__Spelling List__

1. beauty

2. ugly

3. lazy

4. marry

5. ready

6. sorry

7. empty

8. honey

9. valley

10. movie

11. duty

12. hungry

13. lonely

14. alley

15. body

16. twenty

17. turkey

18. hockey

19. fifty

20. monkey

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May - 2012 Mark these dates on your calendar! 5/1 Book Fair SOAR Assembly Credit Union Book Fair (parents 5:30-6:30 pm) Summer Activity Night 5/2 Vision Screening 5/3 Bagel Day "101 Dalmations" 6:00 pm in the cafe 5/4 Vision Screening Dismissal (11:19 am) 5/5 Cinco de Mayo 5/8 Credit Union 5/9 PTO (6:30 pm) 5/10 Bagel Day 5/15 Credit Union Kindergarten Roundup (6:30 pm) 5/16 Honor Roll Breakfast 5/18 Bullying Assembly 5/22 Credit Union 5/24 Bagel Day 5/25 Dismissal (11:19 am) 5/28 No school - Memorial Day 5/29 Credit Union Service Squad @ C.J. Barrymores 5/31 Bagel Day

Monday 12:20 - 1:00 Gym Tuesday 12:20 - 1:00 Art Wednesday 12:20 - 1:00 Spanish Thursday 12:20 - 1:00 Music Friday 12:20 - 1:00 Media Center

Mr. Richard A deRuiter

Room 110

3180 Hein Dr.

Sterling Heights, Michigan 48310

(586) 825-2780

Thursday is Bagel Day!

Bagels are $.75. You are allowed to purchase

more than one if you like. Paper bags and

napkins are provided.

*Leftover bagels will be sold on Friday for $.50.*

Practice the words daily on Spelling City! Monday Copy the words in your Agenda. Tuesday Write each word in a sentence. Wednesday Write each word 3 times Thursday Pretest Friday Test

Spelling List 1. shark 2. attack 3. risk 4. public 5. sink 6. question 7. electric 8. jacket 9. blank 10. ache 11. crooked 12. drink 13. topic 14. track 15. blanket 16. struck 17. mistake 18. junk 19. squirrel 20. stomach

Spelling List 1. snow 2. grind 3. still 4, coast 5. odd 6. crime 7. gold 8. wrote 9. flight 10. build 11. broke 12. blind 13. folk 14. grown 15. shock 16. ripe 17. coal 18. inch 19. sigh 20. built

Spelling List 4 1. steel 2. sreal 3. lead 4. led 5. wait 6. weight 7. wear 8. ware 9. creak 10. creek 11. beet 12. beat 13. meet 14. meat 15. peek 16. peak 17. deer 18. dear 19. ring 20. wring

- Pretest - 100% Great job!!!

Spelling List 1. past 2. weight 3. kept 4. steel 5. creek 6. still 7. meat 8. blind 9. creak 10. steal 11. trunk 12. tube 13. crumb 14. wait 15. meet

