Theme - Education Place® · slowly,and that plate tectonicsis the study of these structures.Refer ... Grade 5 Theme 1: Nature’s Fury Challenge Master CH 1–2 THEME 1/Earthquake

Them

e 1

THEME 1: Nature’s Furyx

42485.pp. x-07 6/26/03 8:18 AM Page x

THEME 1: Nature’s Fury 1

Selections

1 Earthquake Terror

2 Eye of the Storm

3 Volcanoes

Nature’s Fury

C H A L L E N G E A C T I V I T I E S F O RC H A L L E N G E A C T I V I T I E S F O R

42485.pp. x-07 6/26/03 8:18 AM Page 1

THEME 1: Nature’s Fury2

SELECTION 1:

Earthquake Terror

1. Major Earthquake Map

Gather Your Data

Most earthquakes happen alongfaults. A fault is where plates of theearth’s crust meet.

Copy or print out a world outlinemap. Use an almanac, encyclopedia, orthe Internet to find the locations anddates of at least 20 major earthquakesthat have happened in the last 100years. Make notes about the locationsand other information you would liketo include on your map.

In an encyclopedia or on the Internet find information about theplates in the earth’s crust. Draw the plates on the world outline map.

Make Your Map

Think about how you want to design your map. Make a map keyto show any symbols. Color in the oceans and land. Add theearthquake locations to your map.

Share Your Map

Use one of the following ideas to share your work with the class.

• Exchange information about earthquake locations withclassmates. Update your own map.

• Discuss your findings—are the earthquake locations related tothe locations of the faults? Did any earthquakes happen awayfrom places where the plates meet?

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Name

THEME 1/Earthquake Terror

CH 1–1 Challenge Master Grade 5 Theme 1: Nature’s Fury

Goal: Create a world map showing the locations of majorearthquakes and faults.

• On your map, indicatein a special color or insome other way wherethe plates meet.

• Include a map key toexplain any symbols orcolors you use on yourmap.

Challenge Master CH 1–1

1. Major Earthquake Map150 MINUTES INDIVIDUAL

(Social Studies) (Science)Materials: world outline map, encyclopedia, almanac, crayons or markers

Gather Your DataIf necessary, review the use of the encyclopedia and the Internet.Refer students to the artline maps athttp://www.eduplace.com/ss/ssmaps/index.htmlExplain that the earth’s surface rests on several plates that moveslowly, and that plate tectonics is the study of these structures. Referstudents to the United States Geological Survey website athttp://wwwneic.cr.usgs.gov/neis/plate_tectonics/rift_man.htmlfor information on plates in the earth’s crust.

Students continue to work on this project.

Make Your MapCheck on students’ progress with their maps. Have them work inpairs if they are having difficulty locating 20 earthquake locations orin drawing the plates on their maps.


Share Your MapGive students time to discuss their findings. You may want to havestudents pool their information to create a larger world map for theclass bulletin board.

Expected OutcomeA good map will include

✔ 20 earthquake locations

✔ indications of faultswhere plates meet

✔ a map key

42485.pp. x-07 6/26/03 8:19 AM Page 2

SELECTION 1: Earthquake Terror 3

2. Put the Story Together

• On a piece of heavy paper, drawa scene from the story.

• On the back of the scene, draw agrid of eight boxes. In each box,describe a scene from the story inone sentence. Describe thescenes in sequence.

• Cut the picture into eight piecesusing the lines of the grid asguides.

• Challenge a classmate to summarize the story by arranging theevents in sequence. The scene on the front will be complete ifthe events are arranged correctly.

3. Word Play

Create a word game that usescompound words from EarthquakeTerror and other selections. Findseveral groups of compound wordsthat share a word. Write each group ina pattern: red

landsdeadChallenge a classmate to complete the compound words by decidingwhat word they share.

Name

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Grade 5 Theme 1: Nature’s Fury Challenge Master CH 1–2

THEME 1/Earthquake Terror

Goal: Summarize Earthquake Terror using a sequence of eight events.

Goal: Recognize compound words that share the same word parts.

