6Th Grade Unit 5 Exploration Week 7: May 11 – 15 Daily Planning Guide/Checklist/Additional Support
TH 6 GRADE
Weeks of: MAY 11TH & MAY 18TH
WICHITA PUBLIC SCHOOLS
5th, 6th, 7th and 8th Grades Your child should spend up to 90 minutes over the course of each day on this packet. Consider other family-friendly activities during the day such as:
Read standing up. Make some music by Make paper airplanes Create an indoor searching Groove Pizza with your family and obstacle course see which plane (get permission fro goes the furthest. an adult).
Mindful Minute: Write Design a board Turn on your Make a collage down what a typical game and play it with favorite song of things you enjoy. day was like pre- your family. and dance. quarantine and during quarantine. How have things changed? *All activities are optional. Parents/Guardians please practice responsibility, safety, and supervision.
For students with an Individualized Education Program (IEP) who need additional support, Parents/Guardians can refer to the Specialized Instruction and Supports webpage, contact their child’s IEP manager, and/or speak to the special education provider when you are contacted by them. Contact the IEP manager by emailing them directly or by contacting the school. The Specialized Instruction and Supports webpage can be accessed by clicking HERE or by navigating in a web browser to https://www.usd259.org/Page/17540
WICHITA PUBLIC SCHOOLS CONTINUOUS LEARNING HOTLINE AVAILABLE 316-973-4443 MARCH 30 – MAY 21, 2020 MONDAY – FRIDAY 11:00 AM – 1:00 PM ONLY
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The Wichita Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, gender identity, sexual orientation, disability, age, veteran status or other legally protected classifications in its programs and activities.
ELA
Week 7 and Week 8 MS ELA Grade 6 Week 7: May 11-15, 2020 Dear Parent(s)/Guardian(s) and Students, After this week, there is only one more week to complete in Continuous Learning! This week offers the opportunity for you to choose text to read so that you can add important information to your Evidence Log or Notes that you will use next week on your final writing assignment. We learn new information when we read. Learning something new today will always help you in your future! Enjoy learning!
Grade 6 Unit 5 Exploration: What drives people to explore? Week 7: May 11-15 pp. IL1-IL4 • Read one (or two) of the short stories and complete pp. IL5-IL10 corresponding activities. pp. IL11-IL15 • Gather evidence to use in your final writing pp. IL16-IL22 assignment. pp. IL25-IL26
6th Grade Unit 5 Exploration Week 7: May 11 – 15 Daily Planning Guide/Checklist/Additional Support
Monday, May 11 _____ Look through or browse the 5 stories provided on the following pages to select one: pp. IL1-IL4 – Mars Can Wait. Oceans Can’t. (Argumentative text) pp. IL5-IL10 – from Shipwreck at the Bottom of the World (nonfiction narrative) pp. IL11-IL15 – from Sacajawea (historical fiction) pp. IL16-IL22 – The Legacy of Arctic Explorer Matthew Henson (expository nonfiction) pp. IL25-IL26 – Should Polar Tourism Be Allowed? (Informative text)
_____ Read (or have read aloud) the story you chose.
Tuesday, May 12 _____ Re-read (or have re-read aloud) the story you chose to gather evidence to use in your final argumentative writing assignment.
Wednesday, May 13 ____ Add 2 or more sentences to your writing rough argumentative draft or week 4 Writing Organizer to support your argument position/claim.
Thursday, May 14 _____ Complete an activity that corresponds with the story you chose on Monday.
Friday, May 15 _____ Choose and complete another activity for the story you chose and read Monday and Tuesday. OPINION PIECE
Mars Can Wait. Oceans Can’t.
Amitai Etzioni
About the Author SCAN FOR Amitai Etzioni (b. 1929) is a University Professor at MULTIMEDIA George Washington University. He was previously a professor at Harvard Business School and Columbia University. Etzioni was also Senior Advisor to the White House under President Jimmy Carter. His work appears frequently in newspapers such as the New York Times, Washington Post, and Wall Street Journal.
BACKGROUND In March 2012, Canadian deep-sea explorer James Cameron reached the bottom of Challenger Deep, at the southern end of the Mariana Trench in the Pacific Ocean. Alone in a specially designed submarine, he collected samples and took videos—a skill he was already known for, having directed two of the world’s highest-grossing movies: Titanic and Avatar.
1 hile space travel still gets a lot of attention, not enough NOTES W attention has been accorded to a major new expedition to the deepest point in the ocean, some 7 miles deep—the recent journey by James Cameron, on behalf of National Geographic. 2 The cover story of the prestigious journal Foreign Affairs lays out the “Case for Space.” 60 Minutes recently ran a story about the dire1 effects on Florida’s space industry of scaling back our extraterrestrial endeavors. Newt Gingrich gained attention earlier this year by calling for building a permanent base on the moon. And President Obama has talked of preparing to eventually send Americans into orbit around Mars. All rights reserved. or its affiliates. Inc., Education, © Pearson 3 Actually, there are very good reasons to stop spending billions of dollars on manned space missions, to explore space in ways
1. dire (dyr) adj. having terrible consequences.
IL1 UNIT 5 Independent Learning • Mars Can Wait. Oceans Can’t. © Pearson Education, Inc., or its affiliates. All rights reserved. 9 8 7 6 5 4 into actionafterarelatively fallow ‘Sputnik moment’fortheUnitedStates,spurringcountry latest spaceproclamations couldconceivablyproduce another one. As NeildeGrasseTyson putsitinForeign Affairs , “China’s missions roving alloverMars.” locations onMarswecouldhavedozensofunmanned,robotic that “forthecostofputtingafewpeopleonverylimitedset calls mannedmissions“anincredible wasteofmoney”andargues sending peopleintospaceatall.”NobelLaureate StevenWeinberg particular reason orpurposeingoingbacktothemoonindeed every advanceinrobotics andminiaturization.It’shard toseeany practical case(formannedflights)getsweakerandwith shield from radiation. And theycandomosttaskshumanscan. when subjecttoprolonged weightlessness,andare mucheasierto sleep. Robotsare mucheasiertofeed,experiencelittletrouble be madesafe,whilewecanriskabunchofrobots withoutlosing while arobot cangooneway. Spacevehiclesforhumansmust efforts driveupthecostsinclude: A humanneedsareturn ticket, are setonsendinghumans,ratherthanrobots. The reasons such oceans inparticular. priority tootherscientific andengineeringmega-projects, the that are saferandmuchlesscostly, andtograntmuchhigher 2. is ofmuchinterest toneuroscientists. A recent Japanese study development oftest-tubefertilization. for bacterialcontamination,andseaurchins helpedinthe blindness, thehorseshoecrabwascrucial indevelopingatest the uniqueeyesofskate(rayfish)ledtoadvances incombating the promise ofcures foranarrayofdiseases. An examinationof contribute toouroverheating. Oceanorganisms are saidtohold have notlearnedyethowtousethemcoolus off ratherthan the SeaOrbiter, iscurrently indevelopment. a permanentpartiallysubmerged seaexplorationstation,called to explore theocean’sfloors isstillbeingdeveloped.Forexample, been charted, and while we have been to the moon, the technology side ofthemoon.Ninetypercent oftheoceanfloorhasnoteven priority. achieve thesameeffects by makingotherR&Dprojects ourmain and explorers. However, itisfarfrom establishedthatwecannot Also, astronauts are saidtoinspire ouryouthtobecomescientists
fallow The mainargument forusing humansisapublicrelations British astronomer royal MartinReeswrites,“Ithink thatthe The maincostsofspaceexplorationarisefrom thefactthatwe The toadfish’sabilitytoregenerate itscentralnervoussystem The oceansplayamajorrole incontrolling ourclimate.Butwe Take theoceans,aboutwhichweknowmuchlessthandark
(FAL oh) adj. (FAL not active. not 2 periodinitsspaceefforts.” UNIT 5 Independent Learning •MarsCanWait.UNIT 5Independent Learning Oceans Can’t. NOTES
IL2 IL3 NOTES
Independent Learning •MarsCanWait.UNIT 5IndependentLearning OceansCan’t. 15 14 13 12 11 10 efficient andlesscostlymethodstodesalinate cancer. sponges, iseffective incombatingbreast, colon,and urinary concluded thatthedrug eribulin,whichwasderivedfrom sea 4. 3. pressured tojustify theiractivities—tout Space and Aeronautics Administration thatare continually “government agencies—particularlythosesuchastheNational and Entrepreneurship atTheGeorge Washington University, notes we typicallycanuseonEarth. vacuum, zero gravity, andextreme coldandheatare nottheones the oneonEarth.Materialsandtechnologiesthatare suitedfora positioning satellites.” systems onaircraft, precision LASIKeyesurgery, andglobal list: “digital imaging, implantable pacemakers, collision-avoidance firefighters andsoldiers,” andaddsafewmore innovationstothe saving buildingmaterials;andfire-resistant fabricsusedby purification systems;sensors totestforhazardous gases;energy- technologies thathaveimproved kidneydialysisandwater President Obamasuggesting thatthe Apollo mission“produced major spinoffs forourlife righthere onEarth.Tyson quotes away galaxyorawholeMilkyWay fullofstars. such abreakthrough thanwithonemore setofphotosafar of othernations,wouldbelessimpressed orlessinspired with find anyevidencethatpeopleyoungorold, Americans orcitizens will allowustodriveourcarsandmachines,withoutoil?Icannot protect theworldfrom overheating—AND excretes fuelwhich engineering abacteriathateatscarbondioxide—andthushelps over athird oftheentire globalpopulation. scarcity, withthatnumberjumpingto3.9billionby2050—well 2025, 1.8billionpeopleare expectedtosuffer from severe water a civilizationoutthere, onethatwecouldallywith,sayagainst hear thesereports interpret themtomeanthatweexpectfind that mightmake“life” possible.Iwonderif someofthosewho signs thatthere mightbeorhasbeenwaterononeoftheplanets program. spinoffs ofspacetechnologydidnotactuallyresult from thespace Products suchasVelcro, Tang, andTeflon thatare oftencitedas of theirinvestmentsinsometimesquiteextravagant claims.”
