5 th grade English Language Arts. Read a selection of magazines, books, ...
PETA magazine, a book on the history of alligator farming) and address the ...
GLE Based Lesson Book For Grade 5
Compliments of
Fur Advisory Council
Alligator Advisory Council
www.furandgator.com
Table of Contents Subject
Pages
Science English Language Arts Mathematics Social Studies Answer Key for Multiple Choice
3-9 10-29 30-43 45-56 57-61
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Science Materials Grade 5
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A Chirping Experiment (SI-M-A8: 23-24) (SI-M-A2: 4-5) 5th grade Science Using an alligator hatchling, see whether it prefers raw meat, cooked meat, or live food. 1.) Hypothesize: Which of the three types of food do you think that the hatchling will prefer? Why?
2.) First, place a piece of cooked bacon, a piece of raw bacon, and a live meal worm into the hatchling’s aquarium. Which food item(s) are left in the aquarium after the following intervals of time: 5 minutes 15 minutes 30 minutes 1 hour 1 day > 1 day (specify)
3.) What food items were never eaten? 4.) Compare the results of your group with the other groups in the class. Were the same food items left over for all of the groups? Come up with a possible explanation of the results for: 1. your group’s hatchling
2. all of the hatchlings in your class
5.) What were the independent variables in this experiment and why? What were the dependant variables and why?
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Description vs. Explanation (SI-M-A4:10) 5th grade Science
Directions: Read each statement below. If the statement is a description, put a “D” at the end of it. If the statement is an explanation, place an “E” at the end of it. 1.) When a beaver builds a dam, it drags loose branches over to a specific location, piles them together; then it secures them with mud. 2.) A male alligator is about 13’ long and has grayish green skin. 3.) Minks resemble weasels, have brown fur, and are about ½ the size of otters. 4.) An alligator eats by tearing chunks of meat off of a carcass. In order to get the chunks of meat off, it either shakes its head from side to side or does a “death roll” while grasping the carcass. 5.) A beaver’s tail is flat and shaped like a paddle. 6.) A raccoon has a fluffy tail with black stripes on it. 7.) A female alligator will help her young hatch by gently crushing her eggs in her mouth. 8.) A hatchling alligator is about 8 inches long with bright yellow stripes on its sides. 9.) A fully-grown beaver has bright orange incisors that are about 1 centimeter in width. 10.) In order to completely close its incisors together, a beaver has to dislocate its jaw. 11.) A bobcat has a white belly with spots, a roughly 4-inch tail, and pointed ears. 12.) One way that a raccoon can get into a closed trashcan is by tipping the can over on its side. 13.) An opossum looks like a large rat with light gray underfur and long stiff guardhairs. 14.) When in danger, a hatchling alligator will make a high-pitch chirping sound. 15.) A red fox has a bright red pelt and is larger than a gray fox.
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Observation vs. Inferences (SI-M-A7:21) 5th grade Science Directions: Read each statement below. An observation is something that can be seen. An inference is a guess that a person makes. At the end of each statement, write “O” if the statement is an observation or “I” if the statement is an inference. If a statement contains both an observation and an inference, then put an “OI” at the end of it.
1.) “Look at those marks on the riverbank! There must be alligators nearby!” 2.) “Look at that beaver swimming across the pond.” 3.) “My trash cans have fallen over again and there is a big mess. Those raccoons are probably at it again!” 4.) “I bet that a beaver could bite through PVC pipe based on the size of their incisors.” 5.) “A red fox just ran across the road!” 6.) “A cheetah could outrun a bobcat.” 7.) “That alligator is so fat that it must have just eaten a cow!” 8.) “Look how wide that bobcat can open its mouth!” 9.) “With a mouth like that, an alligator could probably bite through a steel beam!” 10.) “Based on their teeth, rabbits and beavers must be related.” 11.) “The nutria has brown fur, webbed feet, a rat-like tail, and red-orange incisors.” 12.) “With a hide like that, a shot from a BB gun probably could not kill an alligator.” 13.) “With such a small brain, an opossum must be pretty stupid.” 14.) “Look how many teeth that opossum has!” 15.) “That opossum is hissing loudly.”
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Inferences about an Alligator (SI-M-A1 :1) (LS-M-D1:29) 5th grade Science
1.) Look at the picture of the alligator and generate at least five questions about its features. 1.
2.
3.
4.
5.
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2.) If you were to examine a real alligator, what problems and obstacles might need to be addressed?
3.) Pick out an alligator feature that intrigues you and come up with a specific testable question about that feature.
4.) Now, describe a design for an experiment that will help you answer the question that you posed.
5.) How might this feature aid the alligator’s survival in the wild?
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Flawed Reasoning (SI-M-A6:18) 5th grade Science Directions: Identify the following statements that contain flawed reasoning or are unsubstantiated by evidence by placing an “F” for flawed at the end of them. Also, underline the parts of the statements that are faulty. If the statements are based in sound reasoning, place an “S” at the end of them.
1.) I believe that the dam building habits of beavers will be the downfall of our civilization. 2.) The dam building habits of beavers can cause problems for property owners. 3.) Since Louisiana has more alligators than any other state, people who live in Louisiana must feel alright about being eaten by an alligator. 4.) Leaving dog food outside of your house at night is one way to encourage raccoons to live around your house. 5.) With those huge incisors, a beaver could chew down the Empire State Building. 6.) Since a nutria has such a close resemblance to a beaver, a nutria is nothing but a beaver with a rat’s tail. 7.) A coyote looks like a German Shepherd dog and would make a good pet. 8.) Although raccoon meat may not seem appetizing, it might be a really delicious meat to eat. 9.) If a raccoon bites you, you should have the animal tested for rabies. 10.) Judging by how large an alligator’s mouth is, an alligator must be the meanest animal in Louisiana. 11.) Gray foxes are harder to hunt with dogs than red foxes are because gray foxes can climb trees. 12.) Male alligators grow larger than female alligators.