__Spelling List__

1. rotate

2. union

3. embargo

4. reflect

5. migrate

6. sum

7. difference

8. orbit

9. volume

10. strike

11. recycle

12. tilt

13. immingrant

14. season

15. addend

Spelling List

1. pilot

2. depend

3. visit

4. human

5. seven

6. chosen

7. paper

8. reason

9. become

10. parent

11. never

12. modern

13. tiny

14. tuna

15. event

16. fever

17. moment

18. prison

19. basic

20. open

**Spelling List**

1. survey

2. tally

3. chart

4. horizontal axis

5, vertical axis

6. mean

7. median

8. mode

9. range

10. ration

11. prosperity

12. discrimination

**Spelling List**

1. yellow

2. bucket

3. package

4. narrow

5. rabbit

6. chicken

7. declare

8. person

9. entire

10. number

11. gather

12. engine

13. rocket

14. nothing

15. rather

16. garden

17. secret

18. limber

19. apron

20. silver

**Spelling List**

1. tariff

2. producer

3. profit

4. export

5, corporation

6. economics

7. interest

8. service

9. goods

10. import

11. scarcity

12. consumer

13. partnership

14. tax

__Spelling List__

1. acting

2. anybody

3. blanks

4. bother

5. buys

6. charm

7. cloud

8. cookies

9. crops

10. fade

11. painter

12. places

13. pounds

14. press

15. risk

16. setting

17. stairs

18. stamped

19. stuck

20. tiny

__Spelling List__

1. magnet

2. circuit

3. pole

4. condutor

5. insulator

6. electromagnet

7. switch

8. battery

9. static electricity

10. chemical energy

11. mechanical energy

12. colon **:**

13. semicolon **;**

14. comma **,**

15. parentheses **" "**

__Spelling List__

1. race

2. justice

3. peaceful

4. rights

5. protest

6. march

7. nonviolence

8. minister

9. dream

10. freedom

11. nation

12. boycott

__Spelling List__

1. eighth

2. tongue

3. through

4. once

5. enough

6. chose

7. favorite

8. guess

9. believe

10. loose

11. lose

12. another

13. choose

14. anyone

15. quit

16. beautiful

17. would

18. quite

19. height

20. weird

__Spelling List__

1. village

2. cottage

3. bridge

4. fence

5. strange

6. chance

7. twice

8. cage

9. change

10. carriage

11. glance

12. ridge

13. manage

14. damage

15. since

16. marriage

17. edge

18. lodge

19. cabbage

20. dodge

__Spelling List__

1. beauty

2. ugly

3. lazy

4. marry

5. ready

6. sorry

7. empty

8. honey

9. valley

10. movie

11. duty

12. hungry

13. lonely

14. alley

15. body

16. twenty

17. turkey

18. hockey

19. fifty

20. monkey

__Spelling List__

1. sunnier

2. cloudier

3. windier

4. cities

5. heaviest

6. prettiest

7. studied

8. easier

9. noisier

10. families

11. ferries

12. crazier

13. funnier

14. earlier

15. copied

16. hobbies

17. angriest

18. emptied

19. worried

20. happiest

__Spelling List 1__

1. gain

2. cream

3. sweet

4. safe

5. past

6. reach

7. kept

8. gray

9. field

10. break

11. east

12. shape

13. steep

14. pray

15. pain

16. hello

17. west

18. cheap

19. steak

20. chief

**Spelling List 3**

1. brush

2. juice

3. fruit

4. tube

5. lunch

6. crumb

7. few

8. true

9. truth

10. done

11. suit

12. pump

13. due

14. dull

15. tune

16. blew

17. trunk

18. sum

19. glue

20. threw

The Cafe' Is Open! Students meet in small groups with Mr. deRuiter to work on various reading strategies with the goal of improving their fluency and comprehension.

**Comprehension**

Strategies:

- Check for understanding

- Back up and reread

- Monitor and fix up

- Retell the story

- Use prior knowledge to connect with text

- Make a picture or mental image

- Ask questions throughout the reading process

- Predict what will happen; use text to confirm

- Infer and support with evidence

- Use text features *(titles, headings, captions, graphic features)*- Summarize text:

- Determine and analyze author’s purpose and support with text

- Recognize literacy elements:

*(genre, plot, character, setting, problem/resolution, theme)*- Recognize and explain cause-and-effect relationships

- Compare and contrast within and between text

**Accuracy**

- Cross checking: *Do the pictures and/or words look right? *

* Do they sound right? Do they make sense?*- Use the pictures:

- Blend sounds; stretch and reread

- Flip the sound

- Chunk letters and sounds together

- Skip the word, then come back

-Trade a word/guess a word that makes sense

**Fluency**

and understand what I read

Strategies:

- Voracious reading

- Read appropriate-level texts that are a good fit

- Reread text

- Practice common sight words and high frequency words

- Adjust and apply different reading rates to match text

- Use punctuation to enhance phrasing and prosody

*(end marks, commas, etc.)*

**Expanding Vocabulary**

Strategies:

- Voracious reading

- Tune in to new and interesting words and use them in speaking

and writing

- Use pictures, illustrations, and diagrams

- Use word parts to determine the meaning of words:

* (prefixes, suffixes, origins, abbreviations, etc.)*

- Use prior knowledge and context to predict and confirm meaning

- Ask someone to define the word for you

- Use dictionaries, thesauruses, and glossaries as tools

What are we reading?

