Distance Learning Plan Middle School Seventh Grade Weeks 4 and 5

Distance Learning Plan

Middle School Seventh Grade Weeks 4 and 5

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Course: ELA7 Unit: 4

Distance Learning Week 4 ELA 7 Unit 4 Unit Title: My Evolving Self Unit Description: This week you will read and think about what makes a Culminating Task: You have read “The Hero’s Journey: Cultural Values & the hero and how a society’s culture and values influence who is deemed a Struggle Against Evil.” Explain the role that culture, values, and morality play in hero. You will read and write about the role that heroes play in shaping determining who is considered a hero. Support your response with an example of and reflecting the morality of a society a hero who demonstrates the culture, values, and morality of his or her community and use evidence from the text to support your answer. Addressed CCSS: Reading RI.7.1, R.I.7.2, R.7.3 Writing W.7.2, W.7.4, W.7.9 Language: L.7.4 Text(s): The Hero’s Journey: Cultural Values & the Struggle Against Evil by Julie Harris, excerpts from Chapter 1, “The Creation of the Hero” and excerpts from Chapter 2, “Ideals that Motivate the Hero.” Day 1 Day 2 Day 3 Day 4 Learning Objective: Learning Objective: Learning Objective: Learning Objectives: By the end of Day 1, you will be able to: By the end of Day 2, you will be able to: By the end of Day 3, you will be able to: By the end of Day 4, you will be able to: • Infer the meaning of key vocabulary • Determine the central idea and key • Analyze what the text “The Hero’s • Draft an explanatory text that from the text “The Hero’s Journey: details of the text “The Hero’s Journey: Journey: Cultural Values & the Struggle demonstrates your understanding of key Cultural Values & the Struggle Against Cultural Values & the Struggle Against Against Evil” helps the reader to ideas in “The Hero’s Journey: Cultural Evil” using context clues during a first Evil” by completing a second read of the understand about the role that culture, Values & the Struggle Against Evil” in read. text, responding to text-based question, values, and morality play in determining response to an evidence-based prompt. • Demonstrate understanding of key ideas and using annotation techniques. who is a hero by completing a third read in the text by composing an accurate of the text, planning for a written objective summary. response, and selecting relevant evidence to support your explanations. Agenda: Agenda: Agenda: Agenda: 1. Vocabulary Frayer Models 1. Second Read of “The Hero’s 1. Third Read of “The Hero’s 1. Review evidence collection 2. First Read of “The Hero’s Journey: Cultural Values & the Journey: Cultural Values & the chart and Multi-Paragraph Journey: Cultural Values & the Struggle Against Evil” Struggle Against Evil” Outline Struggle Against Evil” 2. Text-Dependent Questions 2. Evidence Collection Chart 2. Write culminating multi- 3. MPO Outline paragraph response 4. Discussion Task 3. Complete a Reflection

Key Vocabulary conviction morality archetype altruistic epitome

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Daily Sequence and Goals

Day 1 and First Read Day 2 and Second Read Day 3 and Third Read Day 4 and Fourth Read & Writing

•Goal: Reading begins with •Goal: During this read, stop •Goal: It's imporant to go •Goal: Throughout the defining key vocabulary. and address some text- back to the text and collect writing process, you should Start with vocabulary and dependent questions and textual evidence before refer back to the text to then read the text straight tasks. They will help you you craft a claim and select your response. through to gain a general better understand the organize your thinking for sense of the text(s). text(s) writing. Return to the text to complete the evidence collection chart.

Task List for 7.4 My Evolving Self

Directions: At the end of each day, track your work by placing an “X” beside the assignment in the “Done” column. Alternatively, you could also write the date.

