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10th Grade Reading Worksheets
10th Grade Reading Worksheets
10th Grade Reading Worksheets
Grade 10
Key Strategy
You can find this and other ELA/MME Units of Studyboth Reading
and Writing, Grades 9-11on the Oakland Schools website at:
http://www.oakland.K12.mi.us/elamme
We hope this unit will provide useful suggestions and better prepare
your students for the English Language Arts/Michigan Merit Exam.
Some sample passages are included in this booklet, but you will need to
provide additional passages to teach this unit.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
CONNECTION
The Connection explains how a days lesson fits with the previous days
lesson. It also highlights the purpose and strategies for the current
lesson, making the instructional goals more transparent to students.
MATERIALS
List of teaching materials needed for a days lesson.
TEACHING POINTS
A Teaching Point is a central element of a lesson. It models how to use
a particular strategy. Some days contain multiple Teaching Points.
ANSWER KEY
Immediately following some Handouts, you will find an Answer Key for
the sample passages, questions, and charts; this key is designated by the
icon shown above.
ACTIVE ENGAGEMENT
Active Engagement is the opportunity for students, either on their own
or in small groups, to practice what they just learned through the
Teaching Points.
WRAP-UP
The Wrap-up is an opportunity for teachers to revisit the lesson Focus
and activities for the day, answer any final questions, and preview the
next days lesson.
GRADEBOOK
Each lesson ends with a suggestion for how teachers might use lesson
activities for grading purposes.
HANDOUT
Each days lesson in this unit is followed by handouts and overheads. A
binder clip icon indicates the item is a Handout for students on that day.
All Handouts are copy-reproducible. Students should keep all
Handouts in a folder. Many Handouts are used again in the
following days lessons.
All unit materials are provided in this publication and the sample PLAN Test booklet distributed with it, except
as noted otherwise below:
DAY
1
DAY
4
Analyzing WorkKeys
Understanding WorkKeys Reading for
Information Test
Answering WorkKeys questions
NOTE: Day 6 is not a structured lesson plan included in this unit. This day should be designed by the teacher according to individual
student or class needs. However, it is essential to use this day for timed practice sections of the PLAN Reading and/or WorkKeys tests.
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
MATERIALS: Students should keep all materials for this unit in the
ELA/MME Units of Study: Student Materials Folder since they will
use them again on subsequent days.
Day 1/Document 1 (Overhead/Handout) PLAN Structure and
Overview (p. 7)
Day 1/Document 2 (Overhead/Handout) PLAN Reading Test
Overview (p. 8)
Day 1/Document 3 (Overhead/Handout) Learning How to Mark-itup (p. 9)
Day 1/Document 4 Learning How to Mark-it-up Answer Key (p. 10)
Day 1/Document 5 Modeling Mark-it-up Script for Teachers (p. 11)
Day 1/Document 6 (Handout) Reading Strategies (p. 12)
Day 1/Document 7 (Overhead/Handout) General PLAN TestTaking Tips (p. 13)
Teacher-Provided Additional Sample ACT/PLAN Reading Passages
and Questions (see Finding Additional Sample Passages on p. 2)
Display Day 1/Document 1, and ask students to follow along with you.
Notice that youll be required to quickly shift gears between the different
sections. Similarly to how you move from math class to English class to
science class throughout the school day, you will need to prepare
yourself for moving from one type of work to another. As soon as you
finish the math section, you will shift your focus to reading long
passages and answering questions.
TEACHING POINT 2: PLAN Test takers know that time is of the
essence on each section of the test. On the PLAN Reading Test, reading
quickly and not getting bogged down by details is an important skill.
Youll want to spend most of your time answering the questions, and Ill
show you how to do that. Lets look at the PLAN Reading Test
Overview handout.
CONNECTION: Over the next few days, you are going to study what
PLAN Reading Test takers know and do; this will help you feel confident
when taking the PLAN Reading Test. Good test-takers develop
familiarity with how tests look and, as a result, know what to do. They
expect to find: questions following reading selections, passages that are
boring or hard to read, and questions that are written in unusual ways.
Today you are going to learn about the PLAN Test structure, the PLAN
Reading Test content, and strategies for approaching your reading of
the passages.
with your partner and discuss why you marked what you did. After 3-4
minutes, encourage students to stop reading and move on to discussing
their notes with their partners. Students will struggle in the beginning to
read the passage as quickly as they need to. Remember, the more you
rely on marking-it-up, the more quickly you will be able to address the
questions.
