Distance Learning Plan
Middle School Seventh Grade w/Acc Math Weeks 6 and 7
1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov
Student Log in for Digital Platforms and Content
Every student in the District of Columbia Public Schools has access to digital platforms, content, and tools. Below are the resources available and how to log in. Contact your teacher or designated technology representative at your school if you do not know your student log in credentials.
Digital Platform Description How do I log in? Clever Clever is the platform that puts blended Go to: learning digital content on one dashboard https://clever.com/in/dcpsk12 and one login. Username/password: your student credentials
Select: your digital content
Microsoft Office 365 Microsoft Office 365 includes online Go to: portal.office.com versions of Word, Excel, PowerPoint and Username/password: your other applications for preparing future Office 365 student ready learners. Students can access credentials. applications anywhere on any device. Note: This login has a different format from Clever. Contact your school for more information.
Go to: your app store Download the Office 365 Search: for the Office 365 app Apps on your smartphone! Install the app Sign in: with your O365 Access your documents and assigments on student credentials the go! (Word, Powepoint, Teams, Forms, Excel, OneNote, OneDrive)
Canvas Go to: dcps.instructure.com Download the Canvas Username/password: your Student App on your student credentials smartphone! Select: your course
Canvas is the learning management system for accessing DCPS online courses.
1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov
Course: ELA 7 Unit: 4 Week: 6
Secondary ELA Distance Learning
Dear Students and Families,
We hope you are safe and healthy while you are out of school and learning from home! Your assignments in ELA are planned to address content and skills that would have been taught in term 4 of in-person classes. This week, we will read our Unit 4 “Anchor Novel,” The Ear, the Eye, and the Arm by Nancy Farmer.
Close Reading and Study Each week (unit) is built around one or two key complex texts and experiences are designed to support an ongoing, deeper analysis of the text leading to a written response to the culminating question. Each week (unit) includes the following: • Complex Texts • Vocabulary Study • Text-Dependent Questions • Sentence-Level Exercises • Constructed Responses • Reflection
Each module follows a similar sequence, so the routine established in the first unit should feel similar in the third, although the content and tasks will be specific to the texts you’re studying. Be sure to follow the directions provided throughout the lessons! We recommend that you spend 40-60 minutes per day working on these tasks, as we’ve outlined in the Daily Sequence and Goals below, but you can decide how best to organize your work and spread it out across the week.
Daily Sequence and Goals
Day 1: First Read Day 2: Second Read Day 3: Third Read Day 4: Culminating Writing Task
•Goal: Reading begins with •Goal: During this read, stop •Goal: It's imporant to go back •Goal: Throughout the writing defining key vocabulary. Start and address some text- to the text and collect textual process, you should refer with vocabulary and then dependent questions and evidence before you craft a back to the text to select read the text straight through tasks. They will help you claim and organize your your response. to gain a general sense of the better understand the text(s) thinking for writing. Return to text(s). the text to complete the evidence collection chart.
District of Columbia Public Schools Page 1 of 33 Course: ELA 7 Unit: 4 Week: 6
Distance Learning Week: 6 ELA 7 Unit 4 My Evolving Self Description: This week you will read Chapters 1-3 of The Ear, the Eye, and the Arm. Culminating Question: How does the structure of Chapters 1-3 contribute to the In this passage, you will meet Tendai in his ordinary world as the son of a wealthy development of the hero archetype? and powerful chief of security in Zimbabwe. Characteristic of the hero’s journey narrative pattern, Tendai is considered odd by those in his ordinary world because he possesses a more profound ability to empathize, which makes him feel out-of- place. Tendai’s call to action is his desire see the world outside of the gates that surround his home and earn an exploration Scout badge. Addressed CCSS: Reading -RL.7.2, RL.7.3, RL.7.4, RL.7.5 Writing -W.7.2, W.7.4, W.7.9 Speaking & Listening:SL.1 Language – L.7.4 Text(s): Day 1 Day 2 Day 3 Day 4 Learning Objective: You will be able to… Learning Objective: You will be able to… Learning Objective: You will be able to… Learning Objectives: You will be able to.. • Infer the meaning of key vocabulary • Describe how Tendai’s environment • Analyze how the structure of • Explain how the structure of from the text using context clues. and interactions with other Chapters 1-3 contributes to the Chapters 1-3 contribute to the • Describe how Tendai’s environment characters in Chapter 2 impact the development of the hero archetype. development of the hero archetype and interactions with other way that he feels about himself by • Organize ideas and select relevant by drafting a response to an characters in Chapter 1 impact the answering text-dependent evidence to support your evidence-based prompt. way that he feels about himself by questions thinking/explanation in response to answering text-dependent questions • Determine how Tendai’s a culminating prompt. • Demonstrate understanding of key environment and interactions with ideas in the text by composing an other characters impact the way accurate objective summary of that he feels about himself by Chapter 1. gather evidence from the text. Agenda: Agenda: Agenda: Agenda: 1. Overview Video 1. Warm Up/Vocabulary Activity 1. Discussion Task 1. Warm Up/Quick Write 2. Quick Write 2. First & Second Read of Chapter 2 2. First & Second Read of Chapter 3 2. Write culminating multi- 3. First & Second Read of Chapter 1 3. Text-Dependent Questions 3. Third Read of Chapters 1-3 paragraph response 4. Text-Dependent Questions 4. Discussion Preparation 4. Digital Resources 3. Close Reading Reflection 5. Objective Summary + Video 5. Evidence Collection Chart/MPO Instructional Videos and/or Digital Resources *suggested, if accessible ** optional, extension experience *Grade 7 ELA Week 6-7 Overview* **Archetypes Digital Resource *Writing an Objective Summary of a *The Hero’s Journey in the Ear, the Eye, Narrative Text* and the Arm Chapters 1-3
District of Columbia Public Schools Page 2 of 33 Course: ELA 7 Unit: 4 Week: 6
Key Vocabulary Revere Benevolent Skulk Grim Residue
Task List for Distance Learning ELA 7 Unit 4 My Evolving Self Week 6
Directions: The tasks listed below should be completed during the course of this week.
Tasks Cat. Points Due Done Grade
Quick Write Practice 10 Day 1
Text-Dependent Questions/Annotations Practice 10 Day 1 Objective Summary: Chapter 1 Assessment 50 Day 1
Vocabulary Activity Practice 10 Day 2
Text-Dependent Questions/Annotations Practice 10 Day 2
Discussion Preparation Assessment 50 Day 2
Discussion Task Practice 10 Day 3 Evidence Collection Chart/MPO Assessment 50 Day 3
Warm Up/Quick Write Practice 10 Day 4
Culminating Writing Task Assessment 50 Day 4 Close Reading Reflection Practice 10 Day 4
District of Columbia Public Schools Page 3 of 33 Course: ELA 7 Unit: 4 Week: 6
Day 1
Learning Objective: You will be able to…. Agenda: Tasks: Videos/Digital Resources: • Infer the meaning of key vocabulary from 1. Overview Video Quick Write *Grade 7 ELA Week 6-7 Overview* the text using context clues. 2. Quick Write Text-Dependent *Writing an Objective Summary of a • Describe how Tendai’s environment and 3. First & Second Read of Chapter 1 Questions Narrative Text*
interactions with other characters in 4. Text-Dependent Questions Objective Summaries 5. Objective Summary + Video Chapter 1 impact the way that he feels about himself by answering text-dependent questions • Demonstrate understanding of key ideas in the text by composing an accurate objective summary of Chapter 1 Before Reading: Do Now: Quick Write
Directions: Read the following prompt and write a 4-5 sentence response. Be sure to use complete sentences and provide reasons and examples to support your response.
What do you think the world will be like 200 years from now? How will the lives of humans be different? How will the lives of humans be the same?
District of Columbia Public Schools Page 4 of 33 Course: ELA 7 Unit: 4 Week: 6
Use this chart to help you refine your understanding of the vocabulary words: Word Definition Image Example revere (v.) to have great respect Our principal is revered by the community for being very for (someone or responsive to the needs of families and parents. something); to show devotion and honor to (someone or something) benevolent (adj.) kind and generous Kenra is very benevolent. She gave everyone in 6th grade a Valentine.
skulk (v.) to keep out of sight; to The would-be-thief skulked in the alleyway waiting for an move or hide in a opportune moment to shoplift from the corner store. secret way, especially because you are planning to do something bad
grim (n.) causing feelings of Mckenna had a very grim 16th birthday last year; her cat went sadness or missing the morning before her pool party celebration. worry; gloomy or depressing
residue (n.) a usually small My brother is a little careless when washing the dishes; I can amount of something always see a little residue on the glasses. that remains after a process has been completed or a thing has been removed
District of Columbia Public Schools Page 5 of 33 Course: ELA 7 Unit: 4 Week: 6
“The Ear, the Ear, and the Arm” Chapters 1-3 Directions: On Day 1, complete a first read by reading the text straight through without completing the annotations/questions. Then write an objective summary. On Day 2, complete the second read and annotations/questions. Complete a third read on Day 3, an evidence collection chat, and a multi-paragraph outline in response to the culminating prompt. On Day 4 write the essay. Text
District of Columbia Public Schools Page 6 of 33 Course: ELA 7 Unit: 4 Week: 6
District of Columbia Public Schools Page 7 of 33 Course: ELA 7 Unit: 4 Week: 6
District of Columbia Public Schools Page 8 of 33 Course: ELA 7 Unit: 4 Week: 6
District of Columbia Public Schools Page 9 of 33
Course: ELA 7 Unit: 4 Week: 6
District of Columbia Public Schools Page 10 of 33 Course: ELA 7 Unit: 4 Week: 6
District of Columbia Public Schools Page 11 of 33 Course: ELA 7 Unit: 4 Week: 6
District of Columbia Public Schools Page 12 of 33 Course: ELA 7 Unit: 4 Week: 6
District of Columbia Public Schools Page 13 of 33 Course: ELA 7 Unit: 4 Week: 6
District of Columbia Public Schools Page 14 of 33 Course: ELA 7 Unit: 4 Week: 6
District of Columbia Public Schools Page 15 of 33 Course: ELA 7 Unit: 4 Week: 6
District of Columbia Public Schools Page 16 of 33 Course: ELA 7 Unit: 4 Week: 6
District of Columbia Public Schools Page 17 of 33 Course: ELA 7 Unit: 4 Week: 6
District of Columbia Public Schools Page 18 of 33 Course: ELA 7 Unit: 4 Week: 6
District of Columbia Public Schools Page 19 of 33 Course: ELA 7 Unit: 4 Week: 6
Chapter 1: Text-Dependent Questions Directions: During your second read of Chapter 1, answer the following text-dependent questions. 1. What does the author imply by stating that Tendai was only able to hear his destiny whisper while his ancestors felt it tremble?
2. What does the first page of the novel foreshadow?
3. PART A: What details on pages 4 and 5 PART A: characterize Tendai’s father?
PART B: How does Tendai feel about his father? PART B:
4. PART A: What does Tendai feel about PART A: being entranced by the Mellower?
PART B: What details on pages 7 and 8 reveal his feelings about being entranced? PART B:
District of Columbia Public Schools Page 20 of 33 Course: ELA 7 Unit: 4 Week: 6
Writing an Objective Summary An objective summary is a short statement In an objective summary, the writer: or paragraph that tells what something is Explains the central idea of the subject (text) about but does not include unnecessary Records essential details of the text details or your opinions. Moves from general description to specific description Chooses exact descriptive words Suspends his or her own beliefs and feelings about the text Narrative Objective Summary Strategy Somebody | Wanted | But | So Somebody – Who is the main character? Example: SWBS (Macon, Bewell, & Vogt, 1991, Beers, Mr. Sanchez, Harrison + 20 students 2003) offers students a framework as they Wanted – What does the main character want or what is the main character’s In the story, “Mystery on ‘The Blue Ghost’,” Mr. Sanchez and write narrative summaries. Students read a goal? his class of 20 students are visiting the aircraft carrier the U.S.S. story and decide who the Somebody is, to leave the aircraft carrier Lexington. The class wants to leave, but Harrison can’t find his what that somebody Wanted, But what But – What is the solution to the problem or how does the character reach camera. One student thinks the blue ghost took it, but another happened to keep something from his/her goal? reminds the class of the history of why the aircraft carrier is happening, and So, finally, how everything Harrison couldn’t find his camera actually called the blue ghost. When Harrison remembers he works out. So – How does the story end? last had the camera on the flight deck, all the students head so the class looked for it and wondered if the blue ghost took it there to look for it. The mystery is solved when Harrison spots Then – How does the story end? the camera dangling from an antenna, and the class realizes a Then they look on the flight deck find the camera dangling near a pelican must have mistaken the camera for a fish. pelican
Objective Summary: Chapter 1 Directions: Write an objective summary of the Chapter 1
District of Columbia Public Schools Page 21 of 33 Course: ELA 7 Unit: 4 Week: 6
Day 2
Learning Objective: You will be able to…. Agenda: Tasks: Videos/Digital Resources: • Infer the meaning of key vocabulary from 1. Warm Up/Vocabulary Activity Vocabulary Activity the text using context clues. 2. Second Read Text-Dependent • Describe how Tendai’s environment and 3. Text-Dependent Questions Questions/Annotations interactions with other characters in 4. Discussion Preparation Discussion Preparation Chapter 2 impact the way that he feels about himself by answering text-dependent questions • Determine how Tendai’s environment and interactions with other characters impact the way that he feels about himself by gather evidence from the text. Before Reading: Warm Up
Directions: Read the sentences from the passage below and without looking back at the text, fill in the blank with the correct vocabulary world.
1. “Father approved of them because they taught the virtues most ______by the people of Zimbabwe: loyalty, bravery, courteousness and reverence for Mwari, the supreme god. (p. 3)
2. Presently, the tears dried up, leaving a heavy ______of despair behind. (p. 15)
3. Tendai knew, as eldest brother, that he ought to object, but he was still in a ______mood about what he had heard in the library. (p. 18)
4. “You of all people should know only cowards listen at doors. If you’re curious, ask a question. Don’t ______! Maiwee!” (p. 15)
5. He nodded ______at the family. (p. 8)
Key Vocabulary Revere Benevolently Skulk Grim Residue
District of Columbia Public Schools Page 22 of 33 Course: ELA 7 Unit: 4 Week: 6
Directions: Complete the following vocabulary extension activities below. Key Vocabulary Revere Benevolently Skulk Grim Residue
What in life do you revere or The benevolent teacher The cat is skulking in the What can cause you to be in His hands were covered in a respect? helps the struggling grass as it hunts a mouse. a grim mood? black residue after working student. with machines all day.
What benevolent person What does skulking look What kind of residue have you do you know? like? cleaned up before?
Choose three vocabulary words from above; write three original sentences using the three words you selected.
District of Columbia Public Schools Page 23 of 33 Course: ELA 7 Unit: 4 Week: 6
Chapter 2: Text-Dependent Questions Directions: During your second read of Chapter 2, answer the following text-dependent questions.
1. PART A: Who are the Gondwannans? PART A:
PART B: How is their process of sacrifice different that the General’s process? PART B:
2. Heroes in the hero’s journey narrative are considered odd by those in the ordinary world and possess some characteristic that makes them feel out-of-place. How is this true for Tendai?
3. Explain the metaphor of “a heavy residue of despair” on page 15.
4. Why does the author conclude the scene on pages 14-16 with Tendai freeing the mynah?
District of Columbia Public Schools Page 24 of 33 Course: ELA 7 Unit: 4 Week: 6
After Reading: Chapters 1-2
Discussion Preparation Discussion Task: How does Tendai’s environment and interactions with other characters impact the way that he feels about himself?
TEXT EVIDENCE FAST Evidence→ Character Development Line from the text that reveal What words do you notice? How do these words fit together? What does this reveal about the Tendai’s • Strong Emotions • One pattern I see is… author’s purpose? • Feelings • Strong Images • These words fit together • Character Traits • Actions • Clear Ideas because they sound… • Central Idea/Theme • Sayings • Thoughts
District of Columbia Public Schools Page 25 of 33 Course: ELA 7 Unit: 4 Week: 6
Day 3
Learning Objective: You will be able to…. Agenda: Tasks: Videos/Digital Resources: • Analyze how the structure of Chapters 1-3 1. Discussion Task Discussion Task **Archetypes Digital Resource contributes to the development of the hero 2. First & Second Read of Evidence Collection Chart *The Hero’s Journey in the Ear, archetype. Chapter 3 MPO the Eye, and the Arm Chapters 1- • Organize ideas and select relevant evidence 3. Third Read of Chapters 1-3 3 to support your thinking/explanation in 4. Digital Resources response to a culminating prompt. 5. Evidence Collection Chart/MPO Before Reading Discussion Task
Directions: With a classmate via Microsoft Teams, phone, or other form of communication, respond to the following discussion prompts and questions about the above text and the visual text below, and jot down your thinking. If this is not feasible, have the discussion with a family member or take time to independently reflect and jot your thoughts. Using the check boxes below, please indicate the way in which you were able to complete this discussion activity: With a classmate via technology With a family member in my home Independently
How does Tendai’s environment and interactions with other characters impact the way that he feels about himself?
District of Columbia Public Schools Page 26 of 33 Course: ELA 7 Unit: 4 Week: 6
After Reading Evidence Collection Chart. Culminating Writing Task: How does the structure of Chapters 1-3 contribute to the development of the hero archetype?
Directions: Use the evidence collection chart below to help you gather textual evidence to make and support a claim in response to the culminating prompt
Parts of a Whole What is the purpose of this How do these parts fit together? What does this reveal about the Line from the text that reveal the organization? • In both stanzas/poems… author’s purpose? organization the author uses • To set the stage • ____ and _____ are • Central Idea/Theme • Ordinary World • To reveal different… • Call to Action • To create suspense • The author chose to ______• Reluctant at First • To foreshadow because… • Encouraged by a Mentor
District of Columbia Public Schools Page 27 of 33 Course: ELA 7 Unit:4 Week:6
Multiple Paragraph Outline
Name ______Date: ______
Topic:______
Thesis Statement: ______
______
Main Idea Details
Introduction
¶1
¶2
¶3
¶4
Conclusion
¶5
District of Columbia Public Schools Page 28 of 33 Course: ELA 7 Unit: 4 Week: 6
Day 4
Learning Objective: You will be able to…. Agenda: Tasks: Videos/Digital Resources: • Explain how the structure of Chapters 1- 1. Warm Up/Quick Write Warm Up/Quick Write 3 contribute to the development of the 2. Write culminating multi- Culminating Writing Task hero archetype by drafting a response to paragraph response Focal Passage Reading an evidence-based prompt. 3. Close Reading Reflection Reflection
Before Reading: Warm Up/Quick Write
Directions: Read the following prompt and write a 4-5 sentence response. Be sure to use complete sentences and provide evidence to support your reasoning.
How does Tendai’s relationship with his father propel him to accept the call?
District of Columbia Public Schools Page 29 of 33 Course: ELA 7 Unit: 4 Week: 6
Name: ______Date: ______
Culminating Writing Task: How does the structure of Chapters 1-3 contribute to the development of the hero archetype?
District of Columbia Public Schools Page 30 of 33 Course: ELA 7 Unit: 4 Week: 6
District of Columbia Public Schools Page 31 of 33 Course: ELA 7 Unit: 4 Week: 6
Anchor Writing Standard Checklist Grade 7 CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence A. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. B. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. C. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. D. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. Target Writing Standard Checklist
W.1 Write arguments to support claims
Introduce claim(s) Acknowledge claims from alternate or opposing claims A. Distinguish claims from alternate or opposing claims Organize the reasons and evidence logically
Support claims with o Logical reasoning o Relevant evidence B. Support claims using sources that are o Accurate sources o Credible sources Demonstrates an understanding of the topic or text Creates cohesion using o Words o Phrases o Clauses C. Clarifies the relationships among claim(s), counterclaims, reasons and evidence using o Words o Phrases o Clauses
Establish a formal style D. Maintain a formal style
Provides a conclusion that follows from the argument provided E. o Statement o Section
District of Columbia Public Schools Page 32 of 33 Course: ELA 7 Unit: 4 Week: 6
Focal Passage Reading Reflection
Process Reflection What went well? What challenges did you encounter?
Learning Reflection What did you learn from this section? How will you use what you’ve learned?
District of Columbia Public Schools Page 33 of 33
Family Overview
Dear Students and Families,
Welcome to Week 6 of Distance Learning! We hope you are safe and healthy while you are out of school and learning from home.
Content Overview This week you will continue with your probability learning and by the end of the week move into statistics.
We recommend that you spend 40 – 60 minutes per day working on these tasks, but you can decide how best to organize your work and spread it out across the week.
