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Hi, Beal Students and Families!
The schedule below will help you with your daily work. Have fun learning!
Remote Learning Lessons for Grade: 5
Week of May 11 English Language Arts
Tasks: Monday Tuesday Wednesday Thursday Friday
Reading Read the article "
Washington state steps
up its whale-protection
efforts “and answer the
questions. Then share it
with Mrs. Evitts. (You
can copy and paste it in
a word document)
Read the article
“Students dive into
the issue of animal
rights.” and answer
the question. Then
share it with Mrs.
Evitts.
****This is a MUST
DO!
Read the story “Save
the Whales” and
answer the multiple
choice questions.
Then share it with
Mrs. Evitts.
Answer the question and then share
with Mrs. Evitts for feedback.
Use the information
from the articles
and story to design
a safe habitat for
the whales. You
can draw, write
about or actually
build your design
using whatever
resources you have
available to you
(Legos, blocks,
virtual creations,
paper, etc)
Word Work
Go to Flocabulary.com Enter class code
P5V2RY
Watch the video about suffixes.
Go to Flocabulary.com Enter class code
P5V2RY
Complete the vocabulary cards under suffixes.
Go to Flocabulary.com Enter class code
P5V2RY
Complete the
read and
respond video
about suffixes.
Go to Flocabulary.com Enter class code
P5V2RY
Complete the quiz about suffixes.
Go to
Flocabulary.com
Enter class code
P5V2RY
Play the
vocabulary game
about suffixes.
Writing Develop a graphic organizer for a narrative piece.
Prompt: Tell a story about a kid who tries to save a whale and the events that they
go through. Or
Tell a story from the perspective of a whale
who tries to find safety.
Use your graphic organizer to write
a strong beginning for your writing piece. Try to kick it off with either a question, noise, action or describing your
setting.
Create details that build off of each other for your
piece. Be sure to use transition
phrases to help your reader
understand that you are moving to your next event.
Create a conclusion that gives your reader closure and closes up your piece. Reread your piece does it
make sense? What can you add or take away from it to clarify it for your
readers?
Edit your piece for
spelling, grammar
and punctuation.
Then share it with
me to get your
feedback!
***This is a MUST
DO!
Students who have access to i-Ready should complete at least 60 minutes and pass 1 lesson.
Math ******IREADY MINUTES HAVE CHANGED TO 60 MINUTES
When solving problems on Padlet, click on the link in the box for the day and read the directions/problem to solve. Respond by clicking the + sign. Always remember to leave your name when you are done and check back for feedback from me. Thursday and Friday problems can be solved on a word document and shared
with me . If you need help, you can send me a message on unified classroom. Check IREADY for teacher assigned IREADY.
Tasks: Monday Tuesday Wednesday Thursday Friday Learni
ng Activit
y 5.OAA2
Use parenthe
ses, brackets, or braces
in numerica
l expressions, and
evaluate expressions with these
symbols.
COMPLETE IREADY TEACHER
ASSIGNMENT FIRST. THE VIDEO
EXPLAINS THE LESSON THIS
WEEK: Interpret and evaluate
expressions
https://padlet.com/facchinij/1q7yrl
nm8kgzymw0
Remember to put your name on your
Padlet responses and read the
question carefully. Check back to
see my feedback.
Solve the Padlet Problem
https://padlet.com/facchinij/bmu9
cm5kyfjv7rk3
Remember to put your name on your
Padlet responses and read the
question carefully. Check back to
see my feedback.
Solve the Padlet problem
https://padlet.com/facchinij/hcd53
3mj86ewy40l
Remember to put your name on your
Padlet responses and read the
question carefully. Check back to
see my feedback.
MUST DO
THIS
Problems to
solve on a
word
document
See
attached
Then share
with me
MUST DO
THIS
Problems
to solve
on a word
document
See
attached
Then
share with
me
Fluency
Practice
Multiplication.com
15 minutes of division or multiplication
practice
Multiplication.com 15 minutes of division or
multiplication practice
Multiplication.com
15 minutes of division or multiplication
practice
Multiplicatio
n.com 15
minutes of
division or
multiplicatio
n practice
Multiplicatio
n.com
15 minutes
of division or
multiplicatio
n practice
IREADY MINUTES HAVE NOW CHANGED Students need to complete at least 60 minutes and pass 1 lesson
This article is available at 5 reading levels at https://newsela.com.
Washington state steps up its whale-protectionefforts
A female orca leaps from the water while breaching in Puget Sound west of Seattle, Washington, January 18, 2014. Photo by: ElaineThompson/AP Photo
SEATTLE, Washington — The number of orcas found in the inland waters of Washington state has
reached a 30-year low. On Wednesday, Governor Jay Inslee announced that immediate steps
would be taken to protect the endangered whales.