• In your sentences, usewords that signalsequence, such asbefore and then.

• Choose importantevents that summarizethe story.

• Be sure that your wordsare compound words.

• Complete the puzzleyourself first as a test.


Expected OutcomeA good summary will include

✔ words that clearly signalthe sequence of thesentences

✔ a neat grid that coversone entire side of thepaper

✔ sentences thataccurately summarizestory events

2. Put the Story Together60 MINUTES INDIVIDUAL PAIR

Materials: heavy paper, drawing pencils, and scissors

• Have students start by choosing a picture from the story, andthen redraw it or make a copy.

• Ask students to review the selection to determine the eightevents they will summarize.

3. Word Play 60 MINUTES INDIVIDUAL PAIR

• Ask students to skim the stories for compound words.

• Have students think of compound words with the same rootwords as the words from the story.

English Language Learners: Have students use a dictionary tocheck that their compound words contain the same root word.

Additional Independent WorkConnecting/Comparing Literature

Have students compare the Leveled Reader selection Clearing the Dust with the anthology selection Earthquake Terror, usingwhat they have learned about Sequence of Events. Students maydiscuss or write about their comparisons.

Other Activities• Theme 1 Assignment Cards 2,

3, 4

• TE p. 44, LiteratureDiscussion

• TE p. 51, Science/Math

• TE p. 51E, Challenge WordPractice

• TE pp. R9, R15, Challenge

• Education Place:www.eduplace.comMore activities related toEarthquake Terror

• Accelerated Reader®,Earthquake Terror

Expected OutcomeA good game will include

✔ at least two othercompound words withthe same root for eachcompound word chosenfrom the story

✔ demonstratedunderstanding ofcompound words

42485.pp. x-07 6/26/03 8:22 AM Page 3


SELECTION 2:

Eye of the Storm

1. Emergency!

Choose a Focus

In a small group, think about thekinds of emergencies that can occur,such as a flood, an earthquake, or atornado. Together, choose one to bethe basis of this activity. Then researchthe groups and agencies that wouldrespond to that emergency. Organizeyour groups under four categories:Community Level, State Level, FederalLevel, and Other.

Learn About the Organization

Depending on how many studentsare in your group, divide theorganizations or categories among the group members. Brainstormwith your group a list of things you would like to know about each ofthese organizations. Then, individually, research the specific work,responsibilities and duties of your organization, and how theorganization would respond to your emergency. You can find listingsfor these organizations on the Internet and in the telephone book.

Share What You Know

When your research is complete, share your information with yourgroup. Discuss areas where agencies must work together, when eachone is needed, and how each helps. Present your information as apanel to the class, with each group member representing his or herorganization. Answer classmates’ questions about your organization.

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Name

THEME 1/Eye of the Storm


Goal: Investigate how the government and other organizations helpin an emergency and present your findings to the class.

• Write the mostimportant informationabout yourorganization onnumbered index cardsto help in yourpresentation.

• Create posters andother visual aids tohelp explain yourinformation.


1. Emergency! 150 MINUTES INDIVIDUAL SMALL GROUP

(Social Studies)Materials: index cards, poster board, markers

Choose a FocusIdeally, student groups should include at least four members so thateach agency category is covered. Give students examples of groupsand agencies like local police and fire departments, state offices ofpublic safety, the Federal Emergency Management Agency (FEMA),and volunteer groups such as the Red Cross.


Learn About the OrganizationCheck with students on the progress of their research. Be sure thatthey have divided the organizations they listed fairly so that no onemember has too many to research. Tell students they can eachchoose an organization as long as all four categories are represented.Refer students to local, state, and federal government websites, like FEMA at http://www.fema.govand the Red Cross at http://www.redcross.org

Students continue to work on this project. They should have com-pleted their research and be comparing and sharing information.

Share What You KnowProvide class time for the group to present their information. Askstudents in the audience to ask questions if they have any.