13.) Since nutria are wet much of the time, their meat must be very juicy. 14.) The beavers, found in the northern states and Canada, tend to have thicker fur than those found in the southern states.
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English Materials Grade 5
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Detecting Bias (ELA-7-M3:15-16) (ELA-7-M4:17) (ELA-2-M6:25) 5th grade English Language Arts Read a selection of magazines, books, or newspaper articles about issues surrounding furbearers and alligators. Pick selections with varying points of view on the subject (i.e. a trapping guide, a PETA magazine, a book on the history of alligator farming) and address the following items. A: Identify the author’s purpose. B: Explain the author’s view. C: Identify any causes and effects discussed by the author. D: Ask questions you have about the topics discussed in the writing. E: Make inductive arguments and deductive arguments about the topics discussed in the writing. F: Identify statements that might be fact or fiction. Using the writings that you selected, pick one document and write an evaluation of it based on the following: Was the author successful in presenting his or her ideas clearly and concisely? Did the author use fact-based evidence to support his or her position(s)? Was the author successful in persuading you to change your opinion on an issue? Did the book seem emotionally charged or objective and factual? Explain. Grading Rubric: Content/ sufficiently addressing the points and questions stated above: 80% Grammar and punctuation: 20%
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Speak Your Mind (ELA-4-M3:37) (ELA-5-M5:47) (ELA-4-M1:32) (ELA-4-M1:33) (ELA-4-M3:36) 5th grade English Language Arts Design an oral presentation about a good management strategy for alligators. First, make an outline for your presentation. In the outline, include only the basic topics of the presentation.
First, state a thesis statement. In that statement, you brief you audience on what your presentation will be about.
Research your topics and when giving the presentation, cite the research orally. For example, Johnson 1993 says …
Be sure to conclude your presentation by restating your thesis in a different way than it was stated at the beginning of the presentation.
Enunciate your words appropriately and use diction that is appropriate for your audience.
Speak in complete, grammatically correct sentences and pause after periods.
Adjust your speaking volume appropriately.
Grading Rubric: Content appropriate for topic? 30% Sentences complete and grammatically correct? 30% Research cited verbally? 30% Word enunciation: 10%
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Fact vs. Opinion (ELA-7-M4:17) 5th grade English Language Arts Directions: Read the following statements below. If the statement is a fact, put an “F” at the end of it. If it is an opinion, put an “O” at the end of it. 1.) Alligators are reptiles. 2.) Opossums are ugly. 3.) Raccoons have stripes on their tails. 4.) Otters are pretty. 5.) Furbearers are useful. 6.) Eating alligator meat is wrong. 7.) Fried beaver meat tastes great. 8.) Beavers have flattened tails. 9.) Beavers are nuisances to the environment. 10.) There is evidence that nutria cause wetland damage. 11.) Raccoons are known to carry rabies. 12.) Out of all furbearers, minks are the most graceful. 13.) The dam building habits of beavers have caused problems for property owners in some rural areas. 14.) Alligators should never be killed. 15.) Coyotes are nothing but pests. 16.) Baby beavers are cute. 17.) Alligators are born with teeth. 18.) Red foxes are prettier than grey foxes. 19.) Bobcats are vicious. 13
Reading Check (ELA-3-M2:26-27) (ELA-3-M3:28) (ELA-3-M5:30) 5th grade English Language Arts Directions: Read each paragraph and answer the questions below it. 1.) Alligators belong to the order reptilia. Other reptiles include the snakes, lizards, and 2.) turtles. Alligators are also members of the family Crocodylidae. Crocodylidae includes all 3.) crocodiles, caimans and alligators. Some of the ways in which crokkodiles differ from 4.) alligators are as follows? First, crocodiles have a more narrow snout than alligators do. 5.) Second, crocodiles are strictly tropical and live only in places that have warm weather year 6.) round, whereas alligators are sub-tropical and inhabit areas with hot summers and mild 7.) winters. Third crocodiles are more aggressive than alligators are. There are only two kinds of 8.) alligators: the American alligator(Alligator missippiensis) and the Chinese alligator(Alligator 9.) sireninsis). The American alligator inhabits the southeastern United States, whereas the 10.) Chinese alligator inhabits one small area of China. Caimans are very similar to alligators but 11.) are smaller and inhabit central and South America.
1.) What kind of error is there in line #3? a.) capitalization b.) spelling c.) run-on sentence d.) punctuation
2.) What kind of error is there in line # 10? a.) no error b.) punctuation c.) spelling d.) capitalization 3.) What kind of error is there in line # 7? a.) spelling b.) grammar c.) punctuation d.) run-on sentence
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4.) The most likely purpose of this paragraph is to: a.) expound on the life cycle of alligators b.) present some general facts about members of the family crocodylidae c.) persuade the audience that crocodylians are beautiful creatures 5.) The scientific name for the American Alligator is: a.) Alligator sirenensis b.) Alligator americanis c.) Alligator missippiensis d.) Alligator elegans 6.) Caimans are: a.) smaller than alligators and inhabit South America. b.) larger than alligators and inhabit Africa. c.) larger than alligators and inhabit South America. d.) smaller than alligators and inhabit Africa 7.) One way that crocodiles differ from alligators is that crocodiles: a.) have longer tails than alligators. b.) have more narrow snouts than alligators. c.) are strictly tropical. d.) b and c 8.) True or False: Alligators are more aggressive than crocodiles. 9.) True or False: The American Alligator inhabits Southeast Asia. 10.) True of False: There are only two kinds of alligators. 11.) True or False: Alligators are reptiles.