tout desalinate Given theloomingcrisisofwaterscarcity, webadlyneedmore Elias Carayannis,professor ofScience,Technology, Innovation Of course,thespaceenvironment isradicallydifferent from Space enthusiastsclaimthatspaceexplorationhasgenerated If theoceansdonotmakeyourheartgopitter-patter, howabout Space promoters tellus,onceeveryfewmonths,thatthere are
(towt) v. (towt)
(dee SAL uh nayt) v. nayt) uh SAL (dee promote or publicize. or promote remove the salt from something. from salt the remove 4 thespin-off value 3 oceanwater. By
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 16 starting atthebeachnearest you. important andinspiringexplorationmissionsrighthere onEarth, send R2D2toexplore itandstillkeepawholepileofdoughfor billions ofdollarspublicfunds. material, thekindfoundinanycompost—notareason tospend the Chinese.Whatscientistsare really talkingabout isorganic express writtenpermission isprohibited. by theCopyrightLawsofUnitedStates.Theprinting,copying,redistribution, orretransmission oftheContentwithout From CNN.com,August17, 2012©Turner Broadcast Systems,Inc.Allrightsreserved. Usedbypermissionandprotected In short,donotcryforMars.Itisgoingaway. We can
❧ UNIT 5 Independent Learning •MarsCanWait.UNIT 5Independent Learning Oceans Can’t. NOTES
IL4 NONFICTION NARRATIVE from Shipwreck at the Bottom of the World
Jennifer Armstrong
About the Author SCAN FOR By the time she was six years old, Jennifer Armstrong (b. 1961) knew that MULTIMEDIA she would become an author. She has written more than 100 books of all genres, with history as a recurring theme. Armstrong traveled to the South Pole on a grant from the National Science Foundation, but lives in Saratoga Springs, New York, with two miniature dachshunds and a pink bike.
BACKGROUND In 1914, the Irish explorer and hero Ernest Shackleton made his third trip to Antarctica on an expedition intending to cross the entire continent. Early the next year, his ship Endurance became trapped in ice, and the whole crew had to abandon the ship and live on the floating ice.
1 ow did they know where they were? Since the outset of their NOTES H voyage through featureless ocean and anonymous ice pack, the officers and crew of Endurance had been able to track their exact location and chart their zigzagging progress on their maps. This was before the use of radio signals to plot position, before radar, before satellites. They used a few basic instruments, some almanacs, and math. 2 For centuries, mapmakers, astronomers, and navigators have marked the globe with imaginary lines of latitude, which are parallel to the equator (and are often called parallels), and lines of longitude (also called meridians), great circles that all run through the North and South poles. The meridians are perpendicular to the parallels on the surface of the globe; that is, they meet at © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson right angles, or ninety degrees. When a navigator knows his coordinates—the degree of latitude and degree of longitude he is at—he knows where on the wide, blank ocean he is. But how does he know the latitude and longitude?
IL5 UNIT 5 Independent Learning • from Shipwreck at the Bottom of the World © Pearson Education, Inc., or its affiliates. All rights reserved. 5 4 3 nighttime observationhaveproduced detailedalmanacs predictable pathsthrough theheavens,andcenturies ofpatient sun, themoon,planets,andstars—followregular and 1. The mechanismofHarrison’schronometer later, theprizewasawarded toaclockmaker, JohnHarrison. to thepersonwhocouldsolvelongitudepuzzle.Decades became areality. In1714,theBritishParliament offered aprize but itwasn’tuntiltheeighteenthcenturythataccurate clocks in timetoadistancedegrees. position andhisstartingpoint.Hecanthenconvertthe difference is accurate,hewillknowthetimedifference betweenhispresent As longashecontinuestowindthesecondclock,andit first clockatnoon,whenthesunisitshighestpointin thesky. He cancontinuetotravelaslonghewants,alwaysresetting the time isonehour, thetravelerknowshehasgonefifteen degrees. a different time,thetimeatstartingpoint.Ifdifference in to read twelvewhenitisnoon where heis.Thesecondclocktells when theclockssaytwelve.Sotraveleradjustsfirstclock west withtwoclocks. After severaldays, itisnolongernoon within reach—assuming accurate clocks.Imagineatravelergoing The answerisfifteen degrees. With thatinformation,longitudeis to findouthowmanydegrees theearthspinsinjustonehour. rotation) is360degrees, itispossibletodivide360 by twenty-four to completeonefullrotation—one day. Becauseacircle (one have knownforcenturiesthattheearthtakestwenty-fourhours provide latitude. height, oraltitude,andtheuseofproper almanacsortableswill the globeobserveris,anaccuratemeasurement ofthatstar’s far northorsouthheis:thatishislatitude.Nomatterwhere on almanacs andmakingsomecalculations,hecandeterminehow the heightofstarabovehorizon.Then,byreferring tothe Using aninstrument calledasextant,thenavigatorcanmeasure north orsouth,theheightofastarabovehorizonchanges. the dailypositionsofthesebodies. As anavigatormovesfarther solved theproblem offixinglongitude. could takesuchatimekeepertoseawithhim.Harrison had was notmuchlarger thanaheavypocketwatch. Any captain were large, clumsy, heavyinstruments, buthisfinalmasterpiece and resist thecorrosion ofsaltwaterandair. Hisfirstthree models turbulent motionofashipatsea,defychanges temperature, 2.
conditions. almanacs astronomical information. chronometer Astronomers havelongknownthatthecelestialbodies—the This makesaccurateclocksindispensableonoceanvoyages, Longitude proved tobeaharder puzzletosolve. Astronomers
(AWL muh naks) n. naks) muh (AWL
(kruh NOM uh tuhr) uh n. NOM (kruh annual tidal, containing publications and meteorological, UNIT 5 Independent Learning •fromShipwreckUNIT 5Independent Learning at theBottomofWorld timepiece designed to be accurate in all kinds of of kinds all in accurate to be designed timepiece 2 couldwithstandthe 1 listing NOTES
IL6 IL7 NOTES
Independent Learning •fromShipwreckUNIT 5IndependentLearning at theBottomofWorld 10 9 8 7 6 comfortless. food waslimitedtoonce aday;theothermealswere coldand the sametimethatblubbersupplyranalarmingly low. Hot ice beganeroding. A bitingsoutherlygaleintensified thecoldat Now there were alwaysatleasttwomenonwatchasthestubborn equipment, readying themselvesforthenextstageofjourney. eight frustrated andhelpless men,drifted past. in hisdiary. Yet theicepack,withPatienceCampanditstwenty- away. “Iftheiceopenswecouldlandinaday,” Hurleylamented entrance toErebus andTerror Gulf—a scantfifty-seven miles spied landtothewest,probably oneoftheDangerIslandsat they lashedupandstowedtheirgear. they hadtobeready tolaunch atanymoment.Everymorning boats from onesitetoanother tokeepthemfrom freezing inplace: sledge runners beneaththeboats,andcrew hadtoshift the with hard frosts andcoldrain.Icebegantobuildupunderthe was growing foulerevery dayasthe Antarctic winterapproached, the ocean.Buttheyknewitwasoutthere, notfar. Theweather in tightagain,andtheycouldnolongerdetectthemovementof began togrow evenmore restless. Forseveraldaysthepackclosed skipper togetthemhome.Howelsewouldtheyfindtheirway? of hisinstruments ortables. After Shackleton,theylookedtothe “just forswank,”toshowhecoulddoit. planets fortheiroccultations:Worsley usedtinyMercury once, called anoccultation.Mostastronomers usethemoonormajor checked theiraccuracybytakingakindofastronomical reading Camp, butWorsley hadchronometer watches.Heperiodically big boxchronometers ontheshiphadbeenabandonedatDump appearance, hewassure totakeasmanyreadings as hecould.The and starsfrom Worsley’s sight.Butwheneverthesunmadean rain, andfoulweatherofeverydescriptionoftenhidthesun the heavenswasimpossible.Fog,cloudcover, blizzard conditions, course, there were manydaysontheicewhengetting asightfrom of forbiddingoceanstilllaybetweenthecrew andtheirhome.Of they hadcrossed the Antarctic Circle; heknewhowmanymiles knew howfartheywere from thenearest land;heknewwhen of travelbycomparingpositionsfrom onedaytothenext.He and plottheireveryposition.Hewasabletojudgethepack’srate Frank Worsley, skipperofEndurance,hadbeenabletocalculate Armed withsextant,chronometers, compass,andnauticaltables, constantcompanions. accurate chronometers were everyskipper’s The menbusiedthemselveswithrepairs toclothingand But theicearound themstill didn’topen.OnMarch 23,they Now, aftertheinitialexcitementofoceanswell, men Nobody likedtothinkwhatmighthappenif Worsley lostany By 1914,whenEndurancesetsailfrom London,dependableand
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 15 14 13 12 11 out ofitspath,andlarge floes slow motiontoward theirposition.Hugeblocksoficetumbled crew ofEndurancewatchedasonelarge berg beganplowingin paths through theiceasfarmencouldsee.Horrified, the deep bottomscaughtinopposingcurrents, crashedinzigzagging icebergs beganbulldozingthrough thepack.Thebergs, withtheir 3. long animalwasbutchered, themendiscovered fifty undigested brought thesealdownwithonebullet,andwheneleven-foot- the mist,hunchingitself across theice.Wild ranforhisrifle and followed. Finally, theydared toeatacoldbreakfast. the JamesCaird. Another scrambleinthechilly, dampmorning began torelax, onlytohaveanothercracksplitdirectly under and gearwere safeonthesamepieceoffloewithboats,they widening crackandbegantossingthemeatover. Onceallthemen beginning todrift awayintheheavymist,sotheyjumped alarm thattheirsealmeatsupplywasonapieceoffloe of thedogs—andgottheminorder. Someofthemensawwith tents andgear. Macklinrounded uphisteamofdogs—thelast the night’sice;othersbroke downthecampandbeganstowing dashed totheboatsandbeganheavingcrackingthemoutof in astrong swell.Eachman knewhisemergency orders. Some two cracksrunning through theirfloe;theedgesrose andfell up andstow!” As themenstruggled outoftheirtents,theysaw split inhalf. “Crack!”came ayellfrom Cheetham,onwatch.“Lash conversations ontopicstotallyunrelated totheirpresent dangers. from onetenttothenextand askinghowtheywere, orstarting prison. Shackletondidwhathecouldtoencouragehismen,going began tobelievethattheywouldneverbereleased from their cried, theirtearsfreezing on theirbearded cheeks.Theicemen frightened. Fightsbroke out fortheflimsiestreasons. Somemen in complete,wretched misery. Theywere hungry, cold,and to snow, andthemencrawledintotheirdampsleepingbags spared—for now. relief whenitveered awayandpassedthemtothe east. Theywere toward them. thumbnail, thenlitacigarette astherogue iceberg blundered path waspointless.Shackletonscratchedamatchalightwithhis be nohopeofsurvival,andtryingtogetoutitsunpredictable all knewthatif theberg plowedthrough theircamp,there would the menswallowedhard andshookhandswiththeirmates.They