Orcas, also known as killer whales, are fish-eating mammals that are not as dangerous as their
name implies. They don't eat people and rarely ever attack them, but they do sometimes eat other
marine mammals like seals.
The orcas that spend time in Puget Sound have struggled for years with a lack of food, pollution,
noise and disturbances from boat traffic. There are now just 76 of them, down from 98 in 1995.
Inslee said the orcas are in trouble and called on everyone in the state to do their part. The
governor said he has ordered state agencies to take steps to make more salmon available to the
whales, and to give them more space and quieter and cleaner waters.
By Associated Press, adapted by Newsela staff on 04.16.18Word Count 698Level 1020L
This article is available at 5 reading levels at https://newsela.com.
"The destiny of salmon and orca and we humans are intertwined," Inslee said. "As the orca go, so
go we."
No New Baby Orcas Have Been Born
The state is putting together an orca task force, which will meet for the first time next month. It
will come up with final recommendations by November.
"This is a wake-up call," Suquamish Tribal Chairman Leonard Forsman said, adding, "It's going to
take some pain. We're going to have to make some sacrifices."
Suquamish is one of many Native American tribes in the Pacific Northwest. The Suquamish and
their ancestors have lived in the area around Puget Sound for thousands of years.
Many have been sounding the alarm for years about the decline of the closely tracked population
of southern resident killer whales. The federal government listed the orcas as endangered in 2005.
More recently, it identified them as among the most at risk of extinction in the near future.
A baby orca has not been born in the past few years. Half of the calves born during a celebrated
baby boom several years ago have died. Female orcas also are having trouble becoming pregnant.
They have not been getting enough nutrition, due to the low supply of chinook salmon, the whales'
preferred food.
Response Is Long Overdue
"We are not too late," said Barry Thom, West Coast regional administrator for NOAA Fisheries.
NOAA is short for the National Oceanic and Atmospheric Administration, a government
agency. "There are still enough breeding animals, but we need to act soon," Thom said.
Activists who have been fighting to protect the whales welcomed the governor's announcement.
However, some also said it was long overdue.
"I think that everybody would have loved to have seen this five years ago," said Joe Gaydos,
science director for the SeaDoc Society. Still, he said, "the fact that we're responding is good."
Under the new policy, state agencies will find ways to make state ferries around the whales quieter
and to clean up oil spills more quickly. In addition, fishing regulations will be adjusted to protect
key areas and fish runs for orcas.
The whales use clicks, calls and other sounds to navigate, communicate and hunt, mainly for
salmon. This is called echolocation. Noise from boats can interfere.
Wild Salmon Stocks Need To Be Replenished
This month, lawmakers set aside $1.5 million for whale-protection efforts. The newly available
funds will pay for a boost in marine patrols to ensure that boats keep their distance from orcas.
They will also enable a large increase in production of farmed salmon.
Last year, the endangered orcas spent less time in the Salish Sea, which borders Washington, than
they did in the previous 40 years. This was largely because there wasn't enough salmon to eat.
This article is available at 5 reading levels at https://newsela.com.
Ken Balcomb, senior scientist with the Center for Whale Research, said that while he applauds the
governor's efforts, a more long-term solution is needed. "And that's the restoration of wild salmon
stocks throughout Washington state," he said.
Balcomb and others say strong measures are crucial for saving the orcas. They have called for the
removal of four dams on the Lower Snake River to restore salmon runs.
So far, Governor Inslee does not support removing those dams.
This article is available at 5 reading levels at https://newsela.com.
Quiz
1 Read the following paragraphs from the article.
1. The orcas that spend time in Puget Sound have struggled for years with a lack of food,pollution, noise and disturbances from boat traffic. There are now just 76 of them, down from98 in 1995.
2. A baby orca has not been born in the past few years. Half of the calves born during acelebrated baby boom several years ago have died. Female orcas also are having troublebecoming pregnant. They have not been getting enough nutrition, due to the low supply ofchinook salmon, the whales' preferred food.
3. Under the order, state agencies will find ways to make state ferries around the whalesquieter and to clean up oil spills more quickly. In addition, fishing regulations will be adjustedto protect key areas and fish runs for orcas.
4. This month, lawmakers set aside $1.5 million for whale-protection efforts. The newlyavailable funds will pay for a boost in marine patrols to ensure that boats keep their distancefrom orcas. They will also enable a large increase in production of farmed salmon.
Which two paragraphs, taken together, provide the BEST evidence to support the idea that the orca population is showing theeffects of a lack of nutrition?
(A) 1 and 2
(B) 1 and 4
(C) 2 and 3
(D) 3 and 4
2 Read the following paragraph from the section "No New Baby Orcas Have Been Born."
Many have been sounding the alarm for years about the decline of the closely tracked populationof southern resident killer whales. The federal government listed the orcas as endangered in2005. More recently, it identified them as among the most at risk of extinction in the near future.