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1.) Beavers are known for their dam buildingg activity along streams and creeks. By 2.) building the dams that they do, they provide an open water habitat for fish and other 3.) organisms. However, this same activity can also cause problems for people. For 4.) example, for people who have small streams that run through their property a beaver 5.) dam can flood a lawn. A beaver can also clog up a drane culvert, causing a ditch to 6.) overflow. In addition to making dams out of mud and branches, beavers will also 7.) make dens in the side of stream or pond banks If a beaver decides to make a den in 8.) the side of the dam of a cattle pond, the dam can burst, flooding the land below it and 9.) potentially endangering property and life below it. The person who owns the cattle 10.) pond will also have to rebuild they pond. Fortunately, there are a number of ways to 11.) remedy this problem. one way is to contact a licensed trapper. Another solution is to 12.) trap the beaver yourself. 1.) What kind of error is there in line #1? a.) spelling b.) run-on sentence c.) grammar d.) no error 2.) What kind of error is there in line # 10? a.) capitalization b.) grammar c.) punctuation d.) no error 3.) What kind of error is there in line #11? a.) punctuation b.) capitalization c.) spelling d.) run-on sentence 4.) Which two other lines contain errors? a.) lines 2 and 3 b.) lines 2 and 7 c.) lines 5 and 7 d.) lines 3 and 7
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5.) The most likely purpose of the paragraph is to: a.) expound on the benefits of beaver trapping b.) inform the audience of some of the problems that beavers cause c.) explore the life history of beavers 6.) One place that a beaver will make a den is: a.) in an abandoned vehicle b.) in the bank of a pond c.) inside of a cave d.) in the top of a tree 7.) If a beaver makes a den in the dam of a cow pond: a.) the dam could break, causing flooding downstream of the pond. b.) the dam could be made stronger by this action of the beaver. c.) do not worry; this will not cause a problem. d.) it will drink up all of the pond’s water. 8.) Beavers are known for: a.) their strictly carnivorous diet. b.) their dam building activities along streams and creeks. c.) their manners. d.) the white stripes on their backs. 9.) True or False: Beavers pose no threat to drain culverts. 10.) True of False: A pond created by a beaver dam can provide habitat for fish and other aquatic life. 11.) True or False: One solution to alleviating a beaver problem is to lure a beaver out of its den with cheese.
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1.) A bobcat is larger than a typical domestic cat, but smaller than a puma. 2.) They are found throughout the swamps and forests of Louisiana and make 3.) their dens in thick undergrowth. The average large sise for a bobcat is 4.) about 76 cm long with a weight of 20 lbs. The fur is a light yellow to red 5.) brown and is mottled with small dark spots about 2 cm in diameter. The 6.) underside of the fur be white and the spots on the underside of the fur are 7.) darker than the ones on the top side of the animal. The tail can be over 15 8.) cm long and typically has a very dark tip. Bobcats, like other animals, are 9.) opportunistic feeders and will eat animals such as rabbits, mice, and even 10.) small deer. As adults, bobcats arr rarely prey, but the young are prey for 11.) animalz such as hawks, eagles, and coyotes.
1.) The intention of this passage is most likely to: a.) describe b.) inform c.) tell a story d.) instruct 1.) Which lines in the passage contain errors? a.) 1, 3, 4 & 6 b.) 3, 10, 11 & 6 c.) 9, 10, & 11 d.) 7, 9, &10 2.) What kind of error is there in line #2? a.) spelling b.) grammar c.) punctuation d.) no error 3.) According to the passage, adult bobcats: a.) are prey for deer b.) lose their spots c.) will eat rabbits d.) grow long tails
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4.) Where bobcats live is discussed in lines: a.) b.) c.) d.)
2&3 5&7 7&8 8 & 10
5.) Young bobcats are prey for: a.) b.) c.) d.)
hawks coyotes eagles all of the above
6.) A bobcat is: a.) b.) c.) d.)
smaller than a puma larger than a typical domestic cat eats vegetation a&b
7.) True or False: The average large size for a bobcat is 76 cm long with a weight of 20 lbs. 8.) True or False: The tip of a bobcat’s tail is white. 10.) True of False: Bobcats make dams like beavers. 11.) True or False: Bobcats avoid swamps. 12.) True or False: The fur of a bobcat is yellow to red brown on top and white with spots on the underside.
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1.) Wyle e. Coyote was a well known character on Warner 2.) Brothers’ Bugs Bunny and Roadrunner Show, a cartoon serees from 3.) the mid to late 20th century. This coyote stood on it’s hind legs like a 4.) human being while always plotting schemes at a drawing board for 5.) catching the elusive roadrunner. In reality, coyotes walk on all four 6.) legs the way dogs do and eat a wide variety of items including rabbits, 7.) plants, birds, and even carrion (dead animals). Like Wyle E. Coyote, 8.) coyotes like deserts, but due to human clearing of forested land, this 9.) once primarily western animal has made its way eastward all the way 10.) to florida. Occasionally, a coyote can be found in urban areas, 11.) looking for easily obtained food items, such as trash, dog food, and 12.) even small pets. 1.) What is one likely purpose of the above passage? a.) to compare and contrast b.) to warn c.) to encourage the audience to watch cartoons d.) to instruct 2.) Which lines contain errors in capitalization? a.) 1 & 10 b.) 11 & 12 c.) 10 & 11 d.) 1 & 2 3.) What kind of error is present in line # 3? a.) capitalization b.) grammar c.) punctuation d.) no error
4.) Which lines contain an example of a simile? a.) 11 & 12 b.) 3 & 4 c.) 3 & 12 d.) 7 & 8
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5.) Carrion refers to: a.) something that is carried b.) any food item c.) nursing young d.) dead animals 6.) What is an example of a human activity that has helped to enable coyotes to migrate eastward? a.) logging b.) fishing c.) flying d.) cooking 7.) Which of the following subjects is not addressed in the passage? a.) how coyotes rear their young b.) the difference between a fictitious coyote and a real one c.) coyote migration d.) what coyotes eat 8.) True or False: Wyle E. Coyote walked on all four legs. 9.) True or False: Coyotes are omnivorous. 10.) True or False: Coyotes have not yet migrated all the way to Florida. 11.) True or False: Wyle E. Coyote is an accurate representation of a real coyote.