1 - **Dash, the Young Meerkat**

2 -** Cyril the Dragon**

3 - **Ruby Bridges**

4 - **Message in a Bottle**

5 - **Rescue in the Bermuda Triangle**

We are practicing these strategies:

*Comprehension*:

- Checking for understanding

- Back up and reread

*Accuracy:*

- Do the words make sense?

- Use start and sounds

__Monday__

__Tuesday__

__Wednesday__

__Thursday__

__Friday__

Our workshop is like all sorts of other workshops. It begins with the writers. They get together to learn new strategies. The teacher says, 'Let me show you a strategy, a technique that has been important to my work,' and then he models it. After about ten minutes working together as a group, everyone goes to work on his or her own project. Then the teacher becomes the coach.

1. Think of a person who matters to you, then list clear, small moments you remember with him or her. Choose one to sketch and then write the accompanying story. 2. Think of a place that matters to you, then list clear, small moments you remember there. Choose one to sketch and then write the accompanying story.

1. Write a little seed story. Don't write all about a giant watermelon topic. 2. Zoom in so you tell the most important parts of the story. 3. Include true, exact details from the movie you have in your mind. Include the 5 senses: seeing, smelling, touching, hearing tasting.

The purpose of the LEAD is to grab the reader's attention. 1. Begin with a question. Have you ever......? Did you know that.....? 2. Begin with dialogue. "What are you doing?" my father asked. "Stay out of the flowers," I shouted to Sparky.

Factoid Washington, DC, is closer to Mexico City, Mexico, than it is to Los Angeles, California. Directions On the map of the Uniterd States and Mexico, identify the locations of Washington, DC: Los Angeles, California; Mexico City, Mexico; and Seattle, Washington. On the Internet, research the distances and then answer the questions below. Distances: Washington, DC, to Los Angeles Washington, DC, to Mexico City Los Angeles to Mexico City Los Angeles to Seattle 1. Write the names of the cities on the map. 2. Use a ruler to connect the cities listed above with a straight line and write the distance in miles on the line. 3. How much farther is it from Washington, DC, to Los Angeles than from Washington, DC, to Mexico City? 4. How much farther is it from Los Angeles to Seattle than it is from Mexico City to Los Angeles?

**Topic 1.** __Numeration__

1-1 Thousands

Students will represent numbers with place-value blocks and

number lines. They will write numbers in standard form, ex-

panded form, and word form.

1-2 Millions

Students will represent numbers in the *millions* using a place-

value chart. They will write numbers in expanded form, using

periods to help write numbers in word form.

1-3 Comparing and Ordering Whole Numbers

Students will apply their knowledge of place value to *compare *

* and order numbers.*

1-4 Rounding Whole Numbers

Students will show how to use place value to *round whole *

* numbers.*

1-5 Using Money to Understand Decimals

Students will use place-value charts to read, write, and

compare decimals in tenths and hudredths *using **money.*

1-6 Counting Money and Making Change

Students will convert a collection of coins and bills into a total

amount and make change.

1-7 Make an Organized List

Students will systematically find and record all possible

outcomes for a situation.

**Topic 2. **__Adding and Subtracting__

__ __

2-1 Using Mental Math to Add and Subtract

Students will apply a variety of methods to add and subtract whole numbers mentally.

*1. Properties of Addition*: pgs. 28-29

*Cummutative Property of Addition:*

You can add two numbers in any order.

*Associative Property of Addition:*

You can change the grouping of addends.

*Identity Property of Addition:* Adding zero does not change the number.

