Grade 7 Work Packet

Student Name:______

Dear Student,

The work in this packet will help you continue to practice what you have been learning in school. We recommend that you complete the assignments for each subject based on the schedule below. You can use the Table of Contents on the next page to quickly move through the packet.

Packets are due completed to your teacher when you return to school.

Thank You, Teaching and Learning Team

Day Assignments

Day 1/2 ● ELA: Text Reading and Questions ● Math: Fluency Practice and Mixed Practice ● Science: Earth’s Structure Reading and Questions

Day 3/4 ● ELA: Text Reading and Questions ● Math: Fluency Practice and Mixed Practice ● Science: Changing Earth Reading and Questions

Day 5/6 ● ELA: Text Reading and Questions ● Math: Fluency Practice and Mixed Practice ● Science: Energy Transformation Reading and Questions

Day 7/8 ● ELA: Text Reading and Questions ● Math: Fluency Practice and Mixed Practice ● Science: Thermal Energy Transfer Part 1

Day 9/10 ● ELA: Text Reading and Questions ● Math: Fluency Practice and Mixed Practice ● Science: Thermal Energy Transfer Part 2

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Table of Contents: ● ELA Day 1/2……………………………………………………………………………………….Page 3 ● Math Day 1/2………………………………………………………………………………………Page 6 ● Science Day 1/2…………………………………………………………………………………..Page 11 ● ELA Day 3/4……………………………………………………………………………………….Page 16 ● Math Day 3/4………………………………………………………………………………………Page 24 ● Science Day 3/4…………………………………………………………………………………..Page 29 ● ELA Day 5/6……………………………………………………………………………………….Page 35 ● Math Day 5/6………………………………………………………………………………………Page 42 ● Science Day 5/6…………………………………………………………………………………..Page 47 ● ELA Day 7/8……………………………………………………………………………………….Page 52 ● Math Day 7/8………………………………………………………………………………………Page 58 ● Science Day 7/8…………………………………………………………………………………..Page 62 ● ELA Day 9/10……………………………………………………………………………………….Page 65 ● Math Day 9/10………………………………………………………………………………………Page 75 ● Science Day 9/10…………………………………………………………………………………..Page 79

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Grade 7 ELA Day #1/2

Selected Response

Today you will read the poem “From the Wave” by Thom Gunn. You will then answer several questions based on the text.

From the Wave

By Thom Gunn

“From The Wave,” found in Collected Poems by Thom Gunn. Used by permission of Faber and Faber Ltd.

3

QUESTIONS:

1. Part A: In line 9, what is the meaning of the word “poise”?

a. to pause before moving b. to lift carefully c. to hover above d. to distribute evenly

Part B: Which two lines from the poem best help the reader understand the meaning of “poise”?

a. “Then from their hiding rise to sight” b. “Their pale feel curl” c. “Keeps them so still” d. “Half wave, half men,” e. “Balance is triumph in this place” f. “The mindless heave of which they rode”

2. Which lines from the poem best illustrate the theme of this poem?

a. “It mounts at sea, a concave wall Down-ribbed with shine,” b. “Then from their hiding rise to sight Black shapes on boards” c. “The marbling bodies have become Half wave, half men,” d. “They paddle in the shallows still; Two splash each other;”

3. How does Gunn’s use of rhyme impact the poem?

a. The rhyming scheme is used to illustrate the natural elegance of the waves. b. The rhyming scheme is used to show that waves are isolated events. c. The single syllable rhyming words to signify that waves are simplistic. d. The alternating rhyming lines mirror the action of waves.

4. In what way does Gunn use poetic form to contribute to the meaning of the poem?

a. He strategically places descriptive words within each stanza to emphasize the power of the waves. b. He sequences the stanzas to match the increasing and decreasing intensity of the wave. c. He uses precise action verbs to show that waves follow a cycle that began long ago. d. He alternates between describing the waves and describing the surfers to show that they are competing.

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5. Which sentence explains how the setting impacts the surfers?

a. As the waves ebb and flow, the surfers must adjust to remain part of the action. b. The movement of the waves makes the surfers to return to the beach. c. The changes in the waves forces the surfers to stop enjoying the ride and hold on to survive. d. As the waves become stronger, the surfers enjoy surfing more.

6. The poet purposely uses poetic form to create a visual image for the reader. Complete the chart below by writing the stanza that best shows the phase of the wave. You can write the stanza number or the text of the stanza itself.

7. Part A: Which statement most accurately captures the central idea of the poem?

a. Surfing is both a challenging and dangerous activity. b. Surfing is a way to learn more about cycles in the natural world. c. Surfers must connect with the motion of the waves to be successful. d. Surfers must practice extensively to be able to master the activity.

Part B: Which line from the poem best supports the correct answer to Part A?

a. “Late as they can, they slice the face” b. “It is the wave they imitate” c. “A fluid shelf” d. “They all swim out to wait until”

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Grade 7 Math Day #1/2

Fluency Practice: Complete each of the following problems to practice your fluency skills. Focus on accuracy and efficiency with your strategies and work. If you need additional space, you can use a separate piece of scrap paper.

Compute:

Simplify the following expressions:

Solve the following equations:

6

Write an equation to represent each of the following scenarios. Then solve your equation to find the final answer.

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Mixed Practice: The following problems are from a mix of topics that you have learned over the course of the year. Try to complete each one on your own. If you get stuck you can use any resources that you have to help you. If you need additional space you can use a piece of scrap paper.

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7.RP.3

7.RP.2

9

7.EE.1

Which of the following expressions could be used to represent the area of the banner?

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7.NS.3

7.NS.3

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7th Grade Science Day 1/2 - Earth’s Structure

Read and annotate the articles; then, answer the questions that follow.

The Deepest Hole on Earth Adapted from an article by Kristy Hamilton, March 11, 2015

Remove this rusted metal cap and the world’s deepest hole tunnels miles into the Earth. However, we know more about certain distant galaxies than we do about what lies miles beneath our very own feet. For that reason, Soviet scientists in the 1970s decided to go deeper than humanity has ever done before. For the next 24 years, they drilled into the Earth’s crust.

The result was the Kola Superdeep Borehole, which eventually reached a depth of more than 7.5 miles. To put that in perspective, Kola descends further than the deepest point of the ocean (the Mariana Trench).

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So did we learn anything from these decades of labor? Thankfully, yes! Scientists found microscopic fossils of at 4.3 miles (7 kilometers) down. They also found that the temperature at the bottom of the hole reached a blistering 356°F! Too hot to continue, drilling officially halted in 1994.

However, what’s even more impressive is that scientists estimate that the distance to the center of the Earth is nearly 4,000 miles. This means that after decades of work, humans have only reached 0.2% of the way to the center of the planet.

1. Why do you think we would want to understand what the Earth is like below the surface?

______

2. Why do you think the bottom of the hole was so hot?

______

Layers of the Earth Adapted from BBC Bitesize

Despite not actually digging down very deep into the Earth, scientists have figured out that our planet is made up of four distinct layers:

1. The inner core is in the center and is the hottest part of the Earth. It is solid and made up of iron and nickel with temperatures of up to 5,500°C. The inner core is also extremely dense -- like solid steel -- because it is under intense pressure from all the layers above it.

2. The outer core is the layer surrounding the inner core. It is a liquid layer, also made up of iron and nickel. It is still extremely hot, with temperatures almost as high to the inner core and almost as dense.

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3. The mantle is the widest section of the Earth. It has a thickness of approximately 2,900 km. The lower mantle is made up of semi-molten (melted) rock called magma. In the upper mantle the rock is hard, but lower down the rock is soft and beginning to melt.

4. The crust is the outer layer of the earth. It is a thin layer between 0-60 km thick. The crust is the solid rock layer upon which we live. Because it is under less pressure, the crust is the least dense.

Together, the solid crust and solid upper mantle make up the lithosphere.

3. Put the following in order: upper mantle, inner core, crust, outer core, lower mantle:

DEEPEST ______SHALLOWEST

4. Circle the layers above that are part of the lithosphere. 5. As you go deeper, the temperature of the layers INCREASES / DECREASES (circle one) 6. As you go deeper, the density of the layers INCREASES / DECREASES (circle one)

7. 8.