Tasks Category Points Due Done Grade

Frayer Models Practice/Application 5 Day 1

Objective Summary of “The Hero’s Journey: Cultural Values & The Struggle Against Evil” Practice/Application 5 Day 1

Text-Dependent Questions and Annotations Practice/Application 5 Day 2

Hochman Sentence Expansion (Because/But/So) Practice/Application 5 Day 2

Evidence Collection Chart/MPO Practice/Application 5 Day 3

Discussion Task Practice/Application 5 Day 4 Culminating Writing Task Assessment 10 Day 4

Close Reading Reflection Practice/Application 5 Day 4

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Day 1

Learning Objective: By the end of Day 1, students will be able to: Agenda: Tasks: • Infer the meaning of key vocabulary from the text “The Hero’s Journey: 1. Vocabulary Frayer Models  5 Frayer Models Cultural Values & the Struggle Against Evil” using context clues during a first 2. First Read of “The Hero’s  Objective Summary of “The read. Journey: Cultural Values & the Hero’s Journey: Cultural Values & • Demonstrate understanding of key ideas in the text by composing an accurate Struggle Against Evil” the Struggle Against Evil” objective summary. 3. Objective Summary

Key Vocabulary conviction morality archetype altruistic epitome Before Reading: Do Now: Vocabulary

Directions: There are five key vocabulary words that you’ll be using throughout this close reading module. Read each word aloud in context and try to infer the definition based on the context.

Vocabulary in Context What can you infer about the meaning of this word based on the context? Jot down your best guess. Common perceptions of a hero include an individual who has the courage of conviction to perform feats that benefit the general populace, acts as a solider of virtue, and has an altruistic spirit that urges him or her to act against evil… While the circumstances are probably not going to alter the planet’s existence, there are times when mere mortals act out of courage to uphold standards of morality, right wrongs or take up for the weak.

This archetype of heroism allows an individual to serve as the primary example of what society deems as valuable and moral.

Common perceptions of a hero include an individual who has the courage of conviction to perform feats that benefit the general populace, acts as a soldier of virtue, and has an altruistic spirit that urges him or her to act against evil and defend the greater good at all costs, even sacrificing his own well-being or life.

By Western society’s standards, he is the epitome of what a hero should be: successful, brave, cunning and strong.

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Vocabulary Frayer Model The Frayer Model is a graphic organizer for building student vocabulary. This technique requires students to define target vocabulary and apply their knowledge by generating examples and non-examples, giving characteristics, and/or drawing a picture to illustrate the meaning of the word. Directions: Look up the definition of each vocabulary word and complete all spaces with information related to the word. Definition (look up word) Traits/Characteristics

conviction

Sentence Real World Examples

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Definition (look up word) Traits/Characteristics Definition Traits/Characteristics

morality archetype

Sentence Real World Examples Sentence Real World Examples

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Definition (look up word) Traits/Characteristics Definition (look up word) Traits/Characteristics

altruistic epitome

Sentence Real World Examples Sentence Real World Examples

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“The Hero’s Journey: Cultural Values & the Struggle Against Evil” by Julie Harris Directions: On Day 1, complete a first read by reading the text straight through without completing the annotations/questions. Then write an objective summary. On Day 2, complete the second read and annotations/questions. Complete a third read on Day 3, an evidence collection, and a multi-paragraph outline in response to the culminating prompt. On Day 4 write the essay. Vocabulary words for the module are in bold; additional vocabulary is underlined and defined. Culminating Task: You have read “The Hero’s Journey: Cultural Values & the Struggle Against Evil.” Explain the role that culture, values, and morality play in determining who is considered a hero. Support your response with an example of a hero who demonstrates the culture, values, and morality of his or her community and use evidence from the text to support your answer.

