eek 4 - lapeer schools

Week 4

Board of EducationJerry G. Ragsdale, President Richard E. Hill, Vice President

James D. Avery, Secretary Lawrence P. Ford, Treasurer

The Honorable John L. Conover, Trustee

Dr. Lisa A. Hagel, Superintendent2413 West Maple Avenue

Flint, Michigan 48507-3493(810) 591-4400

www.geneseeisd.org

This packet is compliments of Genesee Intermediate School District

to support your learning at home!

This book belongs to

____________________________________

Week 4

Please work with your child to complete

the activities in the packet.

Your child may do these on their own or

you may support them as needed.

A Day at the Zoo

A Day at the Zooby ReadWorks

Zoe yawned as she entered the employee entrance of the Bronx Zoo. It was 6 a.m. and much too early for the recent college graduate to be wide awake. As she waited for her morning coffee to kick in, she watched the sun rise over the canopy of blooming trees that decorated the park grounds. It was her second week on the job as an animal keeper. After four years at university studying zoology, she finally landed a spot at one of the most famous zoos in the world. She thought of all the visitors that came from all over the world to wander around the grounds to see thousands of exotic and foreign animals.

"Zoe!" her supervisor, Carlos, called out. "Let's get going!"

She jolted up and out of her trance. "Coming!" she shouted back. She stuffed her things into her locker and pulled out her uniform-a simple pair of khaki pants and a white polo shirt. She yanked on her rubber boots and set off after Carlos. It was time for their morning rounds, during which they fed the animals and cleaned their habitats before the visitors arrived.

Zoe had specialized in behavioral ecology during her studies at university, so when she applied for a job at the zoo, she specified that she was very interested in the ways animals adapt their behavior to changing environmental factors. Zoe remembered hanging posters of endangered animals in her room as a child and hoped one day she would somehow be able to save them. Therefore, when she came to work at the zoo, she wanted to work in the exhibits of endangered species.

"Alright, you set out the food, and I'll start cleaning," Carlos said to Zoe. They had arrived at the snow leopard habitat after a short cruise in one of the zoo's several golf carts-a way in which the animal keepers traversed the 265 acres of the zoo. Zoe was still new to the job, so she was still thrilled by the rare opportunities it presented. She treasured the mornings she spent with Liya, the snow leopard, especially because Liya had just given birth to a cub named Leo.

ReadWorks.org · © 2014 ReadWorks®, Inc. All rights reserved.

A Day at the Zoo

Zoe could spend hours watching the mother and her cub. With light-gray fur speckled with large, black splotches, Leo was extremely playful-he spent hours running around the rocky habitat, prancing, falling, and teetering across narrow tree trunks with his big paws stumbling underneath him. Since snow leopards are usually most active in the early mornings and late afternoons, Zoe always got a show when she was assigned to their habitat at the beginning of the day.

As she laid out small rodents for the leopards to eat, Zoe tried to picture Liya and Leo in their natural habitat, far out in the mountains of Pakistan. Although it pained her somewhat to see the two majestic animals in such a limited space, she reminded herself that it was for the better. Snow leopards were at serious risk in their homelands as a result of poaching, a loss of habitat, and decreasing amounts of prey. Liya was originally rescued from the mountains when she was found alone after her family had been killed.

There are only somewhere between 3,500 and 7,000 snow leopards left in the wild. Since they are still being hunted for their pelts and bones, conservationists have set up cameras to watch the endangered animals in their natural habitats, which are found in Kyrgyzstan, Afghanistan, Tajikistan, China, and Pakistan. The snow leopard habitat at the Bronx Zoo is part of the Species Survival Plan Program, which helps to manage the species population around the world.

"You know, one day we'll have to say goodbye to these two," Carlos said, pointing at the mother and her cub, who was busy leaping from rock to rock, his fluffy tail trailing behind him.

"What do you mean?" Zoe asked.

"Well, once the government of Pakistan is able to ensure a safe habitat for the leopards, we'll have to send them back to their home," he explained.

Zoe knew the pair would be happier back in the snow-covered peaks of the Himalayas, but she would miss starting her days with them. Yet she also knew it would be a while until the government could guarantee a safe place for the leopards.

During her time at university, she had spent some time researching the snow leopards. Farmers in the high-altitude grasslands of the snow leopards' habitat had begun increasing their number of livestock. Because the livestock competed with the leopards' natural prey for resources, the population of the prey had decreased. As a result, the snow leopards had started to feed on the livestock, creating more interactions between leopards and humans. To protect themselves and their livelihood, humans often made this interaction fatal for the snow leopards. Zoe knew the government had to solve that problem before the snow leopards could be reintroduced to their natural habitat.