2. *Methods for adding and subtracting mentally:* p. 28

*Adding:* breaking apart and compensation

*Subtracting:* counting on and compensation

2-2 Estimating Sums and Differences of Whole Numbers

Students will round whole numbers to *estimate sums and *

* differences.*

2-3 Problem Solving: Missing or Extra Information

Students will identify what information in a problem is not needed

or not present.

2-4 Adding Whole Numbers

Students will add numbers to hundred thosands with and without

regrouping.

**Topic 17.** __Data and Graphs__

17-1 Data from Surveys

Students will design and use a *survey* with a sample size that

allows accurate predictions to be made about a larger popul-

ation.

17-2 Interpretting Graphs

Students will use bar *graphs* to display data.

17-3 Line Plots

Students will learn and understand how to draw *line **plots*,

interpret points, and recognize outliers.

17-4 Ordered Pairs

Students will learn to locate points on a coordinate plane using

*ordered pairs*.

17-5 Line Graphs

Students will use *line graphs* to see changes in data over

time.

17-6 Mean

Students will calculate the *mean* from a collection of values.

17-7 Median, Mode, and Range

Students will identify the *median, mode, and range *for

numerical data sets.

17-8 Stem-and Leaf Plots

Students will use *stem and leaf plots* to organize data by

place value.

17-9 Reading Circle Graphs

Students will use *circle graphs* to show parts of a whole.

17-10 Make a Graph

Students will make and use *graphs* to display data and solve

problems.

**Topic 3.** __Multiplication Facts__

3-1 Meanings of Multiplication

Students will recognize multiplication as repeated addition of

equal groups, used in arrays and comparisons.

3-2 Patterns for Facts

Students will use patterns to find products with factors of 2, 5,

and 9.

3-3 Multiplication Properties

Students will use mulitplication properties to simplify compu-

tations.

3-4 3 and 4 as Factors

Students will use the *Distributive Property *to simplify multipli-

cation problems by rewriting one of the factors as a sum of

two numbers.

3-5 6,7, and 8 as Factors

Students will use the *Distributive Property* and other regroup-

ing properties to simplify multiplication involving 6s, 7s, and

8s by rewriting one of the factors.

3-6 10,11, and 12 as Factors

Students will use patterns as aids to mastery of facts and

multiples of 10,11, and 12.

3-7 Problem Solving

Students will draw pictures to problem solve multiplication

situations and use their pictures to write number sentences.

**Topic 5.** __Multiplying by 1 Digit Numbers__

__ __

5-1 Multiplying by Multiples of 10 and 100

Students will use basic multiplication facts and number pat-

terns to multiply by multiples of 10 and 100.

5-2 Using Mental Math to Multiply

Students will use compatible numbers with adjustment,

breaking apart, and other strategies to multiply mentally.

5-3 Using Rounding to Estimate

Students will use compatible numbers and rounding to es-

timate solutions to multiplication problems.

5-4 Problem Solving: Reasonableness

Students will check for reasonableness by making sure their

calculations answer the questions asked and by using esti-

mation to make sure the calculation was performed correctly.

5-5 Using an Expanded Algorithm

Students will record multiplication using and expanded

algorithm.

5-6 Multiplying 2 Digit by 1 Digit Numbers

Students will multiply 2 digit numbers by 1 digit numbers

using paper and pencil methods.

5-7 Multiplying 3 Digit by 1 Digit Numbers.

Students will use the standard algorithm to multiply 3 digit

numbers by 1 digit numbers.

5-8 Draw a Picture and Write an Equation

Students will solve problems using he problem-solving

strategies* draw a picture* and *write an equation.*

**Topic 7.** __Multiplying by 2 Digit Numbers__

7-1 Using Mental Math to Multiply 2 Digit Numbers

Students will discover and understand patterns used to

multiply by 10 and 100.

7-2 Estimating Products

Students will use rounding and compatible numbers to

estimate solutions to multiplication problems.