Which conclusion is BEST supported by the paragraph above?
(A) The orca population will not become extinct because people are working to save them.
(B) The decline of the orca population is impossible to prevent.
(C) The orca population has been slowly declining at a steady and predictable rate.
(D) The decline of the orca population has gotten worse over recent years.
3 Read the following sentence from the introduction [paragraphs 1-5].
Inslee said the orcas are in trouble and called on everyone in the state to do their part.
Which of the following sentences from the article could be used as evidence to argue that the governor does not completelystand by his above statement?
(A) On Wednesday, Governor Jay Inslee announced that immediate steps would be taken to protect theendangered whales.
(B) The governor said he has ordered state agencies to take steps to make more salmon available to thewhales, and to give them more space and quieter and cleaner waters.
(C) "The destiny of salmon and orca and we humans are intertwined," Inslee said. "As the orca go, so gowe."
(D) So far, Governor Inslee does not support removing those dams.
This article is available at 5 reading levels at https://newsela.com.
4 Read the following paragraph from the section "Response Is Long Overdue."
"We are not too late," said Barry Thom, West Coast regional administrator for NOAA Fisheries.NOAA is short for the National Oceanic and Atmospheric Administration, a government agency."There are still enough breeding animals, but we need to act soon," Thom said.
Why did the author include this paragraph in the article?
(A) to introduce a perspective of uncertainty about what the orcas need most
(B) to highlight the hopeful perspective that taking action can save the orcas
(C) to emphasize a perspective of disappointment that people have not helped the orcas until now
(D) to provide an excited perspective about the plans being made to protect the orcas
News Debate: Spouting Off
News Debate: Spouting Off
Students dive into the issue of animal rights.SeaWorld Parks and Entertainment faced a whale of a problem in January 2012 when a judge heard arguments from the animal rights group People for the Ethical Treatment of Animals (PETA). PETA claimed that SeaWorld's treatment of killer whales, or orcas, violates the U.S. Constitution's 13th Amendment, which bans slavery and involuntary servitude, except as a punishment for crime.
Polaris/Newscom
PETA's lawsuit is one of many efforts by activists to grant animals greater rights. Animal rights advocates argue that even though animals can't speak, they experience pain and trauma, and they should be treated with kindness and respect.
In response to PETA, SeaWorld claimed that it treats all animals in its parks humanely. SeaWorld and others who opposed PETA's effort argued that the Constitution was meant to apply only to humans. Many also believe that granting animals such rights could create problems for industries that use work animals, such as police forces that rely on drug-sniffing dogs.
Though the judge soon dismissed the lawsuit, the situation created a stir about whether animals deserve greater freedoms and protections. Current Events student reporters Jessica Schloskey and Dontaé Brown immersed themselves in the topic.
Animals Have RightsHow would you feel if you were taken from your home, placed in a concrete box, and forced to do tricks for people, whether you felt like it or not? Well, that's exactly what happened to the orcas at SeaWorld. The treatment is unfair to them, and they deserve to be protected.
Humans are just glorified animals, and we have all sorts of rules and laws to protect us from injustice. All other creatures should have those protections too. Sarah Ludwig, a ninth grader from Belvidere, Ill., agrees. "Animals are a lot more intelligent than we give them credit for," she says. "They have
ReadWorks.orgCopyright © 2009 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation.
News Debate: Spouting Off
brains. They have thoughts, feelings, and fears, just like we all do. So why shouldn't they have rights too?"
As views change and the world progresses, our Constitution evolves. It has been amended to give women and minority groups more rights. If change has happened before, it is only a matter of time before it happens again. Animals of all shapes and sizes should share in the privileges our Constitution guarantees.
Pro-PeopleRover may be your most loyal companion. However, he's not a human! PETA's argument that the U.S. Constitution's 13th Amendment should protect SeaWorld's orcas is a misguided attempt to humanize animals. The U.S. Constitution begins with the words "We the People." That beginning clearly shows that the Constitution was designed for the people of the United States, not for animals.
True, animals are living, breathing creatures, and, as such, they may deserve some rights to protect their well-being. They should not, however, be given rights that were designed for people. Unlike people, animals don't have a way to communicate their thoughts and opinions.
How can we give animals legal rights when we don't know how they truly feel?
Finally, giving one animal species constitutional rights could cause an avalanche of court cases by animal rights activists. Can you hear the cries from other animals that don't want to work? "I don't like being forced to give milk to anyone," a cow might say. Oh, wait; animals can't talk. In the end, the animal rights debate is more about the views of humans than the wishes of animals.
ReadWorks.orgCopyright © 2009 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation.