floes As March continued,theweatherturnedtorainandthen Four daysafterPatienceCamppassedtheDangerIslands, Just astheywere finishing,aleopard sealloomedthrough Then, duringtheearlymorninghoursofMarch 28,theirfloe The menwatcheditcomecloserandcloser, breathing asighof
(flohz) n. (flohz) sheets of floating ice at sea. at ice floating of sheets UNIT 5 Independent Learning •fromShipwreckUNIT 5Independent Learning at theBottomofWorld 3 were churnedintochunks.Someof NOTES
IL8 IL9 NOTES
Independent Learning •fromShipwreckUNIT 5IndependentLearning at theBottomofWorld 20 19 18 17 16 “with athousandleagues unsheltered overtheopen sea,”Shackletonwrote inhisdiary, seasick aftersolongonamotionless,frozen ocean. rose andfellatleastafoot withtheswell,andsomeofthemfelt boots, mittens,andhats.Themenlaydowntosleeponafloethat four hoursonandoff, andtosleepfullydressed in jellyfish, anothersignofopenocean.Theywere veryclose. open waterwasnear. Inanopenleadofwater, Clark spottedsome petrel flewonsnow-white wings;thebirds were asure signthat born forwork&bred for food’ isbuttherationaleofexperience. to thelevelofotherspecies,andoursayingthat‘sledgedogsare watering whentearsoughttobeexpected.Hungerbringsusall a frozen-hearted individual, especiallyif henoticedthemouths Hurley laterwrote, “A casualobservermightthinktheExplorer seal, andHurleyfoundit“exquisitelytenderflavorous.” As the piecehewaseatinghadabetterflavorthanleopard Later, asthemenfeastedondogs,Worsley commentedthat butchered thedogsformeatandbrought themback tocamp. and quicklyputabulletinitsbrain.ThenMacklinskinned Wild tookeachunsuspectinganimalbehindahummockofice Sick withregret, Macklintookhisdogsoneby from harness. time anddrove themsomedistancefrom thecamp withWild. the dogsinboats.Macklinharnessedhisteamforlast breaking upallaround them,anditwouldbeimpossible totake the lastdogstogo.Itwasobviouseveryonethatpack liveratlunchtime. would makeaholidayfeastontheseal’s at leasttwoweeks’worthofblubber. Shackletonannouncedthey short rationseatencold.Nowtheyhad1,000poundsofmeatand fish insideitsstomach.Minutesearlier, thecrew hadbeenon 4. twelve hoursofdarkness, andduringthedaylighthourspetrels that the Antarctic winterwasfastapproaching: there were now cold, dampairallaround them. All around them,too,were signs of theicegrindingandcrushing, creaking andcracking, filledthe open waterandcontinuallybumpingintoother floes. Thesounds erode. By April 3,itwasonly200yards across, surrounded by the islands,theirchancesofsurvivalwere verysmall. beyond themlaytheopenocean.Ifcrew didnotreach oneof to thenorthwestwere attheveryendof Antarctic Peninsula; Clarence Islandoritsneighbor, ElephantIsland.”Theseislands land tothenorthandeast.Itseemsvitalthatweshouldon
leagues And yet,inspiteofthenewbountyfood,itwastimefor “Our littleboatsmaybecompelledanydaynowtosail Shackleton nowordered thementokeep“watchandwatch,” Overhead, ternsandCape pigeonswheeled,andagiantsnow The dayscontinuedtowearon,andtheirfloe to
(leegz) n. (leegz) units of distance, each being equivalent to three miles. to three equivalent being each distance, of units 4 ofoceanseparatingthemfrom the
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 22 21 the boats.” first trappedintheice. across. Thevoyagershadtraveled600milessinceEndurancewas stirred byagianthand.Thefloewasnowmere fifty yards rippling withit,likeaboxofgiantjigsawpuzzlepiecesbeing with theoceanswell—theicepackasfareyecouldseewas water onallsides,andthefloewasrisingfallingthree feet the nextseveraldays.By April 8,there were openleadsofblack crystals. mock sunsandgreen sunsets,andshowersofjewel-colored ice spouts oficyspray. Thetricksofthe Antarctic atmosphere brought ice formilesaround. Killerwhalescruised theopenleads,blowing clamor, andpenguinsonthemovehonkedbrayedfrom the and ternsfledtoward thenorth.Skuaskeptupascreeching At twelvefortyon April 8,Shackletongavetheorder: “Launch The floebeneathPatienceCampcrackedagainandover
❧ UNIT 5 Independent Learning •fromShipwreckUNIT 5Independent Learning at theBottomofWorld NOTES
IL10 HISTORICAL FICTION from Sacajawea
Joseph Bruchac
About the Author SCAN FOR Joseph Bruchac (b. 1942) is a novelist, poet, and MULTIMEDIA storyteller of Abenaki descent. He lives in the foothills of New York’s Adirondack Mountains, where his ancestors also lived. Bruchac has written more than 70 books for children and has performed worldwide as a teller of Native American folk tales.
BACKGROUND The narrator of this excerpt of Bruchac’s novel is Sacajawea, relating the story to her son Pomp. Sacajawea was a Shoshone interpreter on the Lewis and Clark Corps of Discovery expedition in the early 1800s, and was the only woman among the explorers. She proved invaluable in the expedition’s dealings with the Shoshone, and her presence—and that of her infant son—convinced many of the other tribes they met that the explorers were not a war party.
Long ago, many of our people were sick. So our chiefs called on NOTES a medicine man to help them. His name was Man from the Sky. He went into his lodge, opened his medicine bundle, and prayed. When he was done, he told the people to bring all those who were sick to him. He would take them on a journey. He led the people up the Snake River to a place in the hills. Then he went up the hill and tapped a rock with his stick. Healing water flowed from that rock. The people bathed in that water and grew well again.
1 our good uncle1 had made himself ill. With all of his walking All rights reserved. or its affiliates. Inc., Education, © Pearson Y through the prickly pear cactus, his feet were covered with open wounds and blisters. He was so tired that it was an effort for
1. good uncle Captain William Clark.
IL11 UNIT 5 Independent Learning • from Sacajawea © Pearson Education, Inc., or its affiliates. All rights reserved. 10 9 8 7 6 5 4 3 23 when theMinnetarees raidedonthatharshday? what Imightfind.Whathadhappenedtothoseclosemyheart home orif myheartwasbeatingsofastbecauseIafraidof where theriverbentaround alittleislandfilledwith wildonions. as if itwouldburstfrom mychestwhenIfirstrecognized aplace though ithadbeenfivewinters.Myheartpoundedandseemed heart asif Ihadsleptbutasinglenightwithoutseeingthem,even the landsthatIremembered. Theywere asclearintheeyeofmy after CaptainLewisbeggedhimtorest. wish tostop.Hishearttoldhimkeepseekingmypeople,even him tostandagainafterhesatupontheground. Yet hedidnot 3. 2. not justtheonewhosetuptent,found the goodroots good itfelttomytouch,howproud Iwastobeuseful.Now as abelt.Ididnotownthatbeltlong,butstillremember how beautiful stringofthebluebeadsthateveryoneloves.Iusedthem them theway. Thecaptainswere sopleasedthattheygavemea friend. Itneverconfuseshim. sunshine thatlivesinhisheart.Thespiritpower inhis heartishis He alwaysknowswhoheis.Thered ofhishairisasignthe he wasgoodandstrong. It isnotthatwaywithyourgooduncle. there wassomethingthat made himdoubthimself, eventhough with abriefsmileandnoddedhishead. ill, yourgoodunclehuggedme,andCaptainLewislookedatme here.” voice stayedcalm.“TheThree Forksare nogreat distancefrom was thatnowmademywholebodytremble asitdid. speaking tomefrom within, Icouldnotanswerthemall. never wishedtolearn. in ourownlanguage.Ourlanguageisonethatyourfather we hadsatwithourheadsclosetogether, speakingtoeachother so longnowsincethosenightsintheMinnetaree villagewhere of anyonefrom mychildhoodotherthanOtterWoman? Stays Here? Whatofmyfriends?Would Ieveragainseetheface them stillalive?Was mymotheramongtheliving?Mybrother,
father tribe. enemy an by kidnapped were Woman day harsh that Although wehadnotyetfoundmyrelatives, wehadcometo All ofthemwere madehappy bymywords. Thoughhewas But Icouldnottellif Iwasfilledwithhappinessatreturning Now Icouldtellthemwhere wewere goingandhelpshow Such aseriousman,CaptainLewiswas.Italwaysseemedasif “This istheriveronwhichmyrelations live,”Itoldthem.My So Ishowednoemotion,fordidnotknowwhatemotionit There were somanyquestionsinmymind,voices It hadbeenmanymoonssinceIseenOtterWoman. Itwas
Sacajawea’s husband, Toussaint Charbonneau, a French-Canadian fur trader. fur aFrench-Canadian Charbonneau, Toussaint husband, Sacajawea’s
when she was about twelve years old, Sacajawea and her friend Otter Otter friend her and Sacajawea old, years twelve about was she when 2 UNIT 5 Independent Learning •fromSacajawea UNIT 5Independent Learning Were anyof 3 has NOTES
IL12 IL13 NOTES
Independent Learning •fromSacajawea UNIT 5IndependentLearning 20 19 18 17 16 15 14 13 12 11 hands. Thenhelookedatourlittleparty. Hemotionedfor York question, thatconfusedme.“Allofus.”Hegestured withhis he said,speakingveryslowly, asif itwere hiswords, nothis on whiteleaveshewassure heunderstoodperfectly. them wrong, assoonhe wasabletoturnthemintohismarks words tospeakinotherlanguages. Thoughhesometimesgot needed toknowsomethingelse.CaptainLewiswastryingfind “Ah-hi-e, ah-hi-e.”Iamsopleased,pleased. cheeks togetherlikethis. And whatdo wesay?Uh-huh.We say shoulders,wepress our closest toourheartsaround eachother’s friends. You knowhowitis done,FirstbornSon.We putthearms paint tohonortheminthisway. Iexplainedhowwewouldgreet they evermetanyofmypeople,shouldusethevermilion or shemet.Itoldthemthattheyshouldcarrypaintwiththem.If taught themhowafriendwouldpaintthecheeksofsomeonehe where wegottheearthfrom whichwemadeourwhite paint.I heart wassinging. load. Nowitseemedalltheyhopedofmewouldcometrue. My true. Imighthavebeenlikethatiron boat,unabletocarrythe of meallalong.Butperhaps theirhopeswouldnothavecome people, theonewhocouldhelpthemgethorses. to eat.Iwasalsotheonewhocouldshowthemwaymy 4. 6. 5. take Seaman unhappy allthatday. Iremained silent,though,untilCaptain eye. Heheldoutoneofhishandsandraisedan eyebrow. understand. Your fatherlookedworried.CaptainClarkcaughtmy said. uncle, andtheothermenwhocamefrom faraway. “Allofus,”he them. Thenhemadeacircling motion,includinghim,yourgood