7-3 Arrays and an Expanded Algorithm

Students will use arrays and expanded algorithms to

multiply 2 digit numbers by 2 digit numbers to find a

product.

7-4 Multiplying 2 Digit Numbers by Multiples of Ten

Students will use grids and patterns to multiply 2 digit

numbers and multiples of 10.

7-5 Multiplying 2 Digit by 2 Digit Numbers

Students will use partial products to multiply 2 digit

numbers by two digit numbers and find the products.

7-6 Special Cases

Students will learn to multiply greater numbers.

7-7 Problem Solving: Two-Question Problems

Students will solve two-question problems.

**Topic 4.** __Division Meanings and Facts__

4-1 Meanings of Division

Students will use and draw models to solve division problems.

4-2 Relating Multiplication and Division

Students will use arrays to write and complete multiplication

and division famiies..

4-3 Speical Quotients

Students will use mulitplication facts with 0 and 1 to learn

about speical division rules with 0 and 1.

4-4 Using Multiplication Factsto Find Division Facts

Students will identify multiplication facts related to division

facts in order to solve division problems.

4-5 Problem Solving

Students will draw pictures and write related number sentences

to solve problems.

Children are aware of changes that occur around

them during the course of a day. a month, and a year.

They begin to understand how these time periods are

determined. Long-term observation allows students to

recognize patterns and cycles in weather, seasons,

moon phases, and the apparent position of the sun in

the sky. The motion of the moon around the Earth

(month) the rotation of the Earth on its axis (day), and

the orbit of the Earth around the sun (year) determine

months, days, and years.

This unit serves as a review of weather, weather instruments, and the seasons. Descriptions of weather are heard or read daily in the media. While specifics of weather vary from season to season in Michigan and most of the United States, daily weather reports typically contain key components to describe changes in weather and to predict the development of storms and other hazardous weather.

In the elementary grades, students' descriptions of weather and seasons are to include at least its visible aspects, such as temperature, wind speed and direction, cloud cover, and precipitation. They use thermometers, a windsock or vane, and a rain guage to collect weather data over a long period of time.

Click on the link:

Weather

http://www.weather.com/outlook/recreation/boatandbeach/monthly/48093

Moon Phases

http://home.hiwaay.net/~krcool/Astro/moon/moonphase/

http://www.tutiempo.net/en/moon/phases.htm

Sun, Moon, and Earth

http://library.thinkquest.org/29033/begin/earthsunmoon.htm

Who Wants to be a Millionaire?

(The Moon)

http://www.firstschoolyears.com/science/solar/interactive/moonframes.htm

Electricity

http://www.neok12.com/Electricity.htm

http://edtech.kennesaw.edu/web/electric.html

http://www.physics4kids.com/files/elec_intro.html

1. Weather Trackers

*Students learn how the weather changes from day to day *

* over **the seasons and relate patterns in weather to the *

* seasons of t**he y**ear.*

2. Sky Watchers

* Students **will study the moon and **identify i**t as a common *

* object in the sky.*

3. What Makes Daytime and Nighttime?

*Students will track the apparent movement of the sun *

* across **the **sky and describe how we have daytime and *

* nighttime due t**o the s**pin of the Earth on its axis.*

4. Moon Shapes

* Students will describe the visible shape of the moon and*

* how it **follows a predictable cycle that takes approximately*

* one month.*

5. How Big Is It?

* Students will learn how large objects appear smaller when*

* they **are far away.*

6. Scale Model of the Earth and Moon

* Students will compare and contrast the relative sizes of *

* the **moon **and the Earth.*

7. Comparing the Sun, Moon, and Earth

* Students will learn about the similarities in the sun,**moon *

*and the Earth.*

8. The Solar Dance

9. Time Wise

* Students will learn how the motion of the sun, moon, **and *

* the Earth relate to the measurement of time.*

10. The Sun and the Seasons

* Students will learn what causes the change of the *

* seasons.*

11. What Do We Learn From the Rock Layers?

* Students will learn how rock layers provide **evidence of *

* the Earth's past.*

12. Fossil Layers

* Students will learn how fossils become part of the *

* layers of the Earth and how they provide evidence *

* of the history of the Earth.*

During the next several weeks, the

students will be actively involved in the

study of heat energy, electrical energy,

and magnetism. By the completion of

the unit, each student will be able to

give examples of where the transfer of

heat energy and electrical energy has

changed objects.