What are some of the things you marked up? Walk around and select
two or three examples from students work using non-judgmental
phrasing such as I noticed John did this Emphasize to students that
while their current note-taking methods might be effective for other
school work, you will show them some additional strategies for notetaking that are effective for the ACT/PLAN tests.
145 questions
1 hour, 55 min
8-9 questions
~7 minutes
8-9 questions
~7 minutes
8-9 questions
~7 minutes
10
15
20
25
30
35
80
It would be an exaggeration to
speak of Thomas Paine as the most
prominent or most persuasive champion of
the American Revolution. In fact, it could
be argued that his message was more
typical of the minority perspective. It is
true that Paines famous pamphlet
Common Sense swayed many of the
undecided, and helped stir up the ground
swell of opinion that would lead to the
signing of the Declaration of
Independence. However, Paine was far
more radical in his rejection of England
than were many of his revolutionary
compatriots. Indeed, colonial North
Americans were generally persuaded that
the British political system represented the
most democratic of existing governments.
Most of Paines contemporaries
viewed themselves as heirs to the
traditional liberties of Englishmen, and
justified revolution as a means to reassert
their basic, constitutional rights. In this
respect, the majority of Americans
considered the impending rebellion to be
nothing more or less than another chapter
in the history of English resistance to
tyranny. Such colonists styled themselves
as the defenders of the British
Constitutions, traditionalists who sought to
correct an illegitimate exercise of power.
King and Parliament had wrongfully
denied colonists their rights as
Englishmen, and it was this abuse of
authoritynot the entire package of
Passage provided by Emily Douglas
ELA/MME Unit of Study: Reading, Grade 10
Oakland Schools
10
11
Reading Strategies
1. Read quickly.
2. Read for main idea and tone/attitude; ignore details.
3. Read the entire passage (dont just read the first and last
sentence and assume you know what its about!).
4. Prepare yourself for boring or difficult passages.
5. Underline main ideas, descriptions, and points of view.
6. Circle examples and shifters. Shifters are words like
however, although, despite, even though, nonetheless, and
but. Theyre important because they indicate a major shift is
coming up in the passage that will most likely be tied to one or
more of the questions.
7. Mark (+) or () to indicate positive or negative tone, attitudes,
and examples.
8. Sum up what you just read in a few words somewhere next to
the passage.
12
13
the right answer, even though I have no idea who the fourteenth US
president was. I start with answer choice A and work my way down,
crossing off wrong answers as I go. If I come to a choice that Im not
sure about, Ill leave it alone for the time being, and move onto the next
choice. Remember never to eliminate an answer choice that youre not
sure about because it might be the right answer! Ask your class to go
through each answer choice on the overhead and help you decide whether
or not you should eliminate it. Be sure to actually cross off wrong answer
choices as you go. Students will quickly see that even though they may
never have heard the name Franklin Pierce, they can easily eliminate the
other choices based on what they know about them.
14
passage when you read it, the easier it will be to just look up the
answer by using the marks you made.
Now, using POE, lets go through the answer choices, see which ones DO
NOT match that main idea, and eliminate them. As you go through the
answers, ask students to think carefully about each choice; then look at
their POE Strategies handout (Day 2/Document 2) to help them determine
which ones might be incorrect. Keep in mind that after you eliminate
incorrect choices, youll be looking for a correct answer choice that is a
paraphrase, or a similar meaning using different wording, of what we
said for sum-it-up. Finish up by showing students the two other questions
on Answering Main Idea Questions (Day 2/Document 3) and drawing
their attention to the different ways of wording a Main Idea Question.
15
16
17
1. The primary purpose of the passage can best be described as an effort to:
OR
2. The authors purpose in writing this passage is most likely to:
A.
describe the revolutionary tone of Paines writing in his pamphlet, Common Sense
B.
show that Paine was the most advanced thinker of his time
C.
D.
explain the radical nature of Paines attitude toward the British political system
OR
3. One of the main arguments the author is trying to make in the passage is that:
A.
B.
C.
D.
18
1. The primary purpose of the passage can best be described as an effort to:
OR
2. The authors purpose in writing this passage is most likely to:
A.
describe the revolutionary tone of Paines writing in his pamphlet, Common Sense
[too specific for main idea]
B.
show that Paine was the most advanced thinker of his time [extreme]
C.
argue that Paine was more traditional than his contemporaries [bait and switch]
D.
explain the radical nature of Paines attitude toward the British political system
OR
3. One of the main arguments the author is trying to make in the passage is that:
A.
B.
C.
D.