Plate Tectonics Adapted from BBC Bitesize

The Earth's crust and upper part of the mantle are broken into large pieces called tectonic plates. These are constantly moving at a few inches each year. Although this doesn't sound like very much, over millions of years the movement allows whole continents to shift thousands of kilometres apart. This process is called continental drift.

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Plate boundaries

The plates move because of currents caused by the heat of the mantle below it.

Where tectonic plates meet, the Earth's crust becomes unstable as the plates push against each other, or ride under or over each other. Earthquakes and volcanic eruptions happen at the boundaries between plates, and the crust may ‘crumple’ to form mountain ranges.

At a divergent boundary the plates move apart. Molten magma flows upwards and hardens, forming new crust.

At a transform boundary the plates slide past each other, often causing earthquakes.

At a convergent boundary the plates move towards each other, often pushing up to form mountains.

9. Based on the above reading, explain what causes Earthquakes. ______

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10. Label the following types of plate boundaries:

______

11.

12.

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13.

Grade 7 ELA Day #3/4

Selected Response

Today you will read two articles, “High Schools Starting Later to Help Sleepy Teens” by Michelle Trudeau and “High schools will keep starting too early. Here’s why.” by Dan Weissmann. You will then answer several questions based on the articles.

Text #1: High Schools Starting Later to Help Sleepy Teens

By MIchelle Trudeau

Most high schools begin their day around 7:30 a.m., which leaves many teenagers nodding off in the morning. In fact, at least 20 percent of high school students fall asleep in class on a typical day. The problem: Teenagers need a lot of sleep — about nine hours each night, experts say. And most of them aren't getting enough.

To help sleepy teens, some school districts have tried delaying the opening of the high school day. Educational researcher Kyla Wahlstrom, from the University of Minnesota, has been following districts that changed their start times, tracking the effect on schools and students. The Minneapolis school district, for example, changed its start time from 7:20 to 8:40 a.m., giving its 12,000 high schoolers an extra hour and twenty minutes each morning. Wahlstrom says the students have benefited from the change.

"Students reported less depression when there was a later starting time," she says. "And teachers reported that students were more alert and ready for learning. Parents reported that their children were easier to live with because their emotions were more regulated."

Additionally, Wahlstrom found a decrease in the number of students who were dropping out of school or moving from school to school.

17

According to the National Sleep Foundation, more than 80 school districts around the country have now made the change to start their high schools later. These districts range from large, urban school districts, such as Minneapolis and Denver, to suburban districts, such as Jessamine County in central Kentucky.

In Jessamine County, detailed discussions about starting their high schools later took place over a year and a half. All the stakeholders — parents, teachers, coaches, kids, transportation directors — were included in the conversation. Eventually, a plan emerged: The district decided to flip the elementary school start time with the high school start time. Research shows that young children aren't sleepy in the early morning, unlike the typical teenager.

So in 2003, Jessamine County's high schools started 50 minutes later. School District Supervisor, Lu Young, says the change has had a big impact at the high schools.

"We found that our students were more on time and in better attendance first period than they had been in the past," she says.

For many school districts, a major obstacle in changing their start times is the cost and scheduling of buses. Some districts, however, have juggled their bus schedules without any additional expense. The West Des Moines School District in Iowa, for instance, was able to actually reduce the number of buses needed by changing the start times of all three tiers of their school system.

Kay Rosene, director of community relations at the West Des Moines School District, says the switch gave the district a windfall of about $700,000 annually. Rosene adds that the potential savings was very appealing to the West Des Moines school community.

"It meant that other potential cuts in programming or curriculum offerings would not occur," she says.

Another challenge some school districts grapple with is the concern that after-school sports schedules would be affected by starting the high schools later. That was a central worry at the Mahtomedi School District in Minnesota. But a solution was found, says Superintendent Mark Wolak.

The high school students agreed to shorten the number of minutes they take to get from one class to another — a delay called "passing time." The result was that the high schoolers could start school later but end their school day at about the same time, without disrupting the athletic schedule. Since 2005, first bell for the students has been 35 minutes later. Wolak says parents were surveyed — and they overwhelmingly endorsed the decision, 5 to 1.

Wolak adds that teachers especially wanted a change because, "They were concerned about student attendance and student readiness to learn that first period of the day."

"One of the anecdotal findings was that we noticed better attendance and less student sleeping in class that first hour," Wolak says.

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Research on the sleep needs of adolescents and their ability to pay attention and learn in the early morning hours supports Wolak's observations.

Text #2: “High School Will Keep Starting Too EArly, Here’s Why” by Dan Wasserman

The American Academy of Pediatrics has joined a chorus that’s been growing louder for years: The school day should start later for teenagers because they aren’t wired to go to bed early — and they need their sleep.

The AAP says this is a public-health issue: Sleep-deprived teenagers are more likely to crash cars, get depressed, and become obese. Also, they may not do as well in school.

However, early start times aren’t going away quickly, and probably won’t, because of the costs. That’s surprising because, from the outside, the economics of a later start-time seem pretty good. A 2011 study from the Brookings Institution looked at three ways school districts could improve just by getting better organized. Starting school later for teens was number one.

“Among all the things schools could do to increase student performance, this is one of the less expensive ones,” says Brian Jacob, an economics and public-policy professor at the University of Michigan, one of the study’s co-authors. “This is not like hiring extra teachers to reduce class size, or building a big new expensive building.”

School boards often hear objections about disruptions at the other end of the school day: Kids getting home really late from sports practice or chess club. Or not being able to work after-school jobs.

The big issue — the expensive issue — is transportation, says Kristen Amundson, executive director of the National Association of State Boards of Education. Amundson is a former member of the school board in Fairfax County Virginia, which is ground zero for debates on school start times.

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The debate started there when Amundson was serving, back in the 1990s; buses were the sticking point.

“How school districts make school buses pay is, you basically use the equipment as much as you can,” Amundson says.

Meaning, the district runs each bus multiple times every morning. High school students typically get picked up on the first run, which can happen before sunrise for part of the year.

Asked why little kids, who tend to be early risers, couldn’t start early, Amundson laughs. “Oh, no, that was a non- starter,” she says. “There were exactly zero of us who were prepared to have five year-olds on the street in the dark.”

She says later start times probably work better for smaller districts, with fewer buses to run. Fairfax County’s School Board is scheduled to vote on a later-start proposal in October

QUESTIONS:

1. Part A: What is the best definition of anecdotal as the word is used in paragraph 15 of Text 1, “High Schools Starting Later to Help Sleepy Teens?” a. Evidence based on personal experiences b. Evidence that comes from many years of research c. Evidence based on unlikely theories d. Evidence that is unrelated to the author’s claims

Part B: Which detail from Text 1 helps the reader determine the meaning of anecdotal?

a. “...overwhelmingly endorsed...” 20

b. “...Wolak adds...” c. “...teachers especially wanted...” d. “...supports Wolak’s observations...”

2. Part A: Based on information in Text 1, which sentence states the author’s primary claim? a. The main reason schools should adjust start times is to save money on transportation. b. Students in elementary school also benefit from changing school start times because they have more energy in the morning. c. An increasing body of research supports the idea that starting school later in the day has significant benefits for teenagers. d. Teenagers miss fewer classes when they begin school later in the day.

Part B: How does the author of Text 1 most effectively develop her primary claim? Choose two options.

a. She includes stories from individual students who have experienced later start times. b. She cites experts who track the effects of school start times on teenagers. c. She explains the negative effects later start times have on transportation companies. d. She explains how different age groups of students would be impacted by changing school start times. e. She highlights the positive effects later start times have had in specific school districts. f. She includes quotations from teachers who have been advantaged by later start times.

