion
ary
Skill
s
Use
the
follo
win
g ex
ampl
e to
com
plet
e th
e se
nten
ces
that
follo
w.
Exam
ple:
foul
—ad
jectiv
e: 1.
disg
ustin
g 2.
dirt
y 3.
stor
my
4. a
gain
st th
e ru
les (
spor
ts or
gam
es) v
erb:
5. t
o m
ake
som
ethi
ng d
irty
6. to
go
agai
nst t
he ru
les (
spor
ts or
ga
mes
) 7.
to h
it a
ball
out o
f bou
nds (
base
ball)
nou
n: 8
. a b
reak
ing
of th
e ru
les o
r bo
unda
ries (
spor
ts or
gam
es) (
adjec
tive:
foul
er, f
oule
st v
erb:
foul
ed n
oun:
foul
s)
1. D
akot
a hi
t thr
ee _
____
____
____
_ in
the
first
inni
ng. (
___)
___
____
____
__
2. T
he w
eath
er w
as _
____
____
____
__ o
utsid
e. (_
__) _
____
____
____
____
___
3. A
fter w
orki
ng in
the
mud
dy fi
elds
, he
had
the
____
____
____
___
boot
s I’ve
eve
r se
en! (
___)
___
____
____
____
____
____
____
____
_
awkw
ard—
adjec
tive:
1. e
mba
rras
sing
2. d
iffic
ult t
o ha
ndle
3. c
lum
sy; n
ot g
race
ful
4. u
nabl
e to
talk
with
peo
ple
easil
y (a
dver
b: a
wkw
ardl
y, n
oun:
aw
kwar
dnes
s)
caut
ion—
noun
: 1.
car
eful
ness
to a
void
dan
ger;
ver
b: 2
. to
war
n ag
ains
t dan
ger:
caut
ione
d, c
auti
onin
g
caut
ious
—ad
jectiv
e: c
aref
ul (a
dver
b: c
auti
ousl
y)
naug
hty—
adjec
tive:
1. d
isobe
dien
t 2. n
ot p
rope
r: na
ught
ier,
naug
htie
st (
adve
rb:
naug
htily
, nou
n: n
augh
tine
ss)
80U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
1.M
onty
wal
ked
very
slow
ly a
nd _
____
____
__ th
roug
h th
e lo
ng, d
ark,
and
w
indi
ng h
allw
ay. (
__) _
____
____
_
2.Je
ssic
a to
ld th
e te
ache
r in
the
cafe
teria
that
her
frie
nd sa
id a
___
____
____
____
w
ord
at lu
nch
toda
y. (_
_) _
____
__
3.U
sing
a pa
int b
rush
can
be
____
____
____
____
unt
il yo
u ha
ve p
lent
y of
pr
actic
e.(_
_) _
____
____
__
4.It
was
an
____
____
____
____
_ m
omen
t whe
n W
illie
spill
ed h
is m
ilk a
ll ov
er
Mrs
. Tho
mps
on. (
__) _
____
____
_
5.K
irbie
was
the
____
____
____
____
____
pup
py a
t obe
dien
ce sc
hool
. (__
) __
____
____
___
Wri
te s
ente
nces
usi
ng tw
o fo
rms
of th
e w
ords
that
wer
e no
t use
d in
the
sent
ence
s ab
ove.
1. _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
2. _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
181
NA
ME:
DAT
E:6.1
ACTIV
ITY PA
GE
Ant
icip
atio
n G
uide
for
“H
uman
Cha
nges
to th
e En
viro
nmen
t”
Bef
ore
Rea
ding
Stat
emen
tA
fter
Rea
ding
True
Fals
eTr
ueFa
lse
Page
A to
ol is
a k
ind
of
tech
nolo
gy.
Hum
ans c
ontro
l all
of n
atur
e to
mee
t th
eir n
eeds
.
The
big
gest
dam
in
Am
eric
a is
the
Col
orad
o D
am.
A da
m is
goo
d fo
r pe
ople
but
not
so
goo
d fo
r the
en
viro
nmen
t.
The
Col
orad
o D
am
is bu
ilt a
cros
s the
H
oove
r Riv
er.
82U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
1.G
ive
one
exam
ple
of h
ow h
uman
s use
tech
nolo
gy to
cha
nge
or c
ontro
l nat
ure.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
2.Li
st tw
o w
ays t
hat t
he b
igge
st da
m in
Am
eric
a is
good
for p
eopl
e.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
3.Li
st th
ree
way
s tha
t the
big
gest
dam
in A
mer
ica
is no
t goo
d fo
r the
en
viro
nmen
t.
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
183
NA
ME:
DAT
E:6.2
ACTIV
ITY PA
GETA
KE-H
OME
Dea
r Fa
mily
Mem
ber,
Plea
se h
elp
your
chi
ld su
ccee
d in
spel
ling
by ta
king
a fe
w m
inut
es e
ach
even
ing
to re
view
the
wor
ds to
geth
er. H
elpf
ul a
ctiv
ities
for y
our c
hild
to d
o in
clud
e: sp
ellin
g th
e w
ords
ora
lly, w
ritin
g se
nten
ces u
sing
the
wor
ds, o
r sim
ply
copy
ing
the
wor
ds.
Spel
ling
Wor
ds
Thi
s wee
k, w
e ar
e re
view
ing
the
spel
ling
patte
rns o
f /oi
/, /o
u/, a
nd /a
w/ t
hat w
e ha
ve a
lread
y le
arne
d. O
n Fr
iday
, you
r chi
ld w
ill b
e as
sess
ed o
n th
ese
wor
ds.
Stud
ents
have
bee
n as
signe
d th
ree
Cha
lleng
e Wor
ds, u
sual
ly, b
ye, a
nd b
uy. C
halle
nge W
ords
are
w
ords
use
d ve
ry o
ften.
The
Cha
lleng
e Wor
ds d
o no
t fol
low
the
spel
ling
patte
rns f
or th
is w
eek
and
need
to b
e m
emor
ized.
The
Con
tent
Wor
d fo
r thi
s wee
k is
envi
ronm
ent.
Envi
ronm
ent d
oes n
ot fo
llow
the
spel
ling
patte
rn fo
r thi
s wee
k. T
his w
ord
is di
rect
ly re
late
d to
the
mat
eria
l tha
t we
are
read
ing
in
Intro
ducti
on to
Eco
logy
. The
Con
tent
Wor
d is
an o
ptio
nal s
pelli
ng w
ord
for y
our c
hild
. If
your
chi
ld w
ould
like
to tr
y it
but g
ets i
t inc
orre
ct, i
t will
not
cou
nt a
gain
st hi
m o
r her
on
the
asse
ssm
ent.
We
enco
urag
e ev
eryo
ne to
stre
tch
them
selv
es a
bit
and
try
to sp
ell t
his w
ord.
The
spel
ling
wor
ds, i
nclu
ding
the
Cha
lleng
e Wor
ds a
nd th
e C
onte
nt W
ord,
are
liste
d be
low
:
1.
loya
lty12
. tow
erin
g
2.
boun
darie
s13
. em
broi
dery
3.
foun
datio
n14
. ann
ounc
emen
t
4.
brou
ght
15. c
owar
dly
5.
squa
wke
d16
. acc
ount
able
6.
disa
ppoi
nt17
. cor
duro
y
7.
auth
or18
. Cha
lleng
e W
ord:
usu
ally
8.
turq
uoise
19. C
halle
nge
Wor
d: b
ye
9.
allo
wan
ce20
. Cha
lleng
e W
ord:
buy
10.
empl
oyee
Con
tent
Wor
d: e
nviro
nmen
t11
. de
faul
t
84U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
Stud
ent R
eade
r
Thi
s wee
k, w
e ar
e co
ntin
uing
our
uni
t on
ecol
ogy.
Your
chi
ld w
ill b
e le
arni
ng a
bout
ho
w h
uman
s hav
e m
ade
chan
ges t
o th
e en
viro
nmen
t and
how
we
can
prot
ect o
ur
envi
ronm
ent a
nd e
cosy
stem
s. Yo
ur c
hild
will
also
read
a b
iogr
aphy
of J
ohn
Mui
r. Be
su
re to
ask
you
r chi
ld e
ach
even
ing
abou
t wha
t he
or sh
e is
lear
ning
.