Janey Seaman York the expedition. Clark’s to slave. be happened also who As wewentalongIshowedthemthings.There wasthecreek Yes, FirstbornSon,yourgooduncletoldyoutheyexpectedthis “No,” hesaid,lookingunhappy. “ThatisnotwhatImean,” “You are theRed-Haired Captains,”Ianswered. “What doyoucallus?”CaptainLewisasked. They listenedcloselytomeandnodded.ButCaptainLewis But westillhadnotmetwithmypeople. I hadtosaysomethingorCaptainLewiswould have been “Janey?” He wantedourword forwhitemen.ButIstillcouldnot
William Clark’s life-long black companion, an important member of the expedition expedition the of member important an companion, black Clark’s life-long William
the nickname that William Clark gave Sacajawea. Clark gave William that nickname the
a Newfoundland dog that Meriwether Lewis purchased in Pittsburg to take on on to take Pittsburg in purchased Lewis Meriwether that dog a Newfoundland 6 hesaid. 5 andleadhimoff totheside. Hehadyourfatherjoin *** 4 to
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 28 27 26 25 24 23 22 21 whispered toitagain. foolish wishtotravel.The riverhadcertainlyheard methen.I river Ihadspokentoonthatdaylongagowhen Imademy taken captive.There were theThree Forksoftheriver, thatsame animal orbird. leaves, sometimesevendrawingtheexactshape ofthatfishor in. Thenhewouldspendmuchtimemakinghis marksonwhite seen before orwhenananimal orbird newtohimwasbrought excitement whenhelookedatsomesmallplanthadnever food, andhearingtheirstories.CaptainLewisonlyshowedsuch see inhisfacehowheenjoyedmeetingourpeople,sharingtheir the betteroftwomenatspeakingwithIndians. You could party, includingCaptainLewis,knewthatyourgoodunclewas him totakeaturnlookingforourpeople.Buteveryonein also kepturging yourgood uncletoceasehiswalkingandallow his headeachnightwithinthethinclothyoucansee through. He His eyesandfacewere always swollen,eventhoughhecovered his worries.Hewastroubled somuchbytheinsectsthatbithim. way justasitdoesnow.” rapids. greatly worriedthatwewould cometowaterfallsordangerous longer seetherangesofpeaksbeyondthem.CaptainLewiswas And Iremained behind. always wantstoseesomethingnew. Soyourgooduncleagreed. better now. Hebeggedtogowithhim. You knowhowyourfather ankle somedaysbefore, butheassured CaptainClark hewas the riverincottonwoodcanoes. Your fatherhadsprainedhis walking faralongtheshore andfartherinlandaswecamedown smiled asheturneditintoblacklinesonawhiteleaf.“Ta-ba-bone.” It isaword forthosewhoare strangers,whomight beenemies. language thatstandsforourpeople. Lewis askedonemore question.Hemadethemotioninsign At lastIthoughtunderstood.“Ta-ba-bone,” Isaid.“Ta-ba-bone.” It wasafinedaywhenwecametotheplacewhere Ihadbeen He didnotbelieveme,oratleasthewasready toletgoof “No,” Itoldhim,“ourriverhasnosuchplaces.Itflowsallthe The mountainswere soclose totherivernowthatwecouldno Despite hissickness,yourgoodunclekeptscoutingahead, “Ta-ba-bone,” CaptainLewissaid.Hewasverypleased. “What wouldyourpeople,theSnakes,callus?” *** *** UNIT 5 Independent Learning •fromSacajawea UNIT 5Independent Learning NOTES
IL14 IL15 NOTES
Independent Learning •fromSacajawea UNIT 5IndependentLearning 31 30 29 scout formypeoplehadnotsucceeded. island, where CaptainClarkdecidedtocampforthenight.His him andpulledtosafety. Thentheycontinuedontothe Weak thoughhewas,yourgoodunclecameintotheriverafter his footing.Hewaspulledintothedeepwaterbyfastcurrent. were wadingtogetherouttoalarge islandwhenyour fatherlost three riverswithonlyyourfatherandoneothermanbyhisside. Yet hewantedtowalk.Hewalkedalongthenorthbranchof quietly onthebanksandlooked. The riveralmosttookyourfatherthatday, FirstbornSon.They Now yourgoodunclewassosickthathehadnowishtoeat. “Help myfriends,”Isaidinaverysoftvoice.Thenstood
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© Pearson Education, Inc., or its affiliates. All rights reserved. EXPOSITORY NONFICTION
The Legacy of Arctic Explorer Matthew Henson
James Mills
About the Author James Mills says “Me? I’ve got nothing but questions.” SCAN FOR He has spent more than 20 years as a freelance MULTIMEDIA journalist and radio producer trying to answer those questions. In his written and spoken work, Mills explores outdoor recreation (his experiences include mountaineering, rock climbing, backcountry skiing, and kayaking), the environment, and sustainable living. He lives in Madison, Wisconsin, with his wife and two dogs.
BACKGROUND Earth spins on its axis, like a wheel spins on a hub. The ends of the axis are the most northern and most southern points on the planet: the North Pole and the South Pole. The North Pole lies on the ice cap that floats on the Arctic Ocean. The ice cap is about 6–10 feet thick at the Pole, while the water beneath it is about 13,000 feet deep.
1 n 1909 a team of six men on dog sledges made their way to I a single point at the center of vast Arctic wilderness. It was a NOTES block of ice 413 nautical miles off the coast of Greenland believed to be the North Pole. There were many who refuted the events that led up to the day, April 6th, when an American flag was planted there. But in the years that followed an irrefutable truth would be revealed. The first person to stand on top of the world was a black man named Henson. 2 When Commander Robert Edwin Peary set out on the expedition his company included 24 men, 19 sledges, and 133 © Pearson Education, Inc., or its affiliates. All rights reserved. or its affiliates. Inc., Education, © Pearson dogs. After months of travel across an immense field of ice from the edge of Cape Sheridan on Ellesmere Island, as planned, one by one members of the party began turning back. So there were only a handful of men who could substantiate the claim. When the first
UNIT 5 Independent Learning • The Legacy of Arctic Explorer Matthew Henson IL16 IL17 NOTES
Independent Learning •TheLegacyofArcticUNIT 5IndependentLearning Explorer MatthewHenson 7 6 5 4 3 So itwasnosmallquirk Henson wasstillveryinterested inalife oftravelandadventure. D.C. Thoughhistimeatseaasasailorwasthingofthepast, Katie HinestotakeajobasshopclerkforfurrierinWashington, Black Sea. around theworldvisiting thethenOrient,North Africa, andthe variety oftechnicalskills,becameacompetentsailor, andtraveled of aCaptainChilds,Hensonreceived aneducation,learneda called theKatieHines.Fornextsixyearsundermentorship he signedonasacabinboyaboard athree-masted sailing ship life withuncommoncourageandtenacity. Whenhewasonly12, that continuesnowthrough the21stcentury. and discoverythatwouldusherinthemoderneraofadventure the abolitionofslavery, Hensonledasingularlife ofexploration African-American ofthefirstgenerationtoroam theworldafter one yearafteremancipationandtheendofCivilWar. An family offreeborn sharecroppers inNanjemoy, Maryland.Itwas man whowouldbeforgotten byhistoryforalmosthalf acentury. Peary, 40dogs,fournativeInuit point ontheplanet,allthatremained oftheoriginalcorpswere human footprintswere pressed intothesnowat mostnorthern 2. 1. ice cap. exploration thatincludedthecompletemapping oftheGreenland 1891 thetwocompanionsbeganan18-yearpartnership of Arctic Greenland, PearyonceagaininvitedHensontojoinhisparty. In in Philadelphia.Onleavefrom theNavytodomore exploringin get ajobworkingasmessengerattheLeagueIsland Naval Yard rest oftheirlives. cement theirfriendshipandbinddestiniestogether forthe through therainforests ofCentral America, ajourneythatwould Henson andPearyspentthenexttwoyearstravelingtogether of creating acanaltoconnect the Atlantic OceanwiththePacific. tasked tomapandexplore thejunglesofNicaraguainhopes assistant andinvitedhimtotakepartinhisnextassignment. Robert Pearyhired himalmost immediatelyashispersonal Henson’s experienceandenthusiasmtoseemore oftheworld, just arrivedfrom anexpedition toGreenland. Impressed with shop onedaytosellacollectionofsealandwalrus peltsthathad
quirk Inuit Captain Childsdiedin1887.Uponhispassing,Hensonleftthe Orphaned ataveryyoungage,Hensonmadehisownwayin Matthew Alexander Hensonwasbornon August 8,1866,toa When theyreturned from Nicaragua,PearyhelpedHensonto Serving intheNavyCorpsofCivilEngineers,Pearywas
(IHN yu iht) North American Indian people sometimes known as Eskimo. as known sometimes people Indian American North iht) yu (IHN (kwurk) n. (kwurk) peculiar trait. peculiar 2 offatewhenanavalofficer entered the 1 huntersandan African-American
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 12 11 10 9 8 northernmost terminus. 5. 4. 3. York HarboronJuly6,1908.Joiningthepartywas Dr. JohnW. again aboard theRoosevelt,ahand-pickedteamsailedfrom New careers anddecidedthiswouldbetheirlastvoyagetogether. Once not bothmen,nowintheir40s,couldfeelthestrain oftheirlong final attempttoreach theNorthPole.Whethertheysucceededor last beatentherecord, forwhichIthankedGod.” “they showedthatwehadreached 87°6’northlatitude,andhadat “When myobservationswere taken,”Pearywrote inhisjournal, Henson madeitclosertothepolethanonanyexpedition todate. masted steam-powered schooner calledtheRoosevelt,Pearyand Pole byshipusingastate-of-the-art Peary andHensonmanagedtogetwithin174milesoftheNorth trip. In1906withthesupportofPresident Theodore Roosevelt, time andagainhavingprogressed alittlefurtherwithevery repeatedly failedtoreach hisgoalhemanagedtoreturn safely expeditions wasduetoHenson’sexpertise.ThoughPeary North Pole. recruits oneachoftheeightattemptstheymadetoreach the And itwashewhotrainedeventhemostexperiencedofPeary’s once said. Arctic. “Hewasmore ofanEskimothansomethem.”Peary survive andtravelthrough theincredibly hostilelandscapeofthe the KindOne.”HensonlearnedmethodsInuitused to of theregion. Hewasknownbyallheencountered as“Matthew Inuit languageandestablishedarapport all ofthesledgesusedontheirexpeditions.Hewasfluentin carpenter andcraftsman,Hensonpersonallybuiltmaintained Henson wasthefront maninthefield.With hisskillsasa the nexttenyears. these twoventures wouldgotosupportotherexpeditionsover by humanbeings.ThefundsPearyandHensonacquired through intact meteoreverdiscovered, andtheheaviestevertransported The massiveiron rock weighs31metrictons,isthe third largest also knownbyitsInuitname Ahnighito, whichmeanstheTent. for $40,000.Thelargest piececalledtheCape York meteoriteis sold tothe American MuseumofNaturalHistoryinNew York 1897 theyrecovered three enormousmeteorfragmentsthatthey
state-of-the-art rapport terminus Although Pearywasthepublicfaceoftheirpartnership, Together HensonandPearydiscovered thegreat island’s Two yearslaterPearyandHensonwouldmaketheireighth It’s fairtosuggestthenthatmuchofthesuccessintheir Henson wasaverycapablehunter, fisherman,anddoghandler.