"Alright then, let's get moving," Carlos said. Zoe looked over to where she had dropped the rodents for the leopards' breakfast, and sure enough, they were gone. Liya lounged on a rock on her back while Leo tried to get her attention by walking on her stomach. He pawed at her and licked her face until she lazily got to her feet and chased after the prancing cub. Zoe laughed at the two and climbed into the golf cart next to Carlos. "On to the next one!" she exclaimed. As the sun climbed higher in the sky, the two animal keepers moved on to the next exhibit. It was just another set of rounds that would help ensure the safety of endangered species from all over the world.


Homo Sapiens

Homo Sapiensby Jesse Kohn

It was about four months after I graduated from college that I finally got a job working at the zoo. The pay wasn't bad: all the chicken nuggets I could stomach and my own room in the cage where they kept the human beings.

I've always been a little nervous starting anything new, but I remember that first day being particularly unnerving, waiting for the zoo to open. I asked Joseph, who had been there for years, if there was anything I could help set up. He told me just to relax, maybe go down the slide a few times.

"Nothing like the slide to clear your mind," he said.

Emily and Cindy were waiting in line to go down the slide.

"You look a little green," Emily said.

"First day," I replied.

"First day, huh?" said Cindy. "I remember my first day. I spent the whole day hiding in the laundry closet."

"Listen," said Emily. "There's nothing to be nervous about. We just do our thing, and the people come and watch and sometimes ask us to do a trick."

When I got to the top of the ladder, a blow horn resounded through the park announcing that the gates were opening. My heart did a somersault, and I slid down the slide.

***

Sure, the job had little to do with what I had studied in college, but after having spent four months looking for work, I was desperate. It wasn't so bad at the zoo, either. I liked our habitat. It reminded me a lot of home. The part of our habitat that faced the visitors was kind of like a backyard. Behind the backyard was the fake house where we each had our own little room; we could always go nap there when we got tired. There was a pond-sized bathtub we were encouraged to swim in, and there was always music playing in case we felt like dancing.

Rainy days were best because there weren't many visitors. The zookeepers had hired a wonderful bunch of human beings, and it was a pleasure getting to know them all. It turned out every single one of them had something special they could do-Joseph composed music, Emily wrote poetry, Cindy read Tarot


Homo Sapiens

cards-but even more impressive than what they could do, was who they all were. Sometimes I wondered if the zookeepers-or even the wide-eyed and fascinated visitors-had any idea just how special we all were.

***

On sunny days, the visitors crammed around our cage and hollered and cooed at us. Our trainers entered every hour and had us perform tricks in exchange for chunks of cookie dough, which, of course, none of us could refuse. My tricks usually had to do with dancing. One of our trainers spotted me dancing one evening and realized quickly that I had formidable moves. Of course the visitors ate it up. Many nights I'd go to sleep with my toes painfully calloused from fancy footwork and my limbs aching from my shaking legs. Joseph did mostly magic tricks, and Emily rode her bicycle in circles.

Once I recited a poem I'd memorized in French, but by the time I'd reached the third stanza, no one was listening.

***

On the third Sunday of every month, our trainers would leash us up and take us for a leisurely walk about the park. Without the glass between us and them, the visitors were much more respectful. They even seemed a little frightened.

One time a little girl dropped her doll, and Cindy picked it up and handed it to her. Her father suddenly pulled her away from Cindy.

"Don't touch it, Amanda!" he shouted. "That's a wild animal!"

Cindy was so angry the trainer had to wrestle the girl's doll away from her.

***

But working in the zoo had its perks, too. And eventually I'd been there so long that many of visitors started to remember me.

"It's Jesse!" the children would shout. "Do the dance! Dance for us!" And they'd dance with me on the other side of the glass.

There was even an old woman who came now and then and asked me to recite French poetry to her.

One time I slipped out of the cage late at night and sneaked into the "Oceans of the World" exhibit. The lights were out, but glowing jellyfish illuminated the walkways. I followed those drifting pillows of light through tunnels of artificial coral, past walls of water flashing with silver schools of tuna, and the circular tank with the circling sharks. Finally, I found what I was looking for: an immense cylindrical tank in the very center of the exhibit. In the dark, I could just barely read the plaque: ARCHITEUTHIS, Giant Squid. It was murky in the tank, and I stared at that black abyss for a long time, seeing only my own reflection trying to peer in through the glass. And I started thinking about who I was and about the other human beings, and I thought about what we were all doing in that zoo. And then, all at once, I realized that I had been looking into the eye of the squid. And in a flash of twisting tentacles and a cloud of ink even darker than the water, it disappeared into the shadows.