Week at a Glance
Day 1 Day 2 Day 3 Day 4 Learning Objective: Learning Objective: Learning Objective: Learning Objective: By the end of today’s By the end of today’s By the end of today’s By the end of today’s learning I will calculate the learning, I will be able to learning, I will be able to learning, I will be able to probability of an event design a simulation in estimate probabilities in differentiate between a when the outcomes in the order to model a chance order to evaluate population and a sample sample space are not event. probability models. in order to answer a equally likely and explain statistical question. why results from repeating an experiment may not exactly match the expected probability for an event. Agenda: Agenda: Agenda: Agenda: 1. Opening 1. Opening 1. Opening 1. Opening 2. New Learning 2. New Learning 2. New Learning 2. New Learning 3. Your Turn! 3. Your Turn! 3. Your Turn! 3. Your Turn! 4. Exit Ticket 4. Exit Ticket 4. Exit Ticket 4. Exit Ticket
Digital Extended Learning Opportunities (Optional) iReady- In addition to the math tasks and connections in the distance learning plan, you can also supplement your learning by continuing your lessons on i-Ready. You can access i-Ready through your Clever account (clever.com). All students will have access to i-Ready lessons even if you usually do not work on i-Ready lessons at school.
ALEKS (for students who have been using ALEKS this year only)- In addition to the math tasks and problems in the distance learning plan, you can also supplement your learning by continuing your lessons on ALEKS. You can access ALEKS through your Clever account (clever.com).
Look for this icon to see recommended Khan Academy videos.
District of Columbia Public Schools | SY 2019-2020 Page 2 of 36
Adapted from Open Up Resources Grade 7 Unit 8 Lesson 5 and Eureka Math 7th Grade Module 5 Lesson 9 Day One – Comparing Estimated Probabilities to Probabilities Predicted by a Model
Objective By the end of today’s learning I will calculate the probability of an event when the outcomes in the sample space are not equally likely and explain why results from repeating an experiment may not exactly match the expected probability for an event.
Opening 5 minutes
Directions: Answer each question in the space provided.
1. If the weather forecast calls for a 20% chance of light rain tomorrow, would you say that it is likely to rain tomorrow? Why or why not?
1 2. If the probability of a tornado today is , would you say that there will likely be a tornado today? Why or why not? 10
3. If the probability of snow this week is 0.85, would you say that it is likely to snow this week? Why or why not?
District of Columbia Public Schools | SY 2019-2020 Page 3 of 36
New Learning Last week you were introduced to experimental and theoretical probability.
Experimental Probability Theoretical Probability Definition: Experimental probability is Definition: Theoretical probability is the determined from the results of a chance expected probability of a situation given experiment what we know to be true Example: Example:
Brian flipped a coin 10 times and recorded Brian has a coin and wants to know what the the results. The coin landed on heads 3 times probability of the coin landing on heads. and tails 7 times. There are 2 equal sides of a coin, so the 1 The experimental probability of a coin probability of the coin landing on heads is . landing on heads from this chance 2 3 experiment is . 10
Today, we will conduct a chance experiment and compare our results to the theoretical probability.
You will need:
2 different coins (penny, quarter, dime, etc.)
District of Columbia Public Schools | SY 2019-2020 Page 4 of 36
For the first two rounds, use ONE of your coins. Round 1 Flip Result 1. Flip your coin 10 times, and record your outcomes in the table. (H or T) 1 2. What is your total number of: 2 • Heads: 3 • Tails: 4 5 3. Did you get all of the different possible outcomes in your 10 flips? (Did you 6 get heads at least once and tails at least once?) 7 8 9 4. What fraction of your 10 flips landed on heads? 10
Round 2
1. Flip your coin 10 more times, and record your outcomes in the table. Flip Result 2. From THIS round, what is your total number of: (H or T) 11 • Heads: 12 • Tails: 13
14 3. From BOTH rounds 1 and 2, what is your total number of: 15 • Heads: 16 • Tails: 17 18
4. What fraction of your 20 flips landed on heads? 19 20
District of Columbia Public Schools | SY 2019-2020 Page 5 of 36
For the next two rounds, use THE OTHER of your coins. Round 1 Flip Result 1. Flip your NEW coin 10 times, and record your outcomes in the table. (H or T) 1 2. What is your total number of: 2 • Heads: 3 • Tails: 4 5 3. Did you get all of the different possible outcomes in your 10 flips? (Did you 6 get heads at least once and tails at least once?) 7 8 9 4. What fraction of your 10 flips landed on heads? 10
Round 2
1. Flip your NEW coin 10 more times, and record your outcomes in the table. Flip Result 2. From THIS round, what is your total number of: (H or T) 11 • Heads: 12 • Tails: 13
14 3. From BOTH rounds 1 and 2, what is your total number of: 15 • Heads: 16 • Tails: 17 18
4. What fraction of your 20 flips landed on heads? 19 20
District of Columbia Public Schools | SY 2019-2020 Page 6 of 36
Reflection Questions: All possibilities of an experiment 1. Does each coin have the same sample space? If so, do they have the same probabilities for each outcome (Heads or Tails) as a result?
I know that the sample space for any monetary coin in this country is either heads or tails.
Because there are two equal sides, each outcome has the ______
probability of occurring.
2. For each coin, what is the theoretical probability that it lands on the heads? Explain or show your reasoning. (Hint- you may want to refer back to the beginning of today’s “New Learning” section)
3. Noah flipped one of his coins 10 times. It never landed on heads. How might you explain why this happened?
Noah only conducted his experiment 10 times. We can expect that if he continued to repeat his experiment and flipped the coin more times, it would eventually land on heads. In fact, if he flipped his coin thousands of times, the probability would likely start to get closer to the expected (theoretical probability).
District of Columbia Public Schools | SY 2019-2020 Page 7 of 36
Example:
Imagine, for a moment, the following situation: Two of your classmates, Laura and A Carly, are contestants on a quiz show called Picking Green! There are two bags in front of you, Bag A and Bag B. Each bag contains green and white chips. They are told that one of the bags has exactly the same number of green chips as white chips. But they are told nothing about the ratio of green to white chips in the B other bag.
Laura and Carly decide to conduct research by doing an experiment separately. Each girl picked chips from the bags and recorded their results without looking inside the bag. Below are their results:
District of Columbia Public Schools | SY 2019-2020 Page 8 of 36
District of Columbia Public Schools | SY 2019-2020 Page 9 of 36
Your Turn! Visit bit.ly/khanprob6 for extra help!
Directions: Solve each question in the space provided. Refer back to the examples in this lesson if you get stuck.
Jerry and Michael played a game similar to Picking Green! The following results are from their research using the same two bags: Jerry’s research: Michael’s research:
Number of Number of Number of Number of Green Chips White Chips Green Chips White Chips Picked Picked Picked Picked Bag A 2 8 Bag A 28 12 Bag B 3 7 Bag B 22 18
1. If all you knew about the bags were the results of Jerry’s research, which bag would you select for the game? Explain your answer.
2. If all you knew about the bags were the results of Michael’s research, which bag would you select for the game? Explain your answer.
3. Does Jerry’s research or Michael’s research give you a better indication of the makeup of the white and green chips in each bag? Explain why you selected this research.
4. Assume there are 12 chips in each bag. Use either Jerry’s or Michael’s research to estimate the number of green and white chips in each bag. State which bag you use and then explain how you made your estimates. Bag used (circle one): JERRY MICHAEL Bag A Bag B Number of green chips: Number of green chips: Number of white chips: Number of white chips:
District of Columbia Public Schools | SY 2019-2020 Page 10 of 36
5. What is the same about these two experiments? What is different?
Experiment 1: Selecting a letter at random from the word “ALABAMA”
Experiment 2: Selecting a letter at random from the word “LAMB”
6. Andre picks a block out of a bag 60 times and puts it back in. He notes that 43 of the picks were green.
a. What should Andre estimate for the probability of picking out a green block from this bag?
b. Mai looks in the bag and sees that there are only 6 blocks in the bag. Should Andre change his estimate based on this information? If so, what should the new estimate be? If not, explain your reasoning.
District of Columbia Public Schools | SY 2019-2020 Page 11 of 36
Exit Ticket ≤ 10 minutes
Directions: Answer each question in the space provided.
Jada, Diego, and Elena each use the same spinner that has four (not necessarily equal sized) sections marked A, B, C, and D.
• Jada says, "The probability of spinning B is 0.3 because I spun 10 times, and it landed on B 3 times."
• Diego says, "The probability of spinning B is 20% because I spun 5 times, and it landed on B once."
2 • Elena says, "The probability of spinning B is because I spun 7 times, and it landed on B twice." 7
1. Based on their methods, which probability estimate do you think is the most accurate? Explain your reasoning.
1 2. Andre measures the spinner and finds that the B section takes up of the circle. Explain why none of the methods 4 match this probability exactly.
District of Columbia Public Schools | SY 2019-2020 Page 12 of 36
Adapted from Eureka Math Grade 7 Module 5 Lessons 10-11 Day Two – Conducting a Simulation to Estimate the Probability of an Event
Objective By the end of today’s learning, I will be able to design a simulation in order to model a chance event.
Opening 5 minutes
Directions: Answer the question in the space provided.
It is often important to know the probabilities of real-life events that may not have known theoretical probabilities.
Brainstorm: Think of a real-world event that does not have a known probability. Why would it be useful to create a model to estimate the probability of that event?
District of Columbia Public Schools | SY 2019-2020 Page 13 of 36
New Learning Sometimes, we cannot perform a chance experiment to gather information and make predictions. For example, if we want to know what will happen to our climate if the Earth’s temperature increased by 2 degrees, we cannot just increase the temperature for the planet and see what happens! Instead, we often must use simulations to represent our chance experiments. Simulation is a procedure that will allow you to answer questions about real problems by running experiments that closely resemble the real situation. It is often important to know the probabilities of real-life events that may not have known theoretical probabilities. Scientists, engineers, and mathematicians design simulations to answer questions that involve topics such as diseases, water flow, climate changes, or functions of an engine. Results from the simulations are used to estimate probabilities that help researchers understand problems and provide possible solutions to these problems. Let’s create a simulation for a situation.
How else could you simulate the number of free throws George makes and misses?
District of Columbia Public Schools | SY 2019-2020 Page 14 of 36
District of Columbia Public Schools | SY 2019-2020 Page 15 of 36
Your Turn! Visit bit.ly/khanprob7 for extra help!
Directions: Solve each question in the space provided. Refer back to the examples in this lesson if you get stuck.
1. Suppose that a family has three children. To simulate the genders of the three children, the coin or number cube or a card would need to be used three times, once for each child. For example, three tosses of the coin resulted in HHT, representing a family with two boys and one girl. Note that HTH and THH also represent two boys and one girl.
a. Suppose that when an even number (P) is rolled on the number cube, it simulates a boy birth, and an odd number (N) simulates a girl birth. Using such a number cube, list the outcomes that would simulate a boy birth and those that simulate a girl birth. Are the boy and girl birth outcomes equally likely?
b. Suppose that one card is drawn from a regular deck of cards. A regular deck of cards has 52 cards, half of which are red, and half are black. A red card (R) simulates a boy birth, and a black card (B) simulates a girl birth. Describe how a family of three children could be simulated.
District of Columbia Public Schools | SY 2019-2020 Page 16 of 36
2. A mouse is placed at the start of the maze shown below. If it reaches station B, it is given a reward. At each point where the mouse has to decide which direction to go, assume that it is equally likely to go in either direction. At each decision point 1, 2, 3, it must decide whether to go left (L) or right (R). It cannot go backward.
a. Create a theoretical model of probabilities for the mouse to arrive at terminal points A, B, and C. 1. List the possible paths of a sample space for the paths the mouse can take. For example, if the mouse goes left at decision point 1 and then right at decision point 2, then the path would be denoted LR.
The possible paths in the sample space are {LL, ____, _____, ______}
2. Are the paths in your sample space equally likely? Explain.
3. What are the theoretical probabilities that a mouse reaches terminal points A, B, and C? Explain.
b. Based on the following set of simulated paths, estimate the probabilities that the mouse arrives at points A, B, and C. RR RR RL LL LR RL LR LL LR RR LR RL LR RR RL LR RR LL RL RL LL LR LR LL RR RR RL LL RR LR RR LR RR LR LR LL LR RL RL LL
P(A) = P(B) = P(C) = ퟒퟎ ퟒퟎ ퟒퟎ
c. How do the simulated probabilities in part (b) compare to the theoretical probabilities of part (a)? How are they alike? How are they different?
District of Columbia Public Schools | SY 2019-2020 Page 17 of 36
Exit Ticket ≤ 10 minutes
Directions: Answer each question in the space provided. In a video game, the chance of rain each day is always 30%. At the beginning of each day in the video game, the computer generates a random integer between 1 and 50.
a. How could you use the random integer the computer generates to simulate the weather in the video game?
b. What outcome(s) of the simulation would constitute rain?
c. What constitutes a trial in this example?
d. What constitutes a success using the simulation in this example?
District of Columbia Public Schools | SY 2019-2020 Page 18 of 36
Adapted from Eureka Math Grade 7 Lesson 12 Day Three – Applying Probability to Make Informed Decisions
Objective
By the end of today’s learning, I will be able to estimate probabilities in order to evaluate probability models.
Opening 5 minutes
Directions: Solve each question and answer in the space provided.
District of Columbia Public Schools | SY 2019-2020 Page 19 of 36
New Learning Today, we will be applying probability to given models and deciding if our model makes sense. Consider the scenario below: Your teacher gives you a number cube with numbers 1–6 on its faces. You have never seen that particular cube before. You are asked to state a theoretical probability model for rolling it once. A probability model consists of the list of possible outcomes (the sample space) and the theoretical probabilities associated 1 with each of the outcomes. You say that the probability model might assign a probability of 6 to each of the possible outcomes, but because you have never seen this particular cube before, you would like to roll it a few times. (Maybe it is a trick cube.)
Suppose your teacher allows you to roll it 500 times, and you get the following results:
Outcome 1 2 3 4 5 6 Frequency 77 92 75 90 76 90
If the equally likely model was correct, about how many of each outcome would you expect to see if the cube is rolled 500 times?
ퟏ I know that of 500 is about 83. Therefore, you would expect each outcome to ퟔ
occur ______times.
Based on the data from the 500 rolls, how often were odd numbers observed? How often were even numbers observed? The odd numbers are 1, 3, and 5. The number 1 occurred 77 times, the number 3 occurred 75 times and the number 5 occurred ______times. Therefore, odd numbers were observed a total of 228 times.
The even numbers are 2, 4, and 6. The number 2 occurred 92 times, the number 4 occurred ______times and the number 6 occurred ______times. Therefore, even numbers were observed a total of 272 times.
District of Columbia Public Schools | SY 2019-2020 Page 20 of 36
Notice in the example above, it seemed like the dice landed on even numbers more often than odd numbers. Perhaps this is not a fair cube. It might be weighted or distorted in some way. Clearly, the number cube favors even numbers, and the estimated probabilities cause serious doubt about using the equally likely model to make predictions. Example 2 Take back
District of Columbia Public Schools | SY 2019-2020 Page 21 of 36
District of Columbia Public Schools | SY 2019-2020 Page 22 of 36
This page intentionally kept blank.
District of Columbia Public Schools | SY 2019-2020 Page 23 of 36
Your Turn!
Directions: Solve each question in the space provided. Refer back to the examples in this lesson if you get stuck.
You will need:
2. Some M&M’s® are “defective.” For example, a defective M&M® may have its M missing, or it may be cracked, broken, or oddly shaped. Is the probability of getting a defective M&M® higher for peanut M&M’s® than for plain M&M’s®? Gloriann suggests the probability of getting a defective plain M&M® is the same as the probability of getting a defective peanut M&M®. Suzanne does not think this is correct because a peanut M&M® is bigger than a plain M&M®, and therefore has a greater opportunity to be damaged. a. Simulate inspecting a plain M&M® by rolling two number cubes. Let a sum of 7 or 11 represent a defective plain M&M® and the other possible rolls represent a plain M&M® that is not defective. Do 50 trials and compute an estimate of the probability that a plain M&M® is defective. Record the 50 outcomes you observed. Explain your process. *If you do not have 2 number cubes (dice), use the number strip below, place them face down or in a bag, and select one 50 times. Be sure to replace the card you choose after each trial.
------1 2 3 4 5 6
District of Columbia Public Schools | SY 2019-2020 Page 24 of 36
This page intentionally kept blank.
District of Columbia Public Schools | SY 2019-2020 Page 25 of 36
This page intentionally kept blank.
District of Columbia Public Schools | SY 2019-2020 Page 26 of 36
b. Simulate inspecting a peanut M&M® by cutting out the strip with images below and putting them in a bag or bowl. Let a selecting a butterfly or frog represent a defective M&M®. Reach into the bag or bowl and select a card. Be sure to replace the chosen card after each trial. Do 20 trials and compute an estimate of the probability that a peanut M&M® is defective. Record the list of 20 cards that you observed. Explain your process. (Refer back to Example 2 for help).
c. For this problem, suppose that the two simulations provide accurate estimates of the probability of a defective M&M® for plain and peanut M&M’s®. Compare your two probability estimates and decide whether Gloriann’s belief is reasonable that the defective probability is the same for both types of M&M’s®. Explain your reasoning.
------
District of Columbia Public Schools | SY 2019-2020 Page 27 of 36
This page intentionally kept blank
District of Columbia Public Schools | SY 2019-2020 Page 28 of 36
Exit Ticket ≤ 10 minutes
Directions: Answer each question in the space provided.
There are four pieces of bubble gum left in a quarter machine. Two are red, and two are yellow. Chandra puts two quarters in the machine. One piece is for her, and one is for her friend, Kay. If the two pieces are the same color, she is happy because they will not have to decide who gets what color. Chandra claims that they are equally likely to get the same color because the colors are either the same or they are different. Check her claim by doing a simulation. a. Name a device that can be used to simulate getting a piece of bubble gum. Specify what outcome of the device represents a red piece and what outcome represents yellow.
b. Define what a trial is for your simulation.
c. Define what constitutes a success in a trial of your simulation.
d. Perform and list 50 simulated trials. Based on your results, is Chandra’s equally likely model correct?
District of Columbia Public Schools | SY 2019-2020 Page 29 of 36
Adapted from Eureka Math Grade 7 Module 5 Lesson 13 and Open Up Resources Grade 7 Unit 8 Lesson 12 Day Four – Populations, Samples, and Generalizing from a Sample to a Population
Objective By the end of today’s learning, I will be able to differentiate between a population and a sample in order to answer a statistical question.
Opening 5 minutes
Directions: Answer each question in the space provided.
Consider the question: In general, do the students at this school have more letters in their first name or last name? How many more letters?
What are some ways you might get some data to answer the question?
Consider another question: What is the typical height of students on the school’s women’s basketball team? Would this question be easy or harder to answer than the previous question? Explain your answer.
District of Columbia Public Schools | SY 2019-2020 Page 30 of 36
New Learning In this lesson, you will learn about collecting data from a sample that is selected from a population. You will also learn about summary values for both a population and a sample and think about what can be learned about the population by looking at a sample from that population. A population is the entire set of objects (e.g., people, animals, and plants) from which data might be collected. Numerical summary values calculated using data from an entire population are called population characteristics. A sample is a subset of the population. Numerical summary values calculated using data from a sample are called statistics. Let’s use an example to illustrate the difference between these terms. A researcher wanted to answer the following question: Did DCPS students’ PARCC scores improve in the year after completing distance learning packets?
Population
Every student enrolled in DC
Public Schools (47,548 in the year 2015)
As in this example, it would be a HUGE task finding every student in DCPS, determining if they completed the distance learning packet, and then following up on their PARCC scores next year. However, we can still answer the question by selecting a sample.
Sample 100 randomly selected students enrolled in DC Public Schools
District of Columbia Public Schools | SY 2019-2020 Page 31 of 36
Example 1:
Example 2: Indicate whether the following statements are summarizing data collected to answer a statistical question from a population or from a sample. Identify references in the statement as population characteristics or sample statistics. a. 54% of the responders to a poll at a university indicated that wealth needed to be distributed more evenly among people.
The population would be all students attending the university; poll respondents would be a sample, not the population. ퟓퟒ% would be a sample statistic.
b. Did most people living in New York in 2010 have at least a high school education? Based on the data collected from all New York residents in 2010 by the U.S. Census Bureau, 84.6% of people living in New York had at least a high school education. The population is all of the people living in New York in 2010; the ퟖퟒ. ퟔ% would be a population characteristic.
District of Columbia Public Schools | SY 2019-2020 Page 32 of 36
Your Turn! Visit bit.ly/khanprob8 for extra help!
Directions: Answer each question in the space provided. Refer back to the examples in this lesson if you get stuck.
1. The lunch program at Blake Middle School is being revised to align with the new nutritional standards that reduce calories and increase servings of fruits and vegetables. The administration decided to do a census of all students at Blake Middle School by giving a survey to all students about the school lunches. a. Name some questions that you would include in the survey. Explain why you think those questions would be important to ask.
b. Read through the paragraph below that describes some of the survey results. Then, identify the population characteristics and the sample statistics. 3 About of the students surveyed eat the school lunch regularly. The median number of 4
days per month that students at Blake Middle School ate a school lunch was 18 days.
36% of students responded that their favorite fruit is bananas. The survey results for
Tanya’s seventh-grade homeroom showed that the median number of days per month
that her classmates ate lunch at school was 22, and only 20% liked bananas. The fiesta
salad was approved by 78% of the group of students who were surveyed, but when it
was put on the lunch menu, only 40% of the students liked it. Of the seventh graders
as a whole, 73% liked spicy jicama strips, but only 2 out of 5 of all the middle school
students liked them.