Text Annotations/Questions

1.True heroism is remarkably sober, very undramatic. It is not the urge to sober adj. having or showing a very serious attitude or quality surpass all others at whatever cost, but the urge to serve others at whatever cost. — Arthur Ashe Paragraph 1: Underline the sentence “True heroism is remarkably sober, very undramatic.” What does it mean for heroism to be sober and very undramatic? Chapter 1: The Creation of the Hero

2. While the cultures of societies vary, there is a common strand embedded within the infrastructure of each civilization: the hero and his story. Societies After Paragraph 1: According to Arthur Ashe, what is true heroism? throughout history and from all over the globe have lifted up exemplary individuals from folklore and legend as the embodiments of the qualities valued by their cultures. Heroes vary with the qualities of their cultures. Likewise, every hero undergoes a quest from which he achieves a place in the During Paragraph 2: Underline the two things common to every civilization. literary pantheon of his homeland. While there is no outline used to definitively chronicle the journey from mere citizen to iconic being, the fact After Paragraph 2: Is there one path for someone to take to become a hero? remains that the hero is the personification of his culture’s morality and Underline the two aspects of a culture that a hero personifies. value system.

3. SECTION 1: The Hero and the Journey What is a hero? While this inquiry may seem simplistic, it is much more complex than first impressions may indicate. In order to begin to answer this

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question, one must first evaluate the concepts of good vs. evil, self vs. greater good, and morality vs. immorality. Even after considering these concepts, the definition of a hero can still be elusive. elusive adj. hard to find or capture

4. Common perceptions of a hero include an individual who has the courage of conviction to perform feats that benefit the general populace, acts as a After Paragraph 4: Why is it necessary for a hero to demonstrate strong morals soldier of virtue, and has an altruistic spirit that urges him or her to act and values?” against evil and defend the greater good at all costs, even sacrificing his own well-being or life. This archetype of heroism allows an individual to serve as the primary example of what society deems as valuable and moral. Thus, the hero’s ability to maintain his position in a society directly correlates to his ability to uphold the standards set forth to him by that society.

5. The manner in which individuals complete their tasks and succeed in their journeys largely influence their hero status, so one cannot forget to evaluate After 1st Sentence in Paragraph 5: Underline the first sentence in paragraph 5. these courageous souls based on the cultures from which they come. For According to this text, how should one evaluate a hero? example, Batman is really Bruce Wayne, a billionaire playboy and philanthropist. According to the criteria of heroic values outlined in this section, Batman can be defined as a hero. He saves the weak, rights wrongs and prevents corruption/crime all while fighting his inner demons which stem During Paragraph 5: What makes Batman the epitome of a Western society from the murders of his parents. By Western society’s standards, he is the hero? epitome of what a hero should be: successful, brave, cunning and strong. However, would the hero label be applied to him in other cultures? What about in this society a hundred years ago?

6. An analysis of the hero ultimately prompts one to wonder about the catalyst for his actions. In other words, what experiences create a need for a hero to respond (become the hero)? According to Joseph Campbell in his book The Hero with a Thousand Faces, During Paragraph 6: Underline the two reasons a hero begins an adventure. “The usual hero adventure begins with someone from whom something has been taken, or who feels there is something lacking in the normal experience available or permitted to the members of

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society. The person then takes off on a series of adventures beyond the ordinary, either to recover what has been lost or to discover some life-giving elixir. It's usually a cycle, a coming and a returning.” elixir n. a magical liquid that can cure illness or extend life Once a hero experiences the call to action, the adventure can begin. So, how is it that heroes are capable of achieving what others cannot? Is it that they are cloaked with invincibility by sympathetic gods or endowed with never ending good luck? The answer is probably more simple than it should be: After Paragraph 6: How are heroes similar to and different from others? They are only mortals, ones that try their best to accomplish feats while fighting against external and internal forces. The only difference between them and other people is their response to the call to be heroic. After the 1st Sentence in Paragraph 7: Does the hero’s journey follow one 7. The journey from citizen to hero is not one that has a defined blueprint; defined path? however, there are several key factors that are inherent to most heroes. Each hero begins his journey with the call to action. This is the reason that he decides to leave the safety of his home to search the globe for an object or cause which is valuable to him. While the hero is expected to complete his nostos (return journey) and return to his home to live out his days in peace or After Paragraph 7: What is the call to action? bask in the glory of his feats, there is the possibility that the task to be undertaken will bring about the death of the hero. This is an acceptable risk to the hero. After all, the hero views his potential death as the greatest testament to his dedication to his cause. nostos n. a theme used in Greek literature which includes an epic hero returning home 8. Along with a hero’s self-sacrificing nature is the hero’s inborn need or by sea. responsibility to combat and defeat evil. Encountering wickedness, the hero will utilize every available option he has and exhaust the limits of his own strength and intelligence to ensure that good prevails. This means that he has to dig deep, be brave and persevere. After Paragraph 8: What two traits must a hero use to combat and defeat evil? 9. When faced with circumstances that dwarf the abilities of mortal man, heroes often call upon the favor of outside forces. They often accomplish this by relying on faith in higher powers. Demonstrating their belief that those entities will aid them is an essential part of what makes heroes heroic. It is the embodiment of the ideal that heroes do not always believe themselves to During Paragraph 9: How do heroes face challenges bigger than themselves?