3. How does the author structure her argument regarding the possibility of adjusting start times for high school students? a. She introduces common arguments against changing start times and explains how individual districts have addressed those challenges. b. She highlights research supporting the importance of changing start times and explains the ways schools have applied that research. c. She introduces scientists who study the issue of teenage sleep and then explains how these scientists conduct research related to the issues of school start times. d. She describes different school districts who have changed their start times and then explains their motivations for doing so.

4. Part A: Based on the information in Text 1, which sentence explains how the sleep habits of teenagers are impacted by school start times? a. Teenagers need more sleep than younger students, so when school starts too early, students of all ages suffer. b. It is natural for teenagers to stay awake late at night and sleep late in the morning rather than go to bed early and wake up early, so teens do not get enough sleep when school starts early. c. Teenagers often find themselves with too many activities, so they are forced to stay awake late into the evening and have trouble staying awake during early classes when school starts earlier. d. It is hard for teens to wake up in the morning, regardless of the time, so delaying school start times allows them to wake up more naturally. 21

Part B: Which sentence from Text 1 supports the correct answer to Part A?

a. “To help sleepy teens, some school districts have tried delaying the opening of the high school day.” b. “The result was that high schoolers could start school later but end their school day at about the same time, without disrupting the athletic schedule.” c. “Wolak adds that teachers especially wanted the change because, ‘They were concerned about student attendance and student readiness to learn that first period of the day.’” d. “Research on the sleep needs of adolescents and their ability to pay attention and learn in the early morning hours supports Wolak’s observations.’”

5. In Text 1, the author describes some concerns related to changing high school start times. Complete the table below by writing one “Real-Life Solution” the author uses to contradict each concern changing start times. You will not use all of the details from the “Real Life Solutions” box.

6. Part A: Which word best defines economics as the author uses the word in paragraph 4 of Text 2: “High schools will keep starting too early. Here’s why.”? 22

a. importance b. Reasons c. Price d. factors

Part B: Circle two of the underlined groups of words from paragraphs 3-5 of Text 2 that best help the reader understand the meaning of the word economics as it is used in this passage.

7. Which sentence provides the best summary of Text 2? a. There are many reasons schools will not change their start time. b. Despite research showing the positive effects of adjusting high school start times, schools have found it difficult to make the change. c. Research recently released supports the decision many high schools have made to adjust their start time to better reflect teenage sleep cycles. d. Changing school start times is relatively easy compared to other proposed school reforms.

8. Part A: Based on information from Text 2, which sentence best states the author’s perspective regarding high school start times? a. He wants school leaders to figure out a cost-effective way to change start times for all students. b. He believes that schools should consider moving start times back. c. He understands that there are expenses preventing schools from changing their start times. d. He hopes that schools will begin to use more busses so that all children can start at a reasonable hour.

Part B: Which two sentences explain the most effective ways the author develops his perspective?

a. He highlights the research supporting adjusting start times. b. He provides graphs that show the numbers of schools starting before 8:00 am. c. He includes quotations that explain why schools are unable to move start times back. d. He describes the different expenses associated with changing school start times. e. He notes places where school start times are more likely to change.

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9. How do Figures 1 and 2 contribute to the meaning of Text 2? a. They describe the different types of schools that have appropriate start times, emphasizing the claim that it is easier to move start times back in rural districts. b. They reveal the different times schools start, which emphasizes the claim that ending later has a negative impact on extracurricular activities. c. The highlight the claim that it is incredibly expensive to move start times back. d. They emphasize the claim that it will be challenging to move start times because a significant percentage of American schools start too early.

10. Which sentence best explains how the recording clarifies the information provided in Text 2?

a. In the recording, the introduction from David Guerra provides additional detail about the students most impacted by early high school start times, an idea mentioned in Text 2. b. In the recording, the quotations from those actually involved in the debate add credibility to the claims Weissman makes in Text 2. c. In the recording, the note about where Weissmann is located reveals that high school start times is a national issue, a fact cited in the research in Text 2. d. In the recording, the addition of Amundson’s laughter emphasizes how ridiculous it is to have elementary schoolers start earlier, a suggestion only briefly mentioned in Text 2.

11. Question #11 has been deleted from this test.

12. In Text 2, the author notes that Kristine Amundson believes “...late start times probably work better for smaller districts, with fewer buses to run.” Which sentence from Text 1 best contradicts this claim?

a. “The Minneapolis school district, for example, changed its start time from 7:20 to 8:40 a.m., giving its 12,000 high schools an extra hour and twenty minutes each morning.” b. “According to the National Sleep foundation, more than 80 school districts around the country have now made changes to start their high schools later.” c. “In Jessamine County, detailed discussions about starting their high schools later took place over a year and a half.” d. “So, in 2003, Jessamine County’s high schools started 50 minutes later.”

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Grade 7 Math Day #3/4

Fluency Practice: Complete each of the following problems to practice your fluency skills. Focus on accuracy and efficiency with your strategies and work. If you need additional space, you can use a separate piece of scrap paper.

Compute:

Simplify the following expressions:

Solve the following equations:

Write an equation to represent each of the following scenarios. Then solve your equation to find the final 25 answer.

26

Mixed Practice: The following problems are from a mix of topics that you have learned over the course of the year. Try to complete each one on your own. If you get stuck you can use any resources that you have to help you. If you need additional space you can use a piece of scrap paper.

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7.RP.2

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7.RP.3 The price of a gallon of gas was $4.00. The price went up by 10% and then went down by 10%.

Antonio thinks that since the price both rises and falls by 10%, the price of a gallon of gas is back to $4.00. His teacher tells him that he is incorrect.

Part A: Explain why Antonio’s reasoning is incorrect.

Part B: Determine the price of a gallon of gas after the 10% rise and 10% fall. Show or explain how you got your answer.

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7.EE.1

7.EE.1 Ellie’s bakery is having a grand opening sale. All pastries are being discounted by 25%.

Part A: Let x represent the regular price of any pastry in the bakery. Write an expression that can be used to find the sale price of any pastry in the bakery.

Part B: Kimberly bought a pastry on sale at the bakery. The sale price of the pastry was $2.03. What was the regular price of the pastry? Round your answer to the nearest cent. Show or explain how you got your answer.

Enter your answer and your work or explanation in the space provided.

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7th Grade Science Day 3/4 - Changing Earth

Read and annotate the articles; then, answer the questions that follow.

One Big Continent

Alfred Wegener was a German meteorologist -- he studied weather and the atmosphere. To do this, he spent a lot of time in a hot air balloon taking measurements. During all this time in the sky, he started to think about Earth, and why it’s shaped the way that it is.

While looking at a map of the world, he noticed something about South America and Africa: they looked like they would fit together, like a puzzle. This lead to his big idea: the continents were once all joined together but slowly drifted apart. This idea has since been called continental drift.

When he first proposed it, most scientists didn’t believe him. Wasn’t he just a weatherman? How could something as big as a continent move around?

While Wegener didn’t know exactly how the continents were moving, he did have some evidence. For one, he noticed that there were very similar fossils on both sides of the Atlantic ocean (see the picture to the right). He also noticed that both sides had similar rock types. This showed that the two areas were once close together.

Wegener died in 1930, but his theory was eventually supported by the scientific community.

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1.

______32

Weathering and Erosion: The Ever-Changing Earth Adapted from Kids Discover

The Grand Canyon in Arizona is one of the most striking natural landmarks in the world; it is 18 miles wide and 1 mile deep! But what could cause this kind of massive hole in the ground?

The answer is two major processes: weathering and erosion.

Weathering is the breaking down of rocks into smaller pieces by water, air, or temperature. Erosion is the movement of these smaller pieces from one place to another.

So, in the case of the Grand Canyon, the Colorado River broke down the rocks (weathering) and carried the small pieces away (erosion), slowly leaving an enormous hole in the ground.

Weathering and erosion can cause lots of interesting changes to the planet, including…

Glaciers (large masses of ice) retreat over time, Wind can break down rock and blow it away: carving lakes and valleys:

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Tiny pieces of rock can be picked up by rivers can be left elsewhere; called deposition.

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2. 4.

3.