19
Just Look It Up using the marks and notes you made while
reading.
Eliminate incorrect answer choices, such as ones that use
extremes, absolutes, bait and switch, or not mentioned but
sounds good.
4. Which of the following best describes the difference between the colonists attitude towards
England and the radical attitude of Thomas Paine?
A.
B.
C.
Unlike Paine, most colonists wanted to keep certain aspects of the English
government
D.
Unlike most colonists, Paine wanted the United States to form a more traditional
government
5. Which of the following best describes the effect that Common Sense had on the American
people?
A.
B.
C.
It inspired a rebellious spirit in those who chose not to follow English ways
D.
6. The authors attitude toward the subject of the passage is best described as one of:
A.
disapproval
B.
admiration
C.
outrage
D.
interest
20
Just Look It Up using the marks and notes you made while
reading.
Eliminate incorrect answer choices, such as ones that use
extremes, absolutes, bait and switch, or not mentioned but
sounds good.
4. Which of the following best describes the difference between the colonists attitude towards
England and the radical attitude of Thomas Paine?
A.
B.
C.
Unlike Paine, most colonists wanted to keep certain aspects of the English
government
D.
Unlike most colonists, Paine wanted the United States to form a more traditional
government [bait and switch]
5. Which of the following best describes the effect that Common Sense had on the American
people?
A.
B.
It affected people more than the Declaration of Independence did [not mentioned]
C.
It inspired a rebellious spirit in those who chose not to follow English ways
D.
6. The authors attitude toward the subject of the passage is best described as one of:
A.
B.
C.
outrage [extreme]
D.
interest
21
makes them easier than other question types! Display Day 3/Document
1 (Answering Line Detail Questions), and walk the students through
Steps 1-3. Then, display Day 1/Document 3 (Learning How to Mark-itup); model for students where you would start and stop re-reading to
answer the sample questions. In order to find the primary focus of lines
23-40, Im going to start reading 1 or 2 sentences before the section and
read through line 42. Based on my reading, Im going to come up with
a main idea for these lines. It sounds to me like this paragraph is about
the colonists view of government. Now lets use POE to eliminate
answer choices for Question 7. Choice B may be eliminated because
Paines revolutionary thinking is not mentioned in this paragraph. The
information about English political theory is a detail in the paragraph,
not the main idea, so we may eliminate choice D. C may be eliminated
because it is too broad to be the main idea of this paragraph. A is the
correct answer.
22
him. Youll notice that none of these answers are directly stated in the
text, but that you can still figure out what is happening based on the
information given. That is what it means to infer.
Another option would be to ask students to write their own Line Detail
and Inference Question(s) for a previous reading assignment from your
class. They would need to model the question and answer choices after
PLAN Reading Test questions, and offer a rationale for the correct and
incorrect answer choices.
23
7.
8.
9.
B.
C.
the reality of the relationship between England and the United States
D.
As it is used in the passage, the phrase hereditary privilege (line 47) refers to the:
A.
B.
C.
D.
improved
B.
decorated
C.
considered
D.
deceived
24
7.
B.
C.
the reality of the relationship between England and the United States
D.
[Question 7: This question is asking for the main idea of lines 2340. You need to re-read it and
just think about it.]
8.
As it is used in the passage, the phrase hereditary privilege (line 47) refers to the:
A.
B.
C.
D.
[Question 8: This question requires you to understand a phrase in-context in relation to a larger
theme discussed in the passage.]
9.
improved
B.
decorated
C.
considered
D.
deceived
[Question 9: This question requires you to re-read line 32, come up with you own synonym for
styled and then find the answer choice most similar to your synonym.]
25
26
27
B.
C.
D.
Americans are only now realizing how conservative Thomas Paine was
11. It is reasonable to conclude from the passage that if Thomas Paine had never written Common
Sense:
A.
B.
C.
D.
English tyranny would have ended the colonists hopes for freedom
28
B.
C.
Thomas Paine has never been a well-known historical figure [extreme; inaccurate]
D.
Americans are only now realizing how conservative Thomas Paine was [opposite]
11. It is reasonable to conclude from the passage that if Thomas Paine had never written Common
Sense:
A.
the Declaration of Independence never would have been signed [too extreme]
B.
some other revolutionary colonist would have written it instead [not supported]
C.
D.
English tyranny would have ended the colonists hopes for freedom
[not supported]
29
45
30
17.
Which of the following statements best describes the role of facts in Angelous writing?