(ra PAWR) n.
(TUR muh nuhs) n. end point. nuhs) muh end n. (TUR
best example of its kind at the time. the at kind its of example best good relationship. good UNIT 5 Independent Learning •TheLegacyof ArcticUNIT 5Independent Learning Explorer Matthew Henson 3 And intwoexpeditions1896and 5 icebreaker. Onthethree- 4 withthenativepeople NOTES
IL18 IL19 NOTES
Independent Learning •TheLegacyofArcticUNIT 5IndependentLearning Explorer MatthewHenson 17 16 15 14 13 of caches and RobertBartlett,theship’scaptain.Inanowclassicsystem Goodsell, DonaldB.MacMillan,RossG.Marvin,George Borup 7. 6. way navigatingbysextant more than170miles.Inaseriesofhard pushestheymadetheir behind themandblockingtheirwaybackhome theytraveled quickly toavoidthepossibilityofamassivelead openingup pace dayafterforstretches thatlasted12to14hours.Moving and Seegloodrove thefiveremaining dogsledgesatabreakneck day march. He,Peary, andInuitsOoqueah,Ootah,Egingwah, published in1912,Hensonmadeadetailedsummaryofthefive- Roosevelt readied theshipforPole Team’s safereturn. the lasttoreturn totheship. Oncehearrivedthecaptainof were followeddayslater by Borup, thenMarvin.Bartlettwas came. McMillanledthefirstteambackwithDr. Goodsell.They teams depositedtheirsupplycachesandturnedbackthewaythey leads. Butthegroup made steadyprogress aseachofthesupport cracking anddrifting icethat formedpatchesofopenwatercalled degrees belowzero, theyencountered thefrequent hazards of And forthenextfiveweeksteamsracedtoward theirgoal. led thefirstgroup ofsledges toward thepoleonMarch 1,1909. forward basecamp.Theexpedition beganinearnestasHenson sledge toCapeColumbia,where outontheiceheestablisheda the expeditionwouldneed.InFebruary, Pearyledthepartyby about thetaskofcreating all theclothingandperishablesupplies of theInuitmenbrought along theirwivesandchildren whoset supplies ofmeatthatincludedmusk-ox,deer, andrabbit.Several September 5,1908.There theyspentthelong Arctic winterstoring make itthere withouthim.” way,” hesaidastheyplannedthetripmonthsearlier. “Ican’t completed withouthistrusted friend.“Hensonmustgoallthe [Henson] wasindispensable,”MacMillanwouldrecall later. most likelychoicestoleadthePoleteam. make thefinalpushtotheirobjective.PearyandHensonwere the smaller teamoftwo Americans andfourInuitcompanionswould returning totheshipthatwasicedintoportatEllsemere Island. A food alongthewaywitheachsuccessiveteamofdogmushers 8.
sextant caches the stars. the position. dead-reckoning Along theway, inadditiontotemperatures thatfellto65 And evenPearyagreed thattheexpeditionwouldneverbe In hisaccountoftheadventure, A Negro attheNorthPole, The group arrivedattheirstartingpointCapeSheridanon “With yearsofexperienceequaltothatPearyhimself,
(KASH ihz) n. ihz) (KASH (SEHKS tuhnt) n. tuhnt) (SEHKS 6 theplanwastoferryanddepositloadsofgear
determining position using speed and direction from a known previous previous aknown from direction and speed using position determining secure storage places. places. storage secure instrument used to determine position by measuring angles of of angles measuring by position to determine used instrument 7 anddead-reckoning 8 untilfinallyon
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. 25 24 23 22 21 20 19 18 not givean African-American manthesamestandingin together asateam.Butthe raciallydivisiveclimateoftimewould Peary andHensonequalcredit forhavingreached theNorthPole difference ofafewhoursatmost itwouldbereasonable togive the twomenwouldbecomeestrangedfrom oneanother. With a was theestablishedcustom.” away onthehomeward trailwithoutrappingontheiceforme,as broke myheart.thathewouldriseinthemorningandslip Peary scarcely spoketome,”Hensonwouldlaterreveal. “Itnearly first. “From thetimeweknewwere atthePole,Commander whom betweenthemdeservedcredit forreaching theNorthPole indicated thatthere wastension betweenPearyandHensonasto could seethatmyfootprintswere thefirstatspot.” a newspaperarticleupontheirreturn. “We wentbackthenandI overshot themarkbyacoupleofmiles,”Hensonwasquotedin remained whohadarrived there first.“Iwasintheleadthathad behind ourigloos,”Hensonwrote. over thegeographicalcenterofEarthitwaslocatedjust out thedistanceveryaccurately, forwhentheflagwashoisted at thenoonhour. measurements oftheirlocation relative tothepositionofsun go tosleep.” Pole. Theonlythingwecoulddowastocrawlintoourigloos and observations andtellwhetherornotwehadactuallyreached the The sunbeingobscured bythemist,itwasimpossibletomake work andpromptly builtourigloos,feddogsandhaddinner. were ingoodspirits,andnoneofuswere cold.Sowe wentto out tomeandsaidwewouldgointocamp,”wrote Henson.“We sledge through muchofthedayscoutingtrailahead. be atthePolebefore itsclose.” unusual happenedtousduringthecourseofthisday, weshould during thelastfourdays,wefigured that,unlesssomething glimpse ofthesky. Estimatingthedistancethatwehadcome rays managedtopenetratethemist,couldwecatchevena over everything,”hewrote. “Onlyatintervals,whenthesun’s was withinreach. Henson reported inhisaccountthathefeltcertaintheirobjective April 6th,asconditionsonthetrailaheadseemedtoimprove, According tohisownrecollection Hensonwasinthe lead It seemsoddthataftersuchalongandsuccessful partnership Upon theirreturn totheUnited Statessomereports inthepress The partyhadindeedreached theNorthPole.Butquestion “The results ofthefirstobservation showedthatwehadfigured The followingdaywhenthemisthadcleared, Pearytook “The Commander, whowasaboutfifty yards behind,called “We crawledoutofourigloosandfoundadensemisthanging UNIT 5 Independent Learning •TheLegacyof ArcticUNIT 5Independent Learning Explorer Matthew Henson NOTES
IL20 IL21 NOTES
Independent Learning •TheLegacyofArcticUNIT 5IndependentLearning Explorer MatthewHenson 28 27 26 expedition, amanbythenameofFrederick Cook,professed was calledintoquestion. A memberofaprevious Greenland almost 20yearshereceived verylittleacknowledgment. Despite Henson’sindispensablecontributionstotheirefforts for Pole whileHensonwasrelegated totherole oftrusty companion. human achievement.Pearywastherecognized discoverer ofthe public eyefortheaccomplishmentofsuchamonumentalfeat 9. 1996 anoceanographicsurvey shipwascommissionedasthe full militaryhonorsnearthemonumenttoRobert Peary. In having reached theNorthPoleHensonwaslaidtorest with to Arlington NationalCemetery. Onthe79thanniversaryofhis April 6,1988,hisremains alongwithhiswife’s were relocated was buriedinWoodlawn cemeteryintheBronx, New York on as anexplorer onthebehalf oftheUnitedStates America. Eisenhower toreceive aspecialcommendationforhisearlywork in 1954hewasinvitedtotheWhiteHousebyPresident Dwight a medal,identicaltotheonegivenPeary, bytheU.S.Navy. And honorary member. A fewyearslaterin1946Hensonwasawarded be recognized. TheExplorers ClubofNew York madehiman his contributionstothediscoveryofNorthPolewouldfinally next 30yearsleadingaquietlife inrelative seclusion.Butin1937 recommendation ofTheodore Roosevelt.Hewouldspendthe a clerkwiththefederalcustomshouseinNew York City, onthe differently. Uponhisreturn from thePole,Hensontookajobas acclaimed hero. Buthistory wouldtreat MatthewHensonmuch traveled theworldthrough hisremaining yearsoflife asan his lastpolarexpeditionhewaspromoted toRear Admiral and globe. of weightinaffirming the truth oftheirjourneytothetop substantiated byothermembersofthepartycarriedagreat deal by manytobelessthancredible, thestrength ofhischaracteras English. Thoughasablackmanhistestimonywaslikelydeemed Peary’s storywasHenson,asthefourInuithuntersdidn’tspeak on thehonorsystem.Reallyonlyotherpersontobackup of remote expeditionreports ofasuccessfuloutcome were made hundred miles.With fewwaystoverify thesuccessofthiskind Several skepticsspeculatedthathemissedthemarkbyseveral to suggestthatPearyhadalsofailedreach theNorthPole. story ofdiscovery. Unfortunatelymanydoubtswere raised forward withcompellingevidencetodisputeCook’scontrived But thecontroversy quicklyfadedwhenseveralindividualscame have reached theNorthPoleoneyearearlieron April 21,1908.