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be all-powerful and capable of single-handedly righting every wrong; instead, they must be the ones who show humility and knowledge of self in order to After Paragraph 9: Reread the underlined sentence. What role does humility reach out for help when it is needed. In essence, they must be able to play in a hero’s success? overcome themselves before they can overcome external forces.

10. At this point, a hero seems to be both indestructible and incorruptible. However, part of being labeled a hero is how an individual responds when he makes a mistake. Does the protagonist shut down or give up the quest? Does he blame others or make excuses for his shortcomings? No. This would not be After Paragraph 10: According to the author, how does a hero use negative heroic. Instead, archetypical heroes accept their own imperfections and use experiences? negative experiences as opportunities to learn and grow. They then utilize their acquired knowledge in future encounters on their quests. For example, an individual that acts out of pride may suffer setbacks in his quest until he learns that he must rely on others to find success. Once he learns a lesson, he often triumphs in his task and earns the label of “hero” due to his newfound understanding.

11. Whether it be saving the world from dark forces, retrieving items of value, or fighting to uphold the cultural values, all heroes are tested throughout each stage of their journeys and, hopefully, learn a few lessons along the way.

12. Chapter 2: Ideals that Motivate the Hero Within their lifetimes, many individuals will be placed in a situation that During Paragraph 12: Are heroes motivated by extrinsic rewards? provides a choice: to act or to remain stationary. While the circumstances are probably not going to alter the planet’s existence, there are times when mere mortals act out of courage to uphold standards of morality, right wrongs, or take up for the weak. These are times when the inner hero emerges, but what causes people to shed their civilian overcoats and don their proverbial After Paragraph 12: What motivates a hero act instead of remaining stationary? capes? Though the rewards may be great, heroes are rarely motivated to act in the hopes of an extrinsic reward. Instead, their actions are the products of their own convictions and beliefs. They are driven to act with the intent of positive outcomes as a result of their society’s values and moral codes.

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After Paragraph 13: What goads a hero to go on a journey for truth, justice, and 13. SECTION 1: Values & Morality gain? Underline your response. Chapter 1 primarily focused on the definition of a hero, his origin, and journey. However, a deeper look at the inner workings of the hero’s psyche is necessary to fully comprehend what motivates and inspires him to act. After all, there would be no drive to go on a journey for truth, justice, or gain was it not for the hero’s own system of morality goading him to do so. During Paragraph 14: Reread the underlined phrase. Rewrite that phrase in your own words. 14. Engrained in each culture is a set of values which govern what is morally acceptable within that society. While the terms value and morality may seem During Paragraph 14: What are values? What do they mostly relate to? like similar, slight variances in their connotations denote subtle differences that create a vital contrast between the two. Values are principles or standards of behavior that are subjective and primarily concern what an individual believes is good or wicked. A person’s values have no definitive After Paragraph 14: Do all members of the global society have the same values? boundaries and are subject to change as that individual matures or gains life Circle the sentence that helped you answer the question. experiences which may ultimately force one to change previous premises concerning appropriate courses of action. Additionally, values are subjective, meaning that they vary from person to person. A value can be as simple as the idea that the preservation of human life is the most important ideal. They may be universal within a sect (group) or culture, but it is unreasonable to assume that they are the same for all members of the global society.