District of Columbia Public Schools | SY 2019-2020 Page 33 of 36
Population: All students at Blake Sample: Middle School
Population Characteristics: Statistics: • • 20% of Tanya’s homeroom • liked bananas • •
• •
• •
District of Columbia Public Schools | SY 2019-2020 Page 34 of 36
2. For each of the following questions, (1) describe how you would collect data to answer the question, and (2) describe whether it would result in a sample statistic or a population characteristic. a. Where should the eighth-grade class go for its class trip?
b. What is the average number of pets per family for families that live in your town?
c. What is the average grade point of students who got accepted to a particular state university?
d. What is a typical number of home runs hit in a particular season for major league baseball players?
3. Create a question that leads to collecting data where the given description is the sample and where the given description is the entire population. a. All students in your school
Population Sample
Question: What kinds of speakers do students Question: at this school want to hear?
b. Your state
Population Sample
Question: Question: How are people likely to vote in the upcoming election?
District of Columbia Public Schools | SY 2019-2020 Page 35 of 36
Exit Ticket ≤ 10 minutes
Directions: Answer the question in the space provided.
What is the difference between a population characteristic and a sample statistic? Give an example to support your answer. Clearly identify the population and sample in your example.
District of Columbia Public Schools | SY 2019-2020 Page 36 of 36
Science Distance Learning Plan
Introduction
Welcome to another week of distance learning!
Week 5: Artificial Selection During Week 5, you will explore the topic of natural selection. You will: • Reflect on the phenomena of how humans can pick traits of organisms • Infer how and why humans have changed species through breeding • Explore what steps a dog breeder would take in order to get desired traits for a dog • Read the STEMscopedia about artificial selection and complete graphic organizer • Construct a claim-evidence-reasoning response
Activities are organized and labeled by day.
Accessing the STEMscopedia The STEMscopedia is the primary text within STEMscopes, your science curriculum resource. You have likely been reading excerpts from it all year. You can access the STEMscopedia on STEMscopes via Clever. Sections relevant to this week are also posted online at http://bit.ly/DCPSscienceathome.
Using STEMscopes via Clever By default, the STEMscopedia is turned on for all units. Your teacher does not need to assign it to you. You can access STEMscopes online through Clever. • Go to https://clever.com/in/dcpsk12 • As your username, use your DCPS student ID number. • As your password, use your date of birth(mmddyy). • Find the “STEMscopes” icon to get started. • Select “Learning Resources” at the top of the page. • Search for the name of the topic you are reviewing (e.g., Structures of Matter). The topics are included as subtitles on the Mission Log.
Optional Extended Learning Opportunities (Science) You can also explore a list of science learning activities that you can complete at home. These Science Extensions can be found at http://bit.ly/DCPSscienceathome in the Grade 7 folder.
District of Columbia Public Schools | SY 2019-2020
Science Distance Learning Plan
Week 6: Day 1 – Engage: Phenomena
How can humans pick traits of organisms?
1. Generate possible answers to the question above.
2. Make your own questions about the phenomena.
As you move through the lessons you will be doing many activities to learn the information needed to describe why traits of the same species vary.
Week 6: Day 1 – Engage: How Did We Get Here?
The picture on the left (Felis lybica) has the common name of the African wildcat. The picture on the right is the domestic cat. Scientists believe that the domestic cat came from the African wildcat.
If you wanted to crossbreed some Felis lybica to eventually have a domestic cat, what traits would you have to change in the wildcat?
How have humans changed species through breeding?
What are the potential benefits of this type of experiment?
District of Columbia Public Schools | SY 2019-2020
Science Distance Learning Plan
Week 6: Day 2 – Explore: Artificially Selecting Dogs Everyday Phenomenon: What steps would a dog breeder take in order to get desired traits for a dog?
1. Look at the pictures and traits of the dogs on the chart below. 2. You want to breed a dog that can hear a feral hog approaching, and you want the dog to be able to scare the hog into turning back. 3. Which of the dogs below would you selectively breed to produce offspring that would be most effective in scaring away a feral hog from southeastern New Mexico?
4. Explain the reasoning behind your choice of dog.
District of Columbia Public Schools | SY 2019-2020
Artificial Selection Explore 1
5. Brainstorm the importance of the physical and behavioral traits that are listed. 6. Explain why you would want a particular trait in your dog and write the reason in the Importance box.
Physical Traits Function Importance
1. Above-average number of olfactory Smell receptors
2. Above-average number of eye cells Sight (called rods)
3. Long pointed ears Hearing
4. Long legs Speed
5. Large heart Endurance
6. Large muscles Strength
7. Coat color Camouflage
8. Long/Short hair Body temperature
Behavioral Traits Form Importance
9. Trainability High/Low
10. Disposition Mean/Friendly
11. Bark Loud/Quiet
2
Artificial Selection Explore 1
7. You are a dog breeder. A scientist who wants dogs that can be used to see and retrieve ducks and geese from lakes has contacted you. These waterfowl are to be tagged and released. They scare very easily and must be unharmed by the dog. 8. For each trait below, shade in the box of the desired trait. 9. For traits that you do not think will affect your breed’s ability to help the scientist, shade in “Any.”
Physical Traits Form Form Form Form
1. Olfactory Above average Average Below average Any receptors
2. Number of eye Above average Average Below average Any cells
3. Long pointed Above average Average Below average Any ears
4. Long legs Above average Average Below average Any
5. Large heart Above average Average Below average Any
6. Large muscles Above average Average Below average Any
7. Coat color Very dark Average Light Any
8. Long/Short Long Average Short Any hair
Behavioral Traits Form Form Form Form
9. Trainability High Average Low Any
10. Disposition Vicious Compatible Meek Any
11. Bark Very loud Average Quiet Any
3
Artificial Selection Explore 1
10. Which traits did you choose that would have the above-average form?
11. Why did you choose those traits?
12. Which traits did you choose to have any form?
13. Why did you choose those traits?
14. Compare the sheet Dog Breeds with your traits and choose the two breeds you will cross.
15. The two dog breeds I have chosen to mate are x .
16. The reason I have chosen these breeds is:
17. The two traits that I think are the most important for the new breed to inherit are:
18. The breed of the mother is . The breed of the father is .
4
Artificial Selection Explore 1
19. Each breeding pair will produce three puppies. Each puppy may inherit traits from the mother or the father. 20. Use the sheet Dog Breeds to determine the traits each puppy gets. 21. Flip a coin to determine the sense of smell for the puppy. Use the following key to determine which trait will be chosen.
Heads = Mother’s trait Tails = Father’s trait
22. Use the Puppy Trait chart below to keep track of each puppy’s traits. 23. Continue with each trait for three different puppies.
Mother’s Breed Father’s Breed
Physical Traits Puppy #1 Puppy #2 Puppy #3
1. Smell
2. Sight
3. Hearing
4. Speed
5. Endurance
6. Strength
7. Coat color
8. Hair length
Behavioral Traits Puppy #1 Puppy #2 Puppy #3
9. Trainability
10. Disposition
11. Bark
5
Artificial Selection Explore 1
24. What was the probability of any of your puppies getting the mother’s trait?
25. What was the probability of any of your puppies getting the father’s trait?
26. Why is this true?
27. Which of your puppies do you think would be best for the assigned task?
28. If you were to conduct the dog breeding for another generation, which pups would you select to be the parents? (Don’t select brothers and sisters!)
Artificial Selection Explore 1
Dog Breeds
Breed A Breed B Breed C Breed D Breed E Physical Traits Collie Labrador Dalmatian Rottweiler Beagle
Average 1. Smell Above average Average Above average Below average
2. Sight Average Average Average Above average Above average
Average 3. Hearing Above average Average Above average Above average
4. Length of Average Above average Above average Average Below average legs
5. Endurance Below average Average Average Below average Average
6. Strength Average Average Average Above average Above average
Mixed 7. Color of coat Black and white Black Spotted Black
8. Length Long Short Short Short Short of hair
Behavioral Breed A Breed B Breed C Breed D Breed E Traits Collie Labrador Dalmatian Rottweiler Beagle
9. Trainability High High Average High Average
10. Personality Meek Friendly Friendly Vicious Friendly
11. Bark Average Very loud Average Average Very loud
Week 6: Day 3 – Explain: Graphic Organizer and Reading
Directions: First answer the two questions in the box below. Then while reading STEMscopedia on Artificial Selection, fill out the remainder of the graphic organizer.
Mapping the Application of Human Engineered Genetics
Artificial selection is:
It is different from natural selection because:
Animal Examples Plant Examples
GMOs
GMOs
Technology:
Ethical Issues:
Artificial Selection
Have you ever thought about how many different breeds of dogs there are? How do dog breeds differ? You may have answered that they differ in appearance, temperament, or even abilities. All these responses are true and are exactly why artificial selection, or selective breeding, exists.
breed – a group of domestic animals or plants having similar appearance, similar behavior, and other traits that distinguish Dog breeds differ physically them from other animals or plants of the same species and behaviorally.
artificial selection – the process by which humans select the animal or plant parents with the most desired traits to mate and produce offspring with those qualities; also called selective breeding Some dogs have been bred to be a specific size, such as very large (ex: mastiffs) or very small (ex: Chihuahuas). Other dogs have been bred for various abilities, such as speed (ex: greyhounds) or intelligence (ex: border collies). Dogs belong to a single species, Canis familiaris, but that species is made up of about 400 different breeds. Dogs are not the only organisms that have been bred by humans for specific purposes. What other animals do you think have been selectively bred?
Natural selection is not the same process as artificial selection. In natural selection, a population changes over time and certain traits become more common. In artificial selection, the favorable traits to be passed on to the next generation are chosen by the breeder.
How Artificial Selection Works During sexual reproduction, half of each parent’s genes combine to form a unique offspring. In artificial selection, or selective breeding, humans select the traits they find most desirable and specifically mate only organisms that possess those qualities. Eventually, less desirable traits are eliminated from the species and future offspring possess the desired traits. Animal husbandry is the the science of breeding and caring for animals. Ranchers have bred horses for a variety of functions over many generations. Originally, some horses were born with the ability to jump with grace, while others naturally possessed a smooth gait, or walk. Ranchers mated male horses with jumping abilities with female horses with jumping abilities to produce offspring with this ability.
Artificial Selection
Can plants be selectively bred? Would there be any benefits to selectively breeding plants? Just like ranchers breed horses and cattle for specific traits, farmers selectively breed fruits and vegetables.
The genetic rules that govern this process go back to the research of Gregor Mendel, the Father of Genetics, who first noted that crossbreeding two tall pea plants resulted in a better chance of producing a tall pea plant offspring.
Farming technology has improved since the 1800s. Artificial selection used on the wild mustard plant resulted in the creation of vegetables that are common today. Farmers can also selectively breed plants to make them resistant to cold weather, allowing a longer or earlier growing season to maximize potential profits. Farmers even crossbreed different types of fruits to create new, interesting flavors.
Selective breeding of wild mustard produced new vegetables that minimized the flower (broccoli), enlarged the leaves (kale), and shortened stem distance (cabbage).
Artificial Selection
A type of selective breeding for plants is hand-pollination. In hand-pollination, people manually pollinate specific plants instead of relying on typical pollinators (ex: bees, the wind, etc.). This technique helps avoid cross-pollination of plants with unwanted traits and results in a more purebred plant product. Hand-pollination entails the transfer of pollen with a small brush from male to female flowers. Sometimes the flower itself is brushed against the stigmas of female flowers.
Selective-breeding terminology can be confusing. Bred animals are known as breeds, while bred plants are known as varieties, cultigens, or cultivars. The result from the cross of animals is called a crossbreed, and crossbred plants are called hybrids.
Advances in Technology Ranchers, farmers, and breeders of different kinds have been using artificial selection techniques for many years. Recently, this process has moved into laboratory settings with the creation of genetically modified organisms, more commonly referred to as GMOs.
Genetic engineers manipulate the genes of organisms to produce new living organisms
that would not likely exist through other
natural means. GMOs do not just create new organisms you might see in science fiction; you can find most GMOs in your local supermarket’s produce section. Most fruit and vegetable GMOs have been genetically altered to withstand insects or pesticides. Other than that quality, they are genetically identical to any other produce.
GMOs have been in the news because of
debates regarding the ethics of scientifically
engineered organisms. Most GMOs are found in grocery stores.
Artificial Selection
Genetic engineering is the process of adding one or more new traits to an organism. Examples of genetically engineered (transgenic) organisms include some insect-resistant plants and plants that can withstand herbicides.
Genetic engineering is sometimes called transformation. A gene is removed from one organism and inserted into another to express the trait that goes with that gene. This is the basis of biotechnology.
Sections of DNA, or genes, are inserted or removed. This changes the organism on a genetic level. The use of GMOs is being debated as more genetically modified fruits and vegetables are being produced and showing up on the produce counter. What do you think about altering the gene structure of the food we eat? Artificial selection can have negative impacts. Artificial selection has produced animals and plants with traits desirable to humans, but in addition to increasing certain “good” traits, artificial selection can also decrease other “good” traits or increase the prevalence of “bad” traits.
Hip dysplasia in dogs is rising. Hip dysplasia is an inherited trait. The hip joint is made up of a ball on the leg bone and a socket in the hip bone. The joint does not develop properly in some dogs, leading to difficulty running and jumping as the dog gets older. Hip dysplasia is becoming more common in purebred dogs. The breed most affected is bulldogs. Breeders test their parent animals, using X-rays. They can select parents without the disorder to produce the next generation.
Tomatoes ship better but lack flavor. In the early 1990s, a new tomato was produced using genetic engineering. It was designed to last longer through shipping and in the kitchen. Unfortunately, it had little flavor. In contrast, homegrown tomatoes frequently have a lot of flavor but are not suitable for shipping. This is an example of decreasing a “good” trait.
Artificial Selection
People use artificial selection techniques for a variety of reasons. Read the descriptions of the desired traits in the chart below. Then, read the offspring’s traits that result from selective breeding. Match each desired trait with the most likely offspring trait. Write your answers on the right side of the chart.
Artificial Selection
Desired Trait Offspring Trait
A plant that is more resilient to infection
A sturdy animal that can carry heavy loads over difficult terrain
A plant that can grow in harsh, dry conditions
An animal that produces more milk than is typical
Offspring Traits
● A wheat plant that has been bred to grow in nutrient-poor soil with access to little water
● A corn crop that has been genetically modified to fight disease
● A dairy cow that has been bred to yield more milk
● A mule (a crossbred organism between a donkey and a horse) that has strong legs
Science Distance Learning Plan
Week 5: Day 4 – Evaluate: Claim-Evidence-Reasoning
Scenario Did you know that broccoli is man-made? It was created about 1,000 years ago by the cultivation of another plant through a process called artificial selection. In artificial selection, or selective breeding, the breeder chooses the favorable traits to be passed on to the next generation. Each time they grow the plant, the breeder picks the plants with the most desirable qualities and gets rid of the rest. The breeder does this until they have the “perfect product.
Prompt Write a scientific explanation describing how the process of artificial selection is used to create new foods.
Claim
District of Columbia Public Schools | SY 2019-2020
Science Distance Learning Plan
Evidence
Reasoning
District of Columbia Public Schools | SY 2019-2020
7th Grade Ancient World History Unit 6: Of Governments and Men: Ancient Greece Does Alexander III deserve to be called “the Great”?
Social Studies Distance Learning Plan: Week 6
Page 1
7th Grade World History Distance Learning Plan: Week 6 Does Alexander III deserve to be called “the Great”? Dear students and families,
Student We hope you are continuing to stay safe and healthy while we engage in distance learning. Over the two weeks, you will have the opportunity to learn about Ancient Greece so that you can answer the Directions question – Does Alexander III deserve to be called “the Great”? The table below outlines what sources and tasks you should complete each day and the pages in the packet to find the materials you need to complete each task. Learning 7.8.9: Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt. Standards
Week 6 (This Week) Supporting Question 1: What makes someone in history great? Day Sources/Tasks Pages Generate criteria for what makes someone in history “great” to set the foundation for the inquiry. 1-2 Then, read about how Socrates, Plato, and Aristotle contributed to Greek Culture (Sources A-C) 3-9 and complete the Graphic Organizer that follows. Read and annotate the excerpts about Greek Culture (Source D) to complete the Graphic 3 10-13 Organizer that follows. Supporting Question 2: What did Alexander III do? Day Sources/Tasks Pages Read and annotate the Alexander the Great Biography (Source E) to make a claim to begin to 4 14-16 answer the Compelling Question. Week 7 (Next Week) Supporting Question 2: What did Alexander III do? (continued) Day Sources/Tasks Pages Read and annotate primary sources that describe Alexander III’s life and conquests (Source F) and 5 n/a complete the Evidence Organizer that follows. Read and annotate Source G on the spread of Hellenistic culture. Then, complete a final t-chart 6 using Sources E, F, and G to write your final claim answering the Compelling Question and prepare n/a to write your Performance Task essay. Performance Task: Enter compelling question here? Day Sources/Tasks Pages 7 Outline your argumentative essay to prepare to write your Performance Task. n/a Write an argumentative, five-paragraph essay that argues whether or not Alexander III deserves to 8 be called “Alexander the Great” based on the criteria you generated for what makes someone in n/a history “great” and the primary and secondary sources included in this inquiry.
Page 2
Supporting Question 1 – Days 1-2 In the space below, list characteristics or actions that would make someone in Directions history be considered “great”. This will serve as the basis for your argumentative essay by the end of this inquiry. List as many criteria as you can.
Need ideas to get started? Consider these questions: • Who do you consider great? What did they do that made them great? • Is greatness intrinsically linked to morality? (i.e., do you have to be good to be great?) • Do people with power have a responsibility to take care of others? • Does greatness require dominating or controlling others? • How do you think these people became great in their context?
Generating Criteria: What makes someone in history great?
Page 3
Supporting Question 1 – Days 1-2 Read and annotate Sources A-C below. After you read each source, complete the Directions graphic organizer on page 9. Featured Source Source A: Socrates, from Discovery Education Techbook This source is accessible through Clever on the Discovery Education Techbook: World History (Prehistory-Present), Chapter 9, Concept 9.3: Greek Cultural Advancements. Click Digital Extension on the “Explore” tab to read the text below on page 2. The digital version also features images.
Source Background: In 480 BCE, Athens, along with other city-states in Greece, had just fought a war with the Persians. Athens had been burned to the ground, and when the inhabitants returned, they focused on rebuilding their city and their culture. This was the beginning of the classical period of ancient Greece, which lasted from approximately 479 BCE to 323 BCE. During this period, architecture and the arts flourished and philosophy, the search for wisdom, was developed. Philosophy became an important part of life in Athens. Socrates, Plato, and Aristotle were three Greek philosophers whose works have inspired generations of thinkers. (Adapted from Discovery Education Techbook.)
Socrates What were the ideas of Socrates and how did they influence the world?
Socrates was born near Athens around 470 BCE. He did not leave behind any writings of his own, so most of what we know about him and his ideas comes from descriptions of him in the works of other writers. Socrates was born poor. He is believed to have served in the Athenian military and as a member of the Council of 500, part of the Athenian government. But he is most well-known for his role as a philosopher and teacher.
Although Socrates had many followers, he did not consider himself a teacher, and he never took money for his services. He claimed to be ignorant on most subjects. He taught his followers by asking questions and engaging them in a debate about their ideas. For example, Socrates might ask “What is courage?” The person, confident of his opinion, would provide an answer. Socrates would then ask a series of questions that would force the person to examine their The unexamined life is opinion and to think more deeply about the issue being discussed. Through this not worth living. process the person would learn more about themselves, the topic being discussed, and many related topics and ideas. This approach to teaching is -Socrates from Plato’s Apology known today as the Socratic method. The Socratic method is used as a teaching method in many schools and as a primary method of teaching in law schools.
A Controversial Thinker Socrates expressed many beliefs that opposed the commonly held beliefs of many of the elite members of Athenian society. For instance, he believed in divine power—that gods could use their powers to affect life on Earth—but he did not believe in many of the gods that most Greeks believed in. For Socrates, focusing on what is moral, or right, and on how people should best lead their lives was more important than focusing on what the gods wanted. In addition, he emphasized the search for knowledge related to important moral
Page 4
issues, such as justice. Because of this, he often questioned people about their beliefs and criticized the democratic system of Athens
Although Socrates had many followers in Athens, his beliefs, his approach to teaching, and his habit of questioning the commonly held ideas of society eventually began to offend powerful Athenian citizens. As a result, at age 70, Socrates was put on trial for corrupting the young and for not following the religion of the city. He was found guilty and sentenced to death. The court offered Socrates the chance to go free if he would stop questioning the common beliefs of the city and worship the city’s gods. Socrates refused. He was put to death by being given a cup of poison made from hemlock, a poisonous plant, a traditional method for executing people in Athens.
Socrates did not record his own ideas, but his followers, or students, continued to practice his methods. They also wrote plays and books that depicted Socrates and demonstrated his method of instruction. Because of this, the ideas of Socrates influenced many other schools of philosophical thought in ancient Greece and Rome. The ideas of Socrates, and the philosophies they inspired, also influenced later philosophers such as John Locke, whose writings helped inspire the Declaration of Independence.