Expected OutcomeA good activity will include

✔ demonstrated knowledgeof the roles of chosenorganizations

✔ evidence of sharedresearch and anunderstanding of howeach agency contributesto the chosen emergency

✔ clear presentations ofinformation

42485.pp. x-07 6/26/03 8:23 AM Page 4

SELECTION 2: Eye of the Storm 5

2. A Day in Your Life

Segment 2, pages 69–75, of Eye ofthe Storm is organized in a special way.It tells of the events during a single dayin sequence, under headings that signaltime. Use the same type of textorganization to write a story of a realor imagined day in your life.

• List the events in your story insequence.

• Create headings that signal time.

• Describe what happened under each heading.

3. Hurricanes: Earth’s Mightiest Storms

Which is more impressive—ShadowChaser in Eye of the Storm or thehurricane-hunting planes described inHurricanes: Earth’s Mightiest Storms?

Find the pages in each story that describe the tracking equipment.Use a Venn diagram to compare and contrast the two pieces ofequipment. Would you prefer to chase tornadoes or hunt hurricanes?Briefly explain your choice at the bottom of the diagram.

Name

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.


THEME 1/Eye of the Storm

Goal: Write a story of a real or imagined day in your life based onthe text organization of Eye of the Storm.

Goal: Compare and contrast theequipment used to track andphotograph tornadoes and hurricanes.

• Make sure that yourstory events areorganized in sequence.

• The writing under each heading shouldtell about the eventsthat happened at that time.

• Focus on comparingand contrasting.

• Think about the reasonsfor your preference.


Expected OutcomeA good story will include

✔ events presented in theorder in which theyoccurred

✔ headings that signal time

✔ descriptions of eventsunder the appropriateheadings

2. A Day in Your Life 60 MINUTES INDIVIDUAL

Have students review pages 69–75 of Eye of the Storm prior to starting the activity.

3. Hurricanes: Earth’s MightiestStorms 60 MINUTES INDIVIDUAL

(Challenge Theme Paperback)Materials: Graphic Organizer Master 2

Have students reread the descriptions of Shadow Chaser in Eye ofthe Storm and the hurricane hunting planes in Hurricanes: Earth’sMightiest Storms.


Have students compare the Leveled Reader selection BenjaminFranklin, A Scientist by Nature with the anthology selection Eye ofthe Storm: Chasing Storms with Warren Faidley, using what theyhave learned about Text Organization. Students may discuss or writeabout their comparisons.

Other Activities• Challenge Theme Paperback,

Hurricanes: Earth’s MightiestStorms

• Theme 1 Assignment Cards 6,7, 8, 9


• TE p. 81, Science


• TE pp. R6, R11, R17,Challenge

• Education Place:www.eduplace.comMore activities related to Eyeof the Storm: Chasing Stormswith Warren Faidley

• Accelerated Reader®, Eye ofthe Storm: Chasing Stormswith Warren Faidley

Expected OutcomeA good diagram will include

✔ accurate informationbased on descriptions inthe readings

✔ similarities anddifferences in the twopieces of equipment

✔ a thoughtful explanationof the student’s choice

42485.pp. x-07 7/3/03 3:01 PM Page 5


SELECTION 3:

Volcanoes

1. Volcano Terror

Developing a Movie Concept

Imagine a movie about Jonathan andAbby, from Earthquake Terror,vacationing where a volcano erupts.

• Choose a volcanic area mentionedin Volcanoes. Use an encyclopediato find out about things like climate, vegetation, and animals.

• Outline a story around the characters’ experience with an erupting volcano.

Make a Storyboard

A storyboard is a plan of the story’s plot, in sequence.

• List at least twelve major scenes. Use facts from Volcanoes tohelp you. Think back to Earthquake Terror.

• Divide a poster board into twelve boxes. In each box, draw apicture of a scene. Below it, write a caption about what ishappening.

Share What You Know

Decide how to “pitch” your movie. You might:

• Display your storyboard in the classroom. Use oversizedquotations from imaginary movie reviews, like “Amazing!” saysthe Tribune. Post the strips around the storyboard.

• Explain each of your storyboard scenes to the class, and play a tape of sound effects to go with the action.