Students will be introduced to how

the movements of electrical current re-

sults in charged objects and the flow

of electricity. They will explore how to

make complete circuits and how to

open and close circuits using switches.

They will observe how magnets behave

with different materials and with other

magnets. They will experience magne-

tic attraction and repulsion. With this

information, they will begin to under-

stand and explain how compasses

work.

1. Heat It Up!

*Students learn to describe heat as a form *

* of energy and **observe changes associ-*

* ated **with the **transfer of heat **energy.*

2. Rubbing, Burning, and Electricity

* Students **will observe how adding energy *

* can increase **tempertaure. They will dis-*

* cover **how **heat is produced **through rub-*

* bing, burning, and electricity.*

3. Heat Energy Investigation

*Students will observe changes that occur*

* when energy **is transformed due to a dif-*

* ference in temperature.*

* *

4. Electricity As a Form of Energy* *

* Students will recognize electricity as a *

* form of energy **that can change things *

* and do work.*

5.* *Can You Light the Bulb?

* Students will construct electical circits *

* using batteries, **wires, and light bulbs.*

6. What Is an Electrical Circuit?

* Students will discover that a circuit is *

* a continuous path **through which elec-*

* tricity flows.*

7. What are Good Conductors of

Electricity? * *

* Students will learn to distinguish be-*

* tween good and **poor conductors of *

* electricity.*

8. Making Switches

* Students will design switches to open *

* and close electrical **circuits.*

9. What is Attracted to a Magnet?

* Students will classify objects according *

* to their physical **attributes.*

10. Magnetic Attraction

* Students will learn that only certain *

* metals are attracted **to **a magnet.*

11. Magnets Have Poles

* Students will learn that every magnet *

* has two poles.*

12. How do Magnets Get Along?

* Students will learn that opposites do *

* attract each other!** *

13. Which Way Is North?

*Students will learn that the Earth acts *

* like a gigantic **magnet with two poles.*

During this unit of study, students will observe, experiment with, and discuss several types of matter and thier physical properties. Each type of matter will be considered using thw following properties: color, size, shape, weight, texture, flexibility,smell, whether it sinks or floats, and its state of matter. the atates of matter include solids,liquids, and gases.

Since all matter has mass and takes up space, these two properties will be examined by learning to use measuring tools. Metric rulers, primary balances, gram masses. graduated cylinders, measuring cups and spoons are some ot these tools.

The students will be experimenting and recognizing a variety of physical changes that occur in matter. Physical changes include changes in size and shape by bending, tearing, breaking, or cutting. Another physical change occurs when matter changes from one state to another. Whne a substance chages state, this means that it changes from solid to liquid or liguid to gas.

1. What Are Properties of Matter?

*Students will describe objects in terms of their properties. They will describe matter as *

* anything that has mass and volume.*

2. A Little Mass Here, aA Little Mass There, A Little Mass Everywhere!

*Students will construct a simple balance to measure the mass of various objects. They will use*

* a spring scale to measure the weight of various objects in newtons.*

3. Solids

*Students will give examples of matter as a solid and describe the properties of solids.*

4. Liquids

*Students will describe the properties of liquids.*

5. Gases

*Students will describe the properties of gases. they will also compare and contrast the states of *

* matter.*

6. Air: What is It?

Michigan is a land rich in geographical beauty, natural wonders, and natural resources. No point on either of its two peninsulas is more than 85 miles from one of the Great Lakes.