A. Facts enhance Angelous creativity, but the people she writes about come straight from her imagination.
B. Facts are ignored in Angelous writing, and instead she relies on her creativity and imagination.
C. Facts provide the basis for Angelous writing, but they dont get at the truths present in the stories she
tells.
D. Facts are used in sequence even though they sometimes obscure the stories Angelou wants to tell.
18.
19.
20.
Angelou suggests in the second paragraph (lines 13-17) that occasionally autobiographers must:
F. make events consequential yet in sequence.
G. rearrange most facts in a random manner.
H. make truth more vivid than fact.
J. rearrange events to best tell a story.
21.
22.
23.
The last paragraph suggests that the main function of a parable is to:
A. mask truths.
B. offer perspective.
C. provide conclusive evidence.
D. control events.
24.
25.
31
C
J
B
J
D
H
B
F
A
32
question that tells you what to look for as an answer. In this first case,
the question stem is the primary purpose. Make sure that students
discuss, as a class, the rationale for each Main Idea Question stem.
Because Main Idea Questions are the most straightforward, they are ideal
for practicing identifying question stems.
Once you have finished reading, work with your partner to find the
question stem in each of the questions following the passage. Based on its
question stem, you should decide what each question is asking, which
strategy to use to answer it (for example, is it a Just Think About It
Main Idea Question or a Just Look It Up General Info Question).
Then, use your POE strategy to eliminate incorrect answers and find the
correct one. As you identify each question stem, jot it down in the
Question Stem column of your Common Question Stems (Day
4/Document 1). Translate what the question stem is asking in the next
column; then, write down which strategy to use for answering that
question in the third column. Model this for students by filling in all the
columns for the first question.
WRAP-UP: Review some of the question stems students found and ask
them to read aloud what they wrote for Translation and Strategy for
Answering. If possible, record their responses on the overhead.
Remember that the more quickly you are able to identify a question stem
33
and figure out what it is asking, the more time youll have to use POE to
find the correct answer. Tomorrow were going to learn how to use some
of these same strategies to tackle the WorkKeys Reading for Information
Test.
GRADEBOOK: Teachers may consider assigning participation points at
the end of class for handouts and sample-passage work where the markingit-up strategy and POE were used correctly, as well as for answered
questions. Teachers might also consider assigning an additional point or
two for bringing back the previous days handouts. At this point, students
should be consistently applying all of the strategies from Days 1-4.
34
Translation
35
Translation
Just look it up
It can be reasonably
deduced
As it is defined in the
passage
The passage suggests
The author states
According to the
passage
The passage indicates
The author claims
Based on information
supported by the text, a
logical conclusion would
be.
The main idea of lines
30-50
It can be reasonably
inferred
36
DAY 5 - WorkKeys
FOCUS: Analyzing WorkKeys and understanding how the
WorkKeys Reading for Information Test measures reading
skills that employers believe are critical to job success.
Share some reasons why the WorkKeys Reading for Information Test is
an important part of the MME:
Describe the types of workplace texts that you, as a teacher and an
employee of a school district, are expected to understand (e.g.,
disciplinary policies or safety regulations). Discuss the importance of
these written communications and the possible consequences of not
comprehendingor ignoringthem.
This new test is being administered because employers are seeking
workers who understand a variety of communications for a particular
job.
Some employers are requiring WorkKeys scores from job applicants,
and most community colleges are requiring them.
MATERIALS:
Day 5/Document 1 (Overhead) Graphic Organizer: WorkKeys
Examples (p. 39)
Day 5/Document 2 (Handout) WorkKeys Level 3 Text (p. 40)
Day 5/Document 3 Answer Key for WorkKeys Level 3 Text (p. 41)
Day 5/Document 4 (Handout) WorkKeys Level 6 Text (p. 42)
Day 5/Document 5 Answer Key for WorkKeys Level 6 Text (p. 43)
Day 5/Document 6 (Handout) Level 3 Text versus Level 6 Text
(p. 44)
Day 5/Document 7 Answer Key for Level 3 Text versus Level 6
Text (p. 45)
Day 5/Document 8 (Handout) WorkKeys Level 4 Text (p. 46)
Day 5/Document 9 Answer Key for WorkKeys Level 4 Text (p. 47)
Day 5/Document 10 (Handout) WorkKeys Level 5 Text (p. 48)
Day 5/Document 11 Answer Key for WorkKeys Level 5 Text (p. 49)
CONNECTION: Over the past few days you have analyzed the PLAN
Reading Test by learning mark-it-up and POE strategies, as well as
practicing how to translate and answer different types of test questions:
Main Idea, General Information, Line Detail, and Inference Questions.
