Journeys 5th grade Lesson 8 Comprehension

People could persuade others to support the work of the Comprehensive Everglades Restoration Plan by__.

• telling them the rules

• showing them a map of the area

• creating a smaller group to feed the animals

• taking them to visit the wetland so they can see it themselves

Tags

CCSS.RI.4.8

CCSS.RI.5.5

CCSS.RI.5.8

CCSS.RI.6.5

CCSS.RI.6.8

Why does Ms. Stone get a park ranger to talk to the class?

• to teach them about wetlands

• to entertain them with animal stories

• to persuade them to join the Restoration Plan

• to help them identify birds and trees by name

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

What argument does the author give for keeping mangrove swamps alive?

• rainwater mixes with salty ocean water

• fish migrate to deep water to look for food

• the water spreads out the food that animals eat

• their waters protect young animals as they grow up

How does Ranger Jim help persuade students that it is important to save the Everglades?

• He tells them that human, animal, and plant life are all connected.

• He tells them that they will see animals together around deep water.

• He tells them that alligators use their bodies to dig deep holes for water.

• He tells them that bark peels off the tourist tree like skin off sunburned people.

Tags

CCSS.RI.4.8

CCSS.RI.5.8

CCSS.RI.6.8

CCSS.RL.4.5

CCSS.RL.6.1

People will best be convinced to conserve water if they read that___.

• there is a deep part of the slough at the beginning of the trail

• most of the water used in southern Florida comes from the Everglades

• the landscape changes from houses and shopping centers to a flat, grassy prairie

• differences in moisture help create unique habitats, each with its own special set of plants and animals

Tags

CCSS.RI.5.2

CCSS.RL.4.1

CCSS.RL.5.1

CCSS.RL.5.2

CCSS.RL.6.2

One reason given for saving the sawgrass prairie is ___.

• silence

• growth

• mashes

• development

Tags

CCSS.RI.5.8

CCSS.RI.6.1

CCSS.RI.6.8

CCSS.RL.4.5

CCSS.RL.6.1

After the students see the many habitats of the Everglades, they ___. Pick two answers.

• are against farming and development

• support development in the Everglades

• are against harming life in the Everglades

• support farming and are against development

Tags

CCSS.RL.2.1

CCSS.RL.4.3

CCSS.RL.5.3

CCSS.RL.6.3

CCSS.RL.7.3

What does the author believe about saving the Everglades?

• It must be done to preserve all life on Earth.

• People can do it if they start now and work hard.

• Finger glades are the most important parts to save.

• The government is responsible for saving everything.

Tags

CCSS.RI.6.6

CCSS.RI.6.9

CCSS.RL.4.6

CCSS.RL.5.6

CCSS.RL.6.6

Students in southern Florida can help save the Everglades by___.

• deciding to become part of the circle of life

• persuading their families to use less water in their homes

• living however they choose today and not worrying about tomorrow

• telling people that they are responsible for protecting alligators

Tags

CCSS.RI.4.2

CCSS.RI.5.2

CCSS.RI.6.2

CCSS.RL.5.2

CCSS.RL.6.2

Which sentence from the selection shows that the students truly learn the value of the Everglades?

• Small animals live, feed, and raise their young in the solution holes.

• Restoring the Everglades will take a long time, and it may never be finished.

• But now the ground, which is higher than the larger sawgrass prairies, was dry and hard.

• They had learned that they too were a part of the Everglades, connected in the same circle of life with the tiniest insect and largest alligator.

Tags

CCSS.RI.4.2

CCSS.RI.5.2

CCSS.RI.6.2

CCSS.RL.4.2

CCSS.RL.5.2