Stud
ents
will
take
hom
e te
xt c
opie
s of t
he c
hapt
ers i
n th
e Re
ader
thro
ugho
ut th
e un
it. E
ncou
ragi
ng st
uden
ts to
read
a te
xt d
irect
ly re
late
d to
this
dom
ain-
base
d un
it w
ill p
rovi
de c
onte
nt a
nd v
ocab
ular
y re
info
rcem
ent.
Plea
se re
min
d yo
ur c
hild
that
the
glos
sary
can
be
used
for f
indi
ng th
e m
eani
ng o
f the
bol
ded
wor
ds.
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
185
NA
ME:
DAT
E:6.3
ACTIV
ITY PA
GETA
KE-H
OME
Nat
ural
Cha
nges
to th
e En
viro
nmen
tEc
osys
tem
s can
be
frag
ile. I
t doe
sn’t
take
muc
h to
cau
se b
ig c
hang
es in
the
envi
ronm
ent.
Som
etim
es th
e ec
osys
tem
can
reco
ver f
rom
a c
hang
e. S
omet
imes
the
chan
ge
is fo
reve
r.
Eros
ion
is on
e co
mm
on fo
rce
of n
atur
e. O
ver t
ime,
the
land
on
eith
er si
de o
f a
stre
am c
an e
rode
. Whe
n it
rain
s rea
lly h
ard
a lit
tle st
ream
can
fill
with
wat
er a
nd fl
ood.
A
flood
may
last
for a
n ho
ur. I
t may
last
for a
few
day
s.
The
pla
nts o
n a
hills
ide
have
root
s tha
t rea
ch d
eep
into
the
soil.
The
root
s hol
d th
e so
il to
geth
er. W
hen
it ra
ins,
or w
hen
the
win
d bl
ows r
eally
har
d, th
e pl
ant r
oots
hol
d th
e so
il in
pla
ce. W
ithou
t pla
nts,
the
soil
star
ts to
ero
de.
Wat
er is
one
of n
atur
e’s m
ost p
ower
ful f
orce
s. D
urin
g a
big
flood
, the
ent
ire
land
scap
e ca
n be
cha
nged
. A fl
oode
d riv
er c
an te
ar a
part
pla
nts,
tree
s, an
d so
il.
Firs
t, th
e to
psoi
l is r
emov
ed. T
his i
s the
rich
est s
oil,
whe
re y
ou fi
nd m
ost o
f the
nu
trie
nts a
nd d
ecay
ing
mat
ter.
Onc
e th
e to
psoi
l is w
ashe
d aw
ay, t
he fo
rces
of n
atur
e slo
wly
eat
aw
ay a
t the
cla
y an
d ro
ck u
nder
neat
h.
Thi
s is f
rom
Pet
rifi
ed F
ores
t Nat
iona
l Par
k in
Ariz
ona.
Thr
ough
out t
he p
ark,
ther
e ar
e an
cien
t tre
es th
at h
ave
turn
ed to
ston
e. T
he tr
ees h
ave
been
pet
rifi
ed!
The
se m
ay lo
ok li
ke n
orm
al ro
cks b
ut th
ey’re
not
! The
re w
as a
fore
st e
cosy
stem
her
e ab
out 2
00 m
illio
n ye
ars a
go, w
hen
som
e of
the
first
din
osau
rs ro
amed
the
eart
h. T
hese
ro
cks a
re a
ctua
lly p
iece
s of p
rehi
stor
ic tr
ees!
Back
then
, the
re w
ere
prod
ucer
s, co
nsum
ers,
and
deco
mpo
sers
, too
! Fos
sils f
ound
in
the
Petr
ifie
d Fo
rest
show
that
ther
e w
ere
swam
p pl
ants
, lik
e fe
rns.
The
re w
ere
also
di
nosa
urs t
hat l
ooke
d so
rt o
f lik
e cr
ocod
iles.
At so
me
poin
t, th
e ar
ea w
as fl
oode
d by
hug
e am
ount
s of w
ater
and
mud
. The
tree
s w
ere
cove
red.
The
ent
ire fo
rest
was
des
troy
ed, a
long
with
the
food
cha
in. A
ll th
at m
ud
cove
ring
the
tree
s drie
d. O
ver m
illio
ns o
f yea
rs, t
he m
ud tu
rned
to ro
ck. I
nste
ad o
f ro
tting
, the
tree
s tur
ned
to ro
ck, t
oo!
86U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
Mill
ions
of y
ears
and
cou
ntle
ss fl
oods
late
r, th
e la
nd in
Pet
rifi
ed F
ores
t Nat
iona
l Pa
rk h
as e
rode
d. W
e ar
e le
ft w
ith th
is st
rang
e la
ndsc
ape.
It is
still
cal
led
a fo
rest
, but
m
any
of th
e tr
ees a
re re
ally
rock
s.
The
land
is a
lmos
t lik
e a
dese
rt. H
owev
er, t
he P
etri
fied
For
est d
oes g
et so
me
rain
. T
here
is a
ctua
lly a
lot h
appe
ning
in th
is ec
osys
tem
, eve
n th
ough
it lo
oks l
ike
a dr
y, sa
ndy
plac
e. T
here
are
500
diff
eren
t spe
cies
of p
lant
s in
Petr
ifie
d Fo
rest
Nat
iona
l Par
k. T
here
ar
e no
din
osau
rs, b
ut th
ere
are
little
liza
rds.
The
re a
re a
lso to
ads,
snak
es, b
irds,
and
jack
rabb
its.
Coy
otes
are
nea
r the
top
of th
e fo
od c
hain
. The
y ea
t jus
t abo
ut a
nyth
ing,
m
eat a
nd p
lant
alik
e.
The
Pet
rifi
ed F
ores
t is i
nter
estin
g be
caus
e it
show
s how
nat
ure’s
forc
es c
an c
hang
e th
e la
ndsc
ape.
Whe
n th
e la
nd c
hang
es, t
he e
colo
gy c
hang
es. T
here
wer
e on
ce fo
rest
s and
sw
amps
her
e. N
ow, i
t is a
rock
y de
sert
. The
hill
s hav
e er
oded
. Muc
h of
the
rich
soil
has
been
was
hed
away
, lea
ving
mos
tly sa
nd a
nd ro
cks.
But i
t is s
till a
n ec
osys
tem
! Thr
ough
all
the
chan
ges,
ther
e ha
s alw
ays b
een
life
here
. Liv
ing
thin
gs fi
nd a
way
to a
dapt
and
surv
ive.
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
187
NA
ME:
DAT
E:6.4
ACTIV
ITY PA
GETA
KE-H
OME
Hum
an C
hang
es to
the
Envi
ronm
ent
As y
ou h
ave
lear
ned,
eve
ry p
lant
and
ani
mal
in a
nat
ural
eco
syst
em d
epen
ds o
n ot
her
plan
ts o
r ani
mal
s for
its s
urvi
val.
For e
xam
ple,
a b
utte
rfly
dep
ends
on
a flo
wer
’s ne
ctar
fo
r foo
d. A
t the
sam
e tim
e, a
flow
er d
epen
ds o
n bu
tterf
lies a
nd o
ther
inse
cts t
o sp
read
its
polle
n. Tho
usan
ds o
f yea
rs a
go, e
arly
hum
ans w
ere
like
all o
ther
livi
ng th
ings
in n
atur
e. T
hey
wer
e ju
st a
noth
er p
art o
f the
nat
ural
food
cha
in. T
hey
hunt
ed a
nim
als a
nd g
athe
red
plan
ts
for f
ood.
The
y m
ade
shel
ters
and
clo
thin
g us
ing
the
mat
eria
ls in
thei
r env
ironm
ent.
Mos
t im
port
antly
, the
y us
ed o
nly
wha
t the
y ne
eded
for b
asic
surv
ival
.
How
ever
, hum
ans a
lso h
ad th
e ab
ility
to c
reat
e an
d us
e te
chno
logy
. At f
irst,
they
us
ed si
mpl
e te
chno
logy
, lik
e to
ols m
ade
of st
one
and
woo
d. T
hese
tool
s mad
e it
easie
r to
hunt
, bui
ld, a
nd d
o ot
her t
hing
s for
surv
ival
.
Ove
r tim
e, te
chno
logy
impr
oved
. Hum
ans l
earn
ed to
cre
ate
and
use
mac
hine
s. In
stea
d of
hun
ting
anim
als,
they
lear
ned
to ra
ise a
nim
als l
ike
cow
s and
chi
cken
s for
food
. In
stea
d of
gat
herin
g nu
ts, b
errie
s, an
d ro
ots,
they
lear
ned
to g
row
thei
r ow
n cr
ops.