Today you will focus on another reading test that is part of the Michigan
Merit Exam: the WorkKeys Reading for Information Test.
37
38
39
In the department store where you work, you are asked to mark prices for an upcoming sale. If the
thirteen-piece cookware set is going on sale, where should you mark the sale price?
A.
B.
C.
D.
E.
40
In the department store where you work, you are asked to mark prices for an upcoming sale. If the
thirteen-piece cookware set is going on sale, where should you mark the sale price?
A.
B.
C.
D.
E.
41
Section 199.781
1) A multiple lift shall only be performed if the following criteria are met:
(i) A multiple lift rigging assembly is used;
(ii) A maximum of five members are hoisted per lift;
(iii) Only beams and similar steel structural members are lifted; and
(iv) All employees engaged in the multiple lift have been trained in these procedures.
(v) No crane is permitted to be used for a multiple lift where such use is contrary to the
manufacturers specifications and limitations.
(2) Components of the multiple lift rigging assembly shall be specifically designed and assembled
with a maximum capacity for total assembly and for each individual attachment point. This capacity,
certified by the manufacturer or a qualified rigger, shall be based on the manufacturers specifications
with a 5-to-1 safety factor for all components.
(3) The total load shall not exceed:
(i) The rated capacity of the hoisting equipment specified in the hoisting equipment load
charts;
(ii) The rigging capacity specified in the rigging rating chart.
(4) The multiple lift rigging assembly shall be rigged with members:
(i) Attached at their center of gravity and maintained reasonably level;
(ii) Rigged from top down; and
(iii) Rigged at least 7 feet apart.
(5) The members on the multiple lift rigging assembly shall be set from the bottom up.
(6) Controlled load lowering shall be used whenever the load is over the connectors.
As a construction worker, you are assisting with a multiple lift of six steel beams. The rigged members
are rigged 8 feet apart and attached at their center of gravity. The multiple lift is NOT lawful under
Section 199.781, as shown, because the:
A.
B.
C.
D.
E.
42
Section 199.781
1) A multiple lift shall only be performed if the following criteria are met:
(i) A multiple lift rigging assembly is used;
(ii) A maximum of five members are hoisted per lift;
(iii) Only beams and similar steel structural members are lifted; and
(iv) All employees engaged in the multiple lift have been trained in these procedures.
(v) No crane is permitted to be used for a multiple lift where such use is contrary to the
manufacturers specifications and limitations.
(2) Components of the multiple lift rigging assembly shall be specifically designed and assembled
with a maximum capacity for total assembly and for each individual attachment point. This capacity,
certified by the manufacturer or a qualified rigger, shall be based on the manufacturers specifications
with a 5-to-1 safety factor for all components.
(3) The total load shall not exceed:
(i) The rated capacity of the hoisting equipment specified in the hoisting equipment load
charts;
(ii) The rigging capacity specified in the rigging rating chart.
(4) The multiple lift rigging assembly shall be rigged with members:
(i) Attached at their center of gravity and maintained reasonably level;
(ii) Rigged from top down; and
(iii) Rigged at least 7 feet apart.
(5) The members on the multiple lift rigging assembly shall be set from the bottom up.
(6) Controlled load lowering shall be used whenever the load is over the connectors.
As a construction worker, you are assisting with a multiple lift of six steel beams. The rigged members
are rigged 8 feet apart and attached at their center of gravity. The multiple lift is NOT lawful under
Section 199.781, as shown, because the:
A.
B.
C.
D.
E.
43
44
45
Cycle City
ATTENTION CASHIERS:
All store employees will now get 20% off of all items they buy here. Please follow the new directions
listed below.
Selling bicycles and equipment to employees
Employees receive a store credit certificate for items they return to the store.
Store credit certificates are next to the gift certificates.
Employees may not get a cash refund for items they return to the store.
According to the instructions shown, what is the last thing a cashier should do before pushing the sales tax
button?
A.
B.
C.
D.
E.
46
Cycle City
ATTENTION CASHIERS:
All store employees will now get 20% off of all items they buy here. Please follow the new directions
listed below.
Selling bicycles and equipment to employees
Employees receive a store credit certificate for items they return to the store.
Store credit certificates are next to the gift certificates.
Employees may not get a cash refund for items they return to the store.
According to the instructions shown, what is the last thing a cashier should do before pushing the sales tax
button?
A.
B.
C.
D.
E.