Page 5
Supporting Question 1 – Days 1-2 Read and annotate Sources A-C below. After you read each source, complete the Directions graphic organizer on page 9. Featured Source Source B: Plato, from Discovery Education Techbook This source is accessible through Clever on the Discovery Education Techbook: World History (Prehistory-Present), Chapter 9, Concept 9.3: Greek Cultural Advancements. Click Digital Extension on the “Explore” tab to read the text below on page 3-4. The digital version also features images.
Plato What were the ideas of Plato? One of Socrates’s most important students was Plato. As a young man, Plato wanted to be a politician. However, he changed his mind after observing what he believed to be immoral behavior in some political leaders. He later became a student of Socrates. After Socrates was executed, Plato became disillusioned, or disappointed, with Athenian society and traveled for several years. After his travels, he returned to Athens and set up a school called the Academy on the edge of the city. Under Plato, the Academy offered instruction in mathematics, science, and philosophy. As the Academy developed it established courses and a curriculum. The Academy was not open to all citizens, and it aimed to prepare its students for roles as statesmen, or political leaders. Some historians consider the Academy one of the first models for modern universities.
In addition to founding the Academy, Plato also wrote a series of dramatic works called the dialogues. In many of these dialogues, Plato imagines Socrates engaging in debates over important moral and ethical issues. These dialogues are an important source of information about Socrates. Although Socrates is often the main character in the dialogues, historians disagree about whether the dialogues are intended to represent what Socrates believed or to represent Plato’s views.
In the earlier dialogues, titled Charmides, Ion, and Laches, Socrates is shown using what is now called the Socratic method. He asks a series of questions to force his students to reconsider their opinions and ideas on different moral issues. In the later dialogues, Socrates is shown as a spokesperson. These works often criticize popular views and offer philosophical theories about ideas such as justice, courage, and moderation.
The Republic What is the importance of The Republic?
One of the most famous of Plato’s later dialogues is The Republic, which discusses ideas of justice and different forms of government. In it, Plato describes an ideal state. The state has three social classes: the philosopher kings, the guardians, and the producers—ordinary citizens, such as farmers, merchants, and craftspeople. Each class has its own role: The king rules the state, the guardians defend the state and keep order, and the ordinary citizens produce what is needed by people living in the state. Plato believed a healthy state is one in which each class performs its own responsibilities properly.
Page 6
The ideas expressed in The Republic were new and varied greatly with the philosophies of other ancient cultures. Unlike ancient cultures such as Egypt, which believed rulers received their powers from the gods, Plato stated that rulers earned the right to rule by making wise decisions. Plato’s ideas also differed with many of the ideas presented by the ancient Chinese philosophies Confucianism and Taoism. Confucianism emphasizes filial piety, the respect and care of one’s elders, as the highest moral good, and Taoism teaches that a good ruler is one who interferes as little as possible in the lives of his or her subjects. The Republic instead emphasizes the roles and responsibilities of every person in his or her society.
The importance that The Republic places on the classes, roles, and responsibilities of individuals working together for the good of the whole society were also influential in the creation of different forms of government throughout history, such as communism and socialism. These forms of government agreed with Plato’s arguments against greed and private ownership.
Page 7
Supporting Question 1 – Days 1-2 Read and annotate Sources A-C below. After you read each source, complete the Directions graphic organizer on page 9. Featured Source Source C: Aristotle, Discovery Techbook. This source is accessible through Clever on the Discovery Education Techbook: World History (Prehistory-Present), Chapter 9, Concept 9.3: Greek Cultural Advancements. Click Digital Extension on the “Explore” tab to read the text below on page 6. The digital version also features images.
Aristotle What were the ideas of Aristotle? Just as Plato was a student of Socrates, Aristotle was a student of Plato. Aristotle was born in a small town in northern Greece and, at the age of 18, entered Plato’s Academy. He remained there for 20 years and became the most learned student at the school. Indeed, Plato referred to Aristotle as “the intelligence of the school.”
Aristotle became the first philosopher to analyze the process by which a person can assume that one idea is true based on the assumption that two or more ideas are true. This process of logical inference is referred to as syllogism. The following is an example of a syllogism: All animals die. A deer is an animal. Therefore, a deer will die. Aristotle believed people should use the logical process of analysis and research to learn about subjects. The principle of logical inference promoted by Aristotle influenced the scientific method, a process scientists use to devise experiments that test hypotheses and draw logical conclusions from them.
Aristotle also devoted considerable thought to what form of government was the most effective. He thought that one wise person ruling, called a monarchy, was an idea that could be very effective. He realized, however, that finding a single wise ruler was difficult and that monarchs were often overthrown by tyrants. Aristotle viewed tyrants as the worst rulers because they elevated themselves to power and held themselves above the law. Aristotle thought the next best form of government was an aristocracy, or rule by a small group of wise citizens. However, he saw how groups of rulers could become selfish and rule in their own interest rather than doing what was best for the state as a whole. Aristotle did not believe democratic government, in which the people ruled, was effective because this system could be manipulated by leaders through bribery and political tricks.
Although Aristotle believed the forms of government described above could work, he believed the one that could Socrates work best in practice was a constitutional monarchy. In this type of government, a monarch (a king or a queen) rules the nation but is limited in power by a constitution or set of Plato written laws. The best-qualified person rules, but the people (tutored by Socrates) have a say as well. Aristotle After Aristotle left the Academy, King Philip II of Macedonia (tutored by asked Aristotle to tutor his son Alexander. Aristotle accepted Plato) the position and taught Alexander for about seven years. Alexander III Aristotle then formed his own school, called the Lyceum, (tutored by where he taught his philosophy. The school would help spread Aristotle) his ideas.
Page 8
Supporting Question 1 – Days 1-2 Directions Complete the graphic organizer below using the information in Sources A-C.
What were the main How do this person’s ideas connect to Do you think this person should be considered “great”? Use achievements of this person? another culture or person’s ideas? your criteria from page 3 to support your answer. (Use bullet points.) (Write a sentence. Ex: ____’s ideas (Write two sentences. Ex: I believe that in order for a person were similar to the ideas of _____ to be considered great, they must ______. ______because they both believed ______.) should/should not be considered great because they _____.) •
______• ______Socrates • ______
• ______
•
______• ______• Plato ______
• ______
•
______• ______Aristotle • ______
• ______
Page 9
Supporting Question 1 – Day 3 Read and annotate each section of text below. After you read about the Greek Directions advancements in each field, complete the Graphic Organizer on page 14. Featured Source Source D: Greek Cultural Advancements, Discovery Education Techbook. Additional Background information is accessible through Clever on Discovery Education Techbook, World History (Prehistory-Present), Chapter 9, Concept 9.3: Greek Cultural Digital Extension Advancements. Click on the “Explore” tab to read an interactive text on Alexander III on pages 6- 10. The digital version also features interactive vocabulary, images, and videos.
Math and Science Ancient Greek thinkers were not just philosophers. For generations, Greeks had traded with Egyptians, Phoenicians, Mesopotamians, and other early civilizations. From these groups, the Greeks adopted an alphabet, coined currency, and learned innovations. As Greek influence grew, they added to the innovations of other societies and spread their new ideas throughout the region.
The Greeks developed and discovered important mathematical concepts that are the foundation of modern geometry. Pythagoras, a mathematician and philosopher who lived in the sixth century BCE, led a movement to study the nature of numbers. He and his followers derived the Pythagorean theorem. This famous equation, a2 + b2 = c2, shows the relationship between the sides of a right triangle and is still used to calculate everything from the heights of tall buildings to the diagonal on a TV screen. Three hundred years later, Euclid recorded geometric proofs into a book called Elements, which became the basis for the study of geometry.
Greeks used their knowledge of math and science for practical purposes as well. The famous physicist Archimedes investigated the ways levers worked and invented the compound pulley, a machine that could pull very heavy loads with minimal effort.
Hippocrates, a doctor who lived during the classical period, studied the causes of diseases and their possible cures. He also wrote about the roles and responsibilities of doctors in relation to their patients. In one work, Hippocrates wrote an oath that swore to protect patients from harm and live an ethical life. Today, doctors still make a similar pledge, called the Hippocratic Oath, before they are licensed to practice medicine.
Art and Architecture In addition to many important scholarly achievements, the ancient Greeks also made several other cultural contributions to future societies. The art and architecture of ancient Greece had a considerable influence on future generations.
Architecture Greek architecture is commonly divided into three orders, or styles: Doric, Ionic, and Corinthian. These orders are generally defined by the style of column that was used on the buildings. Doric columns are characterized by the simplistic structure and plain capital, or top of the column. The Ionic column is characterized by twin scrolls on the capital, and the Corinthian column is distinguished by a decorative capital, usually consisting of sculptured leaves. These styles are especially important in the architecture of administrative and religious buildings, especially in Athens.
When the Greeks returned to Athens after the Persian wars they begin to rebuild portions of the city. Much of the building focused on military structures, such as the famous long walls that connected the city to its port. However, the administrative and religious buildings on the city’s Acropolis, a large hill that could be easily defended and was the center of most Greek city-states, were also rebuilt. These buildings, especially the Parthenon, a temple dedicated to the goddess Athena constructed in the Doric style, remain as some of the best examples of the architecture of ancient Greece.
The architecture of ancient Greece has had a significant influence on Western architecture. The Romans adopted much of the Greek style, and influences can still be seen today. Many important government buildings in Washington, D.C., such as the White House and the U.S. Supreme Court Building, use the classic Greek styles. Page 10
Sculpture Sculpture was another important form of art that was practiced and improved during the classical period of ancient Greece. During the classical period, the poses and facial expressions in sculptures in ancient Greece became more natural and lifelike. They also depicted the human body without flaws. This naturalistic style can be seen throughout Western art.
During this time the Greeks also began to use statues in the decoration of their buildings. In some instances, such as in the Erechtheum in Athens, large sculptures were used as columns. These statues usually had a religious significance.
Religion in Ancient Greece The Ancient Greeks practiced polytheism, or the belief in many gods. They believed that the 12 major gods and goddesses, known as Olympians, lived on Mount Olympus, the highest mountain in Greece. The Greeks also believed in other minor gods, as well as beings that were part god and part mortal, known as demigods. Achilles, one of the most famous demigods, was the son of a nymph, or nature spirit, and a human king. Each city-state paid special homage, through acts such as the construction of temples, to one or more deities who they believed in turn protected their city. City-states often held festivals to honor the gods and goddess that protected their cities.
Greeks also believed their gods and goddesses could speak through certain priests and priestesses. They often consulted these people, known as oracles, at temples such as the one at the city of Delphi, to receive prophetic messages about their lives. Decisions about daily matters as well as important political decisions were often influenced by these messages from the gods.
Greek Myths The Greeks believed their gods and goddesses were involved with their daily lives and, at times, controlled events. Much of ancient Greek religion centered on myths, stories about heroes and gods that explained the world around them and human behavior. These myths often depicted the gods as having human emotions such as anger, jealousy, and love. This collection of myths, or mythology, of the ancient Greeks affected other societies and still has an influence on today’s world.
The mythology of the ancient Greeks strongly influenced Roman mythology. In fact, the Romans adopted many Greek gods and gave them Roman names. For example, the Greek goddess of love, Aphrodite, became the Roman goddess Venus; the leader of the Greek gods, Zeus, became the Roman god Jupiter; and the Greek god of war, Ares, became the Roman god Mars.
Greek mythology still can be seen in our modern lives. For instance, many movies, TV shows, and novels have been based on Greek mythology. Many common expressions we use today come from Greek myths. We describe extremely difficult tasks as “Herculean,” after the incredibly strong demigod Hercules. We refer to a person’s weakness as his or her “Achilles’ heel,” after the demigod Achilles, whose heel was said to be his only weakness.
In addition, the name of Greek gods and goddesses and other characters in Greek myths are often used to name various objects organizations, companies, and programs. Many constellations, such as Orion and Cassiopeia, have names inspired by Greek mythology. Many planets are named after the Roman versions of the Greek gods. The Apollo space program and the international athletic wear company Nike, named after a Greek goddess for victory, are examples of how Greek mythology influences modern culture. Even the modern Olympic Games can trace their roots to Greek mythology.
The Olympics In ancient Greece, athletic events often played an important part in religious festivals. In fact, some scholars believe the Greeks first organized athletic games as part of funeral rituals during the 1200s BCE. Eventually, the Olympic Games, honoring the god Zeus, became the most important athletic religious festival. The earliest record of an Olympic competition dates to 776 BCE. The competition was open to free Greek men, and participants from many city-states came to compete.
Page 11
At first, the games only involved running a race of 210 yards. Later, other events were added, including longer races, wrestling, javelin throwing, and jumping. The Greeks held the Olympic games every four years. The games were so important to the Greeks that they measured time in four-year intervals called Olympiads. Also, before each Olympic Games, a truce was declared between all warring city-states to allow the games to be held without interruption.
After Rome conquered Greece in the 140s BCE, the games lost their religious significance. Then, in 393 CE, the Roman emperor Theodosius I banned the games. However, they were revived in 1896 with the Olympic Games in Athens. Since then, the games have become one of the most important international athletic events. Today, athletes from around the world compete in the games. And whereas the first games featured only one race, today’s games contain dozens of events and are divided into the summer and winter games. More than a billion people throughout the world watch the modern Olympic Games on television.
Language and Literature in Ancient Greece Literature was an important element of Greek culture. The ancient Greeks wrote many types of literature but were most well known for their poetry and drama. One of the best-known poets was a man named Homer. During the 700s BCE, Homer wrote two of the most influential works ever: the Iliad and the Odyssey. These works are epic poems, or poems that have a long narrative. Although most historians believe Homer is the author of these poems, little evidence of his life exists, and there is some debate about whether he actually existed and if he was in fact the only author of these poems.
The two poems are fictional tales that tell of wars and voyages from early Greece. The Iliad describes the events in the last year of the Trojan War, during which the Greeks captured the city of Troy. The Odyssey traces the adventures of the Greek hero Odysseus during his journey home after the Trojan War. Over the centuries, the Iliad and the Odyssey have inspired many literary stories. Also, both of these works continue to have a strong influence on our modern culture and have been adapted for television and film.
History Greek historians kept careful records of important events and wars. One of the most influential historians was Thucydides. He wrote about the conflicts between Athens and Sparta in History of the Peloponnesian War. This was the first known record of a political and moral interpretation of war policies. Thucydides work remains an authoritative source of ancient Greek history.
Drama Another important part of Greek literary culture was drama. Greek drama included two types: tragedy and comedy. The comedies often made fun of situations and people. Aeschylus is considered the greatest ancient Greek writer of comedies. The tragedies were more serious in tone and explored human emotions and passions.
Sophocles, one of the best-known Greek playwrights, wrote many tragedies. His best-known works include Ajax, Electra, Antigone, and Oedipus Rex. Sophocles also made minor innovations to the dramatic process, such as the inclusion of visual props that helped establish location, and including more than two actors on stage. The importance of the works can be seen in the fact that the plays of Sophocles and other Greek playwrights have been performed and studied for centuries. They and the language they were written in have had a lasting impact on Western culture.
The Greek Language The Greek language is one of the oldest branches of the Indo-European languages. It has also had a significant impact on English. Indeed, many English words are derived from Greek words, including philosophy, from the Greek philosophos, and poem, from the Greek poiēma. In addition, many English words have Greek roots. For example, the word democracy contains the Greek root demos, meaning people.
Page 12
Supporting Question 1 – Day 3 Complete the graphic organizer below using the information in Source D. Then expand the “Because/But/So” sentence Directions stems below.
List the advancements of the ancient How does the work of the ancient Greeks in this field influence us today? Greeks in this field (Use bullet points.) (Write a sentence explaining at least one connection today.) •
Math & Science • • •
Art & Architecture • • •
Religion • • •
The Olympics • • •
Language & Literature • •
SUMMARIZE: The ancient Greeks influence us today because ______COUNTERCLAIM: The ancient Greeks influence us today but ______MAKE A CLAIM: The ancient Greeks influence us today, so ______Page 13
Supporting Question 2 – Day 4 Read an annotate the source below, color coding for evidence that Alexander III should be considered great (color 1) and evidence that he should not be considered great (color 2). Specifically, you should look for evidence that aligns with the criteria you generated Directions on page 3. You will keep this same annotation system for the other sources in this inquiry. When you have finished reading the source, answer the analysis questions that follow. Featured Source Source E: Alexander the Great Biography, from Discovery Education Techbook. Watch the video lesson on Alexander the Great: Training and Conquest. Additional Background information is accessible through Clever on Discovery Education Techbook, Digital Extension World History (Prehistory-Present), Chapter 9, Concept 9.3: Greek Cultural Advancements. Click on the “Explore” tab to read an interactive text on Alexander III on pages 11-12. The digital version also features interactive vocabulary, images, and videos.
Alexander the Great: Biography Alexander the Great is one of the most admired and celebrated military leaders in history. Never defeated on the battlefield, he transformed the Greek kingdom of Macedonia into an empire that stretched from Greece in the west to present-day India in the east. Like his mythological ancestors, Alexander became the subject of legends and a model for later military commanders.
Alexander’s Early Life Alexander III was born in 356 BCE to King Philip II of Macedon and his wife Olympias. Both his parents traced their lineage to Greek gods and heroes. Philip claimed to be descended from Hera, wife of Zeus, king of the gods. Olympias was believed to be descended from Achilles, the hero of Homer’s epic poem The Iliad. Achilles’s conquests in the Iliad inspired Alexander, who modeled his life on that of his mythological ancestor.
Before Alexander’s reign, Macedonia, a kingdom in northern Greece, was not a world power. The Persian Empire under Emperor Darius III controlled most of central Asia and Egypt. Philip, Alexander’s father, made conquests into other Greek kingdoms, but he never challenged the Persians.
Alexander’s teacher was Aristotle, the famous Greek philosopher. Under Aristotle’s tutelage, Alexander learned about Greek culture, history, and philosophy. Alexander sought to spread Greek culture through his military conquests. He was said to always carry a copy of Homer’s epics when he traveled with his army.
Writers throughout history have preserved legends about Alexander’s childhood. That included an instance in which he tamed the wild horse Bucephalus, which allowed no one to approach him, including King Philip. One day, Alexander approached Bucephalus without fear, grabbed his bridle, and turned the horse toward the sun. By doing so, the horse no longer saw his own shadow, which young Alexander astutely noticed had been frightening him. After speaking softly to Bucephalus and stroking him, Alexander mounted the horse and rode him to his proud father. Stories such as this circulated during and after Alexander’s life, solidifying his legacy as a leader with legendary powers.
From the time he was a child, Alexander’s friend Hephaestion was his constant companion and associate. Hephaestion became one of Alexander’s generals, serving beside him and advising him. Some historians believe Alexander and Hephaestion may have had an intimate relationship. Homosexuality in Greece was common, and Alexander would not have had regular female companionship on his conquests.
King Alexander Begins His Conquests When Alexander was 20 years old, King Philip was assassinated and Alexander took the throne. Soon after, he strengthened the power his father had achieved over the other Greek states. Most of the states acknowledged Alexander as their leader without a fight, but the state of Thebes rebelled. In response, Alexander and his army invaded
Page 14
the city, killing not only Theban soldiers but also civilians. Alexander wanted to make an example of Thebes, demonstrating how he would treat those who opposed him.
Alexander soon turned his attention to the Persian Empire. First, he campaigned to the east, meeting the Persian army led by Darius III on the plain of Issus in present-day Syria. His ability to inspire his troops and to fight in any terrain, in addition to the discipline of his army, gave Alexander the advantage he needed to defeat a much larger Persian force. Next, Alexander marched toward Egypt, taking control of the city of Tyre along the way. To conquer Tyre, an island off the coast of present-day Lebanon, Alexander built a land bridge across the ocean. This strategy was unprecedented and daring, and it proved to be effective. After he defeated Tyre, Alexander brutally killed thousands of its inhabitants to make an example of them in the same way he did with the rebellious Thebans.
Alexander in Egypt Following his conquest of Egypt, Alexander founded the city of Alexandria, which became a center of learning and culture for centuries and remains a tribute to his achievements. Before he headed west to pursue further conquests, Alexander is said to have risked a long trip through the desert to visit a shrine to the god Jupiter Ammon, the Egyptian equivalent of the Greek god Zeus. This raised the morale of his soldiers, who believed that the gods favored Alexander in his conquests, no matter how outnumbered he was. It also demonstrated that Alexander took his divine ancestry seriously.
Conquests in the East To complete his conquest of the Persian Empire, Alexander marched east, through present-day Pakistan to present-day India. To reach the Persian army, his troops marched over high mountain passes and through the snow. His army defeated a Persian force many times its size, which included elephants, to take the Persian capital of Persepolis. Still not satisfied with the size of his empire, Alexander continued west. His goal was to expand the boundaries of the known world and bring previously unconquered lands under his control. Alexander brought Greek culture and customs to all the lands he conquered, spreading classical Greek knowledge of mathematics, science, philosophy, and government. These ideas had a lasting impact on later cultures in all these regions.