The Rock Cycle Adapted from Kids Discover

All rocks fall into one of three categories, depending on how they were formed. Igneous rocks are formed from magma (melted rock) cooling down. Sedimentary rocks are formed of tiny bits of rock (called sediment) that is pressed together. Metamorphic rocks are hard rocks formed by intense heat or pressure, like the pressure of being deep underground.

Rocks can change forms through something called the rock cycle:

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5. What type of rock would be formed if…. a. small pieces of rock was pressed together? ______b. metamorphic rock was melted then cooled? ______c. igneous rock was put under intense heat and pressure? ______

6.

7.

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Grade 7 ELA Day #5/6

Open Response

Today you will be writing a response to a prompt based upon the two articles you read yesterday, “High Schools Starting Later to Help Sleepy Teens” by Michelle Trudeau and “High schools will keep starting too early. Here’s why.” by Dan Weissmann.

To prepare to write the prompt, please reread and annotate the texts.

Text #1: High Schools Starting Later to Help Sleepy Teens

By MIchelle Trudeau

Most high schools begin their day around 7:30 a.m., which leaves many teenagers nodding off in the morning. In fact, at least 20 percent of high school students fall asleep in class on a typical day. The problem: Teenagers need a lot of sleep — about nine hours each night, experts say. And most of them aren't getting enough.

To help sleepy teens, some school districts have tried delaying the opening of the high school day. Educational researcher Kyla Wahlstrom, from the University of Minnesota, has been following districts that changed their start times, tracking the effect on schools and students. The Minneapolis school district, for example, changed its start time from 7:20 to 8:40 a.m., giving its 12,000 high schoolers an extra hour and twenty minutes each morning. Wahlstrom says the students have benefited from the change.

"Students reported less depression when there was a later starting time," she says. "And teachers reported that students were more alert and ready for learning. Parents reported that their children were easier to live with because their emotions were more regulated."

Additionally, Wahlstrom found a decrease in the number of students who were dropping out of school or moving from school to school.

According to the National Sleep Foundation, more than 80 school districts around the country have now made the change to start their high schools later. These districts range from large, urban school districts, such as Minneapolis and Denver, to suburban districts, such as Jessamine County in central Kentucky.

In Jessamine County, detailed discussions about starting their high schools later took place over a year and a half. All the stakeholders — parents, teachers, coaches, kids, transportation directors — were included in the conversation. Eventually, a plan emerged: The district decided to flip the elementary school start time with the high school start time. Research shows that young children aren't sleepy in the early morning, unlike the typical teenager.

So in 2003, Jessamine County's high schools started 50 minutes later. School District Supervisor, Lu Young, says the change has had a big impact at the high schools.

37

"We found that our students were more on time and in better attendance first period than they had been in the past," she says.

For many school districts, a major obstacle in changing their start times is the cost and scheduling of buses. Some districts, however, have juggled their bus schedules without any additional expense. The West Des Moines School District in Iowa, for instance, was able to actually reduce the number of buses needed by changing the start times of all three tiers of their school system.

Kay Rosene, director of community relations at the West Des Moines School District, says the switch gave the district a windfall of about $700,000 annually. Rosene adds that the potential savings was very appealing to the West Des Moines school community.

"It meant that other potential cuts in programming or curriculum offerings would not occur," she says.

Another challenge some school districts grapple with is the concern that after-school sports schedules would be affected by starting the high schools later. That was a central worry at the Mahtomedi School District in Minnesota. But a solution was found, says Superintendent Mark Wolak.

The high school students agreed to shorten the number of minutes they take to get from one class to another — a delay called "passing time." The result was that the high schoolers could start school later but end their school day at about the same time, without disrupting the athletic schedule. Since 2005, first bell for the students has been 35 minutes later. Wolak says parents were surveyed — and they overwhelmingly endorsed the decision, 5 to 1.

Wolak adds that teachers especially wanted a change because, "They were concerned about student attendance and student readiness to learn that first period of the day."

"One of the anecdotal findings was that we noticed better attendance and less student sleeping in class that first hour," Wolak says.

Research on the sleep needs of adolescents and their ability to pay attention and learn in the early morning hours supports Wolak's observations.

Text #2: “High School Will Keep Starting Too EArly, Here’s Why” by Dan Wasserman

The American Academy of Pediatrics has joined a chorus that’s been growing louder for years: The school day should start later for teenagers because they aren’t wired to go to bed early — and they need their sleep.

The AAP says this is a public-health issue: Sleep-deprived teenagers are more likely to crash cars, get depressed, and become obese. Also, they may not do as well in school.

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However, early start times aren’t going away quickly, and probably won’t, because of the costs. That’s surprising because, from the outside, the economics of a later start-time seem pretty good. A 2011 study from the Brookings Institution looked at three ways school districts could improve just by getting better organized. Starting school later for teens was number one.

“Among all the things schools could do to increase student performance, this is one of the less expensive ones,” says Brian Jacob, an economics and public-policy professor at the University of Michigan, one of the study’s co-authors. “This is not like hiring extra teachers to reduce class size, or building a big new expensive building.”

School boards often hear objections about disruptions at the other end of the school day: Kids getting home really late from sports practice or chess club. Or not being able to work after-school jobs.

The big issue — the expensive issue — is transportation, says Kristen Amundson, executive director of the National Association of State Boards of Education. Amundson is a former member of the school board in Fairfax County Virginia, which is ground zero for debates on school start times.

The debate started there when Amundson was serving, back in the 1990s; buses were the sticking point.

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“How school districts make school buses pay is, you basically use the equipment as much as you can,” Amundson says.

Meaning, the district runs each bus multiple times every morning. High school students typically get picked up on the first run, which can happen before sunrise for part of the year.

Asked why little kids, who tend to be early risers, couldn’t start early, Amundson laughs. “Oh, no, that was a non- starter,” she says. “There were exactly zero of us who were prepared to have five year-olds on the street in the dark.”

She says later start times probably work better for smaller districts, with fewer buses to run. Fairfax County’s School Board is scheduled to vote on a later-start proposal in October.

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Open Ended Response

Essay Directions: You should set a timer for 10min for planning Use the space below for planning. After completing planning, you will set a timer for 40min to write the narrative. Please use the lines on the next page to write the essay.

Writing prompt: The author’s of Text 1 and Text 2 The authors present different arguments. Which author presents a more convincing argument? Be sure to analyze both the strengths of the argument you choose and the weaknesses of the other argument.

Planning Space:

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Write your response below:

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______

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Grade 7 Math Day #5/6

Fluency Practice: Complete each of the following problems to practice your fluency skills. Focus on accuracy and efficiency with your strategies and work. If you need additional space, you can use a separate piece of scrap paper.

Compute:

Simplify the following expressions:

Solve the following equations:

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Write an equation to represent each of the following scenarios. Then solve your equation to find the final answer.

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Mixed Practice: The following problems are from a mix of topics that you have learned over the course of the year. Try to complete each one on your own. If you get stuck you can use any resources that you have to help you. If you need additional space you can use a piece of scrap paper.

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7.RP.2

Part A:

Part B:

Part C:

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7.RP.3

7.EE.1

Which expression can be used to represent the perimeter of the polygon below?

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7th Grade Science Day 5/6 - Energy Transformation

Read and annotate the articles; then, answer the questions that follow.

Defining Kinetic Energy

What could these four photos possibly have in common? Can you guess what it is? All of them show things that have kinetic energy.

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Kinetic energy is the energy of moving matter. Anything that is moving has kinetic energy—from atoms in matter to stars in outer space. Things with kinetic energy can do work. For example, the spinning saw blade in the photo above is doing the work of cutting through a piece of metal.

The amount of kinetic energy in a moving object depends directly on its mass and velocity. An object with greater mass or greater velocity has more kinetic energy.

Defining Potential Energy

This diver has just jumped up from the end of the diving board. After she dives down and is falling toward the water, she’ll have kinetic energy, or the energy of moving matter. But even as she is momentarily stopped high above the water, she has energy. Do you know why?

The diver has energy because of her position high above the pool. The type of energy she has is called potential energy. Potential energy is energy that is stored in a person or object. Often, the person or object has potential energy because of its position or shape.