Lesson 1. A Bird's Eye View of Michigan Michigan's vaiety of communities makes it a groups to grow food. Lesson 2. Climate and Natural Resources The Great Lakes affect Michigan's climate. Lesson 3. Michigan's Ecosystems Plants, animals, and people are all part of Michigan's ecosystems.

Lesson 1. The Lake Plains The Lake Plains region is an important farming and industrial area. Lesson 2. The Superior Upland Beautiful and rich in minerals, the Superior Upland attracts many visitors.

Words you need to understand:

1. community - *people who live in the *

* same area or share common *

* interests*

2. culture - *customs, languages, and *

* beliefs*

3. climate - *the kind of weather an area*

* has year after year*

4. erosion - *the wearing away of land-*

* forms*

5. natural resource - *material supplied *

* by nature*

6. ecosystem - *living and nonliving *

* things in an area*

7. habitat – *the natural home of a plant *

* or an animal*

People and places you need to know:

__James A. McDivitt__*was a pioneer of *

* the space program and controlled *

* the **spacecraft while the first per-*

* son **walked in space.*

__Pictured Rocks National Lakeshore__

*is **continually being shaped by wind *

* and water. *

__Sleeping Bear Dunes National Park__

*is a recreational park shaped by *

* erosion.*

__Caroline Kirkland__*was an early *

* settler who wrote about the beauty *

* of Michigan.*

__Pigeon River Country State Forest__ *is *

* where many elk live.*

*W. K. Kellogg**started a cereal *

* company and founded the Kellogg *

* Bird Sanctuary.*

Facts and Main Ideas:

1. How are people part of an area’s

geography?

*People use the land, water, and *

* natural resources of the area.*

2. Name two cultural festivals that are

celebrated in Michigan.

*African World Festival in Detroit; *

* National Cherry Festival in Traverse *

* City*

3. What are some natural resources

found in Michigan?

*Soil, water, lumber, copper*

4. What did W.K. Kellogg do for the

people of Michigan?

*He established the Kellogg Bird *

* Sanctuary to protect Michigan’s *

* birds.*

5. What are some of the cultural groups

found in Michigan?

* Arab Americans; African Americans; *

* Native Americans*

6. How do the Great Lakes affect the

climate of Michigan?

*Moisture from the lakes brings in-*

* creased rain and snow to Michigan; *

* they keep Michigan cooler in summer*

* and warmer in winter.*

7. Why is the conservation of resources

so important?

*Once they run out they are gone for-*

* ever.*

8. Why does Michigan have such a

varied landscape?

*It has been shaped over time by *

* glaciers, tectonic activity, and *

* erosion.*

__Vocabulary__

till rocks, gravel and sand left behind by melting glaciers

moraine hills of till

tourism the business of serving travelers

locks “steps” that allow ships to move from higher to

lower water

reforestation planting new trees to replace trees that

have been cut down

waterway places where ships can travel

__People and Places__

Lake Plains all of

eastern half of the U

furniture that was shipped down the

Wallace Goodridge took photographs of the lumber

industry around

at the World’s Fair in

Traverse City once a lumber town; grows lots of

cherries; popular vacation spot for

thousands of tourists.

Superior Upland western

mountains, forests, lakes, and

waterfalls.

are

Bruce Catton Civil War historian who wrote about

books

__Facts and Main Ideas__

1. Explain why the Lake Plains region is flatter than the

Superior Upland.

The glaciers flattened the Lake Plains region, leaving

behind moraines.

2. What are two resources found in the Superior Upland?

3. In what region are the Soo Locks located?

4. Why do tourists come to the Superior Upland?

They enjoy its natural beauty.

5. Why has

industrial city?

and products to be shipped to and from the industries

located there.

6. Why are waterways important to the Superior Upland?

7. Why are there fewer farms in the Superior Upland than

in the Lake Plains?

flatter than in the Superior Uplands.

** Read**

Monday

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Friday

Click on the links:

General Information and Games

The Soo Locks - Animation

The Edmund Fitzgerald

http://www.mhsd.org/fleet/O/On-Columbia/fitz/default.htm