professed Matters onlygotworsewhenevenPeary’sclaimofsuccess Henson diedthefollowingyearonMarch 9,1955.Thoughhe Robert PearydiedonFebruary 20,1920. After returning from
(pruh FEHST) v. FEHST) (pruh claimed. 9 to
© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. recipient ofthisprizewasRobertPearyin1906. prestigious award, theHubbard Medal.Ironically, thefirst Geographic Societypresented Hensonposthumously U.S.N.S Hensoninhishonor. And intheyear2000National 10.
posthumously
(POS chu muhs lee) adv. lee) muhs chu (POS UNIT 5 Independent Learning •TheLegacyof ArcticUNIT 5Independent Learning Explorer Matthew Henson occurring after death. after occurring
❧ 10 itsmost NOTES
IL22 INFORMATIVE ARTICLES
Should Polar Tourism Be Allowed?
Emily Goldberg
About the Author SCAN FOR Emily Goldberg is a blogger and writer. She has worked for several online MULTIMEDIA publications. This article was written while Goldberg was an editorial intern at TIME For Kids. She attended the University of Southern California.
BACKGROUND Antarctica and the Arctic are the coldest regions on Earth and are located opposite each other at the North and South Poles. They share many similarities, like being covered in thick ice year-round, but they are very different from each other. Antarctica, located at the South Pole, is the fifth largest continent. The Arctic, located at the North Pole, is a frozen ocean surrounded by North America, Europe, and Asia
1 ach year thousands of tourists visit the polar regions of the NOTES E Arctic and Antarctica. These trips provide unique experiences for people to experience nature in remote areas. But the increasing number of people traveling to the ends of the Earth can have a negative effect on fragile ecosystems.1 Should tourists be allowed to visit polar regions? 2 About 40,000 tourists visit Antarctica each year. More than five million travel to the Arctic and sub-Arctic. Transporting tourists to the regions increases ship and airplane traffic, and adds to the risk of pollution, oil spills, and other environmental damage. 3 Because the places where wildlife is accessible are few in number, tourist traffic can become concentrated in specific areas, putting at risk Arctic vegetation. Recreational activities such as
boating, fishing, and skiing can also cause disturbances to animal All rights reserved. or its affiliates. Inc., Education, © Pearson
1. ecosystems n. communities of living organisms interacting with each other and their environment.
IL25 UNIT 5 Independent Learning • Should Polar Tourism Be Allowed? © Pearson Education, Inc., or its affiliates. All rights reserved. 6 5 4 issues inthoseregions, butalsogivingmoneytoconservation in theformofspeakingwithfriendsandfamilyaboutimportant often becomecheerleadersforsupportingthoseplaces,notonly with polarregions. “Thosewhotraveltothe Arctic or Antarctica tourism allowspeopletodevelopdeeppersonalconnections should notberestricted toonlyresearchers andscientists.Polar environment,” hesaid. . are havingonwhatisalready averysignificantly changing “We really don’tknowwhatadditionalimpacttourismnumbers to measure theenvironmental impactoftourismin polarregions. the Associated Press in2013thatincreased monitoringisneeded with theUnitedNationsEnvironment Program. colonies, according toGRID-Arendal, anorganization working 2. can bemuchmore effective guardians thanthegovernment.” gives localcommunitiesanincentivetoprotect theplace,andthey “One in11 jobsare related totravelandtourism,”hesays.“This Arctic residents rely ontouristsasasource ofincome,saysSano. conservation atWorld Wildlife Fund,toldTFK. organizations,” JimSano,vicepresident fortraveland
conservation Antarctic NewZealandenvironment managerNeil Gilberttold Others saythataccesstotheseveryspecialpartsoftheworld Polar tourismalsoprovides abeneficialeconomicimpact.Many
(kon suhr VAY suhr (kon shuhn) n. protection of the natural environment and wildlife. wildlife. and environment natural the of protection UNIT 5 Independent Learning •ShouldPolarTourismUNIT 5Independent Learning BeAllowed?
2 ❧
NOTES
IL26 MS ELA Grade 6 Week 8: May 18-21, 2020
Dear Parent(s)/Guardian(s) and Students, Can you believe we have already reached our final week of continuous learning together? During this final week, you will write an argument paragraph to claim what you believe drives people to explore. We’re excited to read your argument! We are so proud of your accomplishments during this time of being at home and still dedicated to strengthening your literacy skills! You know how important it is to continue to develop your abilities in reading, writing, listening and speaking. No one can ever take away your knowledge. Just think how far you have come during your 6th grade year. Soon, you will be a 7th grade student! Congratulations! Don’t forget to keep reading over the summer! Always have a good book, newspaper, magazine, blog, website, etc. ready to read! Enjoy learning!
Grade 6 Unit 5 Exploration: What drives people to explore? Week 8: May 18-21 p. 491 • Determine evidence to use in your argument paragraph. p. 492 • Write your final argument paragraph using your rough draft and additional evidence. p. 495 • Reflect on your learning experience.
6th Grade Unit 5 Exploration Week 7: May 11 – 15 Daily Planning Guide/Checklist/Additional Support
Monday, May 18 _____ Page 491 – Determine evidence to use in your argument paragraph. Or Alternative: 1. Do you think your writing would convince someone to change their mind? 2. Use your argumentative rough draft or your week 4 Writing Organizer to highlight or underline 2 supporting details that would most convince someone to agree with your position/claim.
_____ Mark/revise/organize your rough draft or week 4 Writing Organizer to prepare to write your final argumentative paragraph.
Paragraph Writing Checklist Indent Capitalization/Spelling Punctuation Makes Sense/Logical Order References Text Includes vocabulary words Use whole words and not cell phone text language Use transition words or phrases Check to add formal language to your writing
Tuesday, May 19 _____ Page 492 – Write your final argument paragraph using your rough draft and additional evidence. Or Alternative: Begin writing your final argumentative paragraph using your rough draft or week 4 Writing Organizer (In your best handwriting, rewrite your rough draft to a final argumentative paragraph. You may also type your final paragraph.).
Wednesday, May 20 _____ Page 492 – Complete the writing of your final argument paragraph using your rough draft and additional evidence. Or Alternative: Finish writing your final argumentative paragraph using your rough draft or week 4 Writing Organizer.
Thursday, May 21 ____ Page 495 – Reflect on your learning experience. Alternative: Where or what would you like to explore? Describe in “one pager”; Draw a picture/illustration; Make a diorama; Minecraft World; Make a collage; Create a map; Make a Wordle; etc.
You made it! Congratulations! Enjoy your summer! You deserve it! Read for pleasure!!!
© Pearson Education, Inc., or its affiliates. All rights reserved. Has yourpositionchanged? Review yourEvidenceLogandQuickWrite from thebeginningofunit. question: At thebeginningofthisunityoutookapositiononfollowing Review EvidenceforanArgument evidence todisprove possible counterclaims? Ifnot,makeaplan. you haveenoughevidencetosupportyourclaim?Do youhaveenough Evaluate theStrength of Your Evidence Identify apossiblecounterclaim, oropposingposition: State yourclaimnow: 3. 2. 1. mind. your to change you convinced that of evidence pieces three least at Identify
Other: Reread aselection Do more research
E PERFORMANCE-BASED ASSESSMENT Should kidstodaybeencouragedtobecomeexplorers? Yes vid e nc e log
Ask anexpert Talk withmyclassmates
Consider yourargument.Do 3. 2. 1. reinforced your initial position. initial your reinforced that of evidence pieces three least at Identify
NO prep Performance-Based AssessmentPrep evidence. with clearreasonsandrelevant Write argumentstosupportclaims Writing the topicortext. demonstrating anunderstandingof using crediblesourcesand reasons andrelevant evidence, b. Supportclaim(s)withclear S ta n dards
491 492 reading, conventions Use Language purposes, a frames • Write evidence. with • Write Writing word choices. your to vary help Network argument, your use Word your and you revise write As
range and b. • • • s
selection independent- selections small-group selections Whole-class Maintain knowledge
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UNIT 5•EXPLORATION and
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strengthen thatelement. is missingornotasstrong asitcouldbe,revise your essay toaddor first draft,checkitagainsttherubric.Ifoneormore oftheelements writing, read theArgumentRubric.Onceyouhavecompletedyour choices. These words mayhelpyoutoclarify yourclaimswith precise word Also, considerusingtheacademicvocabularywords inyourargument. the words givenbelowinorder tocompletetheassignment correctly. presented atthebeginningofunit.Besure youunderstand eachof understand it.Thetaskmayreference someoftheacademic words Review theElementsofEffective Argument Reread theAssignment perspectives onimportantissuesrelated toexploration. In thisunit,youread aboutavarietyofexplorers andconsidered different Writing to Part 1 Part formal tone throughout your writing. a conclusion that follows from your argument. Strive to maintain a to clarify the relationships among the reasons and the claim. Include claim with valid evidence from credible sources. Use precise words thatsupport claim. Organize your argument logically, your and support state yourFirst, claim, and then develop acoherent argument to to the following question: Write an argument Assignment critical assume explorers? S hould kids today be encouraged to become to become today kids encouraged be hould
S ources: Argument in which you state and defend aclaim in response valid compel
Review theassignmenttobesure youfully
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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. Argument Rubric 2 3 4 1 argument. the from follows clearly conclusion The reasons. and claim the among relationships the to clarify used are clauses and phrases, Words, evidence. relevant and reasons clear by supported is claim The way. acompelling in claim the states and engaging is introduction The Focus and Organization the argument. from follow not does conclusion The reasons. and claim the among relationships to clarify used not are clauses and phrase, Words, evidence. and reasons by supported not is claim The claim. the state clearly not does introduction The the argument. from follows somewhat conclusion The reasons. relationships among the claim and to clarify used occasionally are clauses and phrase, Words, evidence. and reasons some by supported is claim The claim. the states somewhat introduction The argument. the from follows mostly conclusion The reasons. and claim the among relationships the to clarify used mostly are clauses and phrases, Words, evidence. relevant and reasons clear by supported mostly is claim The claim. the states and engaging mostly is introduction The purpose and audience.purpose to suited mostly are Words formalmostly and objective. is argument the of tone The the claim. and support mostly credible mostly are Sources audience. and to purpose suited and chosen carefully are Words formal and objective. is argument the of tone The claim. the support and credible are Sources Evidence and Elaboration purpose or audience. to suited not are Words informal. is tone The claim. the support they do nor credible not are Sources and audience.purpose to suited somewhat are Words objective. and formal occasionally is argument the of tone The claim. the support somewhat and credible somewhat are Sources essential question: Performance-Based Assessment Whatdrivespeopletoexplore? of usage and mechanics. and of usage Englishstandard conventions in accuracy demonstrates mostly argument The mechanics. and of usage Englishstandard conventions uses correctly argument The mechanics. and usage of conventions English standard in mistakes contains argument The mechanics. and usage of conventions English standard in accuracy some demonstrates argument The Conventions Conventions
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© Pearson Education, Inc., or its affiliates. All rights reserved. © Pearson Education, Inc., or its affiliates. All rights reserved. you learn? Which activitytaughtyouthemostaboutexploration? Whatdid Explain somethingthatsurprisedyouaboutatextin theunit. made itdifficult. Choose aselectionthatyoufoundchallenging,andexplainwhat Reflect ontheText Record yourthoughts. activities thatcontributedthemosttogrowth ofyourunderstanding. colored pentorateyourself again.Then,thinkaboutthereadings and Look backatthegoalsbeginningofunit.Useadifferent- Reflect ontheUnitGoals your learning. Now thatyou’vecompletedtheunit,takeafewmomentstoreflect on Unit Reflect onthe unit Reflect on the Learning Strategies Reflect ontheLearning Record your ideas before participating in aclass discussion. what didn’t, and what you might to do keep working onstrategies. these your learning basedon your Plans. Action Think about what worked, Discuss It Discuss MULTIMEDIA SCAN FOR 5 reflection
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MATH
Week 7 and Week 8 Review Topic: Independent and Dependent Variables (6.EE.8a-c)
Ex: Identify the independent and dependent quantity and write an equation to represent the relationship.