In
othe
r wor
ds, h
uman
s lea
rned
to c
hang
e an
d co
ntro
l som
e pa
rts o
f nat
ure
in o
rder
to m
eet
thei
r nee
ds.
With
tech
nolo
gy, h
uman
s wer
e ab
le to
cha
nge
the
envi
ronm
ent.
The
land
in th
is pi
ctur
e m
ay h
ave
been
a fo
rest
or n
atur
al g
rass
land
. Now
, ins
tead
, it i
s a w
heat
fiel
d.
Inse
cts a
nd o
ther
org
anism
s stil
l liv
e in
the
soil
and
feed
on
the
whe
at p
lant
s. H
owev
er,
this
is no
t wha
t you
mig
ht c
all a
nat
ural
fiel
d. H
uman
s pla
nted
the
seed
s in
this
field
and
hu
man
s dec
ide
whe
n to
har
vest
the
crop
s to
mak
e fo
od.
The
land
ben
eath
any
tow
n or
city
was
onc
e a
natu
ral e
cosy
stem
. The
n, h
uman
s cam
e al
ong
and
used
tech
nolo
gy to
cha
nge
the
natu
ral e
nviro
nmen
t. T
here
are
som
e tr
ees,
gras
s, an
d flo
wer
s in
a ci
ty. B
ut th
ey a
re o
nly
ther
e be
caus
e pe
ople
wan
t the
m th
ere.
Som
e an
imal
s, lik
e sq
uirr
els a
nd b
irds,
also
live
in c
ities
alo
ngsid
e hu
man
s. Bu
t the
se c
reat
ures
ha
d to
lear
n to
surv
ive
in a
n en
viro
nmen
t cre
ated
by
hum
ans.
Now
, with
all
our c
ities
and
tech
nolo
gy, i
t is s
omet
imes
eas
y fo
r us t
o fo
rget
abo
ut
natu
re a
nd e
cosy
stem
s. It
is ea
sy fo
r us t
o th
ink
of n
atur
e as
som
ethi
ng w
e ca
n vi
sit, b
ut
not s
omet
hing
we
are
real
ly p
art o
f.
88U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
It is
also
eas
y fo
r us t
o th
ink
of n
atur
e as
a re
sour
ce p
rim
arily
for h
uman
s—so
met
hing
we
can
use
and
chan
ge to
suit
our n
eeds
. Thi
s im
age
show
s one
of t
he m
ost
amaz
ing
thin
gs e
ver b
uilt
in A
mer
ica:
the
Hoo
ver D
am. T
here
are
thou
sand
s of d
ams
in A
mer
ica
but t
he H
oove
r Dam
is th
e bi
gges
t. It
was
bui
lt ac
ross
the
mig
hty
Col
orad
o R
iver
. It g
ener
ates
hyd
roel
ectr
ic p
ower
, or e
lect
ricity
, for
ove
r a m
illio
n pe
ople
in
Ariz
ona,
Nev
ada,
and
Cal
iforn
ia. T
he re
serv
oir c
reat
ed b
y th
e da
m a
lso p
rovi
des w
ater
for
thou
sand
s of h
omes
and
farm
s.
The
Hoo
ver D
am is
ver
y im
port
ant f
or p
eopl
e w
ho d
epen
d on
it fo
r wat
er a
nd
elec
tric
ity. B
ut th
e da
m a
lso c
hang
ed th
e la
ndsc
ape
and
ecol
ogy
alon
g th
e C
olor
ado
Riv
er
fore
ver.
It ch
ange
d th
e na
tura
l flo
w o
f the
rive
r and
end
ange
red
seve
ral s
peci
es o
f fish
and
pl
ants
. You
can
say
the
dam
was
goo
d fo
r peo
ple
but n
ot so
goo
d fo
r the
env
ironm
ent.
Eith
er w
ay, i
t is h
ere
to st
ay a
nd it
is a
goo
d ex
ampl
e of
a w
ay in
whi
ch p
eopl
e ca
n ch
ange
th
e na
tura
l env
ironm
ent.
The
peo
ple
in th
is lit
tle to
wn
live
in a
ver
y be
autif
ul p
lace
surr
ound
ed b
y a
natu
ral
ecos
yste
m. T
hey
have
thei
r hou
ses a
nd ro
ads a
nd th
ey h
ave
clea
red
away
som
e of
the
fore
st to
mak
e pa
stur
es fo
r ani
mal
s or f
arm
ing.
But
mos
t of t
he su
rrou
ndin
g la
nd st
ill
belo
ngs t
o na
ture
.
Not
all
envi
ronm
enta
l cha
nges
cau
sed
by h
uman
s are
bad
for t
he e
nviro
nmen
t. It
is ce
rtai
nly
poss
ible
for p
eopl
e to
surv
ive
and
enjo
y lif
e w
hile
hel
ping
to p
rote
ct th
e ba
lanc
e of
nat
ure.
In th
e ne
xt th
ree
chap
ters
, you
will
lear
n m
ore
abou
t the
dam
age
peop
le c
an d
o to
eco
syst
ems a
nd, m
ore
impo
rtan
tly, t
he th
ings
we
can
do to
pro
tect
them
.
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
189
NA
ME:
DAT
E:7.1
ACTIV
ITY PA
GE
“Env
iron
men
tal D
amag
e C
ause
d by
Hum
ans”
Des
crib
e w
hat h
appe
ned
to e
ach
of th
e fo
llow
ing
whe
n th
e D
eepw
ater
Hor
izon
exp
lode
d:
Peop
le _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Oil
from
dee
p in
the
grou
nd _
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Wat
er n
ear t
he ri
g __
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Fish
in th
e w
ater
nea
r the
rig
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Gul
f Coa
st __
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Bird
s liv
ing
near
the
Gul
f Coa
st __
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Wet
land
s alo
ng th
e G
ulf C
oast
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
191
NA
ME:
DAT
E:7.2
ACTIV
ITY PA
GE
Com
para
tive
and
Sup
erla
tive
Adj
ecti
ves a
nd A
dver
bs
Cho
ose
from
the
opti
ons
in p
aren
thes
es to
com
plet
e th
e se
nten
ce.
1. T
he re
d pa
int i
s (brig
hter
, mor
e br
ight
ly) th
an th
e ye
llow
pai
nt.
2. T
he p
aint
ed p
oste
r shi
nes (b
right
er, m
ore
brig
htly)
than
the
unpa
inte
d po
ster.
3. T
he c
old
win
d is
(har
sher
, mor
e ha
rshl
y) o
n m
y dr
y sk
in th
an o
n yo
ur sk
in.
4. T
he w
ind
blow
s (har
sher
, mor
e ha
rshl
y) in
col
d w
eath
er th
an in
war
m w
eath
er.
5. In
the
race
, the
har
e is
(qui
cker
, mor
e qu
ickly)
than
the
tort
oise
.
6. In
the
race
, the
har
e ru
ns (q
uick
er, m
ore
quick
ly) th
an th
e to
rtoi
se.
7. S
am is
a (k
inde
r, m
ore
kind
ly) p
erso
n th
an h
is br
othe
r.
8. S
am a
lway
s tre
ats m
e (k
inde
r, m
ore
kind
ly) th
an h
is br
othe
r.
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
193
NA
ME:
DAT
E:7.3
ACTIV
ITY PA
GETA
KE-H
OME
Envi
ronm
enta
l Dam
age
Cau
sed
by H
uman
sM
ost o
f the
veh
icle
s you
see
ever
y da
y—fro
m b
oats
and
trai
ns to
car
s and
pla
nes—
have
one
thin
g in
com
mon
: the
y ne
ed g
asol
ine
in o
rder
to o
pera
te. A
car
’s en
gine
bur
ns
gaso
line.
The
ene
rgy
from
bur
ning
gas
olin
e m
akes
the
car m
ove.
Gas
olin
e is
mad
e fro
m
oil,
whi
ch is
thic
k, b
lack
liqu
id th
at c
an b
e fo
und
deep
und
ergr
ound
in c
erta
in p
lace
s on
Eart
h.