Potential energy due to the position of an object above Earth’s surface is called gravitational potential energy. Like the diver on the diving board, anything that is raised up above Earth’s surface has the potential to fall because of gravity. You can see another example of people with gravitational potential energy in the Figure below.

Gravitational potential energy depends on an object’s weight and its height above the ground. It can be calculated with the equation:

Gravitational potential energy (GPE) = weight × height

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So, if you increase the weight and/or increase the height of an object, you’ve increased the amount of gravitational potential energy.

Energy Transformation

Energy can be transformed (changed) between kinetic and potential. However, energy is never created or destroyed. For example, as a ball drops, its potential energy is transformed into kinetic energy; the total amount of energy never changes. When you slam the brakes on a car, the kinetic energy is transformed into sound and heat energy by the brakes.

Check Your Understanding

1. At which point(s) on the roller coaster is the potential energy the greatest? ______2. At which point(s) on the roller coaster is the kinetic energy the greatest? ______3. As the riders move from point 5 to point 6, ______energy is converted into ______energy. 52

4. As the riders move from point 1 to point 2, ______energy is converted into ______energy. 5. Why is there more potential energy at point 4 than there is at point 6? ______6. Why is there more kinetic energy at point 2 than at point 5? ______7. What would happen to the amount of potential energy at point 1 if you increased the weight of the people riding? Explain. ______

MCAS Practice

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8. 9.

10. 11.

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12. 13.

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Grade 7 ELA Day #7/8

Selected Response

Today you will read a passage about Santorio Santorio (March 1561 – February 1636), a physician and professor. You will then answer several questions based on the text

“Santorio Santorio and the Thermometer” by Robert Mulcahy

1 Galileo built the first working thermoscope. He took a small glass tube filled with air and rubbed it in his hands to warm it up. Then he turned the tube over and put the open end in a small bowl of water. As the air in the tube cooled, water rose into the tube.

2 Since cooler air takes up less space than warm air, there would be more space for the water as the air in the tube cooled. The water rising slowly in the tube showed that the air was cooling. When Galileo rubbed the glass tube again, the air inside would heat up, and the water level in the tube would slowly drop because the warmer air took up more space than the cooler air. Although the increase and decrease could be seen, the thermoscope could not measure the degree of the change in a mathematical way.

3 Despite this lack of precision, Galileo had constructed a wonderful invention. Yet, he considered it to be a useless toy and even called it a “little joke.” As far as anyone knows, the famous physicist, mathematician, and astronomer never tried to adapt the thermoscope into a device to measure the temperature of the human body. 4 It was Santorio Santorio, the physician who had devoted his life to measurements, who realized that he could use the thermoscope to measure body temperature. He made two important changes that transformed Galileo’s thermoscope into the thermometer.

5 Santorio’s first innovation was making a glass tube into which a patient could breathe. The person’s breath would heat up the air, which would push the water level down inside the tube. If the person had a fever, the water level in the tube would be pushed down farther because the patient’s breath would be hotter. Santorio colored the water in the tube green so doctors could see it more easily.

6 Secondly, Santorio added regularly spaced marks, or tick marks, to his device. This may appear to be a very minor addition to Galileo’s thermoscope, but it was actually a very important one. With the tick marks, Santorio could get a reading of a patient’s temperature and compare this reading to the temperatures of other patients. Or, he could compare the reading to earlier readings taken on the same patient. Santorio knew the thermometer would enable doctors to determine a person’s temperature exactly, making both diagnosis and treatment more precise.

7 After inventing the thermometer, Santorio built a device to measure a person’s pulse rate. Today, people can find their pulse rates without special instruments: they only have to count how many times their pulse beats within a certain period of time. Since the clocks of Santorio’s day had no second hand, measuring time exactly was difficult. 8 To solve this problem, Santorio built a pendulum—a weight hanging on the end of a piece of string. Then he matched the swing of the pendulum to a person’s pulse rate by changing the length of the cord on which the weight was hanging. He improved this device by tying a knot in the cord and measuring the position of the knot on a horizontal scale. Santorio called this device the pulsilogium. 56

9 Among the many other devices Santorio built was a hydroscope, which measured the amount of water in air. To help patients who were paralyzed or had to remain immobile while healing, he invented a bag filled with water in which they could lie and bathe without moving from their bed. He also invented an instrument for removing bladder stones.

10 Santorio spent so much time treating patients and inventing that his students at the university accused him of not devoting enough time to his teaching. Although these charges were dismissed, Santorio was bitter over the criticism and retired from the university in 1624. As a reward for his years of outstanding work, however, the Venetian government continued to pay him his university salary for the rest of his life.

11 In 1630, Venetian officials asked Santorio to organize the efforts of doctors in their city to combat a plague. That same year, Santorio was elected president of the Venetian College of Physicians. On February 22, 1636, Santorio Santorio died from a urinary tract disease and was buried in the Church of the Servi in Venice. When the church was destroyed in 1812 during the Napoleonic Wars, Santorio’s skeleton was salvaged, and his skull is now in the museum at the University of Padua.

12 A wealthy and respected man, Santorio had never married. As he had no family, he willed his money to endow schools and fund other charities and scientific endeavors.

Excerpt from “Medical Technology: Inventing the Instruments” by Robert Mulcahy, ©1997 by The Oliver Press; pgs 21- 24; ISBN 1-881508-34-X.

QUESTIONS

1. Part A: In paragraph 3 of the text, what is the meaning of the word precision in the phrase lack of precision? a. exactness b. flexibility c. Clarity d. Value

Part B: Which quotation from paragraphs 2 and 3 best helps the reader to determine the meaning of lack of precision?

a. “warmer air took up more space” b. “increase and decrease could be seen” c. “could not measure the degree of change” d. “had constructed a wonderful invention”

2. Which two statements describe the central ideas of the text?

a. Galileo invented an early version of the thermometer, which he called the thermoscope. b. Santorio had many accomplishments during his lifetime. c. Santorio was not appropriately recognized for his contributions to the medical community. d. Santorio’s many medical inventions were helpful to both patients and doctors. e. Galileo inspired many of Santorio’s inventions. 57

f. Santorio played a major role in fighting the plague in Italy and training others at the university.

3. Part A: Which two statements describe how paragraphs 1, 2, and 3 contribute to the development of ideas in the text?

a. They reveal to the reader that Galileo and Santorio both felt they were not appreciated by the scientific community. b. They explain the nature of the thermoscope and how it works, which helps the reader understand the basic function of a thermometer. c. They suggest that the experiments conducted during Galileo’s time had less scientific importance than those of Santorio’s time. d. They prove that Galileo should be given full credit for Santorio’s many inventions. e. They examine the similarities of Galileo and Santorio to emphasize how scientific minds typically function. f. They show that Galileo’s discovery about the function of warm air in a tube was essential to one of Santorio’s later inventions.

Part B: Which sentence from the passage best supports the answers to part A?

a. Yet, [Galileo] considered it to be a useless toy and even called it a ‘little joke.’” b. “As far as anyone knows, the famous physicist, mathematician, and astronomer never tried to adapt the thermoscope into a device to measure the temperature of the human body.” c. “It was Santorio Santorio, the physician who had devoted his life to measurements, who realized that he could use the thermoscope to measure body temperature.” d. “If the person had a fever, the water level in the tube would be pushed down farther because the patient’s breath would be hotter.”

4. Question #4 has been deleted from this test.

5. Which statement below best describes how a thermometer works? a. When a patient breathes into a tube, warm air expands, making the water level lower, thus showing the patient has a high temperature that indicates illness. b. When a patient breathes into a tube, the pressure from the lungs makes the water level rise, thus showing that the harder a person blows the healthier he or she is. c. When a patient breathes into a tube, the warm air mixes with the water, making the water level lower, thus showing the patient has a high temperature that indicates illness. d. When a patient breathes into a tube, his or her pulse increases, which makes their breath warmer and makes the water level rise, thus showing that the higher one’s pulse rate is, the higher one’s temperature is.