15. Morality is based upon the values of an individual; however, it goes beyond identifying and labeling actions as good or wicked, focusing on the way an individual chooses to behave. In short, morality is based on actions, not a theory of behavior. For example, it is one thing to believe that someone should not tell a lie; however, it is up to an individual’s moral code not to do so. During Paragraph 15: What is morality based on?

16. Cultures throughout history differ in their societal values and codes of morality. What actions may seem perfectly acceptable in some cultures may be frowned upon or even illegal in others. Much like values, the concept of

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morality is open to interpretation and varies across cultures, regions, and After Paragraph 16: How do societies differ in their interpretation of values and countries. codes of morality?

17.Introducing the hero’s journey means identifying the hero himself as the paragon or protector of a culture’s values and morality system, pinpointing the beliefs and opinions of his society and demonstrating that culture’s relative tolerance to situations that diverge from its norms. Take for example After Paragraph 17: How does Superman align with the values of Western the Superman saga. The hero is bound by his own system of morality to culture? defend the people of Earth from maniacal madmen, natural disasters and not-so-friendly extraterrestrials. His adherence to protect and defend the planet’s citizenry stems from an internal system of right and wrong. His After 1st Sentence in Paragraph 18: What do a culture’s heroes embody? selfless acts and relatively endless supply of strength are used to better the world. However, many of his attributes strongly align with the values of Western culture. He is strong, intelligent, resourceful, and compassionate. After Paragraph 18: According to the author, why should societies be careful How does he compare with other iconic heroes within our culture? What about who they make a hero? does this say about our society? What do we value?

18. While the values that govern societies vary, the constant remains: Cultural heroes embody the very best ideals of the society from which they come. Since heroes are theoretically the purest example of societal virtues, who they are speaks volumes about where they come from and what is psyche n. the soul, mind, or personality of a person or group valued. Does this mean that societies should be careful when popularizing their heroes? Perhaps. After all, they do represent their core values and project any societal defects for others to see, in effect, creating the need for all heroes to be super.

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After Reading

What is an objective summary? What does an objective summary look/sound like? How will I know if my objective summary is complete? An objective summary is a short statement or paragraph In chapter 3 of the third part of the novel, Irene goes shopping with her that tells what something is about but does not include friend, Felise Freeland. It is a cold day, and the women unexpectedly run In an objective summary, the writer: unnecessary details or your opinions. into Clare’s husband, John Bellew. Mr. Bellew recognizes Irene, but Irene  Explains the central idea of the subject pretends not to know him and does not greet him. Although they do not (text) 5W Sentence Expansion. Use question words to summarize speak, it is clear that Mr. Bellew notices that Felise and Irene are not white.  Records essential details of the text the text. Cross out any words that do not apply or write When they are away from Mr. Bellew, Felise chides Irene for “passing,” and  Moves from general description to N/A. Then use the words you wrote next to the question Irene wishes that she had spoken so that Clare’s secret might also be found words to draft your summary. out by her husband. Irene regrets her loyalty to Clare and to her race. Irene specific description also says she intends to tell Clare about the meeting, but she never does,  Chooses exact descriptive words Who? |What? |When? |How? |Where? |Why? instead praying for March to “come quickly” because that is when Clare and  Suspends his or her own beliefs and Mr. Bellew are scheduled to leave New York. feelings about the text

Objective Summary: “The Hero’s Journey: Cultural Values & the Struggle Against Evil” Directions: Write an objective summary of the text.

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Day 2

Learning Objective: Agenda: Tasks: By the end of Day 2, you will be able to: 1. Second Read of “The Hero’s Journey: Cultural  Text-Dependent Questions and Annotations • Determine the central idea and key details of the Values & the Struggle Against Evil”  Hochman Sentence Expansion text “The Hero’s Journey: Cultural Values & the 2. Text-Dependent Questions (Because/But/So) Struggle Against Evil” by completing a second read of the text, responding to text-based question, and using annotation techniques.