Get
ting
oil o
ut o
f the
gro
und
is no
t eas
y. Pe
ople
get
oil
by d
rillin
g w
ells
deep
into
the
eart
h. T
he w
ells
suck
oil
up fr
om u
nder
grou
nd. T
hous
ands
of o
il w
ells
are
used
to p
ump
oil o
ut o
f the
gro
und
all o
ver t
he w
orld
.
A lo
t of o
il is
loca
ted
in th
e ea
rth’s
cru
st d
eep
bene
ath
the
ocea
n w
ater
s. T
his i
s a
pict
ure
of a
n oi
l rig
, or o
il pl
atfo
rm. I
t is a
ncho
red
far o
ut in
the
ocea
n. D
ozen
s of
wor
kers
live
on
the
oil r
ig fo
r mon
ths a
t a ti
me.
The
y us
e a
spec
ial t
ype
of d
rill t
o ge
t oil
from
hun
dred
s or e
ven
thou
sand
s of f
eet b
enea
th th
e oc
ean
surf
ace.
Unf
ortu
nate
ly, d
rillin
g fo
r oil
is no
t onl
y di
fficu
lt bu
t also
dan
gero
us. T
his d
ange
r be
cam
e re
ality
on
April
20,
201
0, w
hen
a te
rrib
le a
ccid
ent h
appe
ned
on a
n oi
l rig
cal
led
the
Dee
pwat
er H
oriz
on.
The
Dee
pwat
er H
oriz
on w
as o
wne
d by
a c
ompa
ny c
alle
d BP
. It w
as a
ncho
red
in
the
Gul
f of M
exic
o, a
bout
40
mile
s off
the
coas
t of L
ouisi
ana.
An
impo
rtan
t pie
ce o
f eq
uipm
ent d
eep
unde
rwat
er b
roke
, allo
win
g oi
l and
nat
ural
gas
es to
esc
ape
from
the
eart
h. T
his c
ause
d a
huge
exp
losio
n on
the
oil r
ig. T
he D
eepw
ater
Hor
izon
was
des
troy
ed
by th
e ex
plos
ion
and
fire
that
follo
wed
. Tra
gica
lly, 1
1 m
en d
ied
in th
e ex
plos
ion
and
16 o
ther
s wer
e ba
dly
inju
red.
But
this
was
not
the
end
of th
e st
ory.
The
dis
aste
r tha
t fo
llow
ed w
as a
mas
sive
oil s
pill.
Whe
n th
e rig
exp
lode
d, o
il be
gan
flow
ing
freel
y fro
m in
side
the
eart
h. B
ecau
se it
w
as so
far u
nder
wat
er, n
obod
y kn
ew h
ow to
stop
the
oil f
rom
flow
ing.
With
in d
ays,
the
wat
ers n
ear t
he d
amag
ed w
ell w
ere
heav
ily p
ollu
ted
with
thic
k, b
lack
oil.
Oil
cont
inue
d to
spill
into
the
wat
er fo
r thr
ee m
onth
s and
the
oil q
uick
ly sp
read
.
94U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
The
oce
an e
cosy
stem
is fr
agile
. Eve
ryth
ing
from
mic
roor
gani
sms t
o pl
ants
and
fish
re
ly o
n cl
ean
wat
er in
ord
er to
surv
ive.
The
oil
thre
aten
ed fi
sh a
nd a
ll ot
her l
ife in
the
near
by w
ater
s. W
ithin
day
s, oi
l fro
m th
e oi
l spi
ll w
ashe
d up
all
alon
g th
e G
ulf C
oast
of
the
Uni
ted
Stat
es. T
he o
il w
ashe
d up
on
beac
hes i
n Te
xas,
Loui
siana
, Miss
issip
pi,
Alab
ama,
and
Flo
rida.
At t
he sa
me
time,
the
oil t
hrea
tene
d th
e liv
es o
f fish
, bird
s, an
d ot
her w
ildlif
e in
or n
ear t
he w
ater
.
The
gra
ssy,
shal
low
wet
land
s alo
ng th
e G
ulf C
oast
are
hom
e to
a fr
agile
eco
syst
em
with
a h
uge
vari
ety
of w
ildlif
e. P
eopl
e w
ere
espe
cial
ly w
orrie
d ab
out t
he e
ffec
ts o
il m
ight
ha
ve o
n th
is ar
ea.
In th
e w
etla
nds,
you
can
find
all s
orts
of s
hellf
ish, i
nclu
ding
oys
ters
, cra
bs, a
nd
shrim
p. Y
ou c
an fi
nd m
any
bird
s, in
clud
ing
hero
ns, p
elic
ans,
and
egre
ts, l
ike
the
ones
in
this
imag
e. R
eptil
es su
ch a
s alli
gato
rs a
nd sn
akes
, as w
ell a
s man
y m
amm
als,
also
rely
on
the
Gul
f Coa
st w
etla
nds f
or fo
od a
nd sh
elte
r. Al
l of t
hese
ani
mal
s can
be
harm
ed if
they
ge
t cov
ered
in o
il or
if th
ey e
at o
ther
ani
mal
s tha
t are
cov
ered
in o
il.
Furt
herm
ore,
the
wet
land
s are
ver
y im
port
ant f
or p
eopl
e. T
hey
are
an im
port
ant
sour
ce o
f sea
food
, suc
h as
the
shrim
p yo
u m
ight
ord
er in
a re
stau
rant
.
The
wet
land
s are
impo
rtan
t for
oth
er re
ason
s as w
ell.
The
gra
ss ro
ots k
eep
the
sand
an
d so
il in
pla
ce. I
f the
gra
sses
get
cov
ered
in o
il, th
ey c
ould
die
. The
n, th
e sa
nd a
nd so
il w
ould
was
h aw
ay. A
s a re
sult,
the
coas
tlin
e co
uld
erod
e, h
arm
ing
near
by to
wns
and
citi
es.
So, o
il fro
m th
e oi
l spi
ll po
sed
a th
reat
to li
fe a
t sea
and
on
land
, inc
ludi
ng p
eopl
e.
Thi
s was
a h
uge
prob
lem
and
eve
ryon
e kn
ew so
met
hing
had
to b
e do
ne to
pro
tect
the
wet
land
s and
wild
life
from
the
oil.
In th
e ne
xt c
hapt
er, y
ou w
ill le
arn
wha
t peo
ple
did
to
save
the
Gul
f Coa
st fr
om th
e oi
l spi
ll. Y
ou w
ill a
lso le
arn
abou
t oth
er th
ings
peo
ple
can
do to
pro
tect
all
kind
s of e
cosy
stem
s fro
m h
uman
act
iviti
es.
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
195
NA
ME:
DAT
E:8.1
ACTIV
ITY PA
GE
“Pro
tect
ing
the
Envi
ronm
ent”
1. W
rite
the
mai
n id
ea o
f thi
s cha
pter
. ___
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
2. W
hat w
ill p
roba
bly
happ
en to
the
wet
land
s tha
t wer
e da
mag
ed? _
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
3. W
hat i
s an
appr
opria
te ti
tle fo
r the
list
belo
w?
Title
: ___
____
____
____
____
____
____
_
Sect
ion
1—Tr
ees h
ave
been
rece
ntly
cut
dow
n.
Sect
ion
2—Tr
ees h
ave
been
left
stand
ing.
Sect
ion
3—N
ew tr
ees h
ave
been
pla
nted
.
A.
Sect
ions
of a
n O
il R
ig
B.
Sect
ions
of a
Tre
e Fa
rm
C.
Sect
ions
of a
Nat
iona
l Par
k
D.
Sect
ions
of a
Wild
life
Rese
rve
96U
nit 1
1 | A
ctiv
ity B
ook
Gra
de 3
| Co
re K
now
ledg
e La
ngua
ge A
rts
4. W
hat o
ther
thin
gs fr
om n
atur
e be
sides
oil
and
coal
can
we
use
to g
ener
ate
elec
tric
ity? _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
5. W
hat i
s an
oil b
oom
? ___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Page
___
___
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
110
3
NA
ME:
DAT
E:8.4
ACTIV
ITY PA
GE
Bla
nk B
uste
rs
loya
ltybo
unda
ries
foun
datio
nbr
ough
tsq
uaw
ked
disa
ppoi
ntau
thor
turq
uoise
allo
wan
ceem
ploy
eede
faul
tto
wer
ing
embr
oide
ryan
noun
cem
ent
cow
ardl
yac
coun
tabl
eco
rdur
oyC
halle
nge
Wor
d: u
sual
lyC
halle
nge
Wor
d: b
yeC
halle
nge
Wor
d: b
uyC
onte
nt W
ord:
env
ironm
ent
Fill
in th
e bl
anks
in th
e se
nten
ces
belo
w w
ith
one
of th
e sp
ellin
g w
ords
in th
e ch
art.