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Name

THEME 1/Volcanoes


Goal: Create a storyboard for a movie about a volcanic eruption.

• Sequence your eventson a separate sheet ofpaper before you drawyour pictures on yourstoryboard.

• Include strong imagesthat help tell the story.


1. Volcano Terror 150 MINUTES INDIVIDUAL

(Social Studies)Materials: encyclopedia, large poster board, drawing paper, markers,and a tape recorder (optional)

Developing a Movie ConceptHave students:

• Reread Earthquake Terror or the Leveled Reader selectionClearing the Dust.

• Brainstorm several plots involving one, two, or all the charactersfrom the stories before deciding on their movie plot.

• Learn as much as they can about the setting of the story and thekinds of situations created by erupting volcanoes.

English Language Learners: Explain that screenwriters use story-boards to plot the action for a movie or television show.


Make a StoryboardCheck with students on the progress of their storyboards.

• Have students complete the writing of their outline and start ontheir storyboard.

• Tell students to make rough drafts of scenes on separate sheetsof drawing paper. Then they can arrange their scenes in severaldifferent ways before deciding on the final sequence andtransferring them to their poster.


Share What You KnowProvide movie reviews from newspapers for students who chooseto display their storyboard with quotations from movie critics.Students may use the actual reviews as models.

Expected OutcomeA good storyboard shouldinclude

✔ a focus on the keyscenes in the student’sstory

✔ an emphasis on visuallypowerful images

42485.pp. x-07 6/26/03 8:23 AM Page 6

SELECTION 3: Volcanoes 7

2. At the Video Store

• On a sheet of paper, write videocategories used in a video store,such as drama, horror, romance,comedy, and documentary, in acolumn.

• Next to each category draw arow of several rectangles thatlook like video boxes.

• On a separate sheet of paper, list as many stories as you can think of.

• Classify each story and write its title on a video box in thecorrect category.

• Compare your classifications with a classmate’s.

3. Word Stumper

Review the vocabulary words listed on page 46 of the Practice Book.

• Write each vocabulary word at the top of an index card.

• Below each word write one correct definition and two wrongdefinitions.

• Number the definitions 1 to 3. Vary the number of the correctdefinitions.

• Quiz a classmate.

Name

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.


THEME 1/Volcanoes

Goal: Classify stories based on the categories found in video stores.

Goal: Create a vocabulary quiz.

• Check the meaning of a category in adictionary.

• Base your choices onfeatures of the stories.

• Be sure that yourincorrect definitions arecompletely wrong.

• Double check yourcorrect definitions.


Expected OutcomeA good classification willinclude

✔ an understanding of thecriteria that place storiesin different categories

✔ a variety of classifiedtitles

2. At the Video Store 60 MINUTES INDIVIDUAL PAIR

Materials: art paper and markers

• Ask students to leaf through their anthology to help them recallthe titles of stories they have read.

• Allow them to browse the classroom’s bookshelves to find additional titles to classify.

3. Word Stumper 60 MINUTES PAIR

Materials: index cards

Stress that false definitions should be completely false; not justrewordings of the dictionary or glossary definitions.


Have students compare the Leveled Reader selection A Deep BlueLake with the anthology selection Volcanoes, using what they havelearned about Categorize and Classify. Students may discuss or writeabout their comparisons.

Other Activities• Theme 1 Assignment Cards,

11, 12, 13


• TE p. 105, Science/Geography


• TE pp. R13, R19, Challenge

• Education Place:www.eduplace.comMore activities related toVolcanoes

• Accelerated Reader®,Volcanoes

Expected OutcomeA good quiz will include

✔ well-written definitions

✔ well-constructed falsedefinitions

✔ a mastery of keyvocabulary words afterthe quiz is completed

42485.pp. x-07 6/26/03 8:27 AM Page 7

Documents

Theme - Education Place® · slowly,and that plate tectonicsis the study of these structures.Refer ... Grade 5 Theme 1: Nature’s Fury Challenge Master CH 1–2 THEME 1/Earthquake