sub aqua
1. I have a necklace with a sea-green-colored marine stone.
2. I want to get a used bike, but I don’t want to get anything that is standard.
3. Last summer, I got to stand on an plane as Mom towed me in a motor boat.
4. We have thirty different fish in our fi rium.
5. If you tract too many bricks, the tower will fall down.
6. I went scuba diving and saw many tic plants in the sea.
investigate chemicals energy snatching damage request
Grade 5/Unit 6/Week 5 247
© Macmillan/McGraw-Hill
Name
As you reread “Alvin: Underwater Exploration,” use the Summary Chart to write down the most important details. Use them to help you write a summary of the selection.
S ummar y M iddl e Be gi nn in g En d
Grade 5/Unit 6/Week 5
248
© Macmillan/McGraw-Hill
Name
Read the passage. Then complete the questions.
TheAquarius: An Undersea Laboratory
Most of what people could know about ocean life came from snatching glances. You could stay under water for only as long as you could hold your breath. The invention of air tanks changed all that. Air tanks hold chemicals that allow divers to submerge their bodies and stay under water for some time.
But diving has limits. To do longer studies of sea life, now there is an undersea lab called the Aquarius. It was built so that humans can live and work for weeks in a tank deep under water without damage to their bodies. Divers can leave and investigate reefs, for example. Humans can even stay dry while sitting outside on a “wet porch,” which is like an upside-down glass bowl.
The desire to learn more about our world keeps inventors busy.
Who knows what other ways we will find to study sea life?
1. Underline words in the second paragraph with long vowel sounds.
2. Circle multisyllable words with prefi xes and suffixes in paragraph one. fi 3. List two important details in the passage.
4. Use the details to write a summary of the passage.
5. When we want to know more about something we it.
request investigate damage
At Home: Reread the passage with a family member and
talk about inventions that are helpful to you. Grade 5/Unit 6/Week 5 249
© Macmillan/McGraw-Hill
Name
To help you plan your writing, fill out a sequence chart.fi
250
© Macmillan/McGraw-Hill
Name
Read the passage. Then complete the questions.
Being a Mentor
Sometimes kids do not have adults they can talk to. For kids like these, a mentor can make a big difference. A mentor is a person who gives support to another person. He or she is an adult that a kid can trust. Studies show that mentors can have a good effect on young people.
A mentor is often a coach, a teacher, a friend’s parent, or another trusted adult. The kid and the mentor might meet at school or at a team practice, for example. They can talk about life, share a meal,
or do an activity. Just having someone to chat with can give a kid a real boost. When you are older, you might want to be a mentor.
1. Underline the first fact about mentors in the fifi fi rst paragraph.
2. The author says “a mentor can make a big difference.” How does the author support this opinion?
________________________________________________________________
________________________________________________________________
3. What is the writer trying to persuade the reader to do? How do you know?
________________________________________________________________
________________________________________________________________
________________________________________________________________
End-of-Unit Additional Instruction Grade 5/Unit 6/Week 3 251
© Macmillan/McGraw-Hill
Name
Read the passage. Then complete the questions.
Visiting the Whales
When Jeff stayed at his grandfather’s beach house, huge
baleen whales often came close to the shore. “Look at the whales!”
his grandfather would say. “Whales have families, too.” Jeff did not see animals as being in families, not like his.
When Jeff got older, he missed watching whales with his grandfather. One weekend at the old beach house, Jeff watched the whales traveling south with their newborn calves. The baby whales stuck close by the bodies of their mothers. As Jeff watched, he thought, “They really are families.” He told his mom, “When I see the whales, I can think of my grandfather. I think of all of us together.”
1. Underline what Jeff’s grandfather tells him about whales in the story.
2. Put a box around what Jeff watches in the second paragraph.
3. What is the theme or message of the story? Use text evidence to support it.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
What a character says
can help you find the fi
theme.
252 End-of-Unit Additional Instruction Grade 5/Unit 6/Week 4
© Macmillan/McGraw-Hill
Name
Read the passage. Then complete the questions.
Training to Explore Space
Some people dream of diving in the sea, or taking a rocket into space. To explore the sea, you must learn how to sail and dive. If you want to be an astronaut, you have to learn how to live in space.
A big part of being an astronaut today is living on a space station. Astronauts study math and science and learn to be pilots. They must also be able to use many tools to make repairs.
Astronauts learn how to live in small spaces where there is no gravity. They also must work well in teams. If this kind of life sounds exciting, find out more. It is never too soon to start training!
1. Cross out the unimportant detail from the first paragraph.fi 2. Underline the first important detail from the second paragraph.fi
3. Use important details to help you summarize the passage.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
End-of-Unit Additional Instruction 253
Grade 5/Unit 6/Week 5