A lawn care service charges $50 for each acre they mow. Think, “What part of the situation is free to change (be independent)?” – The number of acres mowed. “What part of the situation will change based on that number (is dependent)? – The total cost.
Number of Acres = Dep. Quantity, Total Cost = Ind. Quantity
Equation: y = 50x For each situation, identify the independent and dependent quantity and write an equation to represent the relationship.
Analyzing Graphs
Graphing from a Table of Values
Hint: Use the labels X Y from the table to help set-up your graph. The first column represents the x-values and will
tell us what to label the x-axis. The second Y column represents the y-values and will tell us what to label to y-axis. .
X
Let’s Put It All Together!
Review Topic: Signed Numbers and Absolute Value (6.NS.5-6, 6b-c, 7b-d)
C. List the where points A - H are located on the number line below.
Absolute Value
5 5.”
Remember: All that absolute value is telling us is how far away the number
is from 0 on a number line. If I was finding -9 , I just need to count how far from zero -9 is: 9 places. So, -9 = 9
Stretch Your Thinking!
Supports for Diverse Learners 6th Grade Math Week 7 Standard: 6.EE.8a-c and 6.NS.5-6, 6b-c, 7b-d
Topic:
Independent and Dependent Variables Signed Numbers and Absolute Value Supports:
Notes Graphic Organizers Modified Directions General Accommodations:
Read aloud all text skip problems c and e Use a calculator Reduce the number of problems to complete if they are the same type
Write Equations to Represent Relationships Notes (Page 1): Use the following graphic organizer to write the equations. y variable cost (per, each) (dependent) (independent)
y = x
skip problem d Analyzing Graphs Notes (page 1-2): Draw lines on the graphs from the axis described to the line, to the other axis to locate the answers. Supports for Diverse Learners 6th Grade Math Week 7
skip problem c
Let’s Put It All Together! Notes (page 3): Graphing from a Table of Values Notes (page 2) Question 2: Use substitution to solve the equations. Graph the ordered pairs. o Ex. y = 8.76x y = 8.76(5) y = $43.80 Put this answer into the blank space on the given table, then graph the pair. Question 2b: use 2.5 Question 2c: use 5.5 Question 2d: use 10.25
Question 3: Use substitution to solve the equations. o Ex. 218.75 = 8.76x 8.76 8.76
x = 24.9 hours Put this answer into the blank space on the given table, then graph the pair.
*For the final 6th grade packet, we will practice a couple of the major cluster standards that we have reviewed over the past several weeks* Review Topic: The Numbers System (6.NS.1-3,5-7d) Fraction Division (Week 1 packet)
a. b. c. d. e.
f. g. h. Violet has 6 teaspoons of salt. Tara buys clay in a tube that Cheyenne is making friendship 1 She puts teaspoon of salt in is 2 feet long. She is making bracelets for all of her friends. 4 2 clay flowers and each flower Each bracelet requires meter each batch of blueberry 3 3 requires foot of clay. How muffins that she makes. How 4 of thread. If Cheyenne has 1 many batches of muffins can many whole flowers can 2 meters of thread, how 3 Violet make? Tara make from the tube of many complete friendship clay? bracelets can she make?
Multi-Digit Computation (Week 2 Packet) Convert each fraction to a decimal.
ퟏퟖ ퟗ ퟏ ퟏퟐ ퟕ a. b. c. d. e. ퟐퟎ ퟑퟔ ퟖ ퟒퟓ ퟑퟓ
Calculate each sum, difference, product, or quotient
a. 75.90 – 8.74 + 33.56 b. 125.36 – 98.28 – 26.08 c. 24.368 + 64.254 – 33.217
d. 0.9 • 0.44 e. 0.36 ÷ 0.9 f. 0.4 • 0.5 ÷ 0.2
Solve each word problem.
Ellen wanted to buy the following items: A pair of Tom buys 3 liters of yellow paint and 2 liters of blue jeans for $49.95, two t-shirts for $10.95 each, and paint. The yellow paint is $12.95 per liter and the a pair of shoes for $21.95. How much change will blue paint is $14.95 per liter. Tom handed the Ellen get back if she pays with a $100 bill? Show cashier a $100.00 bill to pay for the paint. How your work. much change should Tom receive back?
Signed Numbers and Absolute Value (Week 7 Packet) Correctly place each value on the number line. a. b. c. d. e. f. g. h. i. -9 - 3 |−7| + 8 |10| + |−10| -3 – 4 + (-6) -4(-2) + 10 |5| + 8(-2) 12 – (-3) ÷5 -3 • |−6| + 4 |−8| + |4| – 6(2)
Write a numeric expression using absolute values that would represent each situation. Then, calculate the answer.
a. The water level in El Dorado Lake begins 4.5 feet below sea level. After a rainy week, the water level is now 3.25 feet above sea level. What was the total amount that the water level changed?
b. At the beginning of the month, Sally has $325.25 in her bank account. After a month of paying bills, buying groceries, and putting gas in her car, her account balance has -$87.60. What was the total amount of money that Sally spent during the month?
c. Charles is traveling from Arizona to Alaska. When he got on the airplane in Arizona, the temperature was 64°. When he landed in Alaska, the temperature was -7°. What was the total change in temperature?
Review Topic: Ratios and Problem Solving (6.RP.1-3) Part-to-Part and Part-to-Whole (Week 3 Packet) a. b.
c. d.
Problem Solving with Ratios and Rates (Week 3 Packet) a. Alberto is in charge of making lunch at a summer camp. b. Perry is responsible for distributing soccer balls to the He knows that 3 tuna casseroles will serve 15 campers. kids at soccer camp. During practice, Perry would like How many tuna casseroles should Alberto make to serve each group of 5 children to share two soccer balls. How 35 campers? many soccer balls does Perry need if 25 kids attend camp? c. Eva is planting flowers in her garden. Each variety pack of bulbs contains 4 lilies and 6 dahlias. How many dahlias will Eva plant if she plants 12 lilies? Percentages (Week 3 Packet) Solve each percent problem. a. 15% of 80 b. 9 is 20% of what number? c. 8 is what percent of 125? d. 42 is what percent of 20?
e. 31% of 400 f. 16 is 35% of what number? g. 62 is what percent of h. 21 is 125% of what 320? number?
i. To avoid overcrowding, a local animal shelter has j. Robert is trying to collect all the cards of a special a monthly goal to find 30% of their dogs’ homes. If collector’s edition set of hockey cards. He has 18 cards, they started with 80 dogs this month and reached which is 40% of the set. How many cards are in the their monthly goal, how many dogs were found collection? How many more cards does he need? homes?
l. Samantha estimated that she ate cereal for k. Kara has downloaded 250 megabytes of a file onto her computer. The screen tells her breakfast 80% of the days of the year. Given a year that this is 25% of the total file. How many with 365 days, on how many days did Samantha megabytes is the file? eat cereal that year?
Review Topic: Expressions, Equations and Inequalities (6.EE.1-7) Evaluating Algebraic Expressions (Week 5 Packet) Evaluate each algebraic expression for the given values
1. 8x – 6 for x = -3, -1, 2 2. 128 – 9x for x = -2, 0, 4
3. 2x – 5x for x = -4, 3, 5 4. x² - x for x = -3, 0, 7
Equivalent Expressions (Week 5 Packet) Apply the distributive property to re-write each expression. Then, if possible, combine like terms to simplify the expression. a. b. c.
For each question, use factoring to write an equivalent expression. a. 17x - 68 b. 65 +13x c. 121 – 11x d. 3x – 6 + 9x
Solve each word problem. a. A frame maker is hired by an art museum to make b. You purchased two solar panels that have the same a special frame for a large, rectangular painting. The width but different heights. One panel has a height of painting is 3 times as long as it is tall. The expression 5.6 feet and the other panel has a height of 7.2 feet. To 2(x + 3x) represents the perimeter of the painting, calculate the area that both panels will cover, you use where x represents the length of the short side of the the formula 5.6w + 7.2w, where w is the width of each painting in feet. What is the total feet of framing panel in feet. How much area will both panels cover if needed if the short side of the painting measures 2.6 they are each two feet wide? feet?