"And who are you really?" I whispered, staring into the tank.


Zoos - Paired Text QuestionsA Day at the Zoo · Homo Sapiens

Name: ___________________________________ Date: _______________

Use the article "A Day at the Zoo" to answer questions 1 to 2.

1. What is Zoe's job at the zoo?

2. The text states that although it pained Zoe to see the snow leopards in such a limited

space at the zoo, "she reminded herself it was for the better." Why was keeping the

snow leopards at the zoo "for the better"? Use details from the text to support your

answer.

Use the article "Homo Sapiens" to answer questions 3 to 4.

3. What is Jesse's job at the zoo? Use details from the text to support your answer.


Zoos - Paired Text QuestionsA Day at the Zoo · Homo Sapiens

4. Does Jesse feel completely happy with his life in the zoo? Use evidence from the text

to support your answer.

Use the articles "A Day at the Zoo" and "Homo Sapiens" to answer questions 5 to 6.

5. Contrast the jobs of Zoe and Jesse in these two stories. Use details from both texts

to support your answer.

6. Contrast the zoos from these two stories. Use details from both texts to support your

answer.


WRITING PROMPT Week 4

Write about a time you were helpful (at home, at school, in the community,

a family member).

© 2020 Curriculum Associates, LLC. All rights reserved. 5

Understanding Rate Concepts1 It takes Maya 30 minutes to solve 5 logic puzzles, and it takes Amy 28 minutes to

solve 4 logic puzzles. Use models to show the rate at which each student solves the puzzles, in minutes per puzzle.

If Maya and Amy had the same number of puzzles to solve, who would finish first? Explain.

2 A garden hose supplies 36 gallons of water in 3 minutes. Use a table of equivalent ratios to show the garden hose’s water flow in gallons per minute and minutes per gallon.

How many gallons of water does the hose supply in 10 minutes? Explain.

Melody, Cathy

CCSS.MATH.CONTENT.6.RP.A.2Understand the concept of a unit rate a/b associated with a ratio a:b with b ≠ 0, and use rate language in the context of a ratio relationship. For example, "This recipe has a ratio of 3 cups of flour to 4 cups of sugar, so there is 3/4 cup of flour for each cup of sugar." "We paid $75 for 15 hamburgers, which is a rate of $5 per hamburger."1�


Understanding Rate Concepts continued

3 Max travels to see his brother’s family by car. He drives 216 miles in 4 hours. What is his rate in miles per hour? Use a double number line to show your work.

Suppose he makes two stops of 10 minutes each during his journey. Will he be able to reach the town in 4 hours if he keeps the speed the same?


Using Unit Rates to Find Equivalent RatiosSolve each problem. Show your work.

1 Rachel mows 5 lawns in 8 hours. At this rate, how many lawns can she mow in 40 hours?

2 A contractor charges $1,200 for 100 square feet of roofing installed. At this rate, how much does it cost to have 1,100 square feet installed?

3 It takes Jill 2 hours to run 14.5 miles. At this rate, how far could she run in 3 hours?

4 Bobby catches 8 passes in 3 football games. At this rate, how many passes does he catch in 15 games?

5 Five boxes of crackers cost $9. At this rate, how much do 20 boxes cost?

6 It takes a jet 2 hours to fly 1,100 miles. At this rate, how far does it fly in 8 hours?

Melody, Cathy

CCSS.MATH.CONTENT.6.RP.A.3Use ratio and rate reasoning to solve real-world and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations.�


Using Unit Rates to Find Equivalent Ratios continued

7 It takes Dan 32 minutes to complete 2 pages of math homework. At this rate, how many pages does he complete in 200 minutes?

8 Kendra gets a paycheck of $300 after 5 days of work. At this rate, how much does she get paid for working 24 days?

9 Tim installs 50 square feet of his floor in 45 minutes. At this rate, how long does it take him to install 495 square feet?

10 Taylin buys 5 ounces of tea leaves for $2.35. At this rate, how much money does she need to buy 12 ounces of tea leaves?

11 In problem 10, how would your work be different if you were asked how many ounces of tea leaves Taylin could buy with $10?


LESSON 15

Understanding Rate Concepts1 It takes Maya 30 minutes to solve 5 logic puzzles, and it takes Amy 28 minutes to

solve 4 logic puzzles. Use models to show the rate at which each student solves the puzzles, in minutes per puzzle.

If Maya and Amy had the same number of puzzles to solve, who would finish first? Explain.