47
Snowmobile operators must have a valid state motor vehicle drivers license in their
possession. Persons possessing a learners permit may operate a snowmobile when supervised
one-to-one within line of sight (but no more than 100 yards) by a licensed person 21 years old or
older.
Maximum speed limit is 45 mph (72 kph) or less where posted or as conditions warrant.
Speed is checked by radar. Obey all speed limit signs and stop signs.
Snowmobiles must be registered according to applicable state law. Muffler, lights, and brakes
must be in good working condition.
Snowmobile exhaust and muffler systems must be in good working order. The maximum noise
allowed is 78 decibels when measured during full acceleration at a distance of 50 feet.
Snowmobiles exceeding the decibel standard will be denied entry into the park.
If bison or other wildlife are on the road, stop at least 25 yards away and/or pull your machine
as far as possible to the opposite side of the road; give them a chance to get off the road. If they
run toward you, and you can confidently turn around, do so and move to a safe place to reassess
the situation. If they walk or run toward you, and you cannot turn around, get off your machine
and stand to the side of it, keeping the machine between you and the animal(s). If they are
standing calmly, inch toward them and assess their behavior. If they remain calm, pass on the
opposite side of the road at a moderate speed. Do not make sudden or erratic movements; use
groomed pullouts where possible. If the animal(s) appear agitated, do not attempt to pass as any
advance may cause the animal(s) to charge. Do not chase animals or cause them to stampede.
Adapted from: National Park service, Official Website of Yellowstone National Park (see planning a visit, then things to
do, winter activities, rules and regulations, and snowmobiling). Retrieved August 15, 2001, from
http://www.nps.gov.yell/planvisit/todo/winter/snowmobile.htm
You are a park ranger. A person wants to enter the park riding a snowmobile that you suspect is too loud.
To determine whether the snowmobiles noise is too loud as specified by the guidelines shown, you
should ask the person to:
A.
B.
C.
D.
E.
Check the snowmobiles decibel level at a speed of at least 25 miles per hour.
Demonstrate that the exhaust and muffler systems are in good working order.
Run the snowmobile at a speed no greater than 45 miles per hour (72 kilometers per hour).
Run the snowmobile at full acceleration while you test the decibel level from 50 feet away.
Show a drivers license or learners permit and snowmobile registration.
48
Snowmobile operators must have a valid state motor vehicle drivers license in their
possession. Persons possessing a learners permit may operate a snowmobile when supervised
one-to-one within line of sight (but no more than 100 yards) by a licensed person 21 years old or
older.
Maximum speed limit is 45 mph (72 kph) or less where posted or as conditions warrant.
Speed is checked by radar. Obey all speed limit signs and stop signs.
Snowmobiles must be registered according to applicable state law. Muffler, lights, and brakes
must be in good working condition.
Snowmobile exhaust and muffler systems must be in good working order. The maximum noise
allowed is 78 decibels when measured during full acceleration at a distance of 50 feet.
Snowmobiles exceeding the decibel standard will be denied entry into the park.
If bison or other wildlife are on the road, stop at least 25 yards away and/or pull your machine
as far as possible to the opposite side of the road; give them a chance to get off the road. If they
run toward you, and you can confidently turn around, do so and move to a safe place to reassess
the situation. If they walk or run toward you, and you cannot turn around, get off your machine
and stand to the side of it, keeping the machine between you and the animal(s). If they are
standing calmly, inch toward them and assess their behavior. If they remain calm, pass on the
opposite side of the road at a moderate speed. Do not make sudden or erratic movements; use
groomed pullouts where possible. If the animal(s) appear agitated, do not attempt to pass as any
advance may cause the animal(s) to charge. Do not chase animals or cause them to stampede.
Adapted from: National Park service, Official Website of Yellowstone National Park (see planning a visit, then things to
do, winter activities, rules and regulations, and snowmobiling). Retrieved August 15, 2001, from
http://www.nps.gov.yell/planvisit/todo/winter/snowmobile.htm
You are a park ranger. A person wants to enter the park riding a snowmobile that you suspect is too loud.
To determine whether the snowmobiles noise is too loud as specified by the guidelines shown, you
should ask the person to:
A.
B.
C.
D.
E.
Check the snowmobiles decibel level at a speed of at least 25 miles per hour.
Demonstrate that the exhaust and muffler systems are in good working order.
Run the snowmobile at a speed no greater than 45 miles per hour (72 kilometers per hour).
Run the snowmobile at full acceleration while you test the decibel level from 50 feet away.
Show a drivers license or learners permit and snowmobile registration.
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