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1.) The nutria, Myocastor coypus, is a large rat-like rodent that was 2.) introduced to Louisiana from South America in the 1930s for it’s fur. 3.) Originally, the nutria was restricted to Avery Island, but due to a 4.) hurricane, several of them escaped. Since then, they have made their way 5.) to many parts of the United States. Even as far away as Maryland. Their 6.) habit of eating virtually all aquatic vegetation, including roots, has 7.) destroyed many acres of wetlands. In fact a large percentage of 8.) Louisiana’s coastal erosion can be attributed to nutria eat-outs of marsh. 9.) They have caused such a problem for the state that there is a bounty for 10.) nutria that are caught or killed south of Interstate 10. A loss of coastal 11.) marsh can lead to increased coastal erosion during hurricanes. This not 12.) only has a negative impact on the animals that live in the marsh, but this 13.) can also negatively impact the communities of the sea bottom. When a 14.) marsh is gone, the mud in which it’s vegetation was rooted washes out to 15.) sea, smothering habitat such as oyster reefs. The fur that a nutria can 16.) provide has hardly been worth the ecological cost to Louisiana!
1.) The purpose of this passage is most likely to: a.) emphasize in an explanatory manner that the decision to introduce nutria to Louisiana led to the destruction of many of the state’s wetlands b.) inspire the audience to hate nutria c.) persuade the audience to invest in nutria furs d.) inspire the audience to care about the seafood industry 2.) In which line is there a sentence fragment? a.) 1 b.) 9 c.) 16 d.) 5 3.) What would be the easiest way to remedy the problem in question #2? a.) delete a sentence b.) combine a sentence and the sentence fragment c.) rewrite the passage d.) change the subject of the sentence 4.) Which line contains an exclamation? a.) 16 b.) 14 c.) 12 22
5.) What change(s) should be made in line #2? a.) delete the apostrophe in “it’s” b.) change “it’s” to “it is” c.) change nothing d.) change “1930s” to “1930’s” 6.) What other line has the same problem as line #2? a.) 1 b.) 14 c.) 9 d.) 11 7.) What reasonable inference could be drawn from lines #9 and #10? a.) people who live south of Interstate 10 value nutria pelts more than people who live north of the interstate b.) nutria have damaged more marshes south of Interstate 10 c.) there are more marshes south of Interstate 10 and therefore the potential for ecological damage from nutria is greater d.) both b and c 8.) Which of the following could be induced from the passage? a.) introducing a non native species into an ecosystem can have far reaching negative consequences b.) people should simply let pets such as pythons go loose in and around their communities when they become tired of taking care of them c.) nutria could provide a valuable economic asset to Louisiana d.) all of the above 9.) A nutria is a: a.) rodent b.) lagomorph c.) feline d.) canine 10.) True or False: Introducing nutria into Louisiana has had all positive consequences. 11.) True or False: Wetland animals benefit from nutria infestation.
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1.) The gray fox is native to North America is widespread in 2.) Louisiana, most of the United States, as well as Mexico. The only 3.) part of Louisiana that it does not inhabit is the coastal planes. It 4.) prefers to live in a mixture of pasture and forested land, making its 5.) den in places such as hollowed out tree trunks and burrows. A gray 6.) fox is smaller than a red fox, spanning a length of up to 114 cm 7.) and a weight of up to 12 lbs. The color of the coat is gray on the 8.) top, darkening into an almost black stripe in the center of the back. 9.) The under side of the coat is mostly an orange to reddish tan color 10.) with some white on the jaw, throat, and abdomen. This fox mates 11.) with the same partner for life and breeds from January to May. It 12.) has only one litter a year and has 3-4 pups per litter. It eats a wide 13.) variety of foods including mice, insects, birds, berries and acorns. 14.) It is active mostly at night (nocturnal). 1.) The author’s most likely purpose in the above passage is to: a.) briefly introduce and discuss a topic b.) persuade the audience to take a particular position on an issue c.) none of the above d.) both a and b 2.) In line # 1, what should be done to make the sentence correct? a.) b.) c.) d.)
add a comma between the words “America” and “is” add the word “and” between the words “America” and “is” capitalize the first letters in the words “gray” and “fox” no corrections are necessary
3.) What should be done to lines #13 and #14? a.) they should be left as is b.) one line should be deleted c.) they should be combined d.) some of the examples of food in line 13 should be eliminated 4.) Which of the following is true? a.) gray foxes are native to Europe b.) gray foxes are strictly carnivorous c.) gray foxes mate with multiple partners d.) gray foxes breed from January to May
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5.) Gray foxes: a.) have 3-4 pups per litter b.) eat both mice and berries c.) can grow up to 114 cm long d.) all of the above 6.) Which of the following is false? a.) gray foxes are omnivorous b.) gray foxes do not live on the coastal plain of Louisiana c.) gray foxes are not found in Mexico d.) gray foxes den in hollowed out tree trunks 7.) True or False: Gray foxes have a coat that is entirely gray. 8.) True or False: The fur on the back of a gray fox is darkest on the sides, and fades into an almost white stripe in the center of the back. 9.) True or False: Gray foxes prefer to live on land that is completely covered in forest. 10.) True or False: Gray foxes have only one litter per year. 11.) True or False: A gray fox has a white tip on its tail.
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1.) Muskrats are found throughout the southern portion of 2.) Louisiana beginning below Avoyelles parish. They inhabit 3.) coastal marshes, lakes, bayous and streams and make dens 4.) like beaver dens. They build their dens in one of the 5.) following ways: one is to burrow into the bank of a stream 6.) and another is to build a nest out of vegetation and mud. 7.) Unlike beavers however, the tail of a muskrat is vertically 8.) flat and the weight of an average adult is only about two lbs 9.) (beavers can get up to 33 lbs). The length of an adult is 10.) usually about 56 cm with almost half of that length being in 11.) the tail. Like beavers, muskrats also have webbin’ on their 12.) hind feet and sharp incisors that are used for digging up 13.) stems and roots. Male Muskrats have musk glands on their 14.) lower abdomen. While primarily eating live vegetation, 15.) muskrats will also eat mussels, fish, insecks, and snails. 1.) One of the author’s purposes in the above passage is most likely to be: a.) b.) c.) d.)