2 A garden hose supplies 36 gallons of water in 3 minutes. Use a table of equivalent ratios to show the garden hose’s water flow in gallons per minute and minutes per gallon.

How many gallons of water does the hose supply in 10 minutes? Explain.

Possible answer:

Maya

MinutesNumber of

puzzles

30 5

6 1

Possible work:

Gallons 36 12 1

Minutes 3 1 1 ··· 12

12 gallons per minute; 1 ··· 12 minute per gallon

Amy

MinutesNumber of

puzzles

28 4

7 1

Possible answer: You multiply the rate in gallons per minute by 10 minutes. 10 3 12 5 120 gallons of water in 10 minutes.

Maya will finish first. Possible explanation: Maya takes 6 minutes per puzzle. Amy takes 7 minutes per puzzle.

Teacher Packet


Understanding Rate Concepts continued

3 Max travels to see his brother’s family by car. He drives 216 miles in 4 hours. What is his rate in miles per hour? Use a double number line to show your work.

Suppose he makes two stops of 10 minutes each during his journey. Will he be able to reach the town in 4 hours if he keeps the speed the same?

54 miles per hour; Possible work:

0 54 108 162 216Miles

0 1 2 3 4Hours

No; Possible explanation: If he makes two 10-minute stops, he will have to travel the distance in 3 hours and 40 minutes, which means that he will not be able to reach the town in 4 hours without driving faster.

Teacher Packet


LESSON 16

Using Unit Rates to Find Equivalent RatiosSolve each problem. Show your work.

1 Rachel mows 5 lawns in 8 hours. At this rate, how many lawns can she mow in 40 hours?

2 A contractor charges $1,200 for 100 square feet of roofing installed. At this rate, how much does it cost to have 1,100 square feet installed?

3 It takes Jill 2 hours to run 14.5 miles. At this rate, how far could she run in 3 hours?

4 Bobby catches 8 passes in 3 football games. At this rate, how many passes does he catch in 15 games?

5 Five boxes of crackers cost $9. At this rate, how much do 20 boxes cost?

6 It takes a jet 2 hours to fly 1,100 miles. At this rate, how far does it fly in 8 hours?

$13,200; Possible work: Since 1,200 4 100 5 12, the roof installation costs $12 per square foot: 1,100 3 12 5 13,200. So, it costs $13,200 to install 1,100 square feet.

21.75 miles; Possible work: Since 14.5 4 2 5 7.25, Jill runs about 7.25 miles per hour: 3 3 7.25 5 21.75. So, Jill could run 21.75 miles in 3 hours.

4,400 miles; Possible work: Since 1,100 4 2 5 550, the jet flies 550 miles per hour: 550 3 8 5 4,400. So, it flies 4,400 miles in 8 hours.

25 lawns; Possible work: Since 5 4 8 5 5 ·· 8 , Rachel mows 5 ·· 8 lawns per hour:

40 3 5 ·· 8 5 25. So, Rachel mows 25 lawns in 40 hours.

40 balls; Possible work: Since 8 4 3 5 8 ·· 3 , Bobby catches 8 ·· 3 balls per game:

15 3 8 ·· 3 5 40. So, Bobby catches 40 balls in 15 games.

$36; Possible work: Since 9 4 5 5 9 ·· 5 5 1.80, the crackers cost $1.80 per box:

20 3 1.80 5 36. So, 20 boxes cost $36.00.

Teacher Packet


LESSON 16

Using Unit Rates to Find Equivalent Ratios continued

7 It takes Dan 32 minutes to complete 2 pages of math homework. At this rate, how many pages does he complete in 200 minutes?

8 Kendra gets a paycheck of $300 after 5 days of work. At this rate, how much does she get paid for working 24 days?

9 Tim installs 50 square feet of his floor in 45 minutes. At this rate, how long does it take him to install 495 square feet?

10 Taylin buys 5 ounces of tea leaves for $2.35. At this rate, how much money does she need to buy 12 ounces of tea leaves?

11 In problem 10, how would your work be different if you were asked how many ounces of tea leaves Taylin could buy with $10?

12.5 pages; Possible work: Since 2 4 32 5 0.0625, Dan completes 0.0625 page per minute: 0.0625 3 200 5 12.5. So, he completes 12.5 pages in 200 minutes.

$1,440; Possible work: Since 300 4 5 5 60, Kendra gets paid $60 per day: 60 3 24 5 1,440. So, she gets paid $1,440 for working 24 days.

$5.64; Possible work: Since 2.35 4 5 5 0.47, tea leaves cost $0.47 per ounce: 0.47 3 12 5 5.64. So, she needs $5.64 to buy 12 ounces.