During his eastern campaigns, Alexander’s desire for power and his increasing arrogance created internal and external resistance to his rule. He began requiring his subjects to bow on the ground before him as though he were a divine
Page 15
monarch, which was a traditional Persian custom. This conflicted with Greek culture and angered many of Alexander’s supporters. In addition, he and Hephaestion both married Persian women, which made many Greeks believe he had lost touch with his heritage and was becoming more Persian than Greek.
Hephaestion, Alexander’s closest friend, died during the eastern campaigns. Alexander was devastated by the death of his friend and built a monument to honor him. In 2015, archaeologists uncovered a lavish Ancient Greek grave in northern Greece that is believed to be Hephaestion’s burial monument. The fancily decorated grave, which includes mosaics and marble statues, demonstrated Alexander’s affection for his friend.
Alexander’s Death and Legacy Alexander was wounded many times in battle and, at age 32, while returning to Macedonia from his conquests in the east, he died as a result of infection. After his death in 323 BCE, several of the states and regions Alexander had conquered rebelled against Greek rule. As no clear leader emerged to succeed Alexander, his generals and their sons split his vast empire into several states.
Many of the people he had conquered, and who had experienced his brutality, celebrated Alexander’s death; others mourned him. Regardless of their feelings about his tactics and personality, leaders from his time to the present admired and adopted some of his military tactics and leadership qualities. In the 12 years he ruled, Alexander the Great reshaped Greece, Egypt, and central Asia through cultural and military victories. His legacy lives on in legend, history, and modern cultures around the world. Hero or Villain? Based on the text above, list reasons that Alexander III was both a hero and a villain in the chart below. Paraphrase examples from the text in bullet points. Include at least two Directions reasons on each side, but you do not need to use all the bullets provided (it’s okay if they’re uneven).
Hero Villain Alexander III was a hero because he… However, Alexander III was also a villain because he… • •
• •
• •
• •
MAKE A CLAIM: Based on this text, do you believe Alexander III deserves to be called “the Great”? Why or why not? Make a claim, and remember, your claim might change as you read more texts in this inquiry! Mild: Alexander III [deserves/does not deserve] to be called “the Great” because he _____, ______, and _____. Medium: Alexander III ______, ______, and _____, so he therefore [deserves/does not deserve] the title “the Great.” Spicy: Although Alexander III ______, he also ______and ______, proving that he [does or does not] deserve the title “the Great.”
______
Page 16
Middle School General Music – Distance Learning – Week 6 Overview The following four weeks are based on the Cornerstone Unit: Alternative Sound Production, extended and reinforced for home study. Throughout the next four weeks, you will identify, define, and experiment with household items that are repurposed into instruments. As you discover the properties of an instrument, you will identify specific locations within your environment that can be used for performance. Your product will include a composition created specifically for this instrument and location. Task 1 Define music in the space below. Questions to consider: What is music? Can random sounds or noises be music? What makes music different than the sound of a passing car or the hum of a plane overhead?
What is an instrument? What characteristics or qualities turn random objects into instruments? Use the space below to identify three things that make something an instrument.
Optional Viewing: STOMP Task 2 Look around your home. What items can be used as an instrument? Collect 3 items that can be used as an instrument. Fill out the chart below.
Item How do you make a sound on this instrument? Try to play the rhythm below on this instrument
Task 3 Create a rhythmic composition below for your first-choice instrument from Task 3. There is no need to follow traditional notation. Be sure to fill in each box. [Optional: send a recording to your teacher’s email]
Positive/Negative (6-8)
Week 6 is a start of a new set of units. The activities described below should be spread out throughout the week, but you can decide how best to organize your work. The time per day or week will depend on the materials used and draft process. Parents or guardians should guide and assist the students to obtain different objects to complete the tasks
Summary: Students will study the techniques of creating negative space art. This will develop into students creating negative space trading cards. Artist trading cards are small and accessible way to share your art with others. Students will trade their cards virtually or via mail to their classmates.
Week 6- positive vs negative space Week 7- further develop positive/negative space skills Week 8- Artist trading cards introduction Week 9 -Final project artist trading cards
Week 6: Positive Versus Negative Space Positive space refers to the main focus of a picture, while negative space refers to the background. When used in art, positive and negative space together can tell a story using visual composition alone. Look at the image below, do you see the two pictures? The black is a chalice, and the white are two faces.
Positive/Negative (6-8)
Now you will practice creating your own negative space image: 1. Grab a small to medium size object that you can draw with comfort. An example here is a pair of scissors. 2. Draw the outline of the scissors, then draw a line half way down your drawing. 3. On one half you will fill in the positive space of your item and on the other half fill in the background around the item, highlighting the negative space. 4. Look at your image and identify how the positive and negative space change the look of the image
Positive/Negative (6-8)
Art: You can use this space or create your work.
Subject: Health Title: Nutrition Grade: 6-8
Standards 6-8 6-8.5.3.8 Access valid sources of nutrition information online. 5.3.8
6-8.5.1.1 Differentiate amongst portion size, serving size, and recommended amounts of each 5.1.1 food group using the USDA food guidance (e.g., MyPlate) system for different age groups.
5.8.17 Demonstrate effective ways to influence, promote, and support positive health behaviors 5.8.17 (e.g., supporting others to choose healthy food).
Essential Question What is the relationship between nutrition and personal health?
Rationale Healthy behaviors are the primary contributor to one’s overall health. Ensuring that students have the knowledge and skills to maintain a healthy diet can improve overall health and prevent chronic disease such as diabetes, hypertension and obesity.
Task You have been hired as the new chef for a weight loss program for teens. You have been assigned the following clients: • A 14 year old male who is 5’8” and weighs 170 pounds. Although he plays basketball and exercises regularly, he was recently diagnosed with diabetes. • A 14 year old female who is 5’3” and weighs 140 pounds. She is sedentary. You have been asked to do the following: 1. Use https://www.nhlbi.nih.gov/health/educational/lose_wt/BMI/bmicalc.htm to calculate the BMI for each client. What does this mean? 2. Go to www.choosemyplate.gov to determine the dietary needs for each client. How many calories per day are needed? How many servings of each food group are needed? Menu choices should include foods that are nutrient dense and high in fiber. 3. What other factors need to be considered for each client? Why? 4. Use the information from your research to develop a 3-day meal plan for each client. Summarize why you made the food choices in the meal plan.
1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov
7th Grade: Nutrition
Assessment
The following rubric provides a tool for assessment of student performance
Standard Exceeds Expectation Meets Expectation Needs Improvement 6-8.5.1.1 Differentiate The nutrition plan meets The nutrition plan meets The nutrition plan does amongst portion size, the recommended the recommended not meet the serving size, and dietary needs for each dietary needs for each recommended dietary recommended client and explains why client. The meal plan needs for one or more amounts of each food foods were included in includes nutrient dense clients. The project does group using the USDA the meal plan. and high-fiber foods and not include nutrient food guidance (e.g., The meal plan includes describes the benefits of dense or high-fiber foods MyPlate) system for nutrient dense and high- including them. or describe the benefits different age groups. fiber foods and explains of including high-fiber 5.8.17 Demonstrate the importance of foods. effective ways to including them. influence, promote, and support positive health behaviors (e.g., supporting others to choose healthy food).
6-8.5.3.8 Access valid The project examines the The project examines the The project does not sources of nutrition relationship between relationship between examine relationship information online. nutrition and the nutrition and the between nutrition and prevention, treatment or prevention, treatment or the prevention, promotion of diseases. promotion of diseases. treatment or promotion The project justifies food Food choices are of diseases. Food choices choices based on caloric appropriate based upon are not appropriate needs and other health caloric and other health based upon caloric or issues. needs. other health needs.
District of Columbia Public Schools | Page 2 of 2
Boot Camp 6-8
Subject: Physical Education Title: Boot Camp Grade: PE
Standards Participates in a variety of aerobic fitness activities. (S3.M3.6) S3.M3 Participates in a variety of strength and endurance fitness activities. (S3.M3.7) Participates in a variety of self-selected aerobic-fitness activities outside of school. (S3.M3.8) Describes how being physically active leads to a healthy body. (S5.M1.6) S5.M1 Identifies different types of physical activities and describes how each exerts a positive effect on health. (S5.M1.7) Identifies the 5 components of health-related fitness and explains the connections between fitness and overall physical and mental health. (S5.M1.8)
Essential Question
How can I improve my physical health at home?
Rationale While students are required to stay at home, it's important that children have a healthy, active lifestyle in their early ages which will also benefit them from when they grow into an adult. A “boot camp” is a great way to challenge yourself physically using a fitness circuit format.
Tasks Create a boot camp fitness circuit. 1. Determine two areas of health-related fitness you would like to work on (muscular endurance, cardiovascular endurance, muscular strength, flexibility). 2. Determine five exercises that you can perform for at least 30 seconds for each of the two health related fitness areas. For example, if you chose cardiovascular endurance you could choose to do the following; jogging in place, jump rope, jumping jacks, climbing stairs and burpees. 3. Find at least 2 separate spaces in your home where you can safely perform each of the exercises. 4. You want to move from station to station performing all 10 of your exercises for at least 30 seconds with a 10 second rest in between. 5. Begin your workout and see how many circuits you can do. 6. Try creating a different fitness circuit for each of the health -related areas of fitness and perform
District of Columbia Public Schools | Page 1 of 3
Boot Camp 6-8
them with your family. 7. Answer the following prompt based on your grade level. 6th grade -Describe how being physically active leads to a healthy body. (S5.M1.6) 7th grade -Identify different types of physical activities and describe how each exerts a positive effect on health. 8th grade -Identify the 5 components of health-related fitness and explain the connections between fitness and overall physical and mental health.
District of Columbia Public Schools | Page 2 of 3
Rubric for Boot Camp fitness circuit and writing prompt
Criteria Exceeds Expectation Meets Expectation Needs Improvement
Circuit Student has developed Student has developed Students circuit does at least 2 fitness a fitness circuit that not address two circuits that addresses addresses 2 areas of separate areas of all 4 health related health-related fitness health-related fitness areas of fitness and has and has at least 5 or the exercises don’t at least 5 exercises for exercises for each area match the area of each area of focus. of focus. health-related fitness.
Presentation Student demonstrates Student engages in the Student engages in the exercises for each fitness circuits for at fitness circuit for only station to a family least 3 rounds. one round or less. member and engages in the fitness circuits for at least 3 rounds.
Writing Prompt Student answers the Student answers the Student does not writing prompt and writing prompt and complete the writing provides 2 examples provides an example prompt accurately. that match each that match each statement that justifies statement that justifies their answer. their answer.
Distance Learning Plan
Middle School Seventh Grade w/Acc Math Week 7
1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov
Course: ELA 7 Unit: 4 Week: 7
Secondary ELA Distance Learning
Dear Students and Families,
We hope you are safe and healthy while you are out of school and learning from home! Your assignments in ELA are planned to address content and skills that would have been taught in term 4 of in-person classes. This week, we will read our Unit 4 “Anchor Novel,” The Ear, the Eye, and the Arm by Nancy Farmer.
Close Reading and Study Each week (unit) is built around one or two key complex texts and experiences are designed to support an ongoing, deeper analysis of the text leading to a written response to the culminating question. Each week (unit) includes the following: • Complex Texts • Vocabulary Study • Text-Dependent Questions • Sentence-Level Exercises • Constructed Responses • Reflection
Each module follows a similar sequence, so the routine established in the first unit should feel similar in the third, although the content and tasks will be specific to the texts you’re studying. Be sure to follow the directions provided throughout the lessons! We recommend that you spend 40-60 minutes per day working on these tasks, as we’ve outlined in the Daily Sequence and Goals below, but you can decide how best to organize your work and spread it out across the week.
Daily Sequence and Goals
Day 1: First Read Day 2: Second Read Day 3: Third Read Day 4: Culminating Writing Task
•Goal: Reading begins with •Goal: During this read, stop •Goal: It's imporant to go back •Goal: Throughout the writing defining key vocabulary. Start and address some text- to the text and collect textual process, you should refer with vocabulary and then dependent questions and evidence before you craft a back to the text to select read the text straight through tasks. They will help you claim and organize your your response. to gain a general sense of the better understand the text(s) thinking for writing. Return to text(s). the text to complete the evidence collection chart.
District of Columbia Public Schools Page 1 of 29 Course: ELA 7 Unit: 4 Week: 7
Distance Learning Week: 7 ELA 7 Unit 4 My Evolving Self Description: This week you will think about how an author uses a hero’s journey story to inspire altruism by reading Chapters 4-6 of “The Ear, the Eye, and the Arm.” In this passage, Tendai is reluctant and refuses the hero’s call to action at first, but with the help of a supernatural aid, the Mellower, Tendai and his siblings cross the threshold into an unknown world. Following the elements of a hero’s journey narrative, this unknown world is filled with supernatural creatures. Tendai immediately encounters difficult, dangerous tests and enemies when he enters the unknown word and meets a helper, an essential archetype in the hero’s journey narrative; in the form of the Ear, the Eye and the Arm Culminating Question: How have the tests and obstacles Tendai’s faced in the beginning of the journey started to transform him? Addressed CCSS: Reading -RL.7.2, RL.7.3, RL.7.4, RL.7.5 Writing -W.7.2, W.7.4, W.7.9 Speaking & Listening: Language – L.7.4 Text(s): “The Ear, the Eye, and the Arm” by Nancy Farmer Day 1 Day 2 Day 3 Day 4 Learning Objective: You will be able to… Learning Objective: You will be able to… Learning Objective: You will be able Learning Objectives: You will be able to.. • Infer the meaning of key vocabulary • Infer the meaning of key vocabulary to… • Explain how the structure of from the text using context clues. from the text using context clues. • Analyze how the structure of Chapters 4 6 contributes to the • Analyze how Tendai’s hero’s journey • Describe how Tendai is transforming and Chapters 4 6 contributes to the development of the hero archetype into an unknown world has how he and other characters respond to development of the hero in “The Ear, the Eye, the Arm” developed Tendai’s character by conflicts and change as the plot moves archetype in “The Ear, the Eye, • Explain how the tests and obstacles answering text-dependent questions forward by answering text-dependent the Arm” by organizing ideas Tendai has faced in the beginning of and an evidence-based prompt. questions and using annotation and selecting relevant evidence the journey started to transform • Demonstrate understanding of key techniques. to support your him by drafting an explanatory ideas in the text by composing an thinking/explanation. response to an evidence-based accurate objective summary of prompt. Chapter 4. Agenda: Agenda: Agenda: Agenda: 1. Grade 7 ELA W6-7 Overview Video 1. Warm Up/Vocabulary Activity 1. Third Read of Chapters 4-6 1. Discussion Task 2. Quick Write 2. First & Second Read of Chapter 5-6 2. Discussion Preparation 2. Constructed Response 3. First & Second Read of Chapter 4 3. Text-Dependent Questions 3. Focal Passage Reading Reflection 4. Text-Dependent Questions 5. Objective Summary 6. Constructed Response Instructional Videos and/or Digital Resources *suggested, if accessible ** optional, extension experience • *Grade 7 ELA Week 6-7 *The Hero’s Journey and “The Ear, Overview* the Eye, and the Arm” Chapters 4-6 • Chapters 4-6 PDF* *suggested, if accessible **optional, extension activity
District of Columbia Public Schools Page 2 of 29 Course: ELA 7 Unit: 4 Week: 7
Key Vocabulary Wince Sheepish Disheveled Fetid
Task List for Distance Learning ELA 7 Unit 4 My Evolving Self Week 7
Directions: The tasks listed below should be completed during the course of this week.
Tasks Cat. Points Due Done Grade
Quick Write Practice 10 Day 1
Text-Dependent Questions/Annotations Chapter 4 Practice 10 Day 1 Constructed Response Question Chapter 4 Assessment 50 Day 1 Objective Summary: Chapter 4 Assessment 50 Day 1
Vocabulary Activity Practice 10 Day 2
Text-Dependent Questions/Annotations Chapters 5-6 Practice 10 Day 2
Discussion Preparation Assessment 50 Day 3 Discussion Task Practice 50 Day 3
Culminating Writing Task: Chapters 4-6 Assessment 50 Day 4 Close Reading Reflection Practice 10 Day 4
District of Columbia Public Schools Page 3 of 29 Course: ELA 7 Unit: 4 Week: 7
Day 1
Learning Objective: You will be able to…. Agenda: Tasks: Videos/Digital Resources: • Analyze how Tendai’s hero’s journey into 1. Grade 7 ELA W6-7 Overview Quick Write *Grade 7 ELA Week 6-7 an unknown world has developed Video Text-Dependent Overview* Tendai’s character by answering text- 2. Quick Write Questions *Chapters 4-6 PDF* dependent questions and an evidence- 3. First & Second Read of Objective Summaries based prompt. Chapter 4 Chapter 4 Constructed • Demonstrate understanding of key ideas 4. Text-Dependent Questions Response Question in the text by composing an accurate 5. Objective Summary objective summary of Chapter 4. 6. Constructed Response
Before Reading: Do Now: Quick Write
Directions: Read the following prompt and write a 4-5 sentence response. Be sure to use complete sentences and provide reasons and examples to support your response.
Describe a time when your parents asked you not to do something, but you did it anyways. What happened? How did you feel afterwards?
District of Columbia Public Schools Page 4 of 29 Course: ELA 7 Unit: 4 Week: 7
Use this chart to help you refine your understanding of the vocabulary words: Word Definition Image Example wince (v.) to have an expression The hurt player winced in pain. on your face for a very short time that shows that you are embarrassed or in pain sheepish (adj.) showing or feeling The man looked sheepish and shy. embarrassment, especially because you have done something foolish or wrong
disheveled (adj.) not neat or tidy The busy scientist left her disheveled office because she didn’t have time to clean up.
fetid (adj.) having a strong, After wearing them all day the fetid socks needed to unpleasant smell be cleaned.
District of Columbia Public Schools Page 5 of 29 Course: ELA 7 Unit: 4 Week: 7
“The Ear, the Ear, and the Arm” Chapters 4-6 Directions: On Day 1, complete a first read by reading the text straight through without completing the annotations/questions. Then write an objective summary. On Day 2, complete the second read and annotations/questions. Complete a third read on Day 3, an evidence collection chat, and a multi-paragraph outline in response to the culminating prompt. On Day 4 write the essay. Text
District of Columbia Public Schools Page 6 of 29 Course: ELA 7 Unit: 4 Week: 7
District of Columbia Public Schools Page 7 of 29 Course: ELA 7 Unit: 4 Week: 7
District of Columbia Public Schools Page 8 of 29 Course: ELA 7 Unit: 4 Week: 7
District of Columbia Public Schools Page 9 of 29 Course: ELA 7 Unit: 4 Week: 7
District of Columbia Public Schools Page 10 of 29 Course: ELA 7 Unit: 4 Week: 7
District of Columbia Public Schools Page 11 of 29 Course: ELA 7 Unit: 4 Week: 7
District of Columbia Public Schools Page 12 of 29 Course: ELA 7 Unit: 4 Week: 7
District of Columbia Public Schools Page 13 of 29 Course: ELA 7 Unit: 4 Week: 7
District of Columbia Public Schools Page 14 of 29 Course: ELA 7 Unit: 4 Week: 7
District of Columbia Public Schools Page 15 of 29 Course: ELA 7 Unit: 4 Week: 7
District of Columbia Public Schools Page 16 of 29 Course: ELA 7 Unit: 4 Week: 7
District of Columbia Public Schools Page 17 of 29 Course: ELA 7 Unit: 4 Week: 7
District of Columbia Public Schools Page 18 of 29 Course: ELA 7 Unit: 4 Week: 7
Chapter 4: Text-Dependent Questions Directions: During your second read of Chapter 4, answer the following text-dependent questions. 1. What images and details on pages 26-27 reveal Tendai’s reluctance and fear of leaving the safety of his home, while foreshadowing impending doom? 2. PART A: When the children entered the PART A: unknown world, Rita said it was “like being squeezed in a toothpaste tube.” Explain this simile on page 29. PART B: PART B: How does this simile reveal the difference between the known and unknown world? 3. Why does the author include the rat scene as the children’s first encounter in the unknown world?
4. Why does Tendai appreciate Mbare Musika?
5. The unknown world in the hero’s journey is filled with supernatural creatures, breathtaking sights, and constant threat of death. How does the unknown world of Mbare Musik reflect this description?