Save the Whales
Save the Whales
a pod of whales
"Save the whales!" That's what the bumper sticker on the Smiths' car read. It was an abstract idea, of course. Jake liked having the sticker make a statement. He just never expected to get a chance to save a real whale, one right in his own neighborhood. It was a Saturday morning when the newspaper first reported the whale sightings. A pod of the mammals were swimming close to shore. Everyone around the beach town rushed out to the shore to see them. They were expecting a beautiful show, better than a movie, but nothing they'd have to do anything about.
Then one whale swam toward them, right at the shoreline. It came in with the waves, and when the waves receded, it stayed. Its massive body rested on the sand. Suddenly, Jake and his family and all the others were no longer sightseers. They had to become rescuers. A few people ran toward the animal. They pushed and tried to force the whale back into the water, but it was no use. An animal rescue squad soon arrived in a truck with cranes and huge stretchers to help move the huge animal.
Jake and his family couldn't do much on the beach, so they went back to their house and made sandwiches and hot tea to bring to the rescuers. At least, Jake thought, they could help in some way.
Back at the beach, they offered the food to the rescuers and were happy to see that it was needed. It was getting dark. Some people lined up their cars to keep the headlights shining on the beach. The rescuers would not give up. As the tide came in, they heaved the whale into the surf. They cheered when it headed out to sea. It swam out about a mile and then disappeared for a moment under the sea. Then, in what looked like a leap of joy, it rose in an arc over the water-a sight that was their reward for helping.
ReadWorks.orgCopyright © 2007 Weekly Reader Corporation. All rights reserved. Used by permission.Weekly Reader is a registered trademark of Weekly Reader Corporation.
Save the Whales - Comprehension Questions
Name: ___________________________________ Date: _______________
1. How did Jake's family first learn of the whale sightings?
A. They saw a story about the sightings on television.
B. They read about the sightings in the newspaper.
C. They heard about the sightings from a neighbor.
D. They read about the sightings on the Internet.
2. The passage describes the problem of a whale becoming beached. All of the
following were ways the problem was solved EXCEPT
A. some people shined their headlights on the beach when it got dark
B. Jake and his family brought the rescuers sandwiches and tea
C. Jake and his family helped push the whale into the surf
D. an animal rescue squad heaved the whale back into the sea
3. After reading the passage, what can you conclude about Jake?
A. He is afraid of being so close to whales.
B. He has done whale rescues before.
C. He does not know how to swim.
D. He is a helpful and caring person.
4. Read this sentence from the passage:
"It came in with the waves, and when the waves receded, it stayed."
Based on the text, the word receded means
A. came forward
B. stopped working
C. moved back
D. became warmer
ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.
Save the Whales - Comprehension Questions
5. The primary purpose of this passage is to describe
A. why a pod of whales would swim so close to the shore
B. how people react when facing a challenging problem
C. how Jake's family helped to save a whale
D. the training needed to become an animal rescuer
6. What did the animal rescue squad bring with them to move the whale?
7. How might the sightseers have felt when the whale ended up on the shore? Cite
evidence from the text to support your answer.
8. The question below is an incomplete sentence. Choose the word that best completes
the sentence.
_____ the whale headed back to sea, it jumped out of the water in what looked like a
leap of joy.
A. Yet
B. But
C. As
D. For
ReadWorks.org · © 2020 ReadWorks®, Inc. All rights reserved.
Monday: Read the article " Washington state steps up its whale-protection efforts “and answer the questions. Then share it with Mrs. Evitts. (You can copy and paste it in a word document)
Tuesday: Read the article “Students dive into the issue of animal rights.” Answer the questions and then share with Mrs. Evitts for feedback. ([email protected])
Describe the debate between the two groups. This should be at least 2 paragraphs.
Wednesday: Answer the multiple choice questions from “Save the Whales”. You can copy and paste them in a word document and then share them with me. ([email protected])
Thursday: Answer the questions and then share with Mrs. Evitts for feedback. ([email protected]).
What do you think is the best solution for the whales? Do you think they should be held in capitivity? Should humans have to do their part to protect them? Use evidence from all three pieces to support your ideas.
Friday: Use the information from the articles and story to design a safe habitat for the whales. You can draw, write about or actually build your design using whatever resources you have available to you (Legos, blocks, virtual creations, paper, etc).
Thursday May 14 Math “Must Do”
Jose used the order of operations to evaluate the expression (9+8) -4 x3 -2. He says that the solution is
3. Is Jose true?
Teresa changes the location of the parentheses so that the expression reads 9+8-4 x (3-2). Evaluate
Teresa expression. Show your work.
Friday May 15 Math “Must Do”
Mr. Smith worked 4 hours on Mondays and 8 hours on Tuesdays at the local mini mart. During one
week in May, he worked ¼ of his regular hours.
Create an expression to solve the problem.
Solve your expression.