Onl
y if
need
ed, a
dd a
suf
fix to
the
end
of a
wor
d, o
r ch
ange
the
wor
d fo
rm, i
n or
der
for
the
sent
ence
to
mak
e se
nse:
–s,
–ed,
–in
g, –
er, –
ly, a
nd –
ous.
1.M
y gr
andm
othe
r is v
ery
skill
ed a
t ___
____
____
____
___
and
has m
ade
man
y th
ings
like
pill
ows,
item
s to
hang
on
the
wal
l, an
d ot
her t
hing
s jus
t with
a
need
le a
nd th
read
!
2.K
eish
a sa
ved
her _
____
____
____
____
____
_ an
d bo
ught
her
mom
a
____
____
____
____
____
___
brac
elet
for h
er b
irthd
ay.
3.W
hen
fall
arriv
ed, M
om b
ough
t me
a ne
w p
air o
f bro
wn
____
____
____
____
____
_ pa
nts t
hat a
re w
arm
and
com
fort
able
for t
he c
hang
e in
tem
pera
ture
.
4.M
y fa
vorit
e __
____
____
____
____
____
has
a n
ew b
ook
out a
bout
poi
son
dart
fro
gs in
the
rain
fore
st.
5.__
____
____
____
____
_, I
eat m
y br
eakf
ast f
irst a
nd th
en b
rush
my
teet
h.
104
Uni
t 11
| Act
ivity
Boo
kG
rade
3 |
Core
Kno
wle
dge
Lang
uage
Art
s
6.T
he b
ird in
the
tree
____
____
____
____
____
____
__ a
s the
cat
cre
pt a
long
the
grou
nd, t
ryin
g to
hid
e its
elf.
7.T
he m
anag
er o
f the
food
stor
e w
as _
____
____
____
____
____
__ w
hen
his
____
____
____
____
____
____
was
sick
and
cou
ldn’t
atte
nd th
e an
nual
pic
nic.
8.T
he p
rinte
r alw
ays s
tart
s at t
he _
____
____
____
____
____
___s
ettin
g, w
hich
is
the
stand
ard
setti
ng fo
r prin
ting
in b
lack
and
whi
te in
k.
9.T
he b
oys’
____
____
____
____
____
____
___
wer
e w
ith th
eir f
amili
es fi
rst a
nd
thei
r frie
nds s
econ
d.
10.
In th
e sto
ry, t
he m
ouse
act
ed in
a _
____
____
____
____
____
__ w
ay w
hen
he fi
rst p
rom
ised
to h
elp
fight
the
cat b
ut th
en ra
n aw
ay a
s soo
n as
a th
reat
of
dang
er p
rese
nted
itse
lf.
Wri
te th
ree
sent
ence
s us
ing
spel
ling
wor
ds o
f you
r ch
oice
that
wer
e no
t use
d in
the
first
ten
sent
ence
s. M
ake
sure
to u
se c
orre
ct c
apit
aliz
atio
n an
d pu
nctu
atio
n. Y
ou m
ay u
se th
e C
halle
nge
Wor
ds o
r C
onte
nt W
ord
in y
our
sent
ence
s.
1.__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
2.__
____
____
____
____
____
____
_ ___
____
____
____
____
____
____
____
____
____
____
_
3.__
____
____
____
____
___ _
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
110
5
NA
ME:
DAT
E:8.5
ACTIV
ITY PA
GETA
KE-H
OME
Prot
ecti
ng th
e En
viro
nmen
tAf
ter t
hree
mon
ths,
engi
neer
s, sc
ient
ists,
and
othe
r exp
erts
from
all
over
the
Uni
ted
Stat
es a
nd a
roun
d th
e w
orld
fina
lly m
anag
ed to
stop
the
oil s
pill
from
the
Dee
pwat
er
Hor
izon
oil
rig. T
hey
seal
ed o
ff th
e w
ell s
o th
e oi
l doe
s not
leak
into
the
wat
er a
nym
ore.
Thr
ough
thos
e di
fficu
lt m
onth
s, pe
ople
wor
ked
hard
to p
rote
ct th
e w
ater
s and
be
ache
s aro
und
the
Gul
f of M
exic
o. O
ne o
f the
firs
t thi
ngs t
hey
did
was
to sp
read
oil
boom
s in
the
wat
er. A
n oi
l boo
m is
like
a fl
oatin
g w
all o
r bar
rier u
sed
to c
onta
in th
e sp
read
of o
il. O
il bo
oms w
ere
spre
ad a
ll al
ong
the
coas
t in
an e
ffort
to k
eep
oil a
way
from
th
e be
ache
s and
wet
land
s. O
nce
the
oil w
as tr
appe
d w
ithin
the
oil b
oom
s, sp
ecia
l boa
ts
cam
e al
ong
and
clea
ned
the
oil o
ut o
f the
wat
er.
Still
, tho
usan
ds o
f gal
lons
of o
il fro
m th
e oi
l spi
ll w
ashe
d up
on
land
. Wor
kers
sp
ent m
onth
s cle
anin
g oi
l fro
m th
e be
ache
s. Lu
ckily
, tha
nks t
o lo
ts o
f har
d w
ork
and
dete
rmin
atio
n, p
eopl
e w
ere
able
to p
reve
nt a
tota
l env
ironm
enta
l disa
ster
. We
will
nev
er
know
exa
ctly
how
man
y fis
h, sh
rimp,
and
oth
er a
nim
als w
ere
kille
d by
the
oil s
pill,
but
w
e do
kno
w th
at it
cou
ld h
ave
been
wor
se. M
ost i
mpo
rtan
tly, m
ost o
f the
wet
land
s wer
e sa
ved
and
thos
e th
at w
ere
dam
aged
will
pro
babl
y re
cove
r.
The
re a
re m
any
thin
gs y
ou c
an d
o to
hel
p pr
otec
t the
env
ironm
ent.
To m
ake
the
thin
gs w
e us
e ev
ery
day—
like
bottl
es, c
ans,
and
pape
r—w
e ne
ed to
use
nat
ural
reso
urce
s. To
mak
e ca
ns, p
eopl
e ne
ed to
dig
min
es in
the
eart
h an
d re
mov
e m
etal
s lik
e al
umin
um
and
iron.
To
mak
e pa
per a
nd c
ardb
oard
, peo
ple
cut d
own
tree
s. T
hink
abo
ut a
ll th
e pl
astic
you
use
: bot
tles,
bags
, toy
s, fu
rnitu
re, a
nd so
man
y ot
her t
hing
s. Pl
astic
is m
ade
from
oil,
the
sam
e ki
nd o
f oil
that
goe
s int
o yo
ur c
ar’s
engi
ne.
Can
s, bo
ttles
, pap
ers,
and
boxe
s can
be
recy
cled
and
turn
ed in
to n
ew c
ans,
bottl
es,
pape
rs, a
nd b
oxes
. Thi
s mea
ns le
ss m
etal
nee
ds to
be
min
ed, f
ewer
tree
s nee
d to
be
cut
dow
n, a
nd le
ss o
il ne
eds t
o be
use
d to
mak
e pl
astic
s. T
his h
elps
pro
tect
the
envi
ronm
ent!
Rec
yclin
g is
impo
rtan
t, bu
t unf
ortu
nate
ly, it
is n
ot e
noug
h to
pro
tect
the
eart
h’s
ecos
yste
ms.
Toda
y, th
ere
are
over
7 b
illio
n pe
ople
on
the
plan
et. A
bout
hal
f of a
ll th
e la
nd
on E
arth
is u
sed
to g
row
food
for a
ll th
ose
peop
le. T
owns
, citi
es, a
nd ro
ads c
over
a lo
t of
the
rem
aini
ng la
nd. T
hat d
oes n
ot le
ave
muc
h ro
om fo
r for
ests
, gra
ssla
nds,
and
othe
r na
tura
l eco
syst
ems.