District of Columbia Public Schools Page 19 of 29 Course: ELA 7 Unit: 4 Week: 7
Writing an Objective Summary An objective summary is a short statement In an objective summary, the writer: or paragraph that tells what something is Explains the central idea of the subject (text) about but does not include unnecessary Records essential details of the text details or your opinions. Moves from general description to specific description Chooses exact descriptive words Suspends his or her own beliefs and feelings about the text Narrative Objective Summary Strategy Somebody | Wanted | But | So Somebody – Who is the main character? Example: SWBS (Macon, Bewell, & Vogt, 1991, Beers, Mr. Sanchez, Harrison + 20 students 2003) offers students a framework as they Wanted – What does the main character want or what is the main character’s In the story, “Mystery on ‘The Blue Ghost’,” Mr. Sanchez and write narrative summaries. Students read a goal? his class of 20 students are visiting the aircraft carrier the U.S.S. story and decide who the Somebody is, to leave the aircraft carrier Lexington. The class wants to leave, but Harrison can’t find his what that somebody Wanted, But what But – What is the solution to the problem or how does the character reach camera. One student thinks the blue ghost took it, but another happened to keep something from his/her goal? reminds the class of the history of why the aircraft carrier is happening, and So, finally, how everything Harrison couldn’t find his camera actually called the blue ghost. When Harrison remembers he works out. So – How does the story end? last had the camera on the flight deck, all the students head so the class looked for it and wondered if the blue ghost took it there to look for it. The mystery is solved when Harrison spots Then – How does the story end? the camera dangling from an antenna, and the class realizes a Then they look on the flight deck find the camera dangling near a pelican must have mistaken the camera for a fish. pelican
Directions: Write an objective summary of the Chapter 1 Objective Summary: Chapter 4
District of Columbia Public Schools Page 20 of 29 Course: ELA 7 Unit: 4 Week: 7
Constructed-Response Prompt: Chapter 4 How has the journey into an unknown world developed Tendai’s character? ______
______
______
______
______
______
______
______
______
______
______
______Check your work! □ My claim is strong and clear. □ My evidence is relevant, and my source is credible. □ I used more than one piece of evidence to support my claim. □ I explained how my evidence relates to my claim. □ My concluding statement follows the claim I presented.
District of Columbia Public Schools Page 21 of 29 Course: ELA 7 Unit: 4 Week: 7
Day 2
Learning Objective: You will be able to…. Agenda: Tasks: Videos/Digital Resources: • Infer the meaning of key vocabulary from 1. Warm Up/Vocabulary Activity Vocabulary Activity the text using context clues. 2. First & Second Read Chapters Text-Dependent • Describe how Tendai is transforming and 5-6 Questions/Annotations how he and other characters respond to 3. Text-Dependent Questions conflicts and change as the plot moves forward by answering text-dependent questions and using annotation techniques. Before Reading: Warm Up
Directions: Read the sentences from the passage below and without looking back at the text, fill in the blank with the correct vocabulary world.
1. Children sailed boats down the______gutters and flew kites between the beer hall signs. (p. 48)
2. Mother looked up to see the police dragging in the ______Mellower. (p. 38)
3. Kuda clung to Rita, and she grabbed Tendai’s hand so hard he ______. (p. 29)
4. Father looked ______. (p. 38)
Key Vocabulary Wince Sheepish Disheveled Fetid
District of Columbia Public Schools Page 22 of 29 Course: ELA 7 Unit: 4 Week: 7
Directions: Complete the following vocabulary extension activities below. Key Vocabulary Wince Sheepish Disheveled Fetid
When is the last time you Describe how someone who looks How do you keep your room and work List words you can think of that are similar winced? Why? sheepish might be feeling on the space at home from getting too to word fetid. inside disheveled?
Choose three vocabulary words from above; write three original sentences using the three words you selected.
District of Columbia Public Schools Page 23 of 29 Course: ELA 7 Unit: 4 Week: 7
Chapter 5 & 6 Text-Dependent Questions Directions: During your second read of Chapter 5-6, answer the following text-dependent questions. Reread pages 44-45 (After he caught...just don’t touch us). What mood does this passage create? What details contribute to that mood? 1. Reread page 37. Why does Father shelter the children?
2. How does the metaphor of the ant biting a lion illustrate the General’s dilemma?
3. Explain the significance of the name of each of the detectives.
4. How did the Ear, the Eye and the Arm become disfigured?
5. What is the role of the Ear, the Eye, and the Arm in Tendai’s journey? How do you know?
6. Reread the final 2 paragraphs on page 51. How does the description of the setting reflect the emotion in the scene?
District of Columbia Public Schools Page 24 of 29 Course: ELA 7 Unit: 4 Week: 7
Day 3
Learning Objective: You will be able to…. Agenda: Tasks: Videos/Digital Resources: • Analyze how the structure of Chapters 4 6 1. Third Read of Chapters 4- Third Read of Chapters 4- *The Hero’s Journey and “The contributes to the development of the hero 6 6 Ear, the Eye, and the Arm” archetype in “The Ear, the Eye, the Arm” by 2. Video Discussion Prep Chapters 4-6 organizing ideas and selecting relevant 3. Discussion Prep evidence to support your thinking/explanation. After Reading Discussion Preparation
Directions: Take a moment to review the stages of the hero’s journey listed below. The Ear, the Eye and the Arm includes these stages in a narrative pattern. Take a moment to jot down how Tendai has gone through the first six stages. Then complete the graphic organizer below using textual evidence to prepare for a discussion task tomorrow.
Stages of the Hero’s Journey in “The Ear, the Eye, and the Arm” 1. Heroes are introduced in the ORDINARY WORLD, where 2. they receive the CALL TO ADVENTURE. 3. They are RELUCTANT at first or REFUSE THE CALL, but 4. are encouraged by a MENTOR to 5. CROSS THE FIRST THRESHOLD and enter the Special World, where 6. they encounter TESTS, ALLIES, AND ENEMIES. They have a TALISMAN to assist them on their quest. 7. They APPROACH THE INMOST CAVE, crossing a second threshold 8. where they endure the ORDEAL. 9. They take possession of their REWARD and 10. are pursued on THE ROAD BACK to the Ordinary World. 11. They cross the third threshold, experience a RESURRECTION, and are transformed by the experience. 12. They RETURN WITH THE ELIXIR, a boon or treasure to benefit the Ordinary World.
District of Columbia Public Schools Page 25 of 29 Course: ELA 7 Unit: 4 Week: 7
TEXT STRUCTURE: Parts of a Whole→ Character Development Parts of a Whole What is the purpose of this How do these parts fit together? What does this reveal about the Line from the text that reveal the organization? • ____ and _____ are author’s purpose? organization the author uses • To set the stage different… • Central Idea/Theme • Ordinary World • To reveal • ____ and _____ are similar… • Character Development • Call to Action • To create suspense • The author chose to ______• Reluctant at First • To foreshadow because… • Encouraged by a Mentor Ordinary World
Call to Action
Reluctant at First
Encouraged by a Mentor
District of Columbia Public Schools Page 26 of 29 Course: ELA 7 Unit: 4 Week: 7
Day 4
Learning Objective: You will be able to…. Agenda: Tasks: Videos/Digital Resources: • Explain how the structure of Chapters 4 6 1. Discussion Task Discussion Task contributes to the development of the hero 2. Constructed Response Task Constructed Response archetype in “The Ear, the Eye, the Arm” 3. Close Reading Reflection Task • Explain how the tests and obstacles Tendai Focal Passage Reading has faced in the beginning of the journey Reflection started to transform him by drafting an explanatory response to an evidence-based prompt.
Discussion Task
Directions: With a classmate via Microsoft Teams, phone, or other form of communication, respond to the following discussion prompt about the above text and jot down your thinking. If this is not feasible, have the discussion with a family member or take time to independently reflect and jot your thoughts. Using the check boxes below, please indicate the way in which you were able to complete this discussion activity: With a classmate via technology With a family member in my home Independently
How does the structure of Chapters 5 6 contribute to the development of the hero archetype in The Ear, the Eye, and the Arm?
District of Columbia Public Schools Page 27 of 29 Course: ELA 7 Unit: 4 Week: 7
Culminating Constructed-Response: Chapter 4-6
How have the tests and obstacles Tendai’s faced in the beginning of the journey started to transform him?
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
______
Check your work! □ My claim is strong and clear. □ My evidence is relevant, and my source is credible. □ I used more than one piece of evidence to support my claim. □ I explained how my evidence relates to my claim. □ My concluding statement follows the claim I presented.
District of Columbia Public Schools Page 28 of 29 Course: ELA 7 Unit: 4 Week: 7
Focal Passage Reading Reflection
Process Reflection What went well? What challenges did you encounter?
Learning Reflection What did you learn from this section? How will you use what you’ve learned?
District of Columbia Public Schools Page 29 of 29
Family Guidance
Dear Students and Families,
We hope you are safe and healthy while you are out of school and learning from home! In this learning plan, you will be learning more about statistics and sampling.
We recommend that you spend 40 – 60 minutes per day working on these tasks, but you can decide how best to organize your work and spread it out across the week.
Week at a Glance
Day 1 Day 2 Day 3 Day 4 Learning Objective: Learning Objective: Learning Objective: Learning Objective: By the end of today’s By the end of today’s By the end of today’s By the end of today’s learning, I will explain why learning, I will determine and learning, I will explain learning, I will use data from random sampling is explain whether a sample is whether a sample is a random sample to estimate important and how a random representative of a representative of a measures of center for the selection from a population population and see that some population and explore more population, and describe tends to produce samples samples may represent a ways to get representative sampling variability in that are representative of the population better than samples. different situations. population others.
Agenda: Agenda: Agenda: Agenda: 1. Opening 1. Opening 1. Opening 1. Opening 2. New Learning 2. New Learning 2. New Learning 2. New Learning 3. Your Turn 3. Your Turn 3. Your Turn 3. Your Turn 4. Exit Ticket 4. Exit Ticket 4. Exit Ticket 4. Exit Ticket
1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | www.dcps.dc.gov
Day One – Selecting a Sample
Adapted from Eureka Math Grade 7 Module 5 Objective By the end of today’s learning, I will explain why random sampling is important and how a random selection from a population tends to produce samples that are representative of the population Opening
Nicolas is interested in finding out what sport 7th graders at his school like the most. He goes to his school’s next football game, and during half-time, he asks the classmates he sees what their favorite sport is. He tells his classmate Michel, his results. Michel says that he doesn’t think the results show what sport 7th graders at their school like most.
What reasoning could Michel use to justify his opinion?
______
______
______
New Learning
As you learned last week, sampling is an important concept in statistics. Looking at every element in a population is usually impossible – imagine asking a question to more than 329 million Americans and waiting to hear back! So, research and articles in the media typically refer to a “sample” from a population.
In today’s opening, Nicolas’ sample included the classmates he saw at a football game. If Nicolas had asked the classmates he saw at a baseball game, do you think his results would have been different? What if Nicolas asked the 7th graders in his math class or all the 7th graders who wore a hat to school today? What if he only asked his classmates on the girls’ basketball team?
How we choose a sample is important, so it represents the population. Choosing a random sample will be usually be similar to the population.
Random sample: A sample chosen at random, with no predictability. For example, when choosing a sample of seventh graders at a school, placing all seventh-grade students’ names in a bag and drawing one name at a time creates a random sample.
District of Columbia Public Schools | SY 2019-2020 Page 2 of 24
Example 1-3: Random Samples
Directions: Try answering the questions below on your own. Check your answers at the bottom of the page. Read the callout bubbles for help.
District of Columbia Public Schools | SY 2019-2020 Page 3 of 24
Answer:
District of Columbia Public Schools | SY 2019-2020 Page 4 of 24
Your Turn
1. Would any of the following provide a random sample of letters used in the text of the book Harry Potter and the Sorcerer’s Stone by J.K. Rowling? Explain your reasoning.
a. Use the first letter of every word of a randomly chosen paragraph.
b. Number all of the letters in the words in a paragraph of the book, cut out the numbers, and put them in a bag. Then, choose a random set of numbers from the bag to identify which letters you will use.
c. Have a family member or friend write down a list of his favorite words and count the number of times each of the letters occurs.
2. Indicate whether the following are random samples from the given population and explain why or why not. a. Population: All students in school; the sample includes every fifth student in the hall outside of class.
b. Population: Students in your class; the sample consists of students who have the letter s in their last names.
c. Population: Students in your class; the sample is selected by putting their names in a hat and drawing the sample from the hat.
d. Population: People in your neighborhood; the sample includes those outside in the neighborhood at 6:00 p.m.
e. Population: Everyone in a room; the sample is selected by having everyone toss a coin, and those that result in heads are the sample.
District of Columbia Public Schools | SY 2019-2020 Page 5 of 24
Exit Ticket
Return to the Opening. Nicolas could have created a random sample by placing all seventh-grade students’ names in a bag and drawing one name at a time. What is another way Nicolas could have created a random sample?
District of Columbia Public Schools | SY 2019-2020 Page 6 of 24
Day Two – Random Sampling
Adapted from Eureka Math Grade 7 Module 5 and Open Up Resources Grade 7 Unit 8 Objective By the end of today’s learning, I will determine and explain whether a sample is representative of a population and see that some samples may represent a population better than others.
Opening Let’s continue learning about random sampling today and look at random samples using dot plots. Let’s review what you may have learned in 6th grade about dot plots by looking at an example of the number of goals scored by a soccer team. The dot plot organizes and shows the data in a way that will make answering a couple questions about the data much easier than if the data were just a list of numbers. Use the call out bubbles to help you think about your answer.
______
______
______
______
District of Columbia Public Schools | SY 2019-2020 Page 7 of 24
New Learning Check your understanding of dot plots by comparing your responses in the Opening to the answers below.
In today’s lesson, you will see how some random samples of a population look different from one another and how some random samples represent the population better than others. Dot plots help us see how representative a sample is. A representative sample is a sample that has a distribution that closely resembles the population distribution in center, shape, and spread.
District of Columbia Public Schools | SY 2019-2020 Page 8 of 24
Example 1: Does the sample represent the population?
The price per pound of catfish at a fish market was recorded for 100 weeks.
1. Here are dot plots showing the population and three different samples from that population.
Stop and think: if the goal is to have the sample represent the population, which of the samples would work best? Which wouldn't work so well? Explain your reasoning.
Sample reasoning: Sample 1 represents the population fairly well since it is spread out about the same amount and has more dots in similar places as the population. Sample 2 does not represent the population very well because there aren’t any dots on the right side of the graph. Sample 3 does not represent the population very well, since most of the dots are on the right side of the graph while the population seems to have most of the dots on the left.
District of Columbia Public Schools | SY 2019-2020 Page 9 of 24
Example 2: More examples of non-representative samples
A sample with the same mean as the population is not necessarily representative, since it may miss other important aspects of the population.
1. If the population for a question is all of the humans in the world and you use one person from each country as your sample, it may not actually be representative of the population. Larger countries, such as China are under-represented since there are actually many Chinese people, but only 1 is included in our sample. Similarly, a smaller country like Cuba might be over-represented since it has fewer people living there but is represented in the sample exactly the same as all of the other larger countries.
2. The average height of men in the world is approximately 70 inches. You might find two men, one who is 95 inches (7 feet 11 inches) tall and one who is 45 inches (3 feet 9 inches) tall. Their mean height may be the same as the world’s, but these two certainly do not represent the heights of most men.
A representative sample is the ideal type of sample we would like to collect, but if we do not know the data for the population, it will be hard to know if a sample we collect is representative or not. If we do know the population data, then a sample is probably unnecessary. In future lessons, we will explore methods of collecting samples that are more likely to produce representative samples (although they are still not guaranteed).
District of Columbia Public Schools | SY 2019-2020 Page 10 of 24
Your Turn
1. Suppose 45% of all the students at Andre’s school brought in a can of food to contribute to a canned food drive. Andre picks a representative sample of 25 students from the school and determines the percentage of those students who brought a can of food.
He expects the percentage for this sample will be 45%. Do you agree? Explain your reasoning.
2. This is a dot plot of the scores on a video game for a population of 50 teenagers.
The three dot plots together are the scores of teenagers in three samples from this population. Which of the three samples is most representative of the population? Explain how you know.
District of Columbia Public Schools | SY 2019-2020 Page 11 of 24
3. This is a dot plot of the number of text messages sent one day for a sample of the students at a local high school. The sample consisted of 30 students and was selected to be representative of the population.
a. What do the five values of 0 in the dot plot represent?
b. Since this sample is representative of the population, describe what you think a dot plot for the entire population might look like.
District of Columbia Public Schools | SY 2019-2020 Page 12 of 24
Exit Ticket
Andre is designing a website that will display reviews of school lunches. Each item on the menu is rated from 0 to 5 stars. The main display can only show 6 reviews, so Andre needs to decide how to choose which reviews to show at the top.
This is a dot plot of all 40 reviews for the lasagna.
This is a plot of the stars shown on the first page of results.
1. If each rating also has a sentence or two explaining the rating, what are some good reasons to keep this sample displayed first? What are some good reasons to change the sample that is displayed first?
2. Is the sample representative of the population?
District of Columbia Public Schools | SY 2019-2020 Page 13 of 24
Day Three - Sampling in a Fair Way
Adapted from Eureka Math Grade 7 Module 5 and Open Up Resources Grade 7 Unit 8 Objective By the end of today’s learning, I will explain whether a sample is representative of a population and explore more ways to get representative samples.
Opening Molley is running in an election to be president of the seventh grade. She wants to predict her chances of winning. She has the following three ideas for surveying a sample of the students who will be voting:
1. Ask everyone on her basketball team who they are voting for.
2. Ask every third girl waiting in the lunch line who they are voting for.
3. Ask the first 15 students to arrive at school one morning who they are voting for.
1. Would the different methods for selecting a sample lead to different conclusions about the population? Are there benefits to one way of surveying over another? Explain your thinking.
2. Which of the methods listed would be the most likely to produce samples that are representative of the population being studied?
3. Can you think of a better way to select a sample for this situation?
District of Columbia Public Schools | SY 2019-2020 Page 14 of 24
New Learning
Let’s continue to learn about whether a sample is representative of a population with different examples and how to get a representative sample.
In the Opening today, you may have noticed that some of Molley’s survey methods were more convenient than others. In some of her methods, you may have identified how she could miss the opinions of most of her classmates and not get a good prediction of her chances of winning. Did you make any recommendations for her to select a random sample?
To review, you learned earlier that a sample is selected at random from a population if it has an equal chance of being selected as every other sample of the same size. For example, if there are 25 students in a class, then we can write each of the students' names on a slip of paper and select 5 papers from a bag to get a sample of 5 students selected at random from the class.
You can also use a random number generator to create your sample. A random number generator is a tool to generate, or create, a sequence of numbers that you can’t reasonably predict better than by chance. For example, you can use a spinner with equal parts, dice, numbering a checkerboard and throwing a penny to see which number it lands on, or computer, your calculator has a button that generates random numbers, too.
Other methods of selecting a sample from a population are likely to be biased. This means that it is less likely that the sample will be representative of the population as a whole. For example, if we select the first 5 students who walk in the door, that will not give us a random sample because students who typically come late are not likely to be selected. A sample that is selected at random may not always be a representative sample, but it is more likely to be representative than using other methods.
Example 1: Nutritionist collecting data on caffeine consumption
Let’s think about the same questions as the Opening in the next scenario.
A nutritionist wants to collect data on how much caffeine the average American drinks per day. She has the following ideas for how she could obtain a sample:
1. Ask the first 20 adults who arrive at a grocery store after 10:00 a.m. about the average amount of caffeine they consume each day.
2. Every 30 minutes, ask the first adult who comes into a coffee shop about the average amount of caffeine they consume each day.
Think through the following questions:
1. Would the different methods for selecting a sample lead to different conclusions about the population? Are there benefits to one way of surveying over another?
2. Which of the methods listed would be the most likely to produce samples that are representative of the population being studied?
3. Can you think of a better way to select a sample for this situation? District of Columbia Public Schools | SY 2019-2020 Page 15 of 24
Let’s think through the nutritionist’s ideas together. The different methods would probably lead to different conclusions. The grocery store method would probably be lower than what might be expected, and the coffee shop method might be higher. Asking people at the grocery store would be a good way to get a number of responses fairly quickly, but would miss out on talking to people who have to get up early and go to work, and they might be more likely to have more caffeine in the morning. People entering a coffee shop might be more likely to know how much caffeine they have each day, but this method would not talk to people who don’t buy coffee and probably have lower caffeine intakes. The grocery store method is probably the better of these two since the coffee shop method would probably produce numbers greater than expected for most people. A better way to sample people might be to ask people at the mall in the early evening since this includes a wide range of people and being at the mall at the time is probably not connected to caffeine consumption. Example 2: A manager uses a random number generator
1. The meat department manager at a grocery store is worried some of the packages of ground beef labeled as having one pound of meat may be under-filled. He decides to take a sample of 5 packages from a shipment containing 100 packages of ground beef. The packages were numbered as they were put in the box, so each one has a different number between 1 and 100.
Describe how the manager can select a fair sample of 5 packages.
______
______
______
______
Let’s think through the manager’s situation together. The manager should pick a method that will result in a random sample. One way is to write the numbers from 1 to 100 on slips of paper and put them in a bag. Mix them well, then select 5 slips of paper from the bag. Use the numbers on these slips to identify which packages in the shipment will be in the sample. The manager might also use random digits or another type of random number generator. Your Turn
1. Select all the reasons why random samples are preferred over other methods of getting a sample.
a. If you select a random sample, you can determine how many people you want in the sample.
b. A random sample is always the easiest way to select a sample from a population.
c. A random sample is likely to give you a sample that is representative of the population.
d. A random sample is a fair way to select a sample, because each person in the population has an equal chance of being selected.
e. If you use a random sample, the sample mean will always be the same as the population mean.