Hochman Sentence Expansion Activity (Because/But/So)

Directions: Based on your second read of the text and what you have uncovered about the central idea and key details of the passage, expand the following sentences.

Societies should be careful about who they choose to make a hero because…

Societies should be careful about who they choose to make a hero, but…

Societies should be careful about who they choose to make a hero, so…

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Day 3

Learning Objective: Agenda: Tasks: By the end of Day 3, you will be able to: 1. Third Read of “The Hero’s Journey:  Evidence Collection Chart • Analyze what the text “The Hero’s Journey: Cultural Values & the Cultural Values & the Struggle Against  Multi-Paragraph Outline Struggle Against Evil” helps the reader to understand about the role Evil” that culture, values, and morality play in determining who is a hero by 2. Evidence Collection Chart completing a third read of the text, planning for a written response, 3. MPO Outline and selecting relevant evidence to support your explanations.

Evidence Collection Chart: Culminating Task: You have read “The Hero’s Journey: Cultural Values & the Struggle Against Evil.” Explain the role that culture, values, and morality play in determining who is considered a hero. Support your response with an example of a hero who demonstrates the culture, values, and morality of his or her community and use evidence from the text to support your answer. “Attack the Prompt” - Unpack what the prompt expects from you using the process below 1. Identify the part of the prompt that provides actual instructions for writing. Cross out the rest. 2. Circle the verbs. By identifying ALL the tasks, you will avoid only partially answering the prompt. 3. Draw an arrow from each circled word to what it specifically tells you to do.

Examples from the text that explain the role that culture, values, and morality play in determine who is considered a hero:

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Hero: Select a real or fictitious hero in your society. Make the connections between the hero’s attributes/actions and the values of your society. Attribute/Action Value in Society

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Multiple Paragraph Outline

Name ______Date: ______

Topic:______

______

Main Idea Details

Introduction

¶1

¶2

¶3

¶4

Conclusion

¶5

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Day 4

Learning Objective: Agenda: Tasks: the end of Day 4, you will be able to: 1. Discussion Task  Discussion Task • Draft an explanatory text that demonstrates your 2. Review evidence collection chart and Multi-  Culminating Writing Task understanding of key ideas in “The Hero’s Journey: Paragraph Outline  Close Reading Reflection Cultural Values & the Struggle Against Evil” in 3. Write culminating multi-paragraph response response to an evidence-based prompt. 4. Complete close reading reflection exercise

After Reading: Discussion Task

Directions: With a classmate via Microsoft Teams, phone, or other form of digital communication, respond to the following discussion prompts and questions about the text and jot down your thinking. If this is not feasible, have the discussion with a family member or take time to independently reflect and jot your thoughts. Using the check boxes below, please indicate the way in which you were able to complete this discussion activity:  With a classmate via technology  With a family member in my home  Independently

Discussion Prompts & Questions Discuss the difference between values and morality.

What internal traits are necessary for a person to become a hero? What external factors are necessary for a person to become a hero?

Discuss the link between a person’s ability to become a hero and the values of a society.

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Reread the two rhetorical questions at the end of paragraph 5. What do they suggest about the view of heroes in different societies and historical time periods?

What traits do you believe an American hero would have? Which of these traits do you think all heroes should have no matter where they are in the world?

Drawing Conclusions: Based on the author’s description of what makes a hero, would a hero in America automatically be considered a hero in other areas of the world. Why or why not? Questions about Superman presented at the end of paragraph 17.

Author’s Purpose: Why does the author use Batman and Superman to discuss heroes and culture?

Drawing Conclusions: Think about the description of the hero’s journey in paragraphs 3-10. Based on this description could any person complete this journey and become a hero? Why or why not?

Author’s Purpose: Why do you think the author concluded the writing with a warning in paragraph 18?