106
Uni
t 11
| Act
ivity
Boo
kG
rade
3 |
Core
Kno
wle
dge
Lang
uage
Art
s
Thi
s is a
tree
farm
. It i
s one
exa
mpl
e of
the
man
y w
ays i
n w
hich
peo
ple
can
prot
ect
natu
re w
hile
usin
g its
val
uabl
e re
sour
ces.
The
tree
farm
has
thre
e se
ctio
ns. I
n on
e se
ctio
n,
you
can
see
whe
re th
e lo
gger
s rec
ently
cut
dow
n al
l the
tree
s. In
ano
ther
sect
ion,
they
le
ft th
e tr
ees s
tand
ing.
The
y w
ill c
ome
back
and
cut
thos
e tr
ees d
own
in a
few
yea
rs. I
n th
e th
ird se
ctio
n, th
ey p
lant
ed n
ew tr
ees.
Som
e da
y, th
ose
tree
s will
be
big
enou
gh to
cut
do
wn.
By
then
, the
logg
ers w
ill h
ave
plan
ted
mor
e tr
ees.
Usin
g tr
ee fa
rms l
ike
this,
peo
ple
can
keep
usin
g th
e sa
me
land
to g
et th
e w
ood
they
nee
d w
ithou
t hav
ing
to fi
nd n
ew
fore
sts t
o cu
t dow
n.
Peop
le a
re a
lso w
orki
ng h
ard
to fi
nd c
lean
er, s
afer
way
s to
fuel
our
veh
icle
s and
pr
ovid
e el
ectr
icity
for o
ur h
omes
, sch
ools,
and
bus
ines
ses.
Toda
y, m
ost f
uel c
omes
from
oi
l and
coa
l. As
you
lear
ned,
get
ting
thes
e fu
els c
an le
ad to
terr
ible
acc
iden
ts.
Fort
unat
ely,
oil a
nd c
oal a
ren’t
our
onl
y ch
oice
s. W
e ca
n al
so u
se th
e w
ind
and
sun
to g
ener
ate
elec
tric
ity. T
his p
ictu
re sh
ows a
win
d fa
rm. T
he g
iant
win
dmill
s are
use
d to
ge
nera
te c
lean
, saf
e el
ectr
icity
for p
eopl
e’s h
omes
. We
will
con
tinue
to u
se o
il an
d co
al fo
r m
any
year
s to
com
e, b
ut li
ttle
by li
ttle
we
are
findi
ng sa
fer,
clea
ner a
lter
nati
ves.
It is
poss
ible
to p
rote
ct th
e en
viro
nmen
t and
get
all
the
food
and
fuel
we
need
in
orde
r to
live
happ
y, he
alth
y liv
es. T
o do
this,
we
need
to u
nder
stan
d w
hat w
e ca
n do
to
help
mai
ntai
n th
e ba
lanc
e of
nat
ure
and
avoi
d ca
usin
g un
nece
ssar
y da
mag
e.
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
110
7
NA
ME:
DAT
E:9.1
ACTIV
ITY PA
GE
“Joh
n M
uir”
1. L
ist th
ree
reas
ons b
ald
eagl
es b
ecam
e en
dang
ered
.
A.
____
____
____
____
____
____
B.
____
____
____
____
____
____
C.
____
____
____
____
____
____
Page
___
____
_
2. W
hy m
ight
the
land
scap
e of
the
Sier
ra N
evad
a M
ount
ains
hav
e in
spire
d Jo
hn
Mui
r to
start
the
Sier
ra C
lub?
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
3. C
onse
rvat
ioni
sts a
re p
eopl
e w
ho __
____
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___.
Page
___
____
__
4. W
rite
the
mai
n id
ea o
f thi
s cha
pter
. ___
____
____
____
____
____
____
____
____
____
____
____
_
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
5. H
ow a
re y
ou w
illin
g to
wor
k to
hel
p pr
otec
t Am
eric
a’s n
atur
al e
colo
gica
l tre
asur
es?
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
111
1
NA
ME:
DAT
E:9.3
ACTIV
ITY PA
GE
Pref
ix R
evie
w
Cir
cle
the
corr
ect w
ord,
from
the
choi
ces
afte
r ea
ch s
ente
nce,
to c
ompl
ete
the
sent
ence
.
1.T
he p
erfo
rmer
rode
his
____
____
____
in
circ
les w
hile
jugg
ling
thre
e ba
lls.
cycl
eun
icyc
le
2.Sh
e is
____
____
____
and
can
spea
k tw
o la
ngua
ges,
Engl
ish a
nd S
pani
sh.
bilin
gual
mul
tilin
gual
3.D
urin
g th
e w
inte
r, th
ere
is le
ss li
ght d
urin
g th
e __
____
____
__ th
an in
the
sum
mer
.m
idda
yda
y
4.T
he se
cond
mov
ie in
the
____
____
____
will
be
rele
ased
this
year
, with
the
third
com
ing
out t
he fo
llow
ing
year
.tr
iden
ttr
ilogy
5.T
he _
____
____
___
pow
er li
nes w
ere
prot
ecte
d w
hen
the
hurr
ican
e m
ade
land
fall
and
caus
ed m
assiv
e da
mag
e.un
derg
roun
dgr
ound
6.Ev
ery
year
, the
scho
ol h
osts
a __
____
____
_fa
ir to
cel
ebra
te th
e di
vers
e ba
ckgr
ound
s of
stude
nts.
cultu
ral
mul
ticul
tura
l
7.G
rand
ma
said
to o
nly
pick
a fe
w th
ings
to e
at
at a
tim
e du
ring
the
picn
ic so
we
wou
ld n
ot
____
____
__ a
nd b
e ab
le to
pla
y ga
mes
late
r.ov
erea
tea
t
8.A
____
____
____
has
thre
e sid
es w
hile
a
squa
re h
as fo
ur si
des.
tric
ycle
tria
ngle
112
Uni
t 11
| Act
ivity
Boo
kG
rade
3 |
Core
Kno
wle
dge
Lang
uage
Art
s
Wri
te th
e pa
rt o
f spe
ech
and
the
mea
ning
for
each
wor
d. T
hen,
wri
te th
e ro
ot w
ord
for
each
w
ord.
1.m
idfie
ld
Part
of S
peec
h: _
____
____
____
__
Root
Wor
d: _
____
____
____
__
Mea
ning
: ___
____
____
____
____
____
____
____
____
____
____
____
__
2.bi
plan
e Part
of S
peec
h: _
____
____
____
__
Root
Wor
d: _
____
____
____
__
Mea
ning
: ___
____
____
____
____
____
____
____
____
____
____
____
__
3.un
derli
ne
Part
of S
peec
h: _
____
____
____
__
Root
Wor
d: _
____
____
____
__
Mea
ning
: ___
____
____
____
____
____
____
____
____
____
____
____
__
4.ov
erch
arge
Pa
rt o
f Spe
ech:
___
____
____
____
Ro
ot W
ord:
___
____
____
____
Mea
ning
: ___
____
____
____
____
____
____
____
____
____
____
____
__
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
111
3
NA
ME:
DAT
E:9.4
ACTIV
ITY PA
GE
Wor
d So
rt
Rea
d th
e w
ords
in th
e bo
x an
d ci
rcle
the
lett
ers
that
hav
e th
e so
unds
/aw
/, /
oi/,
or
/ou/
. Wri
te
the
wor
ds u
nder
eac
h he
ader
that
mat
ch th
e he
ader
’s sp
ellin
g pa
tter
n.
/oi/
/ou/
/aw
/__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
__
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
saw
mill
sw
agge
rbr
oile
rav
oide
dou
ght
meo
wed
buoy
raw
hide
crou
chde
faul
tan
imal
hous
ekee
per
roug
hoi
liest
de
stroy
erw
roug
htun
soile
ddo
ubtfu
lcr
owde
d au
tom
atic
laug
hter
biog
raph
yre
calle
dun
empl
oyed
soun
ding
ro
ugh
alm
ost
craw
led
voya
ge y
odel
rejo
ined
sa
lam
ande
rap
plau
sefro
wne
dfo
ught
foot
ball
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
111
5
NA
ME:
DAT
E:9.5
ACTIV
ITY PA
GETA
KE-H
OME
John
Mui
rT
his i
s a p
ictu
re o
f the
gra
nd Y
osem
ite V
alle
y. It
is in
Yos
emite
Nat
iona
l Par
k, a
hug
e na
tiona
l par
k in
Cal
iforn
ia. I
t is e
asy
to se
e w
hy p
eopl
e fa
ll in
love
with
Yos
emite
and
co
nsid
er it
to b
e Am
eric
a’s m
ost b
eaut
iful n
atio
nal p
ark.