District of Columbia Public Schools | SY 2019-2020 Page 16 of 24
2. Jada is using a computer’s random number generator to produce six random whole numbers between 1 and 100 so she can use a random sample. The computer produces the numbers: 1, 2, 3, 4, 5, and 6. Should she use these numbers or have the computer generate a new set of random numbers? Explain your reasoning.
3. A group of 100 people is divided into five groups with 20 people in each. One person’s name is chosen, and everyone in their group wins a prize. Noah simulates this situation by writing 100 different names on papers and putting them in a bag, then drawing one out. Kiran suggests there is a way to do it with fewer paper slips. Explain a method that would simulate this situation with fewer than 100 slips of paper.
4. Data collected from a survey of American teenagers aged 13 to 17 was used to estimate that 29% of teens believe in ghosts. This estimate was based on data from 510 American teenagers. What is the population that people carrying out the survey were interested in?
a. All people in the United States.
b. The 510 teens that were surveyed.
c. All American teens who are between the ages of 13 and 17.
d. The 29% of the teens surveyed who said they believe in ghosts.
District of Columbia Public Schools | SY 2019-2020 Page 17 of 24
Exit Ticket
A public health expert is worried that a recent outbreak of a disease may be related to a batch of spinach from a certain farm. She wants to test the plants at the farm, but it will ruin the crop if she tests all of them.
1. If the farm has 5,000 spinach plants, describe a method that would produce a random sample of 10 plants.
2. Why would a random sample be useful in this situation?
District of Columbia Public Schools | SY 2019-2020 Page 18 of 24
Day Four – Sampling Variability
Adapted from Eureka Math Grade 7 Module 5, Open Up Resources Grade 7 Unit 8, and Illustrative Math Objective By the end of today’s learning, I will use data from a random sample to estimate measures of center for the population and describe sampling variability in different situations.
Opening Let’s review your understanding of mean and median. Bobbie competes in the 100-meter hurdles. In eight track meets during the season, she recorded the following times (to the nearest one hundredth of a second).
18.11, 31.23, 17.99, 18.25, 17.50, 35.55, 17.44, 17.85
a. What is the mean of Bobbie's times for these track meets? What does this mean To find the tell you in terms of the context? median, I need
to first line up
all the b. What is the median of Bobbie's times? What does this median tell you in numbers from terms of the context? least to greatest…
c. What information can you gather by comparison of the mean and median?
New Learning In today’s Opening, you calculated and compared the mean and median – two different measures of center. Check your understanding of mean and median by comparing your responses in the Opening to the answers below. a. To find the mean of Bobbie's times, we need to take their sum and divide by the number of races. There are eight races and their sum is 173.92 seconds, and so we compute the mean by finding 173.92 ÷ 8 = 21.74. That is, for each second Bobbie completes a race in less than 21.74 seconds, there is a corresponding second Bobbie that completes another race in more than 21.74 seconds. b. The middle two times for Bobbie's eight races are 17.99 seconds and 18.11 seconds. The average of these two is 36.10 ÷ 2 = 18.05. In words, Bobbi completed half the races faster than 18.05 seconds, and half the races slower than 18.05 seconds. c. That the mean is significantly higher than the median tells us that some of the times higher than 18.05, than the mean, seconds are much higher than 18.05. One plausible explanation is that she performs faster than 18.05 seconds at
District of Columbia Public Schools | SY 2019-2020 Page 19 of 24
her "standard" pace, but in some races, she stumbles and falls on a hurdle, making her finishing time significantly higher.
Let’s build on your understanding of mean and median and learn about using random samples to estimate a population mean. A population mean is estimated by selecting a random sample from the population and calculating its mean. This is called the sample mean.
The sample mean is an example of a sample statistic. The variation of sample statistics from sample to sample is called sampling variability.
Vocabulary: Variability: The extent to which the data values in a set differ from each other; variability occurs when the observations in a data set are not all the same.
Example 1: Using data to make a case for a dress
Let’s try a problem together. Read through the answers and call out bubbles carefully so you can do the problems on your own during Your Turn!
District of Columbia Public Schools | SY 2019-2020 Page 20 of 24
Your Turn
1. Yousef intends to buy a car. He wishes to estimate the mean fuel efficiency (in miles per gallon) of all cars available at this time. Yousef selects a random sample of 10 cars and looks up their fuel efficiencies on the Internet. The results are shown below. 22 25 29 23 31 29 28 22 23 27
a. Yousef will estimate the mean fuel efficiency of all cars by calculating the mean for his sample. Calculate the sample mean and record your answer. (Be sure to show your work.)
District of Columbia Public Schools | SY 2019-2020 Page 21 of 24
b. In practice, you only take one sample to estimate a population characteristic. However, if Yousef were to take another random sample of 10 cars from the same population, would he likely get the same value for the sample mean?
c. What if Yousef were to take many random samples of 10 cars? Would all of the sample means be the same?
d. Using this example, explain what sampling variability means.
2. Think about the mean number of siblings (brothers and sisters) for all students at your school. a. What do you think is the approximate value of the mean number of siblings for the population of all students at your school?
b. How could you find a better estimate of this population mean?
c. Suppose that you have now selected a random sample of students from your school. You have asked all of the students in your sample how many siblings they have. How will you calculate the sample mean?
District of Columbia Public Schools | SY 2019-2020 Page 22 of 24
d. If you had taken a different sample, would the sample mean have taken the same value?
e. There are many different samples of students that you could have selected. These samples produce many different possible sample means. What is the phrase used for this concept?
f. Does the phrase you gave in part (e) apply only to sample means?
District of Columbia Public Schools | SY 2019-2020 Page 23 of 24
Exit Ticket
Suppose that you want to estimate the mean time per evening students at your school spend doing homework. You will do this using a random sample of 30 students. 1. What is one way you can find a random sample of 30 students from all the students in your school.
2. Suppose that you have now selected your random sample and that you have asked the students how long they spend doing homework each evening. How will you use these results to estimate the mean time spent doing homework for all students?
3. Explain what is meant by sampling variability in this context.
District of Columbia Public Schools | SY 2019-2020 Page 24 of 24
Science Distance Learning Plan
Introduction
Welcome to another week of distance learning!
Week 7: Unit 5 Mission Log, Action Plan & Math Connections During Week 7, you will review content from Unit 5: Changes in Organisms over Time and apply it to a mission. Read the Mission Briefing at the front of your packet and work through the Class Mission Log. You can refer to your notes or online STEMscopedia (accessible on Clever https://clever.com/in/dcpsk12 and posted at http://bit.ly/DCPSscienceathome) to complete the Information Gained column. Then use what you know to complete the Connection to Mission column.
After you complete the Mission Log, you should move on to the Action Plan. The Action Plan summarizes what you should know and invites you to apply your science knowledge and skills to a new situation. In most cases you will need to use some imagination and creativity to create your plan. There is no single correct answer! Questions are included to guide your work.
In addition to Math Connections, Reading Sciences are included that may help with the Action Plan. You may not have time to complete all of these. We recommend that you spend 40 minutes per day working on the Mission Log and Action Plan and 20 minutes per day on additional sections, but you can decide how best to organize your work and spread it out across the week.
Repeating Prior Work In some cases, your science teacher may have already assigned the Mission Log, Action Plan, or Math Connections activity earlier in the year. • If you have done the Mission Log before, challenge yourself to complete as much as possible without looking at your notes. • If you have done the Action Plan already, come up with an alternative solution. There is more than one correct way to respond! • If you have done a Math Connections activity, skip it and do the activities you have not yet done.
Your teacher may also share specific expectations for you. Instructions on accessing optional extension activities are included below.
Optional Extended Learning Opportunities (Science) You can also explore a list of science learning activities that you can complete at home. These Science Extensions can be found at http://bit.ly/DCPSscienceathome in the Grade 7 folder.
District of Columbia Public Schools | SY 2019-2020 Page 2 of 2
Changes in Organisms Over Time Bundle 6
Mission Briefing
Anchoring Phenomena How can organisms be bred for specific purposes?
Mission Briefing You are a corn farmer. This past week, your farm suffered serious damage from a tornado. It is already halfway through the growing season, and you are worried that you will not be able to make enough money this year with the smaller harvest. You decide to crossbreed your corn with another plant to hopefully create a new corn breed that grows fast enough to get you to a full harvest. However, before you can begin replanting, you must write a proposal to the FDA justifying the need for this new crop. The FDA will ultimately decide if your proposed new crop will be approved.
● How do populations change over time? ● How do adaptations relate to natural selection? ● What is different between natural selection and artificial selection? ● What types of people can selectively breed organisms?
1
Changes in Organisms Over Time Bundle 6
Class Mission Log
Information Gained Connection to Mission
Natural Selection Natural Selection
What must species do over time to respond to changes Identify traits that give plants a natural survival in their environment? advantage.
If a trait provides a survival advantage to an organism, would you expect future generations to possess that trait? Justify your response.
2
Changes in Organisms Over Time Bundle 6
Class Mission Log
Information Gained Connection to Mission
Artificial Selection Artificial Selection
What is artificial selection? Brainstorm traits of plants that would be beneficial to breed into your new crop.
Select the trait you feel is most important to ensure you List different occupations that utilize selective breeding make it to harvest in time. techniques.
3
Changes in Organisms Over Time Bundle 6
Identify different plants that can be crossbred to grow optimally in the future, and then write a proposal to the US Food and Drug Administration (FDA) justifying the need to cross-breed this new crop. Remember, you need their approval to begin replanting, so be as accurate and persuasive as possible in your proposal.
Here’s what we know:
● Natural selection leads to an increase in certain traits in a population and a decrease of others. ● Genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment. ● In artificial selection, humans selectively breed desired traits of plants and animals.
1
Changes in Organisms Over Time Bundle 6
Research different plants you can crossbreed with your corn. Identify which trait(s) you wish to selectively breed into your new crop.
2
Changes in Organisms Over Time Bundle 6
Take Action! Write your proposal to the FDA justifying the need for your new crop. Highlight which traits you hope to breed and the need for a quick approval.
3
Natural Selection (A)
Coral Reefs and Climate Change
1 There are many different types of environments on the planet. Often there are many ecosystems within each environment. Ecosystems all contain a mixture of abiotic and biotic factors. The organisms within each ecosystem rely on natural resources in that ecosystem for survival. They are interdependent. Changes in the environment can affect the balance of an ecosystem. Resources include the amount of natural space, food, shelter, and water. Within each ecosystem, resources are limited. Species compete for these resources as they struggle to survive. These are known as limiting factors. Limiting factors affect every level of organization, from organism to ecosystem.
2 One of the most diverse ecosystems on the planet is found in the ocean’s coral reefs. They are one of the most threatened ecosystems. Why? Life in these ecosystems is changing. Coral reefs are only found in one-tenth of the ocean’s area. But over 25% of the ocean’s marine species live in coral reef ecosystems. That is a lot of biodiversity for such a small space. Many changes can threaten the balance that holds this ecosystem together. This includes the amount of light, water quality, and sea temperatures. Why are coral reefs so threatened? It is important to first understand what makes a healthy coral reef ecosystem.
3 The world’s coral reefs are found in certain areas. They are only found in the zone 30 degrees south and 30 degrees north of the equator. Corals need warm, shallow seas to grow. Those warm waters are found in these latitudes. Corals are very small animals. They belong to the phylum Cnidaria. This same phylum contains other marine animals, such as jellyfish and sea anemones. They live in very large colonies. When corals reproduce, the young are called polyps. The coral polyps float in the sea. When they reach a solid resting place, they attach to it. Then they make calcium carbonate in their bodies. The structure of the coral reef comes from this hard, internal skeleton. After this, each coral cannot move from its anchor spot. It feeds on passing debris. Its tentacles grab small food particles from the water. As the corals eat, they make more calcium carbonate, building the coral reef.
1
Natural Selection (A)
4 Healthy corals have a symbiotic relationship with one type of algae called zooxanthellae. Over time, the algae and the corals have adapted to work together. The algae live inside the “skin” of the coral. Through photosynthesis, the algae make sugar from the light that shines through the water. However, water absorbs light, so the seas must be shallow for enough light to reach the algae. The coral can use the sugars produced from photosynthesis. In return, the corals give the algae a home. The coral protects them and helps them reach the light; however, these algae can only live within a very narrow temperature range within the sea. Coral protects more than just algae. Corals and the reefs that they build provide important habitat for many other ocean creatures. The reefs provide shelter and food sources and reduce wave action around the reef.
5 Ocean plants get energy from the Sun. So do corals, through the zooxanthellae. Other ocean organisms eat corals and other food sources housed on and around the reef. Thus, energy flows from the Sun through all trophic levels, creating a food web. If the corals die, then the entire system is harmed. Unfortunately, a variety of environmental changes can hurt the coral. In some places, the ocean waters near the reef are becoming warmer. In other places, the currents have changed. New currents bring different water temperatures and nutrients to the reefs. Temperature change is not the only problem. In some parts of the ocean, the water near reefs has become more acidic. The zooxanthellae algae cannot live in the acidic water. Sometimes they leave the corals. This is known as “coral bleaching.” The corals cannot survive without their symbiotic partners. As a result, the corals on the reef die. Coral can also get covered so that light cannot reach the zooxanthellae. Soil from erosion can cover the coral. Sometimes the runoff of fertilizers can cause seaweed to overgrow and also cover the coral. As these types of environmental changes happen, the reef structures fall apart. Many marine creatures lose their shelter and food source. Fish and other reef inhabitants are forced to move. This affects the entire balance of the coral reef ecosystem.
6 People are working to repair and rebuild coral reefs around the world. Many successful artificial reefs have been placed. Some are farther from the equator, outside the normal growth zone. Others are in deeper water, such as off the Texas coast in the Gulf of Mexico. There are two ways to make artificial reefs. The first is used where natural reefs have been damaged or destroyed. The main goal is to restore the environment. Biologists start with pieces of healthy corals. They attach each piece to an artificial substrate, similar to a large metal cage. Within as little as a year, the corals will grow. As they grow, marine animals will return to live in and around the structures. This is a good step toward saving this important ecosystem.
7 A second type of artificial reef is made by just sinking things to the seafloor. Sometimes this could be the artificial substrate. More often this is a way to reuse items that would be difficult to dispose of otherwise. This includes old drilling rigs and cargo ships. It also includes large chunks of concrete from demolition projects. Coral polyps will attach to the surfaces and begin to grow. Eventually, a reef system will develop. This will benefit the environment by providing a new habitat.
2
Natural Selection (A)
1. According to paragraph 1, which of the following factors limits the abilities of populations within an ecosystem to survive?
A. The frequency of reproduction of each species
B. The number of organisms becomes too large
C. Availability of space, shelter, food, and water
D. Availability of a diversity of species
2. Corals are related to other commonly found marine animals. What other animals are found in the phylum Cnidaria?
A. Polyps
B. Jellyfish
C. Zooxanthellae
D. They are not related to other marine animals
3. What external factors can affect the health of the coral reef ecosystems?
A. Rising ocean temperatures
B. Changing ocean currents
C. Increased acidification of the oceans
D. All of the above
3
Natural Selection (A)
4. The balance of the coral reef ecosystem is being affected by warming oceans, changing ocean currents, and what other external factor?
A. The acidification of the oceans
B. The light that enters the system
C. Marine animals leaving the reef
D. Not enough information is given
5. Why are coral reefs important?
A. Coral reefs house over 25% of marine species.
B. Coral reefs provide an important habitat for many ocean creatures.
C. Coral reefs create important food webs.
D. All of the above
6. Healthy ecosystems depend on–
A. a balance of abiotic and biotic factors.
B. Coral reefs.
C. Zooxanthellae.
D. warm oceans.
4
Artificial Selection (A)
Corn, Dogs, and Genes
1 Have you ever heard that all dogs are related to wolves? For some dogs, such as huskies and German shepherds, the resemblance to wolves is quite striking. You can see how they may be related. But what about other dogs? Pugs look nothing like wolves. Neither do chihuahuas or toy poodles, yet these dogs are also related of the wolf. So how did we get from wolves to toy poodles? The answer is artificial selection. Humans change specific characteristics of organisms through selective breeding.
2 How have humans been able to choose which traits of organisms are passed onto offspring? Selective breeding happens when humans choose the traits they want in the offspring of a plant or an animal. These traits are determined by the genes found in DNA. The genes are passed from parent to offspring in each generation. Parent organisms with the desired genetic traits are bred with each other. This increases the chance that the offspring will also have the desired traits. Over several generations, selective breeding can produce changes in the genes of organisms. This can result in a new breed or variety within a species. Humans have used selective breeding with many species of plants and animals. The result is that many domesticated species now come in a variety of breeds. Some examples include dogs, cattle, corn, and apples.
3 Grains are an example from very early in human history. People selectively bred certain types of grains in order to grow more bountiful crops. They would choose plants with the traits that they desired. In this way, people were able to shift the gene pool of the plant’s population. More plants would have the trait that people wanted. Let us use corn as an example. The corn that we know today grows on tall sturdy stalks. Each stalk has several large ears of corn. Each ear has outer layers of tough green leaves protecting hundreds of yellow kernels. The corn that we know takes two hands to hold and eat. A person can have a fairly good meal with one ear of corn. But the corn of prehistoric times was quite different than the corn of today. Prehistoric corn looked much more like modern wheat. It grew on small stalks. The kernels were small. They were not protected by thick green leaves, so how did it change from a wheat-like plant to what we see today? Selective breeding helped bring this about.
1
Artificial Selection (A)
4 The change began when people started the practice of agriculture. They began growing their own crops. Early farmers likely noticed that certain plants had different traits than other plants. Some plants had larger fruits. Some plants had stronger stalks. Some plants grew taller. People only used the seeds from the plants with the traits they wanted. This means they chose the plants with the genes that they wanted. In the case of corn, people most likely only wanted larger kernels. So, they selectively bred the plants that had the gene for larger kernels. With each new generation of corn, only those plants with the largest kernels were replanted. Over generations, corn grew larger and larger kernels. Several thousand years later, selective breeding changed the gene pool of corn. It created the corn that we know today.
5 Let us go back to the dog example. Dogs have been a part of human culture for at least 7,000 years. Archeologists have found signs that early humans domesticated wolves perhaps as far back as 20,000 years ago. Early humans likely adopted orphaned wolves. They would have been useful for protection and help with hunting. There was a modern day experiment called the “farm fox experiment.” It explored how species of animals can become domesticated. Certain individual animals show less fear toward humans. These animals are bred to animals with this same trait. Their offspring also have less fear of humans. Over many generations, the fear of humans can actually be bred out of the population. It can be replaced with affection for humans. In this way, animals can be domesticated. Early humans domesticated wolves into the dogs that live with us today. It is hypothesized they used a similar process.
6 The domesticated dog did not change much for many thousand years. But as civilization changed, there was a need for different types of dogs. This led to the many different breeds of dogs that we see today. Some dogs were very good at hunting. They were only bred with other dogs that were very good at hunting. This led to breeds of hunting dogs. There is a variety from bird dogs to big game dogs. As towns and cities grew, there was greater need to get rid of rodents. In these cases, people needed small dogs that could fit in holes and under buildings. These dogs also had to be fierce in temperament; therefore, dogs with these traits were selectively bred. This led to breeds such as the terriers. Wealthy families wanted small, pretty dogs to play with. So, dogs were selectively bred that were kind and had silky coats. They could be carried under the arm. This led to the toy breeds.
7 The domestication of animals and selectively breeding crops have helped people. There are other ways that we have altered the genes of organisms to benefit society. Modern science allows genetic outcomes to be changed in other ways. In gene therapy, DNA itself is used to help fight certain diseases. Basically, properly working genes are used to replace mutated genes. Somatic gene therapy works to treat the nonreproductive cells of people. Therefore, it can only be used for individuals with a disease. Tests look promising. But gene therapy still cannot completely correct genetic disorders. Who knows where this next level of artificial selection could take us with future studies? One day we may be able to select gene treatments that cure any type of disease!
2
Artificial Selection (A)
1. Humans have the ability to change the characteristics, or traits, of organisms over time. What is this process called?
A. Selective breeding
B. Artificial selection
C. Gene therapy
D. Both A and B
2. Which of the following statements is true regarding selective breeding?
A. Selective breeding only works in plants.
B. Selective breeding produces changes in genes.
C. Selective breeding only works in animals.
D. All of the above
3. Which of the following statements is NOT true?
A. The corn that we grow today has not changed since prehistoric times.
B. Early humans planted seeds from corn plants with large kernels.
C. It took many generations for corn plants to change
D. Humans have selectively bred many different types of crops.
3
Artificial Selection (A)
4. How has selective breeding changed the wolf into the many different breeds of domestic dogs that we know today?
A. Animals with the traits that were desired were bred to each other.
B. As civilization changed, so did our need and desire for different types of dogs.
C. The fear of humans was bred out of wild wolves.
D. All of the above
5. Which of the following statements about gene therapy is not true?
A. Functioning genes are used to replace mutated genes.
B. Gene therapy can cure any disease.
C. Somatic gene therapy only works on individuals.
D. Gene therapy is another form of artificial selection.
6. Imagine that you want to breed a species of rose that has a wonderful smell. You have many different types of roses, but none of the individual roses has the wonderful smell that you want. What is the best way to go about breeding a pure species rose with the trait that you want?
