1a. What does the compass needle look like and what does it do?
2a. What can affect the magnetic operation of a compass?
3a. When should you use the compass-reading techniques described in this selection?
1b. Why is it important to know where the red part of the compass needle is pointing?
2b. Why wouldn't you rely solely on a compass in an iron ore mining area?
3b. Why is it important to learn to use a compass along with a map?
4a. What are the most important things to remember when using a compass?
4b. How might remembering these key points help you someday?
5a. How clear is the author's "lesson" on how to read a compass? What makes his explanation clear or unclear?
5b. How do the author's directions for using a compass fit in with what you already know about finding your way in an unfamiliar place? What logical steps would you take if you were lost without having a compass?
Directions. Identify important tips the author has included regarding what not to do when reading a compass.
Diagram. How do the diagrams in this selection help you to understand the process of reading a compass?
1. Write directions for someone from out of town, telling the person how to get from your house to the nearest supermarket.
2. Write an advertisement for a school bulletin board, describing an upcoming hiking trip organized by a local youth group for kids in your school.
3. Write a free-verse poem about an experience you have had outside in a park or wilderness area.
Investigating Etymology. An etymology is the history of a word. Review the Language Arts Survey 1.17, "Using a Dictionary," and pay close attention to the sample dictionary entry provided. Use a dictionary to find the etymology of each word listed below. (Note: You need not trace each word back to its earliest use.) Then write one or two complete sentences explaining each word's history.
1. compass:
2. direction (direct):
3. map:
4. navigate:
5. terrain:
Types of Pronouns. Review the Language Arts Survey 3.55, "Types of Pronouns." Then, identify the pronouns in the following sentences and indicate whether they are personal, interrogative, or indefinite pronouns.
1. What time are we leaving?
2. I don't see any.
3. Take anything you want.
4. She saw the dolphin jump out of the water.
5. They loved the performance.
6. Lizzy walked by herself.
7. Many tourists returned home soon after the Olympic Games.
8. Who ate the sandwich?
9. Are you running late again?
10. Which classes are you taking next term?