Algebraic Equations (Week 6 Packet) Solve each equation for the missing value.
Anthony’s Café runs a special every Tuesday where each taco costs $1.25. a) Write an equation to represent the cost of eating x tacos.
b) Mark ate 7 tacos. Use the equation to determine the cost.
c) Martha ate 4 tacos. She also ordered a pop, which costs $2.50. Write a second equation to represent Martha’s cost. How much did Martha pay for 4 tacos and 1 pop?
Inequalities (Week 6 Packet) Represent each inequality on the number line.
Write an inequality to describe the situation.
a. The football stadium holds up to 75,000 fans. Let x represent the number of fans.
b. The sports car can drive up to 120 miles per hour. Let p represent the speed of the car.
c. The minimum a shopper has to spend in order to receive a discount code is $25.00. Let b represent the amount spent.
d. In order to get a free appetizer, the customer has to spend $40.00 on their meal. Let g represent the amount spent on their meal.
e. For water to freeze, it must be 32° F or colder. Let f represent the degrees of water.
Supports for Diverse Learners 6th Grade Math Week 8 Standard: 6.NS.1-3, 5-7d; 6.RP.1-3; 6.EE.1-7 Multi-Digit Computation Notes (page 1): Watch this video on decimal arithmetic. Topic: Turn your lined paper sideways to complete division. The Number System Remember to line up the decimals on addition and subtraction. Ratios and Problem Solving Word Problems – remember to follow PEMDAS (below): Expressions, Equations and Inequalities o 100 - (49.95 + 10.95 + 10.95 +21.95) o 100 - (3 x 12.95 + 2 x 14.95) Supports:
Notes Parenthesis Visual Aids If there are 2 sets of ( ), work from left to right Step-by-Step Directions Or, if one set of ( ) is inside of the other one (example is General Accommodations: problem d) do the one on the inside first Exponents Read aloud all text Multiplication or Division Use a calculator Do whatever comes first, working from left to right Reduce the number of problems to complete if they are the same Addition or Subtraction type Do whatever comes first, working from left to right
Fraction Division Notes (Page 1): Signed Numbers and Absolute Value Notes (page 2): Step 1: Turn all mixed numbers into improper fractions. Absolute value is simply how many jumps the number is away from 0 on the number line. Hint: It is always the same number, but positive. Watch this video about adding and subtracting integers. Watch this video about multiplying and dividing integers. Word Problems: o A: |-4.5| + |3.25| o B: |325.25| + |-87.60| Step 2: Flip the second fraction over. o C: |64| + |-7| Step 3: Multiply straight across.
Supports for Diverse Learners 6th Grade Math Week 8 Part-to-Part and Part-to-Whole Notes (page 2): Percentages Notes (page 3): Watch this video about part-to-part and part-to-whole ratios. Step 1: Set up an equivalent ratio. Word Problems – put the values into the below fractions: 푠푡푢푑푒푛푡푠 푤ℎ표 푝푟푒푓푒푟 푤ℎ𝑖푡푒 푏푟푒푎푑 o A: part-to-part 푠푡푢푑푒푛푡푠 푤ℎ표 푝푟푒푓푒푟 푤ℎ푒푎푡 푏푟푒푎푑 푠푡푢푑푒푛푡푠 푤ℎ표 푝푟푒푓푒푟 푤ℎ𝑖푡푒 푏푟푒푎푑 o A: part-to-whole and 푎푙푙 푠푡푢푑푒푛푡푠 푠푡푢푑푒푛푡푠 푤ℎ표 푝푟푒푓푒푟 푤ℎ푒푎푡 푏푟푒푎푑 Step 2: Multiply the numbers that are diagonal from one another.
푎푙푙 푠푡푢푑푒푛푡푠 Step 3: Divide by the number that hasn’t been used yet. 푟푒푑 푟표푠푒푠 o B: part-to-part Word Problems: 푝𝑖푛푘 푟표푠푒푠 𝑖푠 30 o I: = 푟푒푑 푟표푠푒푠 푝𝑖푛푘 푟표푠푒푠 80 100 o B: part-to-whole and 푎푙푙 푟표푠푒푠 푎푙푙 푟표푠푒푠 18 40 o J: = 푡표푚푎푡표 푝푙푎푛푡푠 표푓 100 o C: part-to-part 푧푢푐ℎ𝑖푛푛𝑖 푝푙푎푛푡푠 𝑖푠 25 o K: = 푡표푚푎푡표 푝푙푎푛푡푠 푧푢푐ℎ𝑖푛푛𝑖 푝푙푎푛푡푠 250 100 o C: part-to-whole and 푎푙푙 푝푙푎푛푡푠 푎푙푙 푝푙푎푛푡푠 𝑖푠 80 o L: = 푑푎푓푓표푑𝑖푙푠 365 100 o D: part-to-part 푑푎푦−푙𝑖푙푙𝑖푒푠 푑푎푓푓표푑𝑖푙푠 푑푎푦−푙𝑖푙푙𝑖푒푠 o D: part-to-whole and 푎푙푙 푓푙표푤푒푟푠 푎푙푙 푓푙표푤푒푟푠 Evaluating Algebraic Expressions Notes (page 3): Make a table to organize your work.
Put the information from the problem into the table. Follow my Problem Solving with Ratios and Rates Notes (page 2): example for problem 1. Step 1: Set up an equivalent ratio. Put ( ) around all the variables, or letters Step 2: Multiply the numbers that are diagonal from one another. Take out the letter and replace it with the value for the x Step 3: Divide by the number that hasn’t been used yet. Use a calculator or PEMDAS to solve, and write the answer Word Problems: x Expression Answer 3 8(x) - 6 o A: = 15 35 -3 8 (-3) – 6 (put this into the calculator just as it is) -30 2 -24 – 6 (or use PEMDAS and it will look like this) o B: = 5 25 -1 8 (-1) – 6 4 12 o C: = 6 2 8 (2) – 6
Supports for Diverse Learners 6th Grade Math Week 8 Equivalent Expressions Notes (page 4): Watch this video to learn about the distributive property. Word Problems – substitute the given value for x and solve: Watch this video about combining like terms. o 1.25x for x = 7 Watch this video to learn about factoring. o 1.25x + 2.50 for x = 4 o The Greatest Common Factor for each problem is below: . A. GCF = 17 Inequalities Notes (page 5): . B. GCF = 13 Watch this video on inequalities. . C. GCF = 11 Letter c is written backwards, so flip the inequality symbol around: . D. GCF = 3 1 o C. x > 2 2 Word Problems - substitute the given value into the equation and Word Problems: solve: < < > > o 2(x + 3x) for x = 2.6 o 5.6w + 7.2w for w = 2 less than less than or greater than greater than equal to or equal to Algebraic Equations Notes (page 4): fewer than at most more than at least Watch this video on solving one step equations with + and -. under no more than larger than no less than Watch this video on solving one step equations with x and /. smaller maximum of above minimum below not greater exceeds not smaller than than Step 1: Draw a line down the = sign to separate the two sides of the beneath up to over not under equation. lower does not larger ___ or more Step 2: Find the variable/letter. You will ALWAYS start on the side exceed with the letter. shorter ___ or less longer Step 3: Ask yourself, “What kind of math is happening here?” shorter higher o Is it addition, subtraction, multiplication or division? Step 4: Ask yourself, “What is the inverse/opposite operation?” o addition and subtraction are opposites o multiplication and division are opposites Step 5: Do the opposite operation. Step 6: What you do to one side of the = sign, you will do to the other side. Step 7: Write the solution.
MATH PLUS
Week 7 and Week 8 Review Topics: Working with Data (7.SP. 1-5)
For the data shown below, describe the shape of the distribution. Then, label any clusters, gaps, peaks and outliers in the data.
Use the dot plot above (Number of Pets Owned by Students) to answer each of the following questions. a. What do the 3 x’s above the number 4 represent?
b. Why are there no x’s over the number 3?
c. How many students represented own 1 pet?
Create a dot-plot from the values listed, showing the number of siblings students have. Then, describe the shape of the distribution, and identify any clusters, gaps, peaks, and outliers in the data.
Number of Siblings 3, 4, 3, 2, 6, 1, 0, 3, 4, 3, 1, 2, 11, 3, 4, 3, 2
Create a stem-and-leaf plot from the given data below regarding A stem-and-leaf plot is a graphical method used to represent ordered numerical data. students’ math scores. Once the data is ordered, the stems and the Student Math Scores leaves are determined. Typically, the stem is 83, 78, 93, 82, 84, 95, 65, 80, 77, 89, 52, 84, 98, 65, 74, 50, 98, 78, 84, 52, 100, 68, 71, 80 all the digits in a number except the rightmost digit, which is the leaf.
4 1 41
5 6 56 What observations can you make from the stem-and-leaf plot?
A histogram is a graphical way to display quantitative or numerical data using vertical bars. The width of a bar in a histogram represents an interval of data and is often referred to as a bin. The height of the bar indicates the frequency, or the number of data values included in any given bin.
Frequency Interval
Use the data from the table to create a histogram to represent the number of floors in the city’s tallest buildings.
For each given data set, calculate the mean, median, mode (number that appears the most – if possible), and Mean Absolute Deviation
For the set of data, construct a box-and-whisker plot and fill in each blank with the necessary value.
10, 8, 7, 9, 2, 10, 5, 9, 7, 9, 10, 5, 8, 6, 5, 3, 1
Minimum Val: ______
Maximum Val: ______
Q1: ______
Median: ______
Q3: ______
IQR: ______
Further Practice
Review Topic: Circles (7.NS.4)
A circle is shown.
Identify each of the following in the figure. a. the center of the circle b. a diameter of the circle c. three radii of the circle
Calculate the area and circumference of each circle shown below.
Calculate the area and circumference of each circle described below.
Stretch your thinking!
Review Topic: Rates and Ratios (7.RP.1)
Remember: 470 940 A Unit Rate is always in relation to 1. For example, a car drives 40 miles per 1 hour, or you pay $0.75 for 1 can of soda
End of Week Review!