A. Breed one generation of roses, and only use those that have the best smell from that generation.
B. Breed many generations of roses, only choosing the parent plants and offspring that have the best smell in each generation.
C. Breed the roses with another species of flower that smells good.
D. If none of the roses has a good smell, then you cannot breed a rose with a good smell.
4
Artificial Selection
Artificial Selection
Marlene is a florist who grows her own flowers. She is in the process of planning her garden for the spring rush. She knows that the customers prefer tall blue marigolds and solid purple peonies.
1. Marlene knows that if she breeds two tall blue marigolds, she will get 63 tall blue marigolds each crop. Write an equation to solve for T, the total number of marigolds, using N to represent the number of crops.
2. Use the equation to determine how many tall blue marigolds Marlene would have after six crops.
3. If she wants 945 blue marigolds, how many crops will she need to plant?
4. Based on last year’s crop, she knows that if she breeds red peonies with blue peonies, she will get solid purple peonies. She gets 23 solid purple out of every crop. Write an equation to solve for P, the total number of peonies, using N to represent the number of crops.
5. If she wants 483 solid purple peonies, how many crops should she need to plant?
1
Artificial Selection
Goat breeders look for certain traits when they breed goats. Breeders look for characteristics such as straight legs, long stride, good teeth, and strong backs. Micah is a goat breeder. Help him by answering the following questions.
6. If Micah already has 13 pregnant female goats and each goat gives birth to three kids per pregnancy, write an equation to calculate for T, the total number of kids born.
7. Micah would like to have 99 kids born. How many goats would have to be pregnant? Explain how to use your equation from question 6 to solve the problem.
8. Micah wants 372 kids to be born on his ranch this year. How many female breeding goats will he need?
9. Micah breeds each female goat to have about 36 kids in her lifetime. Write an equation to solve for T, his total number of kids born in the lifetime, using F to represent the number of female breeding goats.
2
7th Grade Ancient World History Unit 6: Of Governments and Men: Ancient Greece Does Alexander III deserve to be called “the Great”?
Social Studies Distance Learning Plan: Week 7
Page 1
7th Grade World History Distance Learning Plan: Week 7 Does Alexander III deserve to be called “the Great”? Dear students and families,
Student We hope you are continuing to stay safe and healthy while we engage in distance learning. Over the two weeks, you will have the opportunity to learn about Ancient Greece so that you can answer the Directions question – Does Alexander III deserve to be called “the Great”? The table below outlines what sources and tasks you should complete each day and the pages in the packet to find the materials you need to complete each task. Learning 7.8.9: Trace the rise of Alexander the Great and the spread of Greek culture eastward and into Egypt. Standards
Week 6 (Last Week) Supporting Question 1: What makes someone in history great? Day Sources/Tasks Pages Generate criteria for what makes someone in history “great” to set the foundation for the inquiry. 1-2 Then, read about how Socrates, Plato, and Aristotle contributed to Greek Culture (Sources A-C) n/a and complete the Graphic Organizer that follows. Read and annotate the excerpts about Greek Culture (Source D) to complete the Graphic 3 n/a Organizer that follows. Supporting Question 2: What did Alexander III do? Day Sources/Tasks Pages Read and annotate the Alexander the Great Biography (Source E) to make a claim to begin to 4 n/a answer the Compelling Question. Week 7 (This Week) Supporting Question 2: What did Alexander III do? (continued) Day Sources/Tasks Pages Read and annotate primary sources that describe Alexander III’s life and conquests (Source F) and 5 3-6 complete the Evidence Organizer that follows. Read and annotate Source G on the spread of Hellenistic culture. Then, complete a final t-chart 6 using Sources E, F, and G to write your final claim answering the Compelling Question and prepare 7-8 to write your Performance Task essay. Performance Task: Enter compelling question here? Day Sources/Tasks Pages 7 Outline your argumentative essay to prepare to write your Performance Task. 9 Write an argumentative, five-paragraph essay that argues whether or not Alexander III deserves to 8 be called “Alexander the Great” based on the criteria you generated for what makes someone in 10-11 history “great” and the primary and secondary sources included in this inquiry.
Page 2
Supporting Question 2 – Day 5 Read and annotate the primary source excerpts below for evidence that Alexander III should be considered great (color 1) and evidence that he should not be considered great (color 2). Specifically, you should look for evidence that aligns with the criteria you Directions generated on page 3. You will keep this same annotation system for the other sources in this inquiry. As you read and annotate each source, add evidence to the Evidence Organizer on pages 20-21 Featured Source Source F: Primary Source Excerpts, Alexander III (various sources)
Vocabulary written in italics are Spanish-English cognates/cognados (words that are spelled similarly and have the same meaning in both languages/ palabras que se deletrean de una manera similar y tienen el mismo significado en ambos idiomas). Primary Source 1: Alexander Tames Bucephalus by Plutarch There came a day when Philoneicus the Thessalian brought Philip (Alexander’s father) a horse named Bucephalus. The king and his friends went down to the plain to watch the horse’s trials, and came to the conclusion that he was wild and unmanageable, for he would allow no one to mount him. The king became angry at being offered such a vicious animal unbroken, and ordered it to be led away. But Alexander, who was standing close by, remarked, “What a horse they are losing, and all because they don’t know how to handle him, or dare not try!”... Alexander went quickly up to Bucephalus, took hold of his bridle [harness], and turned him towards the sun, for he had noticed that the horse was shying at the sight of his own shadow, as it fell in front of him and constantly moved whenever he did. He ran alongside the animal for a little way, calming him down by stroking him, and then, when he saw he was full of spirit and courage, he quietly threw aside his cloak with a light spring vaulted safely on to his back... Finally, when he saw that the horse was free of his fears and impatient to show his speed, he gave him his head and urged him forward.
At First Philip and his friends held their breath until they saw Alexander reach the end of his gallop, turn in full control, and ride back triumphant. Thereupon the rest of the company broke into loud applause, while his father, we are told, actually wept for joy, and when Alexander had dismounted, he kissed him and said, “My boy, you must find a kingdom big enough for your ambitions. Macedonia is too small for you.”
Primary Source 2: The Macedonian Army Before the Battle of Gaugamela by Quintus Curtius
Source Background: In this document, an Athenian exile (Quintus Curtius) speaks to Darius III (King of Persia).
Possibly, Lord, you may not be pleased with my telling you the truth; but if I don’t do it now it will be too late afterwards. Gold and purple glitter in every part of your army, which is so very splendid that those who have not seen it could have no idea of its magnificence. But the soldiers who make up the Macedonian army, terrible to see and bristling with arms, do not amuse themselves with such idle show. Their only care is to form their battalions in a regular manner and cover themselves closely with their bucklers (shields) and pikes (long spears). Their phalanx (unit) is a body of infantry which fights without flinching and keeps so close in its ranks that the soldiers and their arms form an impenetrable (unable to be broken through) wall. In a word, every single man among them is so well trained that, at the least signal, they can make every motion of the art of war. You may be sure that these Macedonians have not come in hopes of gold and silver; their excellent discipline comes from their poverty. If they are hungry, they eat anything; if they are tired, they rest on the bare ground. Soldiers like themselves will be necessary to death them.
Page 3
Primary Source 3: The Battle of Gaugamela by Arrian Darius (pronounced dar-EYE-us, King of Persia) now brought into action the main body of his infantry, and an order was sent to Aretes to attack the Persian cavalry (army on horseback) which was trying to outflank and surround the Macedonian right. For a time Alexander continued to advance in column, presently, however, the movement of the Persian Cavalry, sent to the support of their comrades (allies) who were attempting to encircle the Macedonian right, left a gap in the Persian front: this was Alexander’s opportunity. He promptly made for the gap, and, with his Companions and all the heavy infantry in this sector of the line, drove in his wedge and raising the battle-cry pressed forward at the double straight for the point where Darius stood. A close struggle ensued, but it was soon over for when the Macedonian cavalry, with Alexander himself at the head of them, vigorously pressed the assault, fighting hand to hand and thrusting at the Persians’ faces with their spears, and the infantry phalanx in close order and bristling with pikes added its irresistible weight, Darius, who had been on edge since the battle began and now saw nothing but terrors all around him, was the first to turn tail (turn around) and ride for safety.
Primary Source 4: Alexander Seeks Persian Support by Plutarch He (Alexander) began to adapt his own style of living more closely to that of the country and tried to reconcile Asiatic and Macedonian customs: he believed that if the two traditions could be blended his authority would be more securely established when he was far away, since it would rest on goodwill rather than on force. For this reason he selected thirty thousand boys and gave orders that they should be taught to speak the Greek language and to use Macedonian weapons... His marriage to Roxane was a love match, which began when he first saw her at the height of her youthful beauty taking part in a dance at a banquet, but it also played a great part in furthering his policy of reconciliation (bringing former enemies together). The (Persians) were encouraged by the feeling of partnership which their alliance created, and they were completely won over by Alexander’s moderation and courtesy.
Primary Source 5: The Macedonian Soldiers Refuse to Go On by Quintus Curtius Source Background: This document describes the fears of the Macedonian troops as the reach India.
But when the Macedonians, who believed that they had already encountered every danger, knew that a fresh war with the most warlike nations of India still remained, they were struck with sudden fear and began again to upbraid the king (Alexander) with mutinous (rebellious) language; that after being compelled to cross the Ganges (River, the River that flows through India) and the regions beyond it, they had nevertheless not ended but only shifted the war. They were exposed to unconquered nations in order that at the cost of their blood they might open a way for him to the ocean... For their new arms new enemies constantly appeared. Granted that they routed (made them run away or retreat) and put to flight all these, what reward awaited them? Gloom and darkness and perpetual night brooding (hanging gloomily) over an unplumbed (mysterious) sea, a deep teeming (flooded) with schools of savage sea-monsters, stagnant waters...
Primary Source 6: Alexander’s Aims by Arrian As for the exact thoughts in Alexander’s mind, I am neither able nor concerned to guess them, but this I think I can state, that nothing common or mean would have been his intention; he would not have remained content with any of his conquests, not even if he had added the British Isles to Europe; he would always have searched beyond for something unknown, and if there had been no other competition, he would have competed against himself.
Page 4
Supporting Question 2 – Days 4-5 Directions Using the primary source excerpts in Source F above, complete the Evidence collection chart below.
Analysis: How does this quote show that Alexander Does this excerpt show that Evidence: Select one quote (one sentence or is a hero or villain? (Write a sentence. Source Alexander III is more of a hero less) that supports what you circled in the Ex: This demonstrates that Alexander III is a villain or a villain? (Circle one) column to the left. because…)
______This source shows that 1: Alexander Alexander III is a… ______Tames
Bucephalus, by ______Plutarch HERO VILLAIN ______
______This source shows that 2: The ______Macedonian Army Alexander III is a… Before the Battle ______of Gaugamela, by HERO VILLAIN ______Quintus Curtius ______
______
This source shows that ______3: The Battle of Alexander III is a… ______Gaugamela by Arrian HERO VILLAIN ______
Page 5
Analysis: How does this quote show that Alexander Does this excerpt show that Evidence: Select one quote (one sentence or is a hero or villain? (Write a sentence. Source Alexander III is more of a hero less) that supports what you circled in the Ex: This demonstrates that Alexander III is a villain or a villain? (Circle one) column to the left. because…)
This source shows that ______4: Alexander Alexander III is a… Seeks Persian ______
Support by ______Plutarch HERO VILLAIN ______
______5: The This source shows that Macedonian Alexander III is a… ______Soldiers Refuse to Go On by Quintus HERO VILLAIN ______Curtius ______
This source shows that ______Alexander III is a… 6: Alexander’s ______
Aims by Arrian HERO VILLAIN ______
MAKE A CLAIM: Based on only the evidence above, does Alexander deserve the title “the Great”? Why or why not? Mild: Alexander III [deserves/does not deserve] to be called “the Great” because he _____, ______, and _____. Medium: Alexander III ______, ______, and _____, so he therefore [deserves/does not deserve] the title “the Great.” Spicy: Although Alexander III ______, he also ______and ______, proving that he [does or does not] deserve the title “the Great.” ______Did this evidence change or reinforce your opinion about whether or not Alexander deserves the title “the Great”? How? ______Page 6
Supporting Question 3 – Day 6 Read and annotate the source below, using the same color-coding annotation strategy that Directions you have been using for this inquiry. Then, answer the questions that follow. Then, complete the T-Chart on page 23 to summarize what you’ve learned about Alexander the Great. Featured Source Source G: Cultural Impact of Alexander the Great Digital Extension Watch the video lesson on the Hellenistic Civilization (Discovery Education Techbook).
The Cultural Impact of Alexander the Great How did the conquests of Alexander the Great influence the cultures of Asia and Greece?
Alexander’s conquests spread Greek ideas, architecture, and culture throughout the lands he conquered in Asia. In turn, ideas and cultures from Asia influenced Greece. This cultural diffusion of Greek and Asian cultures produced a unique civilization called the Hellenistic age, which began around 323 BCE and lasted around 200 years.
Hellenistic artists created many great works, such as the sculpture Winged Victory of Samothrace. These works blended the ideas of classical Greek artists, the excitement of Alexander’s conquests, and the influence of artists from newly conquered lands. The works of many great Greek mathematicians and scientists also sprang from this blending of culture and knowledge. The philosophies of classical Greek philosophers spread to Africa and Asia.
Great works of math, science, philosophy, and history were translated into Greek and kept in the Library of Alexandria in Egypt. This library was built by the Ptolemaic dynasty, the children of Alexander’s general Ptolemy I Soter, who became king of Egypt in the 300s BCE and was considered a pharaoh by Egyptians. The library and its attached museum were centers of scholarship for the Mediterranean world until Winged Victory of Samothrace they were destroyed. Most scholars believe that the library was destroyed around This sculpture represents Nike, 391 CE. the Greek god of victory. It is made of marble and is eight feet By 220 BCE, Romans began to gain control of Greece. Eventually, all of Greece was high. Scholars think the absorbed into the Roman Empire. This is often seen as the end of the Hellenistic age. sculpture may have been However, the culture of Ancient Greece continued to influence other civilizations commissioned to honor a naval throughout history. victory.
ANALYSIS QUESTIONS: 1. What was the cultural impact of Alexander the Great on areas he conquered? ______
2. Would you consider this evidence that he should or should not be considered “the Great”? Explain your reasoning. (I believe this demonstrates that Alexander _(should/should not)__ be considered “the Great” because…) ______
Page 7
Supporting Question 3 – Day 6 Using the information from Sources E-G, complete the T-Chart below to summarize what you’ve learned about Alexander III of Greece and make a claim to help prepare to write your Performance Task. You can paraphrase the text by writing actions of Alexander. Be Directions sure to cite the source (title or author) of where you found that information. If you need help, be sure to refer back to your criteria for what makes someone in history “great” on page 3. Remember, this is your argument!
Evidence that Alexander III deserves the title “the Great” Evidence that Alexander III does not deserve the title “the Great”
Evidence/Action Source (Title or Author) Evidence/Action Source (Title or Author)
List the criteria from your list on page 3 that relate to the evidence above (either Alexander met that criteria or did not meet): ______MAKE A CLAIM: In order for someone in history to be considered “great,” they must ______. Therefore, Alexander III __(should/should not)__ be considered “great” because he ______. Page 8
Performance Task – Days 7 and 8 Write an argumentative, five-paragraph essay that argues whether or not Alexander III deserves to be called “Alexander the Great” based on the criteria you generated for what makes someone in history “great” and the primary and Directions secondary sources included in this inquiry.
Use the multiple paragraph outline below to plan your essay. Compelling Question Does Alexander III deserve to be called ‘the Great’?
Multiple Paragraph Outline Thesis Statement: (Look back at what you wrote on previous graphic organizers.) ______
______
Main Idea Details/Evidence Introduction
¶1
¶2
¶3
¶4
Conclusion
¶5
Page 9
Performance Task – Days 7 and 8 Write an argumentative, five-paragraph essay that argues whether or not Alexander III deserves to be called “Alexander the Great” based on the criteria Directions you generated for what makes someone in history “great” and the primary and secondary sources included in this inquiry. Compelling Question Does Alexander III deserve to be called ‘the Great’?
SS RUBRIC CRITERIA STUDENT RESPONSE ACCURACY • Did I use specific and correct evidence? ______• Do I show how some events caused others? • Does my answer show my understanding of the objective? ______• Did I use Social Studies words correctly? REAL-WORLD CONNNECTIONS ______• Connections: Personal? Past? Present? • Why does it matter to us (today)? • Did I connect the big idea to an issue today? ______• How has my understanding of and answer to the Compelling Question(s) show my deeper ______understanding? SOURCING ______• Who created this document? When? • Who was the intended audience? • What is its main point or argument? ______• What makes the source trustworthy? • Why did they write it? ______• What is the point of view? • What are the criteria for credibility? ______CONTEXTUALIZATION • What was going on when this document was created? ______• How did those events affect its creation? • What are the historical, geo, economic, ______social, and political perspectives? • How does the time period explain what happened and why? ______CORROBORATION • What other texts appear during this time? ______• Agree/Disagree? Why/not? • Reliability? DEVELOPMENT OF CLAIM ______• What was I trying to say? • Did I answer my own question? ______• Supporting evidence to my claim? • Are my ideas clear? ______ORGANIZATION AND STYLE • Does it look/sound/feel right? • Is this my best work/effort? ______• Is my writing clear? • Does my format that support my ______arguments? • Did I use specific language? CONVENTIONS ______• Did I proofread for spelling, punctuation and syntax? ______• Did I use correct capitalization, verb tense, and pronouns? • Does it sound right when I read out loud? ______
______
______Page 10
______
Page 11
Middle School General Music – Distance Learning – Week 7 Overview The following three weeks are based on the Cornerstone Unit: Alternative Sound Production, extended and reinforced for home study. Throughout the next three weeks, you will experiment with household items that are repurposed into instruments. As you discover the properties of an instrument, you will identify specific locations within your environment that can be used for performance. Your product will include a composition created specifically for this instrument and location. Task 1 Review your household instruments from last week and evaluate each instrument based on the rubric below.
INSTRUMENT #1 4 3 2 1 Quality of Sound Instrument can Instrument can Instrument can Instrument is unable produce a range of produce only high or produce monotone to make a sound dynamics and/or a low dynamics and/or sounds range of pitches only high or low pitches Quality of Instrument can be Instrument can be Instrument is made Instrument is not Construction made from materials made from materials from unique objects made at home. Instrument at home at home and/or is can be deconstructed made from pieces and remade to the from other same instrument instruments
INSTRUMENT #2 4 3 2 1 Quality of Sound Instrument can Instrument can Instrument can Instrument is unable produce a range of produce only high or produce monotone to make a sound dynamics and/or a low dynamics and/or sounds range of pitches only high or low pitches Quality of Instrument can be Instrument can be Instrument is made Instrument is not Construction made from materials made from materials from unique objects made at home. Instrument at home at home and/or is can be deconstructed made from pieces and remade to the from other same instrument instruments
INSTRUMENT #3 4 3 2 1 Quality of Sound Instrument can Instrument can Instrument can Instrument is unable produce a range of produce only high or produce monotone to make a sound dynamics and/or a low dynamics and/or sounds range of pitches only high or low pitches Quality of Instrument can be Instrument can be Instrument is made Instrument is not Construction made from materials made from materials from unique objects made at home. Instrument at home at home and/or is can be deconstructed made from pieces and remade to the from other same instrument instruments Task 2 Which instrument scored the highest on the rubric? What will you call this instrument?
Which family of instruments would your newly created instrument belong? Why? Circle below, and then explain.
Strings Woodwinds Brass Percussion
Task 3 In next week’s lesson, you will create a composition using the instrument you created. First, you need to create specific symbols that will indicate how you play your instrument. The rest of your composition will remain in standard notation. A chart with common rhythmic values is below:
Your instrument probably has some unique ways to make sounds. Composers sometimes create additional symbols to tell them how to play their instrument. See below for some examples of expressive notation symbols.
Create your own below, and describe what it tells the musician to do:
What happens?
Symbol
Positive/Negative (6-8)
Week 7 is a continuation of the Positive/Negative units. The activities described below should be spread out throughout the week, but you can decide how best to organize your work. The time per day or week will depend on the materials used and draft process. Parents or guardians should guide and assist the students to obtain different objects to complete the tasks
Summary: Students will study the techniques of creating negative space art. This will develop into students creating negative space trading cards. Artist trading cards are small and accessible way to share your art with others. Students will trade their cards virtually or via mail to their classmates. Week 6- positive vs negative space Week 7- further develop positive/negative space skills Week 8- Artist trading cards introduction Week 9 -Final project artist trading cards
Week 7: Positive Versus Negative Space Art This week you will practice creating a collage and negative space design. You will need pages from a magazine, two sheets of paper, scissors and a pencil. (If magazines are not available, you can color the back page or draw your own designs with pen/pencil) 1. Cut pages of the magazine into strips. 2. On the first sheet of paper, glue the strips of the magazine onto the paper. 3. One the second piece of paper draw a design and then cut out the negative space. 4. Put the cut out design on top of the magazine strips and glue it together.