Yos
emite
is a
lso h
ome
to a
rich
ec
osys
tem
.
Som
e da
y yo
u m
ight
get
a c
hanc
e to
visi
t Yos
emite
. If y
ou a
re v
ery
luck
y, yo
u m
ay se
e a
mou
ntai
n lio
n. T
his i
s Am
eric
a’s b
ig c
at. I
t’s n
ot a
s big
as a
n Af
rican
lion
but
it is
still
at
the
top
of th
e Yo
sem
ite fo
od c
hain
.
You
are
far m
ore
likel
y to
see
squi
rrel
s in
Yose
mite
. The
re a
re o
ak tr
ees a
nd a
corn
s in
Yose
mite
, but
ther
e ar
e al
so p
lent
y of
oth
er se
eds a
nd g
rain
s to
eat a
nd b
ury.
John
Mui
r was
not
the
first
Am
eric
an to
disc
over
the
beau
ty o
f Yos
emite
. How
ever
, he
was
one
of t
he fi
rst t
o de
clar
e th
at it
was
a n
atur
al tr
easu
re. M
ore
impo
rtan
tly, h
e w
orke
d to
mak
e su
re Y
osem
ite a
nd o
ther
spec
ial l
ands
wer
e pr
otec
ted
fore
ver.
John
Mui
r was
bor
n in
Sco
tland
. In
1849
, whe
n he
was
10
year
s old
, his
fam
ily
mov
ed to
the
Uni
ted
Stat
es. T
hey
lived
on
a fa
rm in
Wisc
onsin
. Joh
n M
uir l
oved
read
ing
as m
uch
as h
e lo
ved
natu
re. H
e gr
ew u
p re
adin
g bo
oks b
y fa
mou
s Am
eric
an n
atur
alis
ts.
The
se b
ooks
wer
e al
l abo
ut p
lant
s, an
imal
s, an
d th
e fo
rces
of n
atur
e. M
uir r
ead
book
s by
two
of A
mer
ica’s
mos
t fam
ous n
atur
alis
ts: H
enry
Dav
id T
hore
au a
nd R
alph
Wal
do
Emer
son.
Whe
n he
was
abo
ut 3
0 ye
ars o
ld, M
uir w
alke
d ov
er o
ne th
ousa
nd m
iles f
rom
Indi
ana
to F
lorid
a. H
e to
ok w
hat h
e ca
lled
the
“wild
est,
leaf
iest”
way
he
coul
d fin
d an
d he
love
d ev
ery
min
ute
of it
! A fe
w y
ears
late
r, he
wan
dere
d ou
t to
Cal
iforn
ia.
In C
alifo
rnia
, Mui
r hik
ed in
the
Sier
ra N
evad
a M
ount
ains
. Thi
s inc
redi
ble
land
scap
e in
spire
d hi
m to
star
t the
Sie
rra
Clu
b. T
oday
, the
Sie
rra
Clu
b is
Amer
ica’s
old
est a
nd la
rges
t en
viro
nmen
tal o
rgan
izat
ion.
It h
as th
ousa
nds o
f mem
bers
.
Mui
r bec
ame
a w
ell-k
now
n w
riter
. He
wro
te b
ooks
and
art
icle
s abo
ut A
mer
ica’s
na
tura
l tre
asur
es. A
few
yea
rs a
fter M
uir s
tart
ed th
e Si
erra
Clu
b, a
man
nam
ed T
eddy
R
oose
velt
was
ele
cted
Pre
siden
t of t
he U
nite
d St
ates
. In
the
imag
e on
the
next
pag
e,
Roo
seve
lt an
d M
uir a
re p
osin
g fo
r a p
ictu
re in
Yos
emite
.
116
Uni
t 11
| Act
ivity
Boo
kG
rade
3 |
Core
Kno
wle
dge
Lang
uage
Art
s
Tedd
y R
oose
velt
and
John
Mui
r had
a lo
t in
com
mon
. The
y bo
th lo
ved
natu
re. T
hey
wer
e bo
th c
onse
rvat
ioni
sts,
whi
ch m
eans
they
wan
ted
to p
rote
ct n
atur
al tr
easu
res.
Tedd
y R
oose
velt
used
the
pow
er o
f the
pre
siden
cy to
pro
tect
ove
r 200
mill
ion
acre
s of A
mer
ican
w
ilder
ness
.
Amer
ican
con
serv
atio
nist
s lik
e M
uir a
nd R
oose
velt
have
save
d m
illio
ns o
f acr
es fr
om
bein
g pa
ved
over
by
citie
s and
road
s. T
hey
have
also
save
d m
any
impo
rtan
t ani
mal
s fro
m
extin
ctio
n.
The
bal
d ea
gle
is th
e na
tiona
l bird
of t
he U
nite
d St
ates
. The
eag
le is
a sy
mbo
l of
stre
ngth
and
free
dom
. The
re w
as a
tim
e no
t so
long
ago
whe
n th
e ba
ld e
agle
was
en
dang
ered
, mea
ning
that
scie
ntist
s wer
e af
raid
it m
ight
bec
ome
extin
ct, j
ust l
ike
the
dino
saur
s.
Eagl
es b
ecam
e en
dang
ered
for a
num
ber o
f rea
sons
. Peo
ple
used
to h
unt e
agle
s to
mak
e ni
ce tr
ophi
es fo
r the
ir liv
ing
room
s. Pe
stic
ides
and
oth
er c
hem
ical
pol
lutio
n ha
rmed
ea
gles
as w
ell.
Last
ly, e
agle
s los
t a lo
t of t
heir
habi
tat a
nd n
estin
g gr
ound
s due
to fa
rmin
g an
d th
e gr
owth
of c
ities
. Abo
ut o
ne h
undr
ed y
ears
ago
, the
re w
ere
only
a fe
w e
agle
s lef
t.
The
n, th
e U
.S. C
ongr
ess p
asse
d la
ws p
rote
ctin
g ba
ld e
agle
s. It
is ill
egal
to h
unt
them
. Far
mer
s sto
pped
usin
g ce
rtai
n ch
emic
als.
Larg
e ar
eas o
f lan
d, su
ch a
s Yel
low
ston
e N
atio
nal P
ark
and
othe
r par
ks, w
ere
rese
rved
as h
abita
ts fo
r eag
les a
nd o
ther
wild
life.
Al
l of t
his h
elpe
d sa
ve th
e ba
ld e
agle
pop
ulat
ion.
Tod
ay, t
hey
are
no lo
nger
in d
ange
r of
beco
min
g ex
tinct
, as l
ong
as p
eopl
e co
ntin
ue to
be
care
ful.
The
eag
le’s h
istor
y te
ache
s an
impo
rtan
t sto
ry a
bout
pro
tect
ing
ecos
yste
ms.
Peop
le
alm
ost c
ause
d ea
gles
to b
ecom
e ex
tinct
. But
thro
ugh
hard
wor
k an
d de
dica
tion,
peo
ple
also
man
aged
to sa
ve e
agle
s. To
day,
we
have
eag
les b
ecau
se so
me
peop
le c
ared
eno
ugh
to
conv
ince
oth
er A
mer
ican
s tha
t the
eag
les w
ere
wor
th sa
ving
.
The
re a
re m
any
incr
edib
le e
cosy
stem
s to
visit
in th
e U
nite
d St
ates
. The
y ar
e al
l the
re
than
ks to
the
wor
k of
con
serv
atio
nist
s and
gro
ups l
ike
the
Sier
ra C
lub.
Are
you
will
ing
to w
ork
to h
elp
prot
ect A
mer
ica’s
nat
ural
eco
logi
cal t
reas
ures
?
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
112
7
NA
ME:
DAT
E:10.4
ACTIV
ITY PA
GE
Dic
tion
ary
Skill
s
Put t
he fo
llow
ing
wor
ds in
alp
habe
tica
l ord
er.