6. Because there were no second hands on clocks during Santorio’s time, it was difficult to determine a patient’s pulse. How did Santorio solve this problem? a. He created a bag filled with water to keep patients comfortable while lying still. b. He added tick marks to Galileo’s device to read and compare patients’ temperatures

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c. . He developed a pendulum with a weight and cord to measure rate. d. He invented a hydroscope to determine how much water is in the air.

7. In the final paragraph of the passage, the author says that Santorio was a “respected man.” Which fact from the passage best supports this statement? a. Although these charges were dismissed, Santorio was bitter over the criticism and retired from the university in 1624. b. On February 22, 1636, Santorio Santorio died from a urinary tract disease and was buried in the Church of the Servi in Venice. c. When the church was destroyed in 1812 during the Napoleonic Wars, Santorio’s skeleton was salvaged, and his skull is now in the museum at the University of Padua. d. As he had no family, he willed his money to endow schools and fund other charities and scientific endeavors.

Writing Prompt

Essay Directions: You should set a timer for 10min for planning Use the space below for planning. After completing planning, you will set a timer for 40min to write the narrative. Please use the lines on the next page to write the essay.

Writing prompt: What is the author’s perspective on Santorio Santorio? How does the author present that perspective to the reader?

Planning Space:

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Write your response below:

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______

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______

Grade 7 Math Day #7/8

Fluency Practice: Complete each of the following problems to practice your fluency skills. Focus on accuracy and efficiency with your strategies and work. If you need additional space, you can use a separate piece of scrap paper.

Compute:

Simplify the following expressions:

Solve the following equations:

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Write an equation to represent each of the following scenarios. Then solve your equation to find the final answer.

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Mixed Practice: The following problems are from a mix of topics that you have learned over the course of the year. Try to complete each one on your own. If you get stuck you can use any resources that you have to help you. If you need additional space you can use a piece of scrap paper.

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7.RP.2

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7.RP.3

7.EE.3

Show or explain how you got your answer.

Enter your answer and your work or explanation in the space provided.

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7.EE.3

7.NS.3

7th Grade Science Day 7/8 - Thermal Energy Transfer Part 1 Read and annotate the articles; then, answer the questions that follow.

How Can Energy Transfer? Adapted from Newsela

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Everything in the universe has thermal energy. This type of energy comes from the movement of atoms within matter. Atoms are the building blocks of all matter, such as solids, liquids and gases. Atoms are constantly moving. In a gas, they zip around, but in a solid, they vibrate.

Even though all objects have thermal energy, they do not all have the same amount. Extremely hot objects such as the sun have a lot of thermal energy. However, cold objects like ice do not. But the sun can give some of its thermal energy to ice. This is why an ice cube melts on a warm, sunny day. The movement of thermal energy from a hotter object to a colder one is called heat transfer.

Heat transfer can happen in three different ways: through conduction, convection and radiation. All three forms of heat transfer happen constantly in your daily life.

Conduction

Conduction is a type of heat transfer. It can only take place when two objects are touching one another. Thermal energy is always passed on from the hotter object to the colder one. When the objects reach the same temperature, the heat transfer stops. This is called thermal equilibrium.

Solids, liquids and gases can all conduct heat. Conduction happens when particles bump into each other. Think of a cold metal spoon in a hot cup of coffee. The molecules in the coffee move freely. The metal molecules in the spoon vibrate and do not move as freely. The coffee molecules bump up against the spoon. They pass on some of their energy to the spoon molecules. The spoon gets warmer and the coffee gets cooler. After a while, both are the same temperature. This is in thermal equilibrium.

The two objects remain at the same temperature unless something else adds or subtracts heat from them. In most cases, the air in the room draws heat from the coffee. Eventually, the coffee cup, the coffee and the spoon will reach the same temperature as the surrounding air. They are now at thermal equilibrium with their surroundings.

Some materials conduct heat better than others. Materials that conduct heat well are called conductors. Metal is a conductor. Materials that do not conduct heat well are called insulators. Wood is an insulator.

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Convection

Convection is another type of heat transfer. It happens when heated molecules move from one place to another, taking heat with them. This only happens in liquids and gases.

Consider a pot of water heating on a stove. Water near the bottom of the pot heats up first. Fluids expand when they heat up. So the water near the bottom expands. This means its molecules spread out and it becomes less dense.

Hotter, less-dense water begins to rise. The colder, denser water sinks to the bottom. Here, it is heated, and the cycle repeats. The repeated movements of water are convection currents. As time goes on, more currents develop, and heat transfers through the liquid.

You can see these currents when you boil rice in water. Convection currents also happen in your house. They allow heated air to circulate through a room.

Radiation

The third type of heat transfer is radiation. It deals with the science of light. Scientists know that light can act as both a particle and a wave. When it acts as a wave, the waves are referred to as electromagnetic waves. The waves have different amounts of energy based on how fast they vibrate up and down. Fast-vibrating waves have more energy than slow-vibrating waves.

Radiation is the transfer of heat through electromagnetic waves. All objects release some amount of heat as electromagnetic waves. Humans release, or radiate, energy as infrared light. We cannot see this wavelength of light. But we feel it as heat. Infrared radiation is commonly referred to as "heat rays." Hotter objects, like light bulbs and campfires, radiate higher-energy light that we can see.

Reading Questions

1. How does heat transfer happen in conduction? (A) A hotter object passes thermal energy to a colder object by touching it so their particles bump into each other. (B) A hotter object reaches thermal equilibrium and gives its extra heat particles away to nearby objects. (C) A hotter object is placed on one side of an insulator and a colder object is placed on the other side of the insulator. (D) A hotter object has particles that spread through the air as gases and warm the air near the colder object.

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2. What happens as a result of water near the bottom of a pot heating up? (A) The water near the bottom expands and becomes less dense. (B) The water near the bottom transfers heat and becomes a gas. (C) The water gains molecules and stays near the bottom. (D) The water vibrates and is seen as light near the bottom.

3. What do the image and the text in the section “Convection” explain? (A) that convection only happens with liquids and solids (B) that humans can use infrared light to gain heat (C) that hot and cold water create currents as heat transfers (D) that boiling rice is a good way to show convection in water

4. Read the selection from the section “Radiation.” Humans release, or radiate, energy as infrared light. We cannot see this wavelength of light. But we feel it as heat.

How does Image 3 support this information? (A) It shows how humans are able to see many wavelengths. (B) It shows that infrared light is outside the range of visible light. (C) It shows how hot infrared light can get on a sunny day. (D) It shows that gamma rays and x-rays are types of radiation.

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Grade 7 ELA Day #9/10

Selected Response

Today you will read two texts, an Author’s Note and “The Tomorrow Seeds” by Diane L. Burns. You will then answer several questions based on the texts.

“The Tomorrow Seeds” By Diane L. Burns

Text 1: Author’s Note

1 When Spanish explorers first reached the desert Southwest in 1539, they were welcomed peacefully by the pueblo Indians calling themselves Hopituh Shi-nu-mu, which means “the peaceable people” or just “the People.” But by 1675, the time of this story, the People, known as Hopi to outsiders, has come to resent the intrusion of the Spanish settlers and governor, and even more strongly, of the missionaries, or Black Robes, who tried to impose a new religion and language. The Spanish were often brutal, but they had also introduced new plants for cultivation, such as watermelon, called kawayvatnga in Hopi. Eventually, the People outlawed even the black robes’ garden seeds in the effort to reject the new ways.

2 Though an uneasy peace lasted for several more years, the People, led by Popé, drove out the Spanish settlers and their black robes in the Pueblo Revolt of 1680. During the bloody conflict, lives were lost on both sides, churches and homes were razed, and fields destroyed.

3 Afterwards, the people restored their dances and other religious customs, but their old way of life could not be reclaimed fully. The valley had, in some ways, been damaged beyond healing by the conflict and upheaval. The people eventually moved to the mesa top, where they live to this day.

4 Recent archaeological digs in Southwestern caves have uncovered caches of native garden seeds — squash, melons, and corn — still able to grow after hundreds of years.