discuss the damage that muskrats can do to levees compare and contrast muskrats with beavers recall an incident with a particular muskrat all of the above
2.) What error is present in line #2? a.) b.) c.) d.)
punctuation capitalization spelling grammar
3.) A better way to write part of the sentence in lines #3 and #4 would be: a.) make dens to like beavers make dens b.) make dens that are similar to beaver dens c.) make dens like beavers do d.) make dens like their copying beavers 4.) In line #11, which word is incorrect? a.) “like” b.) “have” c.) “webbin’” d.) “on”
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5.) In line #15, which word is misspelled? a.) “mussels” b.) “fish” c.) “insecks” d.) “snails” 6.) What is one thing that muskrats have in common with beavers? a.) a vertically flattened tail b.) weight c.) kinds of dens d.) a and c 7.) Which of the following is true? a.) muskrats have no webbing on their feet b.) muskrats have a horizontally flattened tail c.) muskrats inhabit bayous d.) muskrats weigh more than beavers 8.) Which of the following is false? a.) almost half of the length of an adult muskrat is tail length b.) muskrats eat vegetation only c.) muskrats have musk glands on their chins d.) b and c
9.) Something that a muskrat will eat is: a.) a snail b.) a snake c.) another muskrat d.) a hatchling alligator 10.) True or False: Muskrats live in south Louisiana 11.) True or False: Muskrats build dens out of gravel 12.) True or False: Female muskrats, not males, have musk glands.
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1.) Raccoons are distributed throughout Louisiana and the rest of the United States. 2.) Raccoons are very versatile and can fare well in many different kinds of habitats. In the wild, 3.) raccoons are most abundant in marshes and swamps. However, they have taken a liking to 4.) urbanized areas as well. There are two basic reasons for this. One reason is that urban areas 5.) provide easy access to an abundance of food. Everything from food scraps in dumpsters to 6.) pet food left outside has attracted raccoons to both the inner city and the suburbs. Another 7.) reason is that predators be less abundunt in urban areas due to human activity and 8.) development. Unlike many other animals, raccoons are not particularly shy of people. In fact, 9.) in state parks, raccoons have been known to snatch food right off of a picnic table right in 10.) front of guests. It is not advisable to allow raccoons to come into close contact of human 11.) dwellings because they carry several diseases such as Rabies and Distemper. Trash should 12.) be kept in strong, covered cans and pet food should not be left outside over night. People 13.) should never feed raccoons or any other wild animals. If people feed raccoons, then they 14.) loose even more of their natural fear of humans. In addition, they will begin to associate 15.) people with food and may even become aggressive towards people in their demand for 16.) food. It is best to minimize contact with raccoons and other wild animals. 1.) The main purpose of this passage is to: a.) b.) c.) d.)
discuss some reasons why raccoons are found in urban areas warn people not to feed and/ or make food available for raccoons both a and b none of the above
2.) In line #2, what should be corrected? a.) b.) c.) d.)
The word “Raccoon” should be changed to the word “They.” The word “fare” should be changed to the word “do.” The word “well” should be changed to the word “good.” No corrections are necessary.
3.) In lines #3 and #4, the sentence “ However, they have taken a liking to urbanized areas as well.” Should be changed to: a.) “They have also taken a liking to urbanized areas.” b.) “They have taken a liking to urbanized areas as well.” c.) “They have taken to urbanized areas.” d.) This sentence should be changed to “but they have also taken an interest in urbanized areas.” and combined with the one before it. 4.) In line #7, what two corrections should be made? a.) b.) c.) d.)
grammar and spelling punctuation and spelling grammar and punctuation none of the above 28
5.) In line #9, what corrections should be made? a.) b.) c.) d.)
take out the first word “right” take out the second word “right” take out both words “right” take out the second word “in”
6.) In line #10: a.) b.) c.) d.)
The second word “of” should be changed to “with.” The word “contact” should be changed to the word “proximity.” The word “advisable” should be changed to the word “good.” No changes are necessary.
7.) In line #14: a.) The word “even” should be removed. b.) The word “more” should be removed. c.) The word “loose” should be changed to the word “lose” and the phrase “even more” should be replaced with the word “some.” d.) The word “natural” should be removed. 8.) Raccoons are drawn to urban areas because: a.) b.) c.) d.)
Food is readily available. There are plenty of pets to befriend. Predators are scarce. Both a and c.
9.) True or False: It is advisable to feed raccoons that you see in your neighborhood. 10.) True or False: Raccoons carry diseases such as Rabies and Distemper. 11.) True or False: Leaving a bowl of dog food outside of your house all night will have no effect on whether raccoons are attracted to your home or not. 12.) True or False: When camping in a state park, there is no need to be concerned about raccoons. 13.) True or False: Trash should be kept in strong, covered cans to minimize attracting raccoons. 14.) True or False: In the wild, raccoons prefer high and dry areas.
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Math Materials Grade 5
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Estimating (M2M:18-19) 5th grade Mathematics 1.) An alligator is spotted crossing the road. This alligator is roughly the same length as the driver’s vehicle. What is the best estimate for the length of this alligator? a.) b.) c.) d.)
1 meter 10 meters 3 meters 3 centimeters
2.) A Louisiana Department of Wildlife officer captures a grown beaver for study. By lifting the beaver out of the trap, he is lifting about: a.) b.) c.) d.)
15 lbs 15 tons 1 ounce 15 grams
3.) A man spots a fully grown otter along the bank of a stream. When the man returns home, he tells his family what he saw. In order for his family to be able to accurately visualize this animal, they need to be able to visualize a length of about: a.) b.) c.) d.)
5 meters 1.5 meters 1 foot 5 inches
4.) A newly born raccoon probably weighs about: a.) b.) c.) d.)
3-5 ounces 10-15 ounces 3-5 grams 1 gram
5.) A large opossum hangs from a tree branch over a bog. In order to keep the opossum from falling into the water, the branch should probably be able to hold: a.) b.) c.) d.)