I would find the unit rate in terms of ounces per dollar rather than dollars per ounce and then multiply by $10 to find the number of ounces Taylin could buy with that amount.

550 minutes; Possible work: Since 50 4 45 5 10 ··· 9 , Tim installs 10 ··· 9 square feet

per minute: 495 3 10 ··· 9 5 550. So, it takes him 550 minutes to install

495 square feet.

Teacher Packet

6th Grade Social Studies: World Geography and Global Issues SS60104

Michigan Citizenship Collaborative Curriculum Page 1 of 4 Copyright © 2010-2015 by Oakland Schools

Graphic Organizer Theme Questions

Location Where is it?

• What is its absolute location? • What is its relative location?

Place

What is it like there?

• What are its natural characteristics? • What are its human characteristics?

Human/Environment

Interaction

How do people interact with the environment? • How have people used the environment? • How have people adapted to the environment? • How have people modified or changed the

environment?

Movement How is the place connected to other places?

• How and why have people, goods, and ideas moved in

and out of the place?

Regions How might common geographic characteristics help us

understand this place?

• How can the place be divided into regions? • To what regions does the place belong?

The Social Studies goal for this week is to review and apply your knowledge of the Five Themes of Geography. Review the Graphic Organizer and Big Idea Card. Then, follow the directions for the Categorization Activity.



Big Idea Card

Big Ideas of the Lesson 4, Unit 1

• The five themes of geography provide a framework or tool for studying different places.

• The five themes can be applied to places as small as a neighborhood or to places as large as the earth itself.

• The five themes are Location, Place, Human/Environment Interaction, Movement and Regions. A good way to remember this is MR. HELP (Movement, Region, Human/Environment Interaction, Location, and Place).

• Each theme is connected to a series of questions geographers ask about

places.

Directions for the Categorization Activity

1. Cut out each Category Card 2. Cut out each Question Card 3. Read through each question card and place it under the Five Themes of Geography Category

card that is it represents. The answers are provided on the last page so do not look at them until you are finished.



Categorization Activity Category Cards:

LOCATION PLACE REGIONS

HUMAN/ENVIRONMENT INTERACTION

MOVEMENT

Question Cards: How can we divide Earth into separate places?

How have increasing levels of interaction in communication, travel, and foreign exchange impacted the earth and its people?

How does climate affect water availability and vegetation?

How does a water deficit or surplus in a place impact people?

How does soil affect agriculture types and crops?

How do humans respond to geographical advantages and limitations?

Why are certain features or places where they are?

How do people decide where to locate new human features?

How does global interdependence impact people as consumers and producers?

What imprints do religion and human belief systems leave on places?

How can the earth be viewed as a single “environmental system”?

What role does technology play in the modification of the environment?

What factors are shaping current human migration?

How do cultural attitudes toward use and conservation of the environment differ?

What is cultural diffusion and how does it impact the exchange of ideas?

How has technology allowed us to shrink space and distance?

What patterns do physical processes like traveling weather patterns, flowing water, and plate tectonics create?

How is population affected by factors such as birth rate, death rate, and population growth?



Questions – Sample Categorization Lo

catio

n

• Why are certain features or places where they are? • How do people decide where to locate new human features?

Plac

e

• How does climate affect water availability and vegetation? • How does soil affect agriculture types and crops? • How does a water deficit or surplus in a place impact people? • What imprints do religion and human belief systems leave on places?

Hum

an/ E

nviro

nmen

t In

tera

ctio

n

• How do humans respond to geographical advantages and limitations? • How can the earth be viewed as a single environmental system?” • What role does technology play in the modification of the environment? • How does a water deficit or surplus in a place impact people? • How do cultural attitudes toward use and conservation of the environment differ? • How does soil affect agriculture types and crops?

Mov

emen

t

• How has technology allowed us to shrink space and distance? • How have increasing levels of interaction in communication, travel, and foreign exchange

affected the earth and its people? • What factors are shaping current human migration? • What is cultural diffusion and how does it impact the exchange of ideas? • How does global interdependence impact people as consumers and producers?

Reg

ions

• How can we divide Earth into separate places? • What patterns do physical processes like traveling weather patterns, flowing water, and plate

tectonics create?

© http://worksheetplace.com Images: https://scrappindoodles.ca

Name:

❶ In one word, describe how he might be feeling. ______________________________________________________ ❷ What clues did you use to determine this? _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

❸ Describe a me when you might have felt like this:_____________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ ❹ How can you help a person who is feeling like this?_____________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________

Look carefully at the facial expression and the body and answer the ques ons about how he might be feeling.

eek 4 - lapeer schools

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