Alp
habe
tica
l Ord
er1.
dow
dy__
____
____
____
__do
lphi
n__
____
____
____
__do
rmou
se__
____
____
____
__do
use
____
____
____
____
Alp
habe
tica
l Ord
er2.
fow
l__
____
____
____
__fo
ul__
____
____
____
__fo
ssil
____
____
____
____
folk
lore
____
____
____
____
Wri
te th
e pa
rt o
f spe
ech
for
each
wor
d an
d th
e ro
ot w
ord
and
its
part
of s
peec
h. T
hen,
fill
in
the
blan
k in
eac
h se
nten
ce w
ith
the
corr
ect f
orm
of t
he r
oot w
ord.
3.m
edici
nal
Part
of S
peec
h __
____
____
____
__Ro
ot W
ord
____
____
____
____
Part
of S
peec
h __
____
____
____
__
• T
he so
up I
mad
e ta
sted
___
____
____
____
____
_ an
d w
asn’t
ver
y go
od.
• In
ord
er to
get
wel
l, yo
u ne
ed to
take
the
____
____
____
____
___
that
the
doct
or p
resc
ribed
.
128
Uni
t 11
| Act
ivity
Boo
kG
rade
3 |
Core
Kno
wle
dge
Lang
uage
Art
s
4.ty
pica
llyPa
rt o
f Spe
ech
____
____
____
____
Root
Wor
d __
____
____
____
__Pa
rt o
f Spe
ech
____
____
____
____
• Ye
ster
day
was
a _
____
____
____
____
____
__ d
ay a
nd w
e di
d w
hat
we
alw
ays d
o on
Sat
urda
ys.
• O
n Sa
turd
ays,
we
____
____
____
____
____
___
go to
the
groc
ery
stor
e, h
ang
out w
ith fr
iend
s, an
d ea
t piz
za.
5.fo
rgiv
ing
Part
of S
peec
h __
____
____
____
__Ro
ot W
ord
____
____
____
____
Part
of S
peec
h __
____
____
____
__
• Te
ssa
can
usua
lly _
____
____
____
____
____
_ he
r litt
le b
roth
er
quic
kly
since
he’s
onl
y th
ree
year
s old
.
• O
ur d
ad is
ver
y __
____
____
____
____
____
____
and
alw
ays g
ives
us
a se
cond
cha
nce.
Cir
cle
the
wor
ds th
at w
ould
be
on a
dic
tion
ary
page
wit
h th
e fo
llow
ing
guid
e w
ords
.
6.na
vynu
mb
num
eric
alna
mes
ake
nays
ayer
neig
hbor
hood
nove
ltynu
mbn
ess
naut
ical
Core
Kno
wle
dge
Lang
uage
Art
s | G
rade
3Ac
tivity
Boo
k | U
nit 1
112
9
NA
ME:
DAT
E:10.4
CONTINU
ED
ACTIV
ITY PA
GE
Wri
te s
ente
nces
usi
ng tw
o of
the
entr
y w
ords
list
ed a
bove
.
1. _
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___.
2. __
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
___.
138
Uni
t 11
| Act
ivity
Boo
kG
rade
3 |
Core
Kno
wle
dge
Lang
uage
Art
s
Uni
t 11:
1.
Rec
omm
end
a w
ay y
ou c
an h
elp
prot
ect a
nd p
rese
rve
the
envi
ronm
ent.
2.
Des
crib
e fo
od c
hain
s and
pro
vide
seve
ral e
xam
ples
of
food
cha
ins i
n na
ture
.
3.
Dec
ide
wha
t the
mos
t im
port
ant f
eatu
res o
f a fo
rest
ecos
yste
m a
nd a
wat
er e
cosy
stem
are
and
exp
lain
you
r ch
oice
s.
4.
Expl
ain
the
chai
n of
eve
nts r
elat
ed to
an
oil s
pill
and
how
the
envi
ronm
ent i
s affe
cted
.
5.
Writ
e a
lette
r to
a fri
end
telli
ng a
bout
John
Mui
r and
w
hat h
e di
d du
ring
his l
ife to
hel
p th
e en
viro
nmen
t.
Eith
er fi
ctio
n or
non
ficti
on:
1.
Sum
mar
ize th
e sto
ry o
r cha
pter
you
read
in th
ree
to fi
ve
sent
ence
s.
2.
Afte
r rea
ding
this
story
or c
hapt
er, I
won
der..
.
3.
Nam
e th
ree
thin
gs y
ou li
ked
abou
t the
stor
y or
cha
pter
.
4.
Mak
e a
timel
ine
of th
ree
to fi
ve e
vent
s in
your
read
ing
toda
y.
5.
Pret
end
you
are
a TV
repo
rter
who
has
to in
terv
iew
the
mai
n ch
arac
ter o
r per
son
in th
e sto
ry o
r cha
pter
you
re
ad, a
nd w
rite
dow
n fiv
e qu
estio
ns y
ou w
ould
ask
.
6.
Mak
e a
pred
ictio
n ab
out w
hat w
ill h
appe
n ne
xt in
the
story
or c
hapt
er y
ou ju
st re
ad. E
xpla
in w
hy y
ou th
ink
this
will
hap
pen.
7.
Pret
end
you
are
the
mai
n ch
arac
ter o
r a p
erso
n in
the
story
or c
hapt
er y
ou re
ad to
day
and
writ
e a
diar
y en
try
for t
hat p
erso
n.
8.
Tell
abou
t som
ethi
ng in
the
story
or c
hapt
er y
ou re
ad
toda
y th
at is
sim
ilar t
o so
met
hing
you
hav
e al
read
y re
ad.
9.
Dra
w a
Ven
n di
agra
m to
show
wha
t is a
like
and/
or
diffe
rent
bet
wee
n tw
o ch
arac
ters
or p
eopl
e in
the
story
or
cha
pter
you
read
.
10.
How
doe
s the
title
fit t
he st
ory
or c
hapt
er? S
ugge
st an
othe
r titl
e.
11.
Writ
e do
wn
thre
e ne
w w
ords
you
lear
ned
whi
le re
adin
g an
d te
ll w
hat t
hey
mea
n. U
se e
ach
wor
d in
a n
ew
sent
ence
.
12.
Nam
e th
ree
ques
tions
you
wou
ld a
sk th
e au
thor
of t
he
story
or c
hapt
er.
Fict
ion:
1.
Tell
abou
t the
setti
ng.
2.
Tell
abou
t the
plo
t.
3.
Tell
abou
t you
r fav
orite
cha
ract
er. W
rite
thre
e re
ason
s w
hy y
ou c
hose
that
cha
ract
er.
4.
Whi
ch c
hara
cter
is y
our l
east
favo
rite?
Writ
e th
ree
reas
ons w
hy y
ou c
hose
that
cha
ract
er.
5.
Giv
e ex
ampl
es o
f per
soni
ficat
ion
from
the
story
.
6.
Dra
w a
line
dow
n th
e ce
nter
of y
our p
aper
. On
one
side
writ
e th
e tit
le o
f you
r fav
orite
stor
y. O
n th
e ot
her s
ide
writ
e th
e tit
le o
f wha
teve
r you
read
toda
y. C
ompa
re a
nd
cont
rast
the
mai
n ch
arac
ters
, the
setti
ngs,
and
the
plot
s.
7.
Writ
e a
diffe
rent
end
ing
for t
he st
ory.
8.
If yo
u co
uld
be a
ny c
hara
cter
in th
e sto
ry o
r cha
pter
yo
u re
ad to
day,
who
wou
ld y
ou b
e? G
ive
thre
e re
ason
s w
hy.
9.
Inve
nt a
con
vers
atio
n or
dia
logu
e be
twee
n tw
o ch
arac
ters
or p
eopl
e in
the
story
or c
hapt
er th
at y
ou
read
. Writ
e w
hat e
ach
char
acte
r say
s and
don
’t fo
rget
to
use
quot
atio
n m
arks
.
10.
Des
crib
e a
char
acte
r, se
tting
, or p
lot t
hat s
urpr
ised
you.
Ex
plai
n w
hat i
t was
and
why
it su
rpris
ed y
ou.
11.
Tell
abou
t a p
robl
em th
at so
meo
ne in
the
story
or
chap
ter h
ad a
nd w
hat h
e or
she
did
abou
t it.
Non
ficti
on:
1.
Des
crib
e so
met
hing
that
you
lear
ned
from
wha
t you
re
ad to
day.
2.
Writ
e at
leas
t thr
ee q
uesti
ons y
ou h
ave
afte
r rea
ding
the
chap
ter a
bout
the
topi
c in
the
chap
ter.
Wri
ting
Pro
mpt
s