5 grams 5 tons 15 lbs 15 ounces
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Read the Graphs (D-1-M) (D-2-M) (P-3-M) (A-4-M) 5th Grade Mathematics
1.) According to the above graph, when 1.5 million alligators were harvested, what was the total value of the harvest? a.) $160 million b.) $140 million c.) $120 million d.) $ 80 million 2.) According to the graph, how many alligators were harvested for a value of $40 million? a.) b.) c.) d.)
2 million 0.5 million 1 million between 0.5 million and 1 million
3.) According to the graph, what would be the value of a harvest of .75 million alligators? a.) b.) c.) d.)
$ 20 million $ 40 million $ 60 million $ 80 million
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4.) According to the graph, how many millions of alligators were harvested for a value of $20 million? a.) b.) c.) d.)
0.25 million 0.5 million 0.3 million 0.4 million
5.) According to the graph, if 2.5 million alligators are harvested the value will be: a.) b.) c.) d.)
$ 170 million $ 175 million $ 200 million $ 185 million
6.) In the space below, draw a continuation of the graph up to a value of $ 260 million. Be sure and include both the number of alligators harvested and the value of the harvests.
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Harvesting Alligators (D-1-M:28) (D-2-M:28) (P-3-M:28) (A-4-M:28) 5th grade Mathematics Louisiana Alligator Harvests, 1979-2003
The following questions pertain to the above graph. 1.) In 1985, about how many wild alligators were harvested? a.) 15,000 – 20,000 b.) 20,000 – 25,000 c.) 25,000 – 30,000 d.) 5,000 2.) For that same year: a.) more wild alligators were harvested than farm raised alligators b.) more farm raised alligators were harvested than wild alligators c.) no farm raised alligators were harvested d.) the same amounts of farm raised and wild alligators were harvested
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3.) From 1986 to 1990: a.) the number of farm raised alligators harvested increased while the number of wild alligators harvested decreased b.) the number of farm raised alligators harvested increased while the number of wild alligators harvested remained virtually unchanged c.) the number of wild alligators harvested increased while the number of farm raised alligators harvested remained virtually unchanged d.) the number of wild alligators harvested increased while the number of farm raised alligators harvested decreased 4.) In what year was the number of farm raised alligators harvested closest to 250,000? a.) 2003 b.) 2001 c.) 2002 d.) 2000 5.) During which years were no farm raised alligators harvested? a.) 1979 – 1980 b.) 1981 – 1984 c.) 1979 – 1982 d.) 1983 – 1985 6.) In which years were the harvests of farm raised alligators most equal? a.) 1991 and 1993 b.) 1993 and 1994 c.) 1979 and 1980 d.) 2001 and 2002 7.) For what year is the number of wild alligators harvested the highest? a.) 2002 b.) 1989 c.) 1999 d.) 2003 8.) From 1979 to 2003, which statement seems most accurate concerning the harvest of wild alligators? a.) The general trend is that more wild alligators are being harvested. b.) The general trend is that fewer wild alligators are being harvested. c.) The numbers of wild alligators being harvested is remaining the same.
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9.) In what year is the harvest of wild alligators most equal to the harvest of farm raised alligators? a.) 1988 b.) 1989 c.) 1987 d.) 1993 10.) In what year is the harvest of wild alligators most different from the harvest of farm raised alligators? a.) 1999 b.) 1986 c.) 1998 d.) 2002
11.) Each year, alligator farmers must return 14% of their harvest to the wild. Explain how the graph has been affected by this.
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Alligator Nest Production (D-1-M:28) (D-2-M:28) (P-3-M:28) (A-4-M:28) 5th grade Mathematics The following questions pertain to Graph #112 Louisiana Coastal Marsh Alligator Nest Production, 1973-2003 Thousands of Nests
1.) Which feature of the graph shows the general trend in the data from 1973 – 2003? a.) the diagonal line b.) the bars c.) the spacing of the numbers d.) the general layout of the graph 2.) From 1973-2003, the numbers of nests are: a.) generally increasing, with some isolated decreases from one year to another in some years b.) generally decreasing, with some isolated decreases from one year to another in some years c.) generally remaining constant d.) increasing steadily, with no isolated decreases from one year to another
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3.) Which year has the highest nest production?
a.) 1997 b.) 2003 c.) 1979 d.) 1973 4.) From what year to what year is the greatest isolated decrease? a.) 1980 – 1981 b.) 1997 – 1998 c.) 1999 – 2000 d.) 2002 – 2003 5.) In what year is the number of nests closest to 40,000? a.) 1999 b.) 1996 c.) 1974
6.) From 1994 – 1996, nest production is: a.) increasing b.) decreasing c.) remaining constant d.) none of the above 7.) From 2001 – 2003, nest production is NOT: a.) decreasing b.) increasing c.) remaining constant d.) b and c 8.) In which years is the number of nests a whole number? a.) 1974, 1975, 1976 b.) 1973, 1974, 1980 c.) 1975, 1981, 1985 d.) 1979, 1980, 1983
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9.) What is the average nest production from 1973 – 1975? a.) 10.67 b.) 12.2 c.) 11 d.) 11.54
10.) What is the average nest production from 2002 – 2003? a.) 36.21 b.) 35.67 c.) 34.65 d.) 36 11.) What is the median (middle number) of 1981 – 1983? a.) 24.34 b.) 26.7 c.) 25.95 d.) 27 12.) In about 1970, alligators became protected by the Endangered Species Act. How has this affected the general trend of this graph?
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Wild Alligators vs Farm Raised Alligators (D-1-M:28) (D-2-M:28) (P-3-M:28) (A-4-M:28) 5th grade Mathematics The following questions pertain to Graph # 11. Values of Alligators Harvested in Louisiana
1.) In which years were no farm raised alligators harvested? a.) b.) c.) d.)