“The Tomorrow Seeds”

1 SILENT AS A DOVE’S WING, the desert night lifted toward dawn. Taw! Now! Now was the safe, sacred time Moki had seen in his dreams. Time to disobey the village elders. Time to follow the visions he'd been given.

2 Rising from his blanket in the kiva, or sleep house, Moki cradled a leather pouch, hoping to keep silent the seeds inside. But seeds have their own life, especially

these — the People's bumpy blue seeds of corn, sakwaq’a ö,and the red, forbidden kaway-vatnga of the Black Robes, the Spanish missionaries. Clutched in Moki’s hand, they whispered as he moved.

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3 Moki held his breath. Perhaps the gentle rattle of the seeds would betray him. But no, the visions held faithful. As he silently climbed the ladder out of the kiva, the men of the village slept on.

4 Chilled by the desert night air, Moki slipped quickly through the darkness, scampering up ladders that led from his pueblo to the base of the steep mesa wall. There he found an ancient path, visible to the hawks soaring above the canyon but hidden from below. Cautiously hugging the cliff face, he felt the way with his feet until the ledge narrowed to a rocky splinter. Then, grasping for hand and toeholds, Moki scaled the wall of rock, pulling himself up and still up, clutching the bag of seeds in his teeth.

5 On top of the mesa the sky was a tipped bowl of gray blue. Surrounded by red and yellow cliffs, sheltered from the dry desert wind, this was the hidden place Moki had seen in his dream.

6 Breathing a prayer, Moki prepared the ground to receive the gift of seeds. He knew well how to plant; the People's men tended all growing things. To honor the number of visions he'd seen, his hands formed four central mounds where the forbidden seeds would grow into the strange, delicious fruit brought by the Black Robes. Around the kawayvatnga like a fence Moki planted sixteen hills of the People's corn, four on each side.

7 As Moki’s fingers carefully smoothed a blanket of earth over the seeds, his ears detected a gentle patter, like rain on leaves. Nearby, from deep within the rock, water dripped through a crack in the cliff. Touching the cool, wet seep, he channeled its trickle to the hidden garden.

8 “Drink, little seeds of tomorrow,” Moki said. “Grow strong.”

9 With night melting into the many colors of dawn, Moki hurried to retrace his steps to the village before the others awoke. Silently, he lay down again in the kiva, but he did not sleep.

10 EVERY MORNING, before the dawn, Moki climbed above-mesa to tend the seeds in secret, as the visions told him he must. Soon, shoots of corn speared through the damp earth, and vines of glossy melon leaves nestled around the young stalks. A rare rain shower rinsed the dusty valley below. Desert winds dried the gardens of the Black Robes and the People. Hidden on the mesa, charmed by the sun and watered gently by the split rock, Moki's corn and melon garden grew through the summer. Grew and flowered. Flowered and set fruit. Tiny, at first, then bigger and bigger.

11 In the valley something else was growing — angry feelings between the Black Robes and the People. Unspoken thoughts hung in the air, thick as smoke. If any angry words were uttered by the People, it was Popé who said them — loud, and hot as fire. There was the People's way, he argued, and the way of the Spanish settlers who did what they wanted to the earth. Even their spirit leaders, the Black Robes, were thoughtless. Hadn't they outlawed the People's seasonal dances that maintained the harmony of earth? Hadn't they told the People to abandon their language and speak the invaders' Spanish? The People were expected to work the farms of the settlers and Black Robes; how could they also care for their own families?

12 For speaking against the rules of the Black Robes, Popé and other medicine men from the pueblos had been put in the governor's jail, where four died. Popé was free now, but not silent. He talked even more strongly of pushing the Black Robes and settlers out of the People's valley.

13 Quietly, the People talked and wondered what to do. “At the birth of the People, we were given this valley. If all the intruders stay, where will we go? If we are pushed from the valley, where will we be safe?”

14 MOKI KNEW. The visions had shown him two ways to live. The first — with seeds for tomorrow — was a way of sharing. The second was not a way of sharing at all. Which was right? Moki had watched the Black Robes quietly tending their gardens. They were careful in their planting. Careful in their weeding and harvesting. So 72 were the People. Popé did not believe that the Black Robes did anything carefully. Either the People lived in the valley, or the Black Robes did, Popé said. Moki knew the People listened to his words. No one talked anymore as if the two groups could get along.

15 Every day, as Moki pulled weeds from the melon vines and guided the rustling corn leaves toward the sky, he wondered, was it wise to choose only one way and ignore another? Earth shared day and night; each had its place. They didn't fight. Together they made the People's world complete. Perhaps the Black Robes and the People could live side by side, if each were as careful with each other as they were with their gardens.

16 Once corn and melon had grown in harmony in the People's gardens. Moki remembered the first harvest: the ripe melon rind splitting with a sound like thunder, its pink flesh dribbling juice, sweeter than spring rain, down the People's chins. Not everything, then, about the Black Robes was bad. The melon seeds had been a good gift. In the manner of the People, the village women had saved the best of those tomorrow seeds for the next year's growing season. And the next, and next.

17 But not now. Because the Black Robes did not allow the People to live their old way, no one remembered the good gift. No one saved the Black Robes' seeds now, except Moki.

18 And if the village elders knew of his hidden garden? His disobedience could bring trouble raging like a storm wind. But trouble might come anyway, and with it, the second path shown in his dreams.

19 The thought of this second choice always ended Moki's gardening time. After slipping unnoticed into the kiva, he would lie with pounding heart until the men and other boys awoke, comforting himself that he was following the first choice of the god of visions. As to the other way? For now it was as secret as the garden itself. He would not — could not — speak of it to the elders. What if they did not believe a boy's dreams?

20 IT WAS NEARLY the day of harvest when clouds, boiling black and furious, rolled across the valley. Wolflike winds howled through the villages of the People and the Black Robes. Flying sand stung both white skin and brown.

21 Shreds of green corn leaves, ripped by the wind, spiraled down from the top of the rain-washed mesa. Puzzled, the People looked up, and up. Battered corn stalks hung over the edge of the cliff.

22 Moki’s heart twisted at the sight. The tomorrow seeds! He raced to the ladders and the secret path on the cliffside. The windstorm had wrecked the corn, but were the melons destroyed, too? He had to know.

23 The answer lay scattered across the mesa top. Ragged stalks and tufted ears of blue corn littered the ground. Tangled melon vines crisscrossed ever where, torn from the earth. And then he saw them, in the middle of the wreck of a garden — the crook- necked melon fruit, far, round . . . And unhurt.

24 Relieved, Moki turned to find that the People — Popé, too — had followed him. In a glance Popé took in the garden site and closed his face with anger. Moki's heart stuck in his throat. How could he save the tomorrow seeds now? The storm hadn't destroyed the forbidden ones, but surely the village elders would. What could he do? Nothing in the visions had prepared him for this.

25 Popé pointed an accusing finger. “You! And the forbidden seeds!” He pulled one of the hated melons into his arms. How to explain this treachery?

26 “It . . . it was the way of my dreams,” Moki began. “I saw the People's corn like a shelter around the Black Robes' melons.”

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27 Popé saw. “Four melon vines,” he said, his voice unyielding. “The People's sacred number.”

28 Moki spoke calmly, but his heart pounded as if he’d run a footrace. “One for each time the vision came to me.” He nodded toward the fat melon in Popé’s arms. “They have grown well together,” he said. “Perhaps we can, too, if we choose to try again. It was one way shown in the visions.”

29 The People murmured. Truly, melons and corn flourished side by side. Was it still possible for the People to live with the Black Robes?

30 Popé nudged a twisted corn stalk with his toe. “Is it the wish of the People to sacrifice sakwaq'a o so the Black Robes’ kawayvatnga can grow?” he stormed. Popé held the melon overhead. Moki stared. The unthinkable would happen. Popé would smash the melon, and with it, the tomorrow seeds and any hope of sharing the valley. Was it time to speak of the vision’s second choice?

31 A hand gripped Popé’s upstretched arm. “Hold,” said an elder of the People. He turned to Moki. “The visions showed you this place?”