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Name ______Date: ______

Culminating Task: You have read “The Hero’s Journey: Cultural Values & the Struggle Against Evil.” Explain the role that culture, values, and morality play in determining who is considered a hero. Support your response with an example of a hero who demonstrates the culture, values, and morality of his or her community and use evidence from the text to support your answer.

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Anchor Writing Standard Checklist CCSS.ELA-LITERACY.W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal style. F. Provide a concluding statement or section that follows from and supports the information or explanation presented. Target Writing Standard Checklist

W.2  Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information

 Introduces a topic clearly, previewing what is to follow  Organizes into broader categories o Ideas o Concepts o Information  Uses strategies to aid comprehension A. o Definition o Classification o Comparison/Contrast o Cause/effect o Formatting (e.g., headings) o Graphics (e.g., charts, tables)  Multimedia  Develops the topic with o Relevant facts o Definitions B. o Concrete details o Quotations o Or other information and examples  Use transitions o To create cohesion C. o To clarify relationships ▪ Among ideas o Among concepts

 Use precise language to inform about or explain the topic D. o Use domain-specific language to inform about or explain the topic

 Establish a formal style E. o Maintain a formal style

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Focal Passage Reflection

Process Reflection What went well? What challenges did you encounter?

Learning Reflection What did you learn from this Close Read? How will you use what you’ve learned?

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Seventh Grade Math Week 4

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Family Overview

Dear Students and Families,

Welcome to Week 4 of Distance Learning! We hope you are safe and healthy while you are out of school and learning from home.

Content Overview This week you will enter the world of chance by learning about probability. The beginning of this week provides and basic introduction and by the end of the week you will be calculating probabilities by creating a sample space.

We recommend that you spend 40 – 60 minutes per day working on these tasks, but you can decide how best to organize your work and spread it out across the week.

Week at a Glance

outcomes. Agenda: Agenda: Agenda: Agenda: 1. Opening 1. Opening 1. Opening 1. Opening 2. New Learning 2. New Learning 2. New Learning 2. New Learning 3. Your Turn! 3. Your Turn! 3. Your Turn! 3. Your Turn! 4. Exit Ticket 4. Exit Ticket 4. Exit Ticket 4. Exit Ticket

Digital Extended Learning Opportunities (Optional) iReady- In addition to the math tasks and connections in the distance learning plan, you can also supplement your learning by continuing your lessons on i-Ready. You can access i-Ready through your Clever account (clever.com). All students will have access to i-Ready lessons even if you usually do not work on i-Ready lessons at school.

ALEKS (for students who have been using ALEKS this year only)- In addition to the math tasks and problems in the distance learning plan, you can also supplement your learning by continuing your lessons on ALEKS. You can access ALEKS through your Clever account (clever.com).

Look for this icon to see recommended Khan Academy videos.

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Adapted from Eureka Math 7th Grade Module 5 Lesson 1 Day One – Chance Experiments

Objective By the end of today’s learning, I will understand that a probability is a number between 0 and 1 that represents the likelihood that an event will occur.

Opening 5 minutes

Directions: Fill in the missing values in the table below. Be sure to show all work!

Complete the table below. Fraction Decimal Percent

0. 3 �

25%

150%

45%

0.02

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New Learning Today, we will be learning about probability. Have you ever heard a weather forecaster say there is a 40% chance of rain tomorrow or a football referee tell a team there is a 50/50 chance of getting a heads on a coin toss to determine which team starts the game? These are probability statements. In this lesson, you are going to investigate probability and how likely it is that some events will occur.

In order to better understand probability and chance, consider the images below:

If you were to cut these items out and put them in a bag and pick one out, what image do you think you would pull? Why?

Let’s say these images are part of a game. The winner of the game is the first person to pull out a planet. Is this a fair game? Why or why not?

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The game described on the previous page is not fair. The reason why is that there

are more planets than other images! The person who goes first has a better chance of winning than the person who goes second. This is because the first person has a 4 out of 8 chance of picking the planet.

The probability of selecting a planet is greater than the probability of selecting an owl or a butterfly.

Below are three different spinners. You win if your spinner lands on the designