The US Bill of Rights | 9Th-12Th Grade Reading Passage with Questions

Week of April 30th 8th Grade ELA: Review *These lessons are intended to last about 30 minutes per day, or 150 minutes a week. Please break up these lessons in whatever way works best for your students. If completing this online, please write your answers on lined paper.

Day 1: Day 2: Day 3: Day 4: Day 5: Read the play Read the play Complete Complete Complete Section The Monster In The Monster Section 1 on Section 2 &3 on 4 & 5 on pages the Cave In the Cave pages 6-7. pages 7-8. 8-9. pages 2-3. pages 4-5.

Math: Review Complete the activities with an optional calculator. Check your answers when complete. If you need more assistance, search in YouTube: How to solve [math topic] For example: “How to solve equations”

***Parents/guardians of special needs students will be contacted by their child’s special education teacher to provide accommodations and support to help their child complete these lessons. If you have not yet heard from their teacher, please reach out to them to request additional guidance.**** Day 1: Day 2: Day 3: Day 4: Day 5: Function Pythagorean Scientific Parallel Lines Solve equations Tables Theorem Notation cut by in real-life transversal problems Science: Matter

Day 1: Day 2: Day 3: Day 4: Day 5: Exploration 1: Exploration 2: Identifying Continue Your Lesson Check Defining Matter Measuring Properties of Exploration (pg. (pg. 20-21) (pg. 5-7, 9) Volume and Matter (pg. 17-18) Density (pg. 14-16) 10 & 11)

Social Studies Review *These lessons are intended to last about 30 minutes per day, or 150 minutes a week. Please break up these lessons in whatever way works best for your students. If completing this online, please write your answers on lined paper.

Day 1: Day 2: Day 3: Day 4: Day 5: Read the US Answer the Read the Answer the Read the article Bill of RIghts questions for American questions After students on pages 1-2. the US Bill of Government about the protest gun Rights located The Bill of article on violence, some on page 3. Rights on page pages 5-7 demonstrate for 4 gun rights, and fill in the graphic organizer on pages 10-11

1 Readers Theater 2

CHARACTERS

ALL CF'tllRUS¡ Greek chorus 7,2 &3 in unison *ODYSSEUS: hero of the Trojan War *FltfråflR¡ author ofThe 0dyssey SHEEP (a sma[[ group) * 'àGFlËËl( Ci'l0ftEJS 1, 2 &¡ 3 (GCl, GC2, GC3) lPtlJPl4 E F,å U 5 [po t-u h- FEE-m u hs] : a Cyclo ps g, g["]\Þl TI¡ALES, Er',ls, LFru U S, [9 Ë F¿ t! Éi T fi hÈ, tvclüPs 1, ¿ .q, 3

S[¡,PÁ.S, ABüËS" þltKûFi, åÈ CAIIFE]SI members of Circle the chorocter you wíll play. 0dysseus'crew *Starred characters ore major roles.

taste of human flesh-that they're more powerful than Odysseus and Potyphemus the gods! each have different ODYSSËL!5: More powerful than Zeus? I think not. But character traits that they we keep to the smaller island. rety on to try to defeat each other. Look for those traits will as you read. THALES: I suppose it's either that or starve to death. H0FiER: Odysseus leads his men to the beach. The island is fertile and wooded. . .i-t:1.',:-; 1-:. i l. I 'ì:'it¡ ri; i :: i !' l ': GCl: There are wild grapes and many goats-

A!.L e HtR{JS: Welcome, HomeL, famous poet of GC2t of goats. -hundreds ancient Greece. GC3¡ Goats everywhere! f{oftlËËl: Todaywe present a tale from The Odyssey. ÞlOMËR: The men restock their ships then prepare a Att CH0gt¡JS t The Odyssey: great feast on the beach. As they eat, they look toward

GCl: . . . a greatepicpoem. . . the island of the Cyclopes with curiosity. . .

GÇ2; . . . about the great hero Odysseus . . . AtL Cl{ORUS:, . . and fear. GC3: . . . on his journey home from the great Trojan War. ' '" 1:: HoMËtl: Odysseus had helped lead the Greeks to H0MERT The next morning, Odysseus calls a council. victory, but the war had been long and bloody, and ODYSSEUS; I want to visit the Cyclopes. Odysseus and his men were praying for a swift and safe BËF'lDIJS; But they are said to be monsters! journey home to Ithaca. However . . . 0DYSSEUS: I shall see for myself. Let the bravest among

Á\Lt CH0RUS: . . . this was not to be, you join me in exploring their land. H0MER: Odysseus anchors one ship close to the island. He and 12 volunteers row ashore in a small boat. ltOMER.: Odysseus is leading his fleet of 12 ships $ÐV55Htl5: Let's see who lives in that cave up the hill. acl'oss the Aegean Sea. The men grow weary in ÞiOFÎER: \¡Vhen the men get to the cave, no one is the hot sun, f lrr: t'ror d there. Inside are many treasures . . . .;l,Jii' TI{ALHS: odysseus, for you the men will row 'i:Jüi;l GCl: cheese! until they drop, but they are weak from hunger. of the Cyr:lopcs. GGZ: Lambs! Eos: we are out of rbod. 't lll::l: ll:q' GCB: \^/heat and milkr t-tNUS: And we are nearly out of water. c'l.,ili''.'lJi;,- TEt.AfrÌûN¡ We should take this food to our ships. ¡rlut'rl of Cvcto¡ts' oDyssËus: There are some islands ahead. Look sIPPÂsr Think how much better oul trip home at the small one-it appears uninhabited. will be! Þl0S: Isn't that too close to the island of the Cyclopes? 0DYSSËUS: No. I want to meet the Cyclops who lives LINUS¡ They say the Cyclopes are giants that enjoy the here. Maybe he will give us these things as gifts.

18 scxotAsrlc scopE . 3, z01z 'E'TEMBER 3

H0l,lER¡ Grumbling, the men help themselves to the POIYPHEItUS¡ Where is your ship? cheese while waiting for the Cyclops to return. After a ODYSSEUS: It . . . was destroyed. We barely escaped the while, the grourd begins to shake. jaws of death. ABUS! What is happening? HOfilER: Suddenly, the Cyclops grabs two men and lllK0tl: Zeus, have mercy on us! tosses them into his mouth. Att CHORUS¡ The men are right to be afraid. ODYSSEUS! Nooooo! arms! Drive your swords into him! ln ancient TELAtlOll¡ To rfi?frn Greece, you ODYSSEUS: Wait! He's the only one who can were expected stone. If we kill him, we'll be trapped! HOIIER; The men hide in the shadows as the to show xenia, move that Cyclops drives his flock of sheep into the cave; or hospitality, to HOIIER: The Cyclops slurps down some milk, your quests-or out, and falls asleep. The men weep SHEEP: Baaa. Baaa. risk änqering the stretches ' ' ' GCl: The Cyclops is huge. His face is pocked god Zeus. AtL CHORUS! . . . as Odysseus plots. wÍthboils. GC2: He has but one colossal eye . . . .' rffifiill GC3l . . . right in the center of his forehead. HoIrlER¡After a restless night, Odysseus and his men are CARPUS (whßpering)s What a monsterl jolted awake. ABUS (whispering)tWhat's he doing with that rock? POIYPHEIIUS¡ Wake up, stlangers! It's breaKast time! lllK0N: He's sealing off the cave opening! It'll take a HOIIER: The Cyclops snatches two men and gobbles legton of men to move that boulder. them up. Then he shoves aside the stone. BEIIIIUS: Howwillwe get out? POIYPHEIIUS: Shoo, sheep. Time to go to pasture. HOl¡lER: The monster's eye blinks with surprise. SHEEP: Baaa! Baaal POtYPHEI,IUS¡ Hello? SIPPAS¡ Maybewe can Hello? Who is there? make a run for it, HOiIER¡ Odysseus steps GCl¡Umm...notreally. forwa¡d, GGzr Poþhemus quickly ODYSSEUST Hello, we are replaces the stone- weary travelers on oru way GC3: -the gdønt stone. home. We humbly ask for BEt{DUS: What now? your hospitality-and may OIIYSSEUS¡ I have a plan. you fear the wrath of Zeus ALt CllORUS: Odysseus has should you choose to treat a plan, us unkindly. CUIINII{G POIYPHEI,IUST Fool, you CTEVER rffifTïaÐ know nothing of this When it comes to Odysseus, peopte have H0ltER: Later, Poþhemus - island. I am Poþhemus, different opinions. Is he clever to think his way returns with his flock. uo - son ofPoseidon, god of out of bad situations-or a cunning viltain who SHEEP: Baaa! Baaal z the sea! I do not care about takes advantage of others? The ancient Romans H0l.lER: He seals the cave o= ui ò Zeus. We Cyclopes are thought he was cruel; his trickery violated their and eats tvvo more men. -o É much stronger than he. sense of honor. The ancient Greeks thought he POtYPHEttIUS: You see, È you àÈ GCl: The monster stares at vuas a great hero who used his brain-notjust humans, Zeus led

F- o . . . his strength-to achìeve victory. to me that I may pick É Odysseus with his one Ê . . . myteethwithyour z GC2¿ .. colossal. What do you think and whY? N É GC3:. .. eye. bones! = -/

w1ïw.scHor^sflc.coH/scoPE . SEPÍEMB ER s, zotz 19 4

0Ë)Y:iSHt¡Sis Enough, Cyclops! That's six of my men you've devoured! How can you treat your visitols this llOrtl,lË[t: Earlier, Odysseus and his men had carued the way? And to think that I brought you a drink offering! tip of a log into a point and hidden it in the shadows. i'{J[,Yi'iiË] ill tl Íj¡ A drink offering? 0þY5:ih.Ul"i (whispering)e Retrieve the log and heat the $tiYiqSåí{.|::i: Yes, the nectar of the gods. Here, I give it to point in the fire! you that you might have mercy on us and let us go. i{t.¡f4ñlt: \.Vhen the timber is glowing, the men hoist it Fi{!irìrdit: Polyphemus takes the cup of wine and drinks. onto their shoulders. F$LYE:¡{r:il¡U5: That's delicious. I like you, Small One. ODYSSËUSs We must jam it into his eye with all our Tell me your name, and I will give you a present. But might! On mycount: One . . . two . . . three! first, give me more of this drink! GCl: The ugly eye sputters and hisses. GCI: Three times Odysseus fills the cup. GCz: The boiling blood bubbles. (ìÇ21Three times the Cyclops drinks. Ciü3: The hair singes and crackles! $t,'J: Three times . . . uh . . .yes, three times! Pü[YflãlËl4US: Ahhh! My eye! \A/hat have you done?! I'm ODYSSIì|J$: Cyclops, you asked my name. My name is blind!I'm blind! Nobody. Now give me the present you promised. HOfIER: Hearing his yells, a few Cyclopes gather P0LYï¡HEMLisr Hal This is the present I have for you, outside the cave. Nobody: I will eat your men first. I will save you for last. CYe LüPS L: \try'hat's wrong, Poþhemus? ÉIOFlEfi: The Cyclops falls over and begins to snore. CYüLf?l'S il; Vt/hy are you making such a racket? lli-l- (HûÍìtiÍtl His peaceful slumber will not last. rìYe Lüi)S 3; Is somebody doing you harm?

20 scHolAsrlc scopE . sE'TEMBER 3, 2012 5

POLYPHEI,IUS; Ahh! Nobody has blinded me! Nobody is THALES¡ Manthe oars, men. The oars! trying to kill me! HOl,lER: Once the ship is a sutEcient distance from the

CYCI0 PS I : If nobody is hurting you, then be quiet so shore, Odysseus calls to the Cyclops. we can get some sleep! ODYSSEUS: Cyclops! Oh Cyclops! HOIIER: The other Cyclopes leave. In the morning, HOl,lER: The Cyclops rushes to the edge of the sea. Polyphemus gropes about until he finds the stone. He 0DYSSEUS (ieeríng)zYou should have taken better pushes it away and sits in the doorway. measure of me befo¡e swallowing mymen, SHEEP: Baaa! Baaa! Poþhemus. I wame{'you thatZeuswottld punish CARPUS: Nowwhat? you foryour treacherf ABUS: Howwill we get past him? POIYPHEI,IUS: Ahh! I shall have my revenge on

ODYSSEUS: I have aplan . . . Nobody! Att CHORUS: Odysseus has another plan. HOilEn: The Cyclops hurls a boulder at the ship. It HOHER: As the sheep pass, Poþhemus feels their lands in the.wate¡ creating awave that sends the ship backs to make sure that none of the men are escaping. back toward shore.

GCf ¡ What he doesn't know . . . ODYSSEUST Row for your lives, men! Row for

GC2¡ What he couldn't guess . . . . your lives! (to Polyphemzs) You wretched

GC3: . . . is that the men are clinging to the brute! sheep's bellies. llIKOll: Please, Odysseus, do not provoke the Some scholars monster! HOlilER¡ Odysseus rides out last, under the th¡nk the Greeks largest ram. Poþhemus stops it and strokes mistook dwarf ODYSSEUS: Cyclops, if anyone asks you who it elephant sku lls put your you them its back. for Cyclopes was who eye out, can tell it P0IYPHE!,|US: My good ram, why are you the skulls, That hole was thevallantwarrior of lthaca, hero of the in the middle last to leave my cave todal4 Is it because you looks like an eye Trojan War, Odysseus! know your master has lost his eye? I will have socket, but it's GClr Modesty. . , where the trunk Nobody's life yet. I willbash his brains in! attaches. GC2¡ ... asyoucansee. .. ALL CHORUST The Cyclops plots his revenge. GC3r, . . is not Odysseus' thing. HOl,lER: The Cyclops throws another boulder at them. Fftrrr It splashes behind the ship, creating a wave that H0HER¡ The men take the sheep to their ship. pushes them further out to sea. THALES: Odysseus, you're alive! We thought you'd P0IYPHEl,lUSl Avenge me, great Poseidon! Grant that perished! Odysseus never reaches his home alive! EOS¡ But where are the others? HOIIIER¡ Odysseus sails into the setting sun, celebrating I f ODYSSEUS¡ A terrible monster ate them. Now quick, get his victory. He has no idea that Poseidon is furious . . . oÉ these sheep on board. And hush! The monster no and things are about to get much, much worse. øts I longer has his eye, but he still has his ears. Att CHORUS: But that is a story for another day. o E F z o E coilfEsil Þ 3- z Wfitg AbOUt ChafaCtêl wtrat character traits hetped odysseus escape the Cyctops? Do you think both 0dysseus and the Cyclops got what they deserved? Why or why not? E = Answer a[[ three questions, and be sure to use at least three pleces of text evldence to ¿ support your arguments. Send your entry to OIIYSSEUS COI{ÍEST, Five winners witl get =¿ É Thìeves. See page q. Anne Ursu's The Shodow 2 for details. GET THIS z ê ACTIUfTY 0t{uI{E

www.sclrolAsÍc.coil/scopE . SEpfEMBER 3. 2012 2l 6

® Name: ______Date: ______THE LANGUAGE ARTS MAGAZINE play: The Monster in the Cave • Skill: Literary Elements and Devices, page 1 of 4 Back to Basics: Literary Elements and Devices Identifying the basic elements of a literary work can help you understand it better. Use this activity to help you understand The Monster in the Cave. See Scope’s “Glossary of Literary Terms” for definitions of the words that appear in bold.

Section 1: Characters

1. For the characters of Odysseus and Polyphemus, and one character of your choice: (1) decide whether the character is major or minor and (2) briefly describe the character, including his or her appearance, personality, and background; (3) decide whether the character is static or dynamic and explain why.

A. ODYSSEUS is a major minor (check one) character.

Description: ______

Sc ope ______

B. POLYPHEMUS is a major minor (check one) character.

Description: ______He is a static dynamic (check one) character. I think so because______

C. is a major minor (check one) character.

Description: ______He is a static dynamic (check one) character. I think so because______Uses: Copy ma c hine, opaq u e proje tor, or transparen y master for overhead tor. Sc holasti I n . grants s bs ribers of Scholastic sCOPE activity • SEPTEMBER 3, 2012 Continued on Next page > 7 play: The Monster in the Cave• Skill: Literary Elements and Devices, page 2 of 4

2. Describe the role of the Greek Chorus. What is their purpose in the play?______

3. Describe the role of Homer. What is his purpose in the play?______

4. Consider the characterization of Odysseus. A. What is an example of direct characterization of Odysseus? ______

B. Give two examples of indirect characterization of Odysseus. ______

5. Consider the characterization of Polyphemus, and give two examples of indirect characterization of

Sc ope ______

Section 2: Setting

6. Where and when does the play take place?______

7. How does the setting help you understand the characters’ behavior?______Uses: Copy ma c hine, opaq u e proje tor, or transparen y master for overhead tor. Sc holasti I n . grants s bs ribers of Scholastic sCOPE activity • SEPTEMBER 3, 2012 Continued on Next page > 8 play: The Monster in the Cave• Skill: Literary Elements and Devices, page 3 of 4

Section 3: Theme

8. One theme of this play is that when it comes to defeating an enemy, cleverness is more valuable than strength. Explain how the play illustrates this theme. Include at least three details to support your answer. ______

Section 4: Tone and Mood

19. List at least two adjectives that describe the tone of the play. ______Now explain how the author established that tone. Which words and details tell you how the author feels permission to reprod uc e this page for u se in their c lassrooms. ©2012 by Sc holasti I n . A ll rights reserved. about the characters and the subject matter?______Sc ope ______10. What is the mood of the play? Does it stay the same throughout the play, or does it change? Explain. ______Now explain how the author established the mood. Which imagery, words, ideas, and aspects of the setting or plot caused you to feel the way you did? ______Uses: Copy ma c hine, opaq u e proje tor, or transparen y master for overhead tor. Sc holasti I n . grants s bs ribers of Scholastic sCOPE activity • September 3, 2012 Continued on Next page > 9 play: The Monster in the Cave • Skill: Literary Elements and Devices, page 4 of 4

Section 5: Plot

CLIMAX: Describe the moment when the problem reaches its 3 greatest intensity. What happens to make this a turning point?

RISING ACTION: What happens that FALLING ACTION: What is the solution 2 causes the situation to escalate, or 4 to the problem? How is it carried out? intensify? permission to reprod uc e this page for u se in their c lassrooms. ©2012 by Sc holasti I n . A ll rights reserved.

Sc ope

OPENING: What is the main RESOLUTION: What is the 1 problem? 5 ultimate outcome? Uses: Copy ma c hine, opaq u e proje tor, or transparen y master for overhead tor. Sc holasti I n . grants s bs ribers of

Scholastic sCOPE activity • September 3, 2012

Please use the function rule to find the output for each table.

x y x y ퟏ ퟐ Input Function: y = x + 2 Output Input Function: y = 풙 Output ퟐ

-3 -2

2 -2

4 0

8 2

10 3

x y x y ퟏ Input Function: y = - x Output Input Function: y = √풙 Output ퟑ

-3 49

64 -1

1 121

3 196

6 225

x y x y Input Function: y = -2x + 1 Output Input Function: y = x – 2.5 Output

-3.5 -10

-2 -5

3 0

7 3

8.5 7

Please find the function rule for each data table.

1. 4. x Function: y x Function: y Input Output Input Output

-1 -2 -5 -14

0 2 -4 -12

1 6 -3 -10

2 10 -2 -8

3 14 -1 -6

2. 5. x Function: y x Function: y Input Output Input Output

-4 1 3 3

0 2 6 4.5

4 3 9 6

8 4 12 7.5

15 9 12 5

3. 6. x Function: y x Function: y Input Output Input Output

-1 3 -2 -5

0 0 0 1

1 -3 1 4

2 -6 3 10

3 -9 4 13 Week 6 – Pythagorean Theorem

Find the distance between the two points. Graph paper is provided on the other side.

Week 6 – Pythagorean Theorem

Scientific Notation – Add & Subtract Wednesday Practice

If you can, start by reviewing Scientific Notation Online. Head to Mathgames.com, go to Grade 8 and find activity “8.21 Compare Numbers written in Scientific Notation” https://www.mathgames.com/skill/8.21-compare-numbers-written-in-scientific-notation

Quick Review

Add & Subtract

Scientific Notation – Add & Subtract Wednesday Practice

Parallel Lines cut by a transversal NOTES!! Practice on next page! 

Remember: Corresponding, alternate exterior, alternate interior, and vertical angles are congruent (equal).

And…same side exterior, same side interior and supplementary angles = 180°.

Parallel Lines and Transversals

Use the diagram below to answer questions 1-10. Line m is parallel to line n. l is a transversal.

Label the following angle pairs as corresponding, vertical, alternate exterior, or alternate interior. 1. <6 and <7 ______6. <2 and <3 ______

2. <2 and <6 ______7. <1 and <8 ______

3. <3 and <6 ______8. <1 and <4 ______

4. <1 and <8 ______9. <4 and <8 ______

5. <3 and <7 ______10. <2 and <7 ______

11. Find the measures of the following angles if the measure of <1 is 120 degrees:

<2 = ______<3 = ______<4 = ______<5 = ______<6 = ______<7 = ______<8 = ______Solve equations in real world problems

1. Write an equation from the word problem. 2. Solve the equation.

Example:

blue white

green

Directions: write and solve an equation to answer each of the following questions.

DO NOT EDIT--Changes must be made through "File info" LONumber=6P1_0110; CorrectionKey=NL-B

Go online to view the digital version of the Hands-On Lab for this lesson and to download additional lab resources.

CAN YOU EXPLAIN IT?

How can you tell the difference between the materials in these two rocks?

Miners must be able to tell substances apart from one another when they look for metal ores. These rocks may look similar, but they are made of different substances. The rock on the left contains large amounts of lead, and the rock on the right contains large amounts of iron.

1. Observe these two rocks. How do they appear similar? How do they appear different?

2. What do you think might explain these similarities and differences? © Houghton Mifflin Harcourt • Image Credits: (l) ©Science Stock Photography/Science © Houghton Mifflin Harcourt • Image Credits: Source; (r) ©Wlad74/istock/Getty Images Plus/Getty Images

EVIDENCE NOTEBOOK As you explore the lesson, consider ways in which two similar-looking objects could be distinguished from one another.

Lesson 1 The Properties of Matter 5 LONumber=6P1_0110; CorrectionKey=NL-A DO NOT EDIT--Changes mustbemadethrough "Fileinfo" 6 4. not havemass ortake upspace,fire isnot matter. Neither lightnorheathavemass ortake upspace.Becausefire does actual flamethatyouseeinafire isacombinationoflightandheat. matter. Air ismatter. Ittakes upspaceinsideabasketball. However, the soil inagarden are allmatter. Somethingsthatyoucannotsee are also nonliving thingsare matter. Your body, atinyant,andthe rocks and Matter isanythingthathasmass andtakes upspace.Bothlivingand All matter, includingbasketballs andwater, shares twoproperties. Matter 3. A basketball ismadeofmatter. things youcanseeorfeelare matter, butsomeare not. in common.Theyare allmatter. Matter isaword usedtodescribephysicalthings.Most your shirt,theairblowingthrough yourhair, andyourdeskatschoolallhavesomething Think abouteverythingaround youduringyourday. Thewateryousplashonyourface, Unit 1TheStructure ofMatter pebbleonabeach E. D. heatfrom acandle C. milk in acarton B. lightfrom the sun A. that apply. Which ofthefollowingwouldbeconsidered matter? Chooseall a basketball matter butnotafire? A basketball isverydifferent from afire. Whatare somedifferences thatmightmake soundofboomingthunder Fire itselfisnotmatter. However, thewoodthatburnsismatter. Defining Matter Defining EXPLORATION 1 cannot see,ismatter. mass ismatter. Eventheair, whichyou Everything thattakes upspaceand has

© Houghton Mifflin Harcourt • Image Credits: (l) ©Thomas Northcut/DigitalVision/Getty Images; (r) ©iStockPhoto.com; (b) ©Tony Anderson/Digital Vision/Getty Images LONumber=6P1_0110; CorrectionKey=NL-B DO NOT EDIT--Changes mustbemadethrough "Fileinfo"

© Houghton Mifflin Harcourt • Image Credits: ©HMH 5. measured inmilligrams (mg). in kilograms (kg). Very smallmasses are often of grams (g).Large masses are often measured a scale.Ascale,orbalance,measures mass inunits ball hasless mass thanabowlingball,eventhoughthebeachballislarger. mass ofanobjectdoesnotnecessarily dependonitssize,either. For example,abeach on theamountofmatter inanobject.ItdoesnotdependontheshapeofThe You havemore mass thananantbecauseyoucontainmore matter. Mass dependsonly the amountofmatter inanobject.Objectsmadeupofmore matter haveagreater mass. Ants andhumansare madeupofverydifferent amountsofmatter. Mass isameasure of Mass to changean object’s mass istoaddorremove matter. Jupiter. Buttheirmasses wouldbethesameonJupiterastheyare onEarth.Theonlyway Jupiter hasmore mass thanEarth.Therefore, theclay pieceswouldweighmore on gravitational force affects theweight.Gravity isgreater onJupiterthanEarth,because have thesamemass. However, weightalsodepends ongravity. Thestrength ofthe the twopiecesofclayfrom the photohavethesameweightonEarthbecausethey Therefore, themore mass anobjecthas,thegreater theobject'sweightis. For example, Weight isalsocommonlymeasured inpounds(lb). on Earthfrom floatingintospace.Scientistsmeasure weight usingtheunitnewtons(N). a measure ofthegravitational force onanobject.Thegravitational force keeps objects how muchmatter isintheobject. Whatyouare feelingistheobject’s weight.Weight is When youpickupanobjecttojudgehowheavyitis, are not actually measuring Weight indicate aboutthetwopiecesofclay? What dothereadings onthedigitalscales The photoshowsmass beingmeasured using The greater themass ofan object,thegreater thegravitational force ontheobject. shown here. The mass ofclaycanbemeasured usingascale,suchasthose Two piecesofclayhavebeenmoldedintotwodifferent shapes. Lesson 1TheProperties ofMatter 7 LONumber=6P1_0110; CorrectionKey=NL-B DO NOT EDIT--Changes mustbemadethrough "Fileinfo"

© Houghton Mifflin Harcourt • Image Credits: ©NASA are related tothemass ofthemoon,whichismuchsmallerthanmass ofEarth. space, buttheydonothavesuperhumanstrength. Theastronauts’ abilitiesonthemoon would belike carryingaround anotherperson.Astronauts train fortheirmissions to wearing aspacesuitthatweighedabout180lbonEarth.Wearing thespacesuitonEarth They couldalsojumpmuchfartherthantheyonEarth.didallofthiswhile When astronauts landedonthemoon,theycouldcarryveryheavypiecesofequipment. Explain Weight on the Moon Acceleration duetogravity on themoonis 9. On themoon,astronauts cancarryobjectsthatwould betooheavytocarryonEarth. Using theequationF is acceleration duetogravity onEarth.Themass ofanobjectonthemoon of thesameobject onEarth. weight ofanobjectonthemoon is is 8. EVIDENCE NOTEBOOK multiplied /divided /greater than than less sameas /the evidence. Can asubstancebeidentifiedbyonlyitsmass orweight?Record your

ma tocalculateweight,themass of an object byacceleration dueto gravity. So, the greater /less greater /less than theweight it isonEarth. than Lesson 1TheProperties ofMatter 9 LONumber=6P1_0110; CorrectionKey=NL-B DO NOT EDIT--Changes mustbemadethrough "Fileinfo" 10 volume ofasolidismeasured indifferent waysdependingonthe shapeoftheobject. a liquid,like water, ismeasured withtoolssuchasgraduated cylindersorbeakers. The air, isalwaysthesameasvolumeofcontainerthatgas isin.Thevolumeof measured inmilliliters(mL)orliters(L).Onemilliliter equalsone cubiccentimeter. height oftheprism.Then,you multiplythosemeasurements usingtheformula: tube. To findthevolumeofarectangular prism,youmeasure thelength,width,and Regular-shaped objectsincludearectangular box(prism),asphericalball,orcylindrical You cancalculatethevolumeofregular-shaped objectsusingmeasurements. Formula a Volume with Measure centimeters (cm three-dimensional sizeoftheobject,whichiswhyunitsfor volumeare cubic its volume.Volume isameasure oftheamount ofspaceanobjecttakes up.Itisthe You maydescribethesizeofanobjectbycallingitbigorsmall.You canalsomeasure Volume 10. inside balloonslike theonesinphoto. see. Gases,suchasheliumorair, fillupthespace All matter takes upspace,evenmatter youcannot at thesametime.You take upthespaceinseat. Someone elsecannotsitintheseatyouare sitting in Unit 1TheStructure ofMatter D. Airhasless mass inthesameamountofspacethan doeshelium,sothehelium C. Helium hasless mass inthesameamountof B. Heliumhasless mass inthesameamountof A. rests onthetable? might theheliumballoonfloatwhileother floating balloonisfilledwithheliumgas.Why balloon resting onthetableisfilledwithair. The the balloonsisonlyafewgrams atmost.The amount ofspace.Thedifference inthemass of The gasinsideeachballoontakes upthesame Volume canbemeasured inseveral different ways.Thevolumeofagas,suchas Airhasless mass inthesameamountofspacethan heliumdoes,sothe balloon floatsinair. balloon sinksinair. floats inair. space thanairdoes,sotheheliumballoon sinks inair. space thanairdoes,sotheheliumballoon 3 ) orcubicmeters(m Measuring Volume and Density V =length 3 ). Thevolumeofliquidsandgasescanalsobe ×height ×width EXPLORATION 2 is takingupspaceinsidetheotherballoon. Helium gasistakingupspaceinsidethefloatingballoon.Air

11. Find the volume of this box using the formula for a rectangular prism. V = length × width × height V = cm × cm × cm V = cm3 6 cm

5 cm 10 cm Measure Volume Using Displacement Many objects, such as a rock or a fork, have irregular shapes. Their length, height, or width depends on what part of the object you measure. You cannot use a simple formula to calculate the volume of these objects. Instead, you can measure the volume of liquid that is displaced by the object. This method, called displacement, works because two pieces of matter cannot be in the same space. When an object is placed in water, the water is moved out of the way, or displaced. The volume of the water that is displaced equals the volume of the object that is underwater. This rock has an irregular shape. The volume of water in the beaker is 12. Find the volume of the rock in the images by the amount of water 300 mL. that it displaces. Initial volume of water = mL Volume of water with object = mL Volume of object = volume of displaced water = Volume of water with object − initial volume of water = mL − mL = mL or cm3 Density The volume and mass of a given material can change. Pouring out half a glass of water decreases the volume and mass by half. However, the The rock is completely underwater. The density of the water does not change. Density is the ratio of the mass volume of the water and the rock is now 450 mL. of a substance to its volume. The more mass in a given volume, the greater the density of the object. For example, the air-filled balloon has a greater density than the helium-filled balloon. The air-filled balloon has more matter in the same amount of space. You can calculate the density (D) of an object by dividing its mass (m) by its volume (V): __m D = V The units for density are the units for mass divided by the units for

© Houghton Mifflin Harcourt volume. For liquids, the units for density are grams per milliliter (g/mL). For solids, the units for density are grams per cubic centimeter (g/cm3) or kilograms per cubic meter (kg/m3).

Lesson 1 The Properties of Matter 11 LONumber=6P1_0110; CorrectionKey=NL-A DO NOT EDIT--Changes mustbemadethrough "Fileinfo" 14 Write thefollowingstateofmatter underthephotothatshowsstate: 16. the sameinanystate.Changingstateofasubstancedoesnotchangeitsidentity. boils intowatervapor. Certainproperties ofthewaterchange,butotherproperties stay volume. Heliumandairare gases.Theytake theshapeandvolume of theircontainers. olive oilare bothliquids.They take the shapeoftheircontainer, buttheyhaveadefinite all solids.Theyhavedefiniteshapesandvolumes.Water thatflowsoutofthesinkand matter around youisasolid,liquid,orgas.Ice,rocks, andthefabricofyourshirtare One property thatyoumightusetodescribeanobjectisitsstateofmatter. Mostofthe Matter of States Identifythree differences betweenthe 15. Discuss properties oftheobjecttoguess whatitis. the personguessing wouldlikely needtoknowother identity. You mightdescribeitssizeorweight,but need todescribeanobjectsosomeonecanguess its Suppose youare playingaguessing game.You Unit 1TheStructure ofMatter objects thatyoucanseeinthephoto. solid, liquid, gas The stateofasubstancecanchange.For example,liquidwaterfreezes intoiceand Identifying the Properties of Matter EXPLORATION 3 interacts withasubstance. bell. Lusterisaproperty thatdescribeshowlightreflects and Notice howlightreflects differently from therock andthe

© Houghton Mifflin Harcourt • Image Credits: (t) ©HMH; (bl) ©Perennou Nuridsany/ Photo Researchers, Inc.; (bc) ©Maks Narodenko/Shutterstock; (br) ©rep0rter/istock/Getty Images Plus/Getty Images LONumber=6P1_0110; CorrectionKey=NL-B DO NOT EDIT--Changes mustbemadethrough "Fileinfo"

© Houghton Mifflin Harcourt • Image Credits: ©HMH 17. Whichofthefollowing are requirements forsomethingtobeaphysical property? 18. masses, buttheywillallmeltatthesametemperature. also characteristic toamaterial.For instance,piecesofpure coppercan allhavedifferent and size.You candescribethetexture byfeelinganobject. Some physicalproperties are describe somephysicalproperties justbylookingatanobject, includingshape,color, property thatcanbeobservedwithoutchangingtheidentityofsubstance.You can Mass, volume,density, andstateare physicalproperties. Aphysicalproperty isa Physical Properties can alsobedividedintophysicalproperties andchemicalproperties. that dependsonthematerial.ItcanbeusedtohelpyouidentifyaProperties density asadrop ofwateron thesideofglass. Densityisacharacteristic property density, are thesameforanyamountofamaterial.Liquidwateringlass hasthesame as mass andvolume,dependontheamountofamaterial.Otherproperties, suchas Matter hasmanyproperties thatyoucanobserveandmeasure. Someproperties, such Properties of Matter juice whenitchangedstate? appears tohavechangedaboutthe solid stateandinitsliquidstate.What In thephoto,juiceisshowninits D. Thestateofthesubstancechangeswhenyoumeasure the property. C. Theproperty dependsontheamountofsubstancepresent. B. Theproperty canbeobservedwithoutchangingtheidentityofsubstance. A. Choose allthatapply. Theproperty canbeobservedormeasured. 19. EVIDENCE NOTEBOOK cannot observeinthephotos? Record yourevidence. lesson differ? Are there physical properties thatmight differ, butthatyou How dothephysicalproperties oftherocks atthebeginning ofthe The juiceontheleft isasolid.Itliquidontheright. Lesson 1TheProperties ofMatter 15 LONumber=6P1_0110; CorrectionKey=NL-B DO NOT EDIT--Changes mustbemadethrough "Fileinfo" 16 Therefrigerator needsathermometertorespond quicklytotemperature changes 24. Labelthefollowingproperties aseitheraphysicalorchemicalproperty. Write 20. the samesubstancehavechemicalproperties. fire, thenithasthechemicalproperty ofnotbeingflammable. Smallorlarge amountsof identity ofasubstanceinchemicalreaction. For example,ifasampledoesnotburnin different properties. Achemicalproperty canonlybeobservedbytryingtochangethe A chemicalproperty describesasubstance’s abilitytochangeintoanewsubstancewith Properties Chemical 23. in thetable. you are designingarefrigerator usingthematerials conductivity changestemperature slowly. Suppose temperature quickly. Asubstancewithlowthermal A substancewithhighthermalconductivitychanges describes howquicklyasubstancewarmsorcools. Thermal conductivityisaphysicalproperty that Unit 1TheStructure ofMatter pricier materials.Whichmaterial wouldyouusetomake thethermometer? Why? and keep thefoodinsidecold.Thethermometerissmall,so itcanbemadeoutof reactivity withoxygen—theabilityofasubstancetochemicallyreact withoxygen E. D. magneticattraction—whether asubstanceispulledbymagnet C. flammability—theabilityofasubstancetoburn B. thermalconductivity—therate thermalenergy spreads through asubstance A. a be low. Whichmaterialwouldyouusetomake therefrigerator’s inner walls? Why? inside therefrigerator. Therefrigerator willusealotof thismaterial,sothecostmust The wallsofyourrefrigerator mustkeep asmuchheatpossible from getting P meltingpoint—thetemperature atwhichasolidchangestoliquid properties thatdependontheamountofasubstancepresent. to showtherelationships among physicalproperties, chemicalproperties, and 22. Language nexttophysicalproperties anda 21. EVIDENCE NOTEBOOK Recommend Materials for aDesign Problem It Engineer chemical properties? How couldyoutestthis?Record yourevidence. Do youthinktherocks from thebeginningoflesson have different SmArts On aseparate sheetofpaper, make agraphic organizer C nexttochemicalproperties. aerogel plastic aluminum Material extremely low extremely low high conductivity Thermal very expensive very inexpensive expensive Price

TAKE IT FURTHER

Continue Your Exploration

Name: Date:

Check out the path below or go online to choose one of the other paths shown.

• Hands-On Labs Go online to Applications • Exploring Properties of Matter choose one of Density of these other • Propose Your Own Path paths.

Density is important in the natural world because it determines an object’s ability to sink or float. It is the reason that ice covers the tops of lakes and that giant icebergs float in the ocean. Some fish control their density by changing the amounts of gases in their bodies so that they sink or float. Density is also important for technology. The bodies of airplanes are made from low-density materials to help them fly.

Huge, massive icebergs float in water instead of sinking. © Houghton Mifflin Harcourt • Image Credits: ©Alastair King/EyeEm/Getty Images © Houghton Mifflin Harcourt • Image Credits: 1. Even though the iceberg and the water that surrounds it are made up of the same substance, the iceberg is able to float. Why is this? A. The volume of the iceberg equals the volume of an equal mass of water. B. The mass of the iceberg is greater than the mass of an equal volume of water. C. The volume of the iceberg is greater than the volume of an equal mass of water.

Lesson 1 The Properties of Matter 17 DO NOT EDIT--Changes must be made through “File info” LONumber=6P1_0110; CorrectionKey=NL-A

TAKE IT FURTHER

Continue Your Exploration

2. A submarine is able to raise and lower itself underwater. A rock sinks when it is dropped in a pool because it is denser than water. A piece of wood floats in the pool because it is less dense than water. What could the submarine change in order to sink or float? Choose all that apply. A. the submarine’s volume B. the submarine’s mass C. the state of the surrounding water D. the mass of the surrounding water Submarines must be able to sink, rise, and stay at a certain depth in water.

ballast A submarine ballast enables the submarine to change its depth in the water.

3. A submarine fills a special storage area known as a ballast with water in order to increase its density. This allows it to dive deeper in the ocean. When a submarine needs to rise rapidly, compressed air is used to push the water out of the ballast. What effect does replacing the water in the ballast with air have on the submarine? A. The submarine’s volume increases, lowering its density. B. The submarine’s mass decreases, lowering its density. © Houghton Mifflin Harcourt • Image Credits: ©Jeff Rotman/Photolibrary/Getty Images© Houghton Mifflin Harcourt • Image Credits: C. The submarine’s mass increases, raising its density. D. The submarine’s volume decreases, decreasing its density.

4. Collaborate With a partner, make a brochure that highlights an example of a technology that you have seen in which density is important.

18 Unit 1 The Structure of Matter DO NOT EDIT--Changes must be made through “File info” LONumber=6P1_0110; CorrectionKey=NL-B

LESSON 1 SELF CHECK

Checkpoints

Answer the following questions to check your understanding of the lesson. Use the photo to answer Question 3. 3. Flammability is the ability of a substance to burn. The wood has / does not have this property. The metal pot has / does not have this property. This is a chemical property because the identity of the substances changes / stays the same.

4. The mass of a length of metal wire is 45 g. When the wire is placed in a graduated cylinder with water, it displaces 5 mL of water. What is the density of the metal? A. 0.1 g/cm3 B. 9 g/cm3 C. 40 g/cm3 D. 225 g/cm3

Use the photo to answer Questions 5 and 6. 5. The photo shows mercury. Which of the following are physical properties of mercury that you can observe in the photo? Select all that apply. A. Its density is similar to the density of water. B. It is in the liquid state. C. It is shiny and gray. D. It is not attracted to magnets. E. It is able to react with oxygen.

6. Old thermometers contained very small amounts of mercury. The mercury in the photo has a melting point of −38.8 °C. What can you conclude about the melting point of the mercury in old thermometers? A. Its melting point can only be determined

when the mercury is burned. Technologies/Jupiterimages/Getty (t) Hemera © Houghton Mifflin Harcourt • Image Credits: Images; (b) ©MarcelClemens/Shutterstock B. Its melting point changes as the mercury’s temperature changes. C. Its melting point equals −38.8 °C because it is mercury. D. Its melting point is less than −38.8 °C because its volume is smaller.

20 Unit 1 The Structure of Matter DO NOT EDIT--Changes must be made through “File info” LONumber=6P1_0110; CorrectionKey=NL-B

LESSON 1 SELF CHECK

Interactive Review

Complete this page to review the main concepts of the lesson.

All matter has mass and takes up space. Mass is a measure of the amount of matter in an object or substance. Weight depends on both mass and gravity. A. Compare and contrast mass and weight.

Volume is a measure of the amount of space an object takes up. Density is the ratio of mass to volume and thus does not depend on the amount of a substance. B. Describe how you find the density of a substance.

Physical and chemical properties are used to describe and identify matter. Physical properties can be observed without changing the identity of a substance. Chemical properties can be observed by attempting to change the identity of a substance. C. What are two physical and two chemical properties that you can use to help you identify a substance? © Houghton Mifflin Harcourt • Image Credits: (t) ©Tony Anderson/Digital Vision/Getty Anderson/Digital (t) ©Tony © Houghton Mifflin Harcourt • Image Credits: Images; (c) (b) ©HMH

Lesson 1 The Properties of Matter 21 The U.S. Bill of Rights1

The U.S. Bill of Rights

Amendment I Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

Amendment II A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.

Amendment III No Soldier shall, in time of peace be quartered in any house, without the consent of the Owner, nor in time of war, but in a manner to be prescribed by law.

Amendment IV The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no Warrants shall issue, but upon probable cause, supported by Oath or affirmation, and particularly describing the place to be searched, and the persons or things to be seized.

Amendment V No person shall be held to answer for a capital, or otherwise infamous crime, unless on a presentment or indictment of a Grand Jury, except in cases arising in the land or naval forces, or in the Militia, when in actual service in time of War or public danger; nor shall any person be subject for the same offence to be twice put in jeopardy of life or limb; nor shall be compelled in any criminal case to be a witness against himself, nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation.

Amendment VI In all criminal prosecutions, the accused shall enjoy the right to a speedy and public trial, by an impartial jury of the State and district wherein the crime shall have been committed, which district shall have been previously ascertained by law, and to be informed of the nature and cause of the accusation; to be confronted with the witnesses against him; to have compulsory process for obtaining witnesses in his favor, and to have the Assistance of Counsel for his defence.

Amendment VII In Suits at common law, where the value in controversy shall exceed twenty dollars, the right of trial by jury shall be preserved, and no fact tried by a jury, shall be otherwise re-examined in any Court of the United States, than according to the rules of the common law.

Amendment VIII Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.

Amendment IX The enumeration in the Constitution, of certain rights, shall not be construed to deny or disparage others retained by the people.

Amendment X The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people.

Questions

1. In Amendment I, Congress is denied the power to enact laws that restrict, abridge, or prohibit a list of things. Name three of these things.

2. "Pleading the Fifth Amendment" is a common term that references Amendment V. What does this article say that is interpreted as "pleading the Fifth."

3. Who gets the powers that are not given to the United States by the Constitution? In what amendment does this appear?

4. Which amendment references the right to have the assistance of an attorney in a criminal trial?

American Government The Bill of Rights: Part I

The Constitution of the United States was written in 1787, but the government it created couldn’t rule over people’s lives until one more step was taken. Each state had to vote to ratify1, or approve of it. By 1789, eleven states had ratified the new government. Their votes were enough to put the Constitution into effect. Two states, however, refused to sign it– North Carolina and Rhode Island. Critics in these states objected that a Bill of Rights had not been included. They worried that without a Bill of Rights the government might eventually become too strong. It might be unjust and put people in jail without a reason. It might take away a person’s ability to speak freely, or keep some books from being written. They wanted people’s rights spelled out so the government could never take them away. The “founding2 fathers,” who created the Constitution, knew the document would have to be flexible in order to survive over time. They knew they would have to allow amendments.3 In their first session4 of Congress in 1789, they agreed to add a Bill of Rights. James Madison led the way. Of the 15 amendments he suggested, 10 were eventually ratified by the states. They were made a permanent addition to the Constitution. These first 10 amendments are known as the Bill of Rights. The Bill of Rights became part of the Constitution on December 15, 1791. Some rights, such as freedom of speech and the press, support democracy. Others, such as the right to a trial by jury, are important for justice.5 The ideas for these rights are very old. They date back to ancient Greek and Roman civilizations. Without them, we wouldn’t enjoy the freedom we do as a nation today.

1 ratify – to agree to or approve of something 2 founding – starting something officially 3 amendment – a change that is made to a law or a legal document 4 session – a formal meeting 5 justice – fair and impartial behavior or treatment 1

5 Questions: American Government – The Bill of Rights: Part I

Name: ______Date:______

1. Why did North Carolina and Rhode Island not ratify the Constitution at first?

a. They wanted a Bill of Rights to be added. b. They wanted to take away power from state governments. c. They thought it made the federal government too weak. d. They wanted to send it to the King of England.

2. Why does the author describe the fears that critics in North Carolina and Rhode Island had about the Constitution?

a. to show that many people were opposed to the Bill of Rights b. to describe the arguments that they had against the Bill of Rights c. to explain why they wanted the Bill of Rights added d. to show that some states did not want to be part of the union

3. The author says that critics wanted people’s rights “spelled out” to mean

a. they wanted the founding fathers to explain them. b. they demanded some rights to be taken out of the Constitution. c. they asked Madison to use simple words in his writing. d. they wanted those rights to be made official.

4. Read the following sentences: “The ‘founding fathers,’ who created the Constitution, knew the document would have to be flexible in order to survive over time. They knew they would have to allow amendments.”

The word flexible means

a. able to be understood easily b. rigid and resistant to change from outside c. fast and strong d. able to bend or change without breaking

5. This passage is mostly about

a. rights that people in different countries have all over the world. b. the founding fathers, and why they wrote the Constitution. c. early additions to the Constitution and why they were added. d. How bills become laws, and how laws become amendments.

6 Questions: American Government – The Bill of Rights: Part I

6. Why did North Carolina and Rhode Island want a Bill of Rights added to the Constitution?

______

7. Based on this passage, explain why the Bill of Rights would help the Constitution survive over time.

______

8. The question below is an incomplete sentence. Choose the answer that best completes the sentence.

______two states refused to ratify the Constitution, the Bill of Rights was added.

a. After b. In spite of c. Before d. Meanwhile

9. Read the following sentence.

In 1789, James Madison suggested 15 amendments to the Constitution.

Answer the questions below based on the information provided in the sentence you just read. One of the questions has already been answered for you.

1. Who? James Madison

2. What did James Madison do? ______

3. When? ______

7 Questions: American Government – The Bill of Rights: Part I

10. Vocabulary Word: justice: fairness in the way people are treated.

Use the vocabulary word in a sentence: ______

______

After students protest gun violence, some demonstrate for gun rights By: Los Angeles Times Published: 05/07/2018

In March, thousands of students across the United States walked out of school. They wanted to protest gun violence. The protests came after the deadly shooting in Parkland, Florida. Seventeen people, including many students, were killed.

Some Students Support Gun Rights

Eighteen-year-old Will Riley felt like those protests did not speak for him. Riley, a student at Carlsbad High School in New Mexico, supports gun rights and ownership. So he organized another walkout in support of the Second Amendment instead.

Many people in the U.S. strongly support the Second Amendment. The Second Amendment is in the Constitution of the United States. It grants individuals the right to bear arms, or own guns.

"Stand For The Second"

On Wednesday, May 2, Riley led "Stand for the Second." He said in a video that the demonstration included 300 schools in about 40 states. Those numbers could not be confirmed.

"What we're asking for is that we have equal representation to the other side on this issue," Riley said. "The best way we can make our voices heard," he said, was to have an event similar to the March walkouts.

The demonstrations were much smaller than the National Student Walkouts March 14, and the March for Our Lives 10 days later. Participation was in the hundreds rather than the tens of thousands. The schools tended to be in rural, countryside areas, from Oregon to Pennsylvania.

"Stand For The 2nd T-Shirts"

The event website had a map showing schools it said were participating in this new walkout. Officials at many schools said they did not know about the walkout. The map was later taken down from the website. In other schools, only a few students participated.

The March walkout lasted 17 minutes. That was in honor of 17 students killed at Marjory Stoneman Douglas High School. Gun rights protesters did not want to disrespect the victims, so their walkout lasted 16 minutes. 9

Braden Rich attends Kearney High School in Nebraska. On social media, he shared a picture of himself and 11 students. All were wearing white "Stand for the 2nd" T-shirts.

"Come And Take It" Flag

Students also walked out at California High School in San Ramon, southeast of Oakland, California. Some held a large black flag showing an assault rifle and the words "Come and Take It." Assault rifles are rapid-fire guns designed for war.

Eighteen-year-old Dennis Fiorentinos was part of the May 2 rally. He said the conversation about gun laws should not be about banning assault-style rifles, like the AR-15. Instead, he believes it should focus on mental health and how the government is not working properly.

Talking About School Safety

"I don't need to buy an AR-15, but it's a right I should have," he said.

"I want the politicians in charge to look at what the people want and not just take one side," Fiorentinos said.

The rallies also brought up school safety. In a video posted to social-media site Twitter, a student at California High School discussed increasing the number of security cameras and officers in school. He believed this could lower mass shootings at schools.

Since the violence in Parkland, several states have passed gun control laws with wide support.

"Red Flag Laws"

Last month, Maryland, Rhode Island, and Vermont passed "red flag laws." These laws allow family and police to get a court order to temporarily take away guns from a person who is mentally ill.

The laws are aimed at people who have shown patterns of dangerous behavior.

Laws banning bump stocks have also seen support. These devices basically allow guns to fire faster. Last October, a gunman killed 59 people at a country music festival in Las Vegas. He used a bump stock in the attack.

A "Natural Right" To Own Guns

Riley said he enjoys target shooting. He believes that owning guns is a "natural right."

"Natural rights are not up for debate," he said in a video posted on social-media site Facebook. "They cannot be taken away. They can only be violated and that's a terrible thing to do." 10

CURRENT EVENTS

EXTRA! EXTRA! TELL US ALL ABOUT IT! BIG NEWS HAPPENING ALL AROUND US...WE ARE RELYING ON YOU TO TELL THE WORLD. USE THE SELECTED ARTICLE AND ANSWER THE QUESTIONS BELOW-THE WORLD WANTS TO KNOW YOUR THOUGHTS ON THE MATTER!

Cite Your Source

Publication Name:

Publication Date:

Is this a local, national, or international news story. (Local means within our state)

1. What is the headline of the article? ______

2. Is the article controversial? Y es _____ OR No _____ (An article is controversial when opposing opinions are explicitly stated within the text of the article)

3. Does the article deal with questions of morality? Y es _____ OR No _____ (An article dealing with morality discusses the distinction between right and wrong or good and bad behavior)

4. What question or questions are being answered in this article? Try to answer in the form of a question! (Who, What, When, Why, Which, Where) ______11

5. Do you believe bias was written into this article? Y es _____ OR No _____ (An article has bias if the author puts their own opinion in the article OR if the author does not present both points of view on a topic)

6. If you answered Y ES, explain why you believe the article had bias. If you answered N O, explain why you believe the article does not have any bias. ______

Say What????

7. In your opinion what are the two most important/signiﬁcant statements (or quotes) from this article?

Statement/Quote 1: Statement/Quote 2: ______

Signiﬁcance/Importance of Quote 1: Signiﬁcance/Importance of Quote 2: ______

8. Who is the author trying to impact by writing this article? ______

9. Describe the impact they may experience by reading this article? ______WEEK 6 K-8 Rhythm Review & Create 3rd- 8th Grade students use rhythms from the 1st Column K -2 students try: and try using some of these more complicated notes:

(ta) (ti-ti) Egg pop-tart (ti-ka-ti-ka) En-chi-la-da Write in one word per box that has ONE sound (ta).

ta ta ta ta Write in one word per box that has FOUR sounds (ti-ka-ti-ka).

ti- ka- ti- ka ti- ka- ti- ka ti- ka- ti- ka ti- ka- ti- ka

______1 2 3 4

Two Sounds, one beat. 1 ee & ah 2 ee & ah 3 ee & ah 4 ee & ah Choose one word per box that has 2 sounds (ti-ti). Write in one word per box that has TWO sounds (ti-ti). ti ti ti ti ti ti ti ti (ti--ti-ka) (ti--ti-ka) Rice Kris-pies ce-real

______Write in one word per box that has three sounds(Ti----ti-ka) 1 & 2 & 3 & 4 & and the first syllable is the long sound. Rice Kris-pie

ti-- ti- ka ti- - ti- ka ti-- ti- ka ti-- ti- ka Try combining words/note symbols: ti ti ta ti ti ta Example ______1 & ah 2 & ah 3 & ah 4 & ah 1 Pea-nut Pea-nut Egg Egg Write in one word per box that has three sounds(ti-ka-ti--) ta ti- ti ti- ti ti- ti Example and the first syllable is the long sound. ce-re-al

2 ti-ka-Ti ti-ka- Ti ti- ka- Ti ti-ka - Ti Egg Pea-nut Pea-nut Pea-nut

Your Turn ______1 & ah 2 & ah 3 & ah 4 & ah Your Turn

Page 1 Page 2 WEEK 6 K-8 Music Directions: Create a rhythm for a song in the space below (see example).

Once finished, play rhythms on instruments you have created both pitched and non-pitched. (Clap, tap, use pots & pans. Get your whole family involved. Play multiple lines at one time w/ them.)

Example: Egg Pea-nut Enchilada (Rest)

Page 3

6th-8th

Tactile texture is texture that you can feel – it feel rough or smooth or soft in your In this packet, you’ll find activities that focus on: hand. Visual texture is when a surface looks like it feels one way but actually feels another, like a drawing of a cactus. The cactus looks prickly but the paper is smooth when touched.

One way to create visual texture is to do texture rubbings. To make a texture rubbing, place a sheet of paper over a surface with tactile texture and use the side of a pencil or crayon and rub it on your paper.

You can also find this information by going to www.wesdschools.org.

Some art teachers are also providing online resources for your activities, so make sure to check Google Classroom!

Find 3 objects to create 3 texture rubbings in the chart below. Then,

Supplies for This Week: draw those surface textures in the box to the right of each texture. Tactile Texture Rubbings Visual Texture Drawing  Pencil Surface Example: Wood Grain  Eraser  Stuff from home Surface 1: ______ Crayons (optional)

Scan the QR code below to Surface 2: ______find a list of extra resources for all special areas!

Surface 3: ______

Visual texture is when a surface looks like it feels one way but actually You can use visual texture to give realism to a drawing. Realism is an feels another. Visual texture can be achieved by drawing in the direction of artist’s attempt at making a drawing, painting, or sculpture appear the texture and using value to create areas of light and dark. like it does in real life. Use the photo below and create a value scale – find the values in the photo and match them to the value scale. Then, draw Draw each visual texture below. Try to use directional line (draw your lines the face in the box to the right and shade it to give it visual texture. in the direction of the texture) and value to create a more realistic texture. VALUE SCALE Scales

Lightest Mid Gray Darkest

Fingerprint

Rock

Hair

Non-locomotor Movements: Movements that the body does without traveling through space, (swing & sway, bend & stretch, push & pull, twist & turn, rise/fall, wiggle).

Space: The area in which movements take place. • Pathways - Patterns made when moving on the floor. Curved lines, straight lines, zigzags, circles, figure eights, and many more. • Shape - Large, small, rounded, and angular. • Level - The height of the dancer in relation to the floor. High, medium, low, on the floor. • Direction - Forward, backwards, diagonally, and sideways.

Time: The speed with which movements take place (slow, fast, sustained, sudden). • Tempo - fast, slow, moderate. • Duration - short, long. • Beat - pulse of the music. • Synchronize - to move at the same rate and exactly together.

Force: The effort or tension of movements. Sometimes call intensity. Force can be sharp movements such as strike, kick, slash, and poke. Force can be smooth movements such as float, glide, and melt. • Quality - Smooth, sharp, round, free, flowing. • Energy - Weak, strong. • Weight - Heavy, light, suspended, collapsed.

Basic Dance Moves

Walk, Step, March, Jog, Run, Knee Lift, Tap, Lunge, Curl, Jumps, Leaps, Kicks, Grapevine, Mambo, Charleston, Charlie Brown, Pony, Jazz Square, Cha Cha, Turns, etc.

54 | P a g e

DANCE ROUTINE TASK CARD

Group Member Names

Group Routine Criteria ✓ The routine must include a minimum of 4 different dance moves. ✓ The minimum length of the routine must be 1-2 minutes. ✓ The routine must be performed by all group members, in unison. ✓ Must include 2 locomotor and 2 non-locomotor movements.

Required Dance Moves

Move 1 ______

Move 2______

Move 3______

Move 4______

Bonus Moves

Move 1______

Move 2______

Move 3______

Explain how teamwork was used to create your routine: ______

55 | P a g e

Answer Keys

Scientific Notation – Add & Subtract Wednesday Practice Answer Key Quick Review:

2 x 10^9

Add and Subtract:

9. a)

9. b)

Parallel Lines and Transversals KEY

Use the diagram below to answer questions 1-10. Line m is parallel to line n. l is a transversal.

1 2 m 3 4

5 6 n 7 8

Label the following angle pairs as corresponding, vertical, alternate exterior, or alternate interior.

1. <6 and <7 __Vertical______6. <2 and <3 ___ Vertical______

2. <2 and <6 __Corresponding______7. <4 and <5 ___ Alternate Interior_____

3. <3 and <6 __Alternate Interior_____ 8. <1 and <4 ___ Vertical______

4. <1 and <8 __Alternate Exterior_____ 9. <4 and <8 ___ Corresponding______

5. <3 and <7 __ Corresponding______10. <2 and <7 ___ Alternate Exterior____

11. Find the measures of the following angles if the measure of <1 is 120°: <2 = __60°______<3 = __60°______<4 = __120°_____ <5 = ___120°___<6 = __60°______<7 = __60°______<8 = 120°_____ ANSWER KEY-Solve equations in real world problems

10. l=length, width: 3l-5 14. x + (x + 1) + (x + 2) = -36 2l + 2(3l – 5) = 70 3x + 3 = -36 2l + 6l – 10 = 70 3x = -39 8l = 80 x = -13 l = 10 the integers are -13, -12, -11 length is 10in, width is 25in

15. (90 + 74+ 92 + x) ÷ 4 = 88 11. b= boots, shoes= b-15 256 + x = 352 3(b-15) +2b = 120 x = 96 3b – 45 + 2b = 120 fourth score is 96% 5b = 165 b = 33 16. f=first child, second = f-10 boots cost $33 5f + 5(f-10) = 200

5f + 5f – 50 = 200 12. l=laptop, 5l=desktop 10f = 250 5l + l = 360 f=25 6l = 360 the second child cost $15. l = 60

60 laptops

13.M, L=M, N=2M M + M + 2M = 180 4M = 180 M = 45 L=45, M=45, N=90

The U.S. Bill of Rights-key

The U.S. Bill of Rights

Answer Key

1. In Amendment I, Congress is denied the power to enact laws that restrict, abridge, or prohibit a list of things. Name three of these things.

Example of correct answers: Free exercise of religion, freedom of speech, freedom of the people peaceably assemble.

2. "Pleading the Fifth Amendment" is a common term that references Amendment V. What does this article say that is interpreted as "pleading the Fifth."

"nor shall [he] be compelled in any criminal case to be a witness against himself"

3. Who gets the powers that are not given to the United States by the Constitution? In what amendment does this appear?

The States or the people; Amendment X

4. Which amendment references the right to have the assistance of an attorney in a criminal trial?

Amendment VI

Passage Details

Words: 401-500

Skills: Fact and Opinion and Summary

Grades: 9th, 10th, 11th, and 12th

Topics: History and Political Writings

Genres: Informational and Prose

Teacher Guide and Answers

Passage Reading Level: Lexile 790

Featured Text Structure: Descriptive – the writer explains, defines or illustrates a concept or topic

Passage Summary: The author explains how and why the states incorporated the Bill of Rights into the Constitution.

1. Why did North Carolina and Rhode Island not ratify the Constitution at first?

2. Why does the author describe the fears that critics in North Carolina and Rhode Island had about the Constitution?

3. The author says that critics wanted people’s rights “spelled out” to mean

The word flexible means

a. able to be understood easily b. rigid and resistant to change from outside c. fast and strong d. able to bend or change without breaking

Answers: American Government – The Bill of Rights: Part I

5. This passage is mostly about

6. Why did North Carolina and Rhode Island want a Bill of Rights added to the Constitution?

Suggested answer: North Carolina and Rhode Island wanted a Bill of Rights added to the Constitution because they worried that without it the government might eventually become too strong. The government could be unjust or take away freedoms.

7. Based on this passage, explain why the Bill of Rights would help the Constitution survive over time.

Suggested answer: Answers will vary but should indicate that the Bill of Rights prevented future governments from taking away rights or acting unjustly.

8. The question below is an incomplete sentence. Choose the answer that best completes the sentence.

______two states refused to ratify the Constitution, the Bill of Rights was added.

a. After b. In spite of c. Before d. Meanwhile

9. Read the following sentence

In 1789, James Madison suggested 15 amendments to the Constitution.

Answer the questions below based on the information provided in the sentence you just read. One of the questions has already been answered for you.

1. Who? James Madison

2. What did James Madison do? suggested 15 amendments to the Constitution

3. When? in 1789