OwlSheets
A Camping Diary, More Precisely worksheet preview

WorksheetPremium

A Camping Diary, More Precisely

Use a camping diary to learn academic and outdoor vocabulary, distinguish related meanings, and check unfamiliar technical terms.

Grade 8ELAInteractive · Printable

Aligned toL.8.6

Buy this worksheet: $1.50

Or unlock every Premium worksheet with Premium

PrintUnlock to print
Answer keyUnlock to see answers
Assign to classUnlock to assign with a class code

What’s included

  • Single worksheet
  • Auto-graded online
  • 1 Common Core standard
  • Printable answer key
  • 14 questions
  • Classroom-ready

Details

Format
Interactive · Printable
Grade
Grade 8
Subject
ELA
Question types
Fill in the blank, Multiple choice, Matching, Circle the answer, Sorting, Short answer

About this worksheet

What students practice

  • Students determine and apply academic and camping-related vocabulary using context and reference information.
  • Students distinguish related terms and use precise vocabulary to explain new situations.
  • Students identify and resolve vocabulary gaps that affect their understanding of a text.

How to use

Have students read the diary independently, then complete the vocabulary tasks. Discuss how checking a technical term can change an explanation, not just replace a word.

Curriculum

Common Core standard covered

L.8.6

Learn and use grade-level academic and subject-specific words and phrases, and build vocabulary when a word is key to understanding.

Preview

OwlSheets.com

Name Date

A Camping Diary, More Precisely

Learn and use the vocabulary behind a camper’s changing explanations.

Read and investigate

Read this fictional diary entry. Use its details to work out how the writer uses academic and camping vocabulary.

Sunday Evening: What the Damp Tent Taught Me

1Friday afternoon, I arrived at the campground with my cousin Saira and my uncle Dinesh. I had packed carefully, but I had also assumed that knowing the names of equipment meant knowing how it worked. By Sunday, my diary contained fewer descriptions of scenery and more crossed-out explanations. Apparently, a weekend outside could become a vocabulary lesson without anyone assigning one.

2On Saturday morning, droplets covered the inside of our tent, although no rain had fallen overnight. I accused the fabric of leaking. Uncle Dinesh suggested condensation instead. Water vapor from our breath had cooled into liquid on the cold tent surface. Saira folded her blanket while I examined the droplets. Outside, our cooking pot stood beside the picnic table. My first explanation suddenly seemed less convincing.

3We had closed the upper vents because the evening felt chilly. Uncle Dinesh explained that ventilation allows air to move through the shelter, helping moist air escape. Opening the vents could mitigate the moisture problem, he said, without guaranteeing a completely dry tent. I wrote mitigate beside my earlier phrase, make it disappear, then crossed that phrase out. The difference mattered when we decided what improvement to expect.

4Later, we compared a mesh pouch with a waterproof equipment bag. The mesh was permeable: water could pass through its openings. The closed equipment bag was designed to keep water out. A towel beside our washbasin had reached saturation and could hold no more water until we wrung it out. I had called all three objects wet, which described their condition but explained almost nothing about their different properties.

5Before bed, I pushed my jacket beneath my hip. Uncle Dinesh explained that insulation slows heat transfer, but compressing some insulating materials squeezes out air spaces and reduces their effectiveness. My jacket was not a substitute for a sleeping pad. Saira’s pad had a dimpled surface, and its repair patch was bright orange. My notebook now distinguished the material’s purpose from the condition that could weaken its performance.

6This morning, a clothing tag promised wicking fabric. I guessed that meant waterproof, then stopped: the shirt absorbed a drop instead of blocking it. I marked the word for a textile glossary rather than trusting my guess. At home, I also replaced stuff that keeps you warm with insulation in my diary. The shorter term was useful only because I could now explain what it did—and what it did not promise.

1.
In paragraph 2, what does “condensation” name?
  • A. Water vapor becoming liquid on a cooler surface
  • B. Liquid water becoming vapor in the morning air
  • C. Liquid water soaking into an absorbent tent surface
  • D. Liquid water passing through openings in tent fabric
2.
In paragraph 2, underline the sentence that explains the change of state named by “condensation.”

On Saturday morning, droplets covered the inside of our tent, although no rain had fallen overnight.I accused the fabric of leaking.Uncle Dinesh suggested condensation instead.Water vapor from our breath had cooled into liquid on the cold tent surface.Saira folded her blanket while I examined the droplets.Outside, our cooking pot stood beside the picnic table.My first explanation suddenly seemed less convincing.

The preview shows the first questions. Unlock the worksheet to see all of it.

Related worksheets