1979 – 1984 1979 – 1983 and 2003 1980 – 1984 and 2003 1979 – 1984
2.) Compare Graph # 11 to Graph # 109. What general trends do both of these graphs share? a.) In both graphs, alligator harvests increase. b.) In both graphs, there is a greater increase in the number of farm raised alligators harvested than there is in the number of wild alligators harvested. c.) Both a and b d.) None of the above
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3.) In which year from 1984 - 2002 was the amount of farm raised alligators harvested greatest as compared with the number of wild alligators harvested? a.) b.) c.) d.)
2002 2000 1991 2001
4.) In which of the following years is the number of wild alligators harvested greater than the number of farm raised alligators? a.) b.) c.) d.)
1988 and 1995 1989 and 1990 1997 and 1998 both a and b
5.) In which year is the value of alligators closest to $20,000? a.) b.) c.) d.)
1992 1993 1991 1998
6.) In which year is the value of wild alligators harvested closest to $10,000? a.) 1984 b.) 1985 c.) 1986 d.) 1987
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Who Receives How Many Alligator Skins? (D-1-M:28) (D-2-M:28) (P-3-M:28) (A-4-M:28) 5th grade Mathematics The following questions pertain to Graph # 111.
1.) Which category of alligator skins is received by more people? a.) wild b.) farm raised 2.) What percentage of farm raised alligator skins does France receive? a.) 30% b.) 42% c.) 33% d.) 10%
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3.) Which country receives 7% of wild alligator skins? a.) Germany b.) Singapore c.) U.S. d.) Panama 4.) Which country receives 26% of farm raised alligator skins? a.) Italy b.) France c.) Germany d.) Singapore 5.) What percentage of alligator skins does Panama receive? a.) b.) c.) d.)
1% 5% 2% 3%
6.) What is the combined percentage of wild and farm raised alligator skins for Singapore? a.) 53% b.) 52% c.) 54% d.) 51% 7.) What is the combined percentage of wild and farm raised alligator skins for France? a.) 74% b.) 73% c.) 72% d.) 71% 8.) Which two countries receive more wild alligator skins than farm raised alligator skins? a.) U.S. and Singapore b.) U.S. and Germany c.) France and Italy d.) Panama and Italy
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9.) Which two countries receive only wild alligator skins? a.) Italy and Singapore b.) Italy and Germany c.) Panama and Japan d.) Panama and the U.S. 10.) Using this same information, create a bar graph. Be sure and account for both wild and farm raised alligator skins.
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Social Studies Materials Grade 5
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Louisiana Geography (G-1B-M2:7) (G-1B-M3:8) 5th grade Social Studies The following questions refer to the maps on the following pages. 1.) According to the maps on pages 47 and 48, which alligator hunting zone would be more affected by a hurricane, East or West? Why? _____________________________________________________________________ _____________________________________________________________________ 2.) According to the map on page 47, how will the different kinds of marshes change if subsidence of the wetlands continues? _____________________________________________________________________ _____________________________________________________________________ 3.) According to the map key, which environment will eventually dominate the marsh if subsidence and erosion continue?_________________________________________ 4.) How will this affect the diversity of wildlife within the marsh? _____________________________________________________________________ 5.) According to maps on pages 49 and 47, how will this affect the ability of people to inhabit the affected parishes? __________________________________________________________________ 6.) Research: According to page 49, Louisiana is divided into 7 ecological regions. For each region, list the predominant flora and fauna. Within each region, what kinds of animals are most sought after by hunters? Also, which regions are used for agriculture the most? Finally, for each region, what is most conducive to the crops that are grown there as well as the animals that are farmed and/ or hunted there ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 46
Louisiana’s Coast
Public Areas Parishes Parish Subdivisions 2001 Habitat Types Fresh Marsh Intermediate Marsh Brackish Marsh Saline Marsh Swamp Other Water
47
48
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Research Idea: Who Wanted To Go Where In Louisiana?
(G-1D-M2:15) 5th grade Social Studies
Pick an ecological region of Louisiana and list some examples of and describe how Native Americans, and later, European settlers, adapted to life in that region. Which group, if either one, was more successful and why? Consider the following: the need for food, shelter, clothing, and commerce. Be sure and cite sources and include a bibliography page. Grading Rubric: Content/ sufficiently addressing the points stated above: 70% Grammar and punctuation: 10% Bibliography page: 10% Sources cited in text: 10%
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What’s The Damage?
(G-1D-M1:14) 5th grade Social Studies
Using the same or a different ecological region, compare and contrast the effects of both the Native American and European settler populations on the environment of that region. Which group, if either, had more of an impact and why? Out of each group, were there more positive or negative impacts and why? Be sure to cite sources and include a bibliography page. Grading Rubric: Content/ sufficiently addressing the points stated above: 70% Grammar and punctuation: 10% Bibliography page: 10% Sources cited in text: 10%
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Regional Alligators
(G-1B-M3:8) 5th grade Social Studies
Examine the map (map showing regions of the US where alligators live) and figure out the criteria that are used to define these regions. How many of these regions are inhabited by alligators? What physical or cultural criteria are used to define each of these regions? Within each region, what environment(s) is/are prime alligator habitat? Out of all of the regions, which one seems to have the greatest abundance of alligators? Which regions allow alligator hunting and how many alligators per year can be harvested? In which regions are alligators farmed and ranched? Finally, in which regions are alligators most in decline and why? Be sure to cite sources and include a bibliography page. Grading Rubric: Content/ sufficiently addressing the points stated above: 70% Grammar and punctuation: 10% Bibliography page: 10% Sources cited in text: 10%
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Regional Furbearers
(G-1B-M3:8) 5th grade Social Studies
Pick out a Louisiana furbearer and figure out all of the other places within the United States where that furbearer is found. How many regions of the U.S. does the furbearer that you chose inhabit? What physical or cultural criteria is used to define each of these regions? Within each region, what environment(s) is prime habitat of this furbearer? Out of all of these regions, which one seems to have the largest population of this furbearer? In which region(s) is the hunting of this furbearer allowed and how many individuals can be taken per year? Finally, in which regions are this furbearer most in decline and why? Be sure to cite sources and include a bibliography page. Grading Rubric: Content/ sufficiently addressing the points stated above: 70% Grammar and punctuation: 10% Bibliography page: 10% Sources cited in text: 10%
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What’s The Use?