32 “Yes,” Moki said. An inner voice poured words from his heart and lips before he could stop them. “Here is ground for us, high above the Black Robes. With water even in time of drought and shelter in the cliffs. It is a good place, a hidden place.” He took a deep breath and said the rest. “If peace cannot be, we have this place out of reach.” There! At last he'd revealed the secret of the vision. If peace cannot be. Would the People abandon their gardens and pueblo in the valley to live high atop the mesa?

33 The elders looked. They saw it was true. Ground and water enough for all of the People. Popé, too, saw a place of safety. He did not smile, but he held out the melon to Moki, who cradled it.

34 The elder spoke. “It is true that the seeds of the People and the Black Robes grow well together. Perhaps we can share the valley. It is not for today to know if this hidden place will be needed tomorrow. For now,” he rescued another melon from its bed among the fallen stalks, “we will give thanks for the good harvest Moki has brought.” The People nodded.

35 IN THE HARVEST CEREMONY, the People gave thanks for the gift of the Black Robes’ seeds as for their own corn. The women would save the best seeds, both kawayvatnga and sakwaq'a o. The men would plant and tend them. The gods would see them grow . . . together. For another season, the People and the Black Robes would share the valley.

36 With his own silent prayer of thanks, Moki touched a hand to his leather pouch. It would again hold tomorrow seeds, both blue corn and melon, and not in secret. It was good, just as the visions had promised.

“Tomorrow Seeds” written by Diane L. Burns and illustrated by Tanya Maiboroda. In Cricket Magazine © Carus Publishing Company, d/b/a Cricket Media, and/or various authors and illustrators. Any commercial use or distribution of material without permission is strictly prohibited. Please visit http://www.cricketmedia.com/info/licensing2 for licensing and http://www.cricketmedia.com for subscription.

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QUESTIONS:

1. Part A: Which statement describes the central idea of the Author’s Note (Text 1)? a. The Hopi were accepting of the Spanish settlers. b. The Spanish settlers changed Hopi culture forever. c. The Hopi returned to their traditions after defeating the Spanish. d. Seeds recovered during archeological digs are all that remains of the Hopi culture.

Part B: Which sentence from Text 1 best supports the correct answer to Part A?

a. “When Spanish explorers first reached the desert Southwest in 1539, they were welcomed peacefully by the pueblo Indians calling themselves Hopituh Shi-nu-mu, which means ‘the peaceable people’ or just ‘the People.’” b. “Eventually, the People outlawed even the black robes garden seeds in the effort to reject the new ways.” c. “Afterwards, the people restored their dances and other religious customs, but their old way of life could not be reclaimed fully.” d. “Recent archaeological digs in Southwestern caves have uncovered caches of native garden seeds-squash, melons, and corn- still able to grow after hundreds of years.”

2. Part A: In paragraph 26 of “The Tomorrow Seeds” (Text 2), Moki wonders how he will “explain this treachery.” What is the meaning of the word treachery? a. mission from a divine force b. long-term plan c. betrayal of trust d. combination of two beliefs

Part B: Which sentence from Text 2 best helps the reader determine the meaning of treachery?

a. “The windstorm had wrecked the corn, but were the melons destroyed, too?” b. “Popé pointed an accusing finger.” c. “’It. . . it was the way of my dreams.’” d. “’I saw the People’s corn like a shelter around the Black Robes’ melons.’”

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3. First, write in two descriptions of each character in Text 2 using the phrases from the Character Descriptions column. You will not use all of the possible points of view. Next, write in a supporting detail for each point of view using details from the Supporting Details from Text 2 column. Again, you will not use all the details.

4. Part A: Which statement best expresses a main theme of Text 2?

a. While the future may be uncertain, it is best to prepare for whatever may come. b. Different ways of life cannot be combined successfully. c. Children do not always fully understand the actions of those around them. d. It takes time and patience to grow a garden.

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Part B: Which lines from Text 2 best illustrates this theme?

a. “Every morning, before dawn, Moki climbed above-mesa to tend the seeds in secret, as the visions told him he must.” b. “In the valley something else was growing –– angry feelings between the Black Robes and the People. c. “The storm hadn’t destroyed the forbidden ones, but surely the village elders would.” d. “If peace cannot be, we have this place out of reach.”

5. Based on the information in Text 2, what are two ways the Black Robes changed the Hopi lifestyle?

a. They taught Hopi children to care for plants. b. They made the Hopi dress like the Spanish. c. They introduced new crops, like watermelon. d. They required the Hopi to live on the mesa top. e. They forced the Hopi to work their farms. f. They passed seeds down to new generations. g. They shared the visions they had received.

6. In Text 2, how do paragraphs 14–19, in which Moki asks himself many questions, contribute to the development of the passage?

a. These questions demonstrate Moki’s need for guidance from the elders. b. These questions help Moki determine what to do next. c. These questions illustrate Moki’s struggle to determine the best vision. d. These questions show Moki the importance of his visions.

7. Question #7 has been deleted from this assignment.

8. Part A: In paragraph 1 of the Text 1, the author states that the Black Robes “tried to impose a new religion and language.” What is the meaning of the word impose? a. to force someone to accept something b. to explain the importance of c. to bring about peaceful change d. to work together on shared interests

Part B: Which event from Text 2 best shows an example of the Black Robes imposing something on Moki’s people?

a. The Black Robes tended their gardens differently than the People. b. The Black Robes outlawed the People’s seasonal dances. c. The Black Robes provided melon seeds to the People. d. The Black Robes dressed differently from the People.

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9. What is the main purpose of Text 1 and how does it contribute to the development of ideas in Text 2? a. Text 1 describes the crops the Spanish brought to the People, helping the reader understand Popé’s dislike of their ways in Text 2. b. Text 1 puts forth a different perspective of the Spanish involvement, showing how the Spanish did not have a negative impact on the people as shown in Text 2. c. Text 1 explains why the Spanish wanted to change the People, supporting Moki’s idea in Text 2 that the Spanish ideas were not all bad. d. Text 1 explains the conflict between the People and the Spanish, showing how Text 2 is based on historical events.

Writing Prompt

Essay Directions: You should set a timer for 10min for planning Use the space below for planning. After completing planning, you will set a timer for 40min to write the narrative. Please use the lines on the next page to write the essay.

Writing prompt: In Text 2, Moki is shown two visions for the future of the Hopi people. Explain Moki’s two visions, and then tell how Text 1 provides information about the way each vision represented something that actually happened. Use details and information from both texts as you write your response.

Planning Space:

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Write your response below:

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Grade 7 Math Day #9/10

Fluency Practice: Complete each of the following problems to practice your fluency skills. Focus on accuracy and efficiency with your strategies and work. If you need additional space, you can use a separate piece of scrap paper.

Compute:

Simplify the following expressions:

Solve the following equations:

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Write an equation to represent each of the following scenarios. Then solve your equation to find the final answer.

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Mixed Practice: The following problems are from a mix of topics that you have learned over the course of the year. Try to complete each one on your own. If you get stuck you can use any resources that you have to help you. If you need additional space you can use a piece of scrap paper.

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7.RP.3

7.EE.3

Enter your answer and the corrected work in the space provided.

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7.EE.4 Workers at Ultra Industries must produce at least 125 parts every 10 days that they work. Jeremiah produced 28 parts in his first two days that he worked.

Part A: Write an inequality that represents the amount of parts (x) that Jeremiah needs to produce over the next 8 days.

Part B: If Jeremiah produces the same number of parts each day, what is the minimum number of parts that he must make each day in order to make sure he makes at least 125 total parts? Show or explain how you got your answer.

7.NS.3

Show or explain how you got your answer.

Enter your answer and your work or explanation in the space provided.

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7th Grade Science Day 9/10 - Thermal Energy Transfer Part 2

Complete the questions below.

1. Fill in the correct types of energy transfer for each diagram.

A.

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B

MCAS Practice 2.

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3.

4. 5.

6. 9.

88

7.

8. 10.

89

11.

90