(G1-D-M3:16) 5th grade Social Studies
Within Louisiana, which of the furbearers has historically been the most useful for food, clothing, and shelter? In what ways was it put to use for these purposes? How did the use of this furbearer impact its wild population? How about the environment in which it lives? Is this furbearer still in use today? If so, what kinds of steps have been taken to manage its populations and ensure its survival? Is this furbearer still used for the same things today that it was used for in days of long ago? Has this furbearer now or ever become a nuisance animal? If so, how? Explain. Be sure to cite sources and include a bibliography page. Grading Rubric: Content/ sufficiently addressing the points stated above: 70% Grammar and punctuation: 10% Bibliography page: 10% Sources cited in text: 10%
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Trading Goods
(E-1A-M9) 5th grade Social Studies
Within the Louisiana Purchase, which furbearers were commonly used for trade among the Native Americans? How about alligators? What kinds of things were taken from these animals for trade (i.e. teeth, pelts, meat, etc.)? What kinds of furbearers and items derived from furbearers and alligators were considered to be the most valuable for monetary use? How about least valuable items? What were some of the non-furbearer/non-alligator items that they were traded for? Be sure to cite sources and include a bibliography page. Grading Rubric: Content/ sufficiently addressing the points stated above: 70% Grammar and punctuation: 10% Bibliography page: 10% Sources cited in text: 10%
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Furry and Scaly Motivations
(E-1A-M9:19) 5th grade Social Studies
Within the historical Louisiana Purchase, which furbearers were of most interest to the Europeans for export to their native countries? How about alligators? Why were the Europeans interested in these particular kinds of pelts? How did the revenue derived from the purchase and/or trade of these pelts affect further interest in colonizing the Louisiana Purchase? Did pelts help the explorers and colonists fund their operations? Did the Europeans trade their own goods for pelts? If so, what goods did the Native Americans acquire from the Europeans in exchange for pelts? How did this trade benefit the Native Americans? Did such trade foster good relationships between the Europeans and the Native Americans? Be sure to cite sources and include a bibliography page. Grading Rubric: Content/ sufficiently addressing the points stated above: 70% Grammar and punctuation: 10% Bibliography page: 10% Sources cited in text: 10%
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Answer Key for Multiple Choice Questions
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Science Section
Description vs. Explanation: Page 5 1.) E 2.) D 3.) D 4.) E 5.) D 6.) D 7.) E 8.) D 9.) D 10.) E 11.) D 12.) E 13.) D 14.) E 15.) D Observation vs. Inferences: Page 6 1.) OI 2.) O 3.) OI 4.) I 5.) O 6.) I 7.) OI 8.) O 9.) I 10.) I 11.) O 12.) I 13.) I 14.) O 15.) O
Flawed Reasoning: Page 9 1.) F will be the downfall of our civilization 2.) S 3.) F people who live in Louisiana must feel alright about being by an alligator 4.) S 5.) F a beaver could chew down the Empire State Building 6.) F a beaver is nothing but a beaver with a rat’s tail 7.) F would therefore make a good pet 8.) S 9.) S 10.) F an alligator must be the meanest animal in Louisiana 11.) S 12.) S 13.) F their meat must be very juicy 14.) S
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English Language Arts Section Fact vs. Opinion: Page 13 1.) F 2.) 0 3.) F 4.) O 5.) O 6.) O 7.) O 8.) F 9.) O 10.) F 11.) F 12.) O 13.) F 14.) O 15.) O 16.) O 17.) F 18.) O 19.) O Reading check: Pages 14-15 1.) b 2.) a 3.) c 4.) b 5.) c 6.) a 7.) d 8.) False 9.) False 10.) True 11.) True
Pages 16-17
Pages 22-23
1.) a 2.) b 3.) b 4.) c 5.) b 6.) b 7.) a 8.) b 9.) False 10.) True 11.) False
1.) a 2.) d 3.) b 4.) a 5.) a 6.) b 7.) d 8.) a 9.) a 10.) False 11.) False
Pages 18-19
Pages 24-25
1.) a 2.) b 3.) d 4.) c 5.) a 6.) d 7.) d 8.) True 9.) False 10.) False 11.) False 12.) True
1.) a 2.) b 3.) c 4.) d 5.) d 6.) c 7.) False 8.) False 9.) False 10.) True 11.) False Pages 26-27
Pages 20-21 1.) a 2.) a 3.) c 4.) b 5.) d 6.) a 7.) a 8.) False 9.) True 10.) True 11.) False
1.) b 2.) b 3.) b 4.) c 5.) c 6.) c 7.) c 8.) d 9.) a 10.) True 11.) False 12.) False 59
Pages 28-29 1.) c 2.) a 3.) d 4.) a 5.) a 6.) a 7.) c 8.) d 9.) False 10.) True 11.) False 12.) False 13.) True 14.) False
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Mathematics Section “Estimating”: Page 31 1.) 2.) 3.) 4.) 5.)
c a b a c
“Read the graphs”: Pages 32-33 1.) c 2.) b 3.) c 4.) a 6.) c “Harvesting Alligators”: Pages 34-36 1.) b 2.) a 3.) b 4.) c 5.) c 6.) c 7.) c 8.) a 9.) a 10.) d
“Alligator Nest Production”: Pages 37-39 1.) a 2.) a 3.) a 4.) b 5.) a 6.) b 7.) d 8.) d 9.) a 10.) c 11.) c
“Who Receives How Many Alligator Skins?”: Pages 42-44 1.) 2.) 3.) 4.) 5.) 6.) 7.) 8.) 9.)
b b a d c a c a c
“Wild Alligators vs. Farm Raised Alligators”: Pages 40-41 1.) 2.) 3.) 4.) 5.) 6.)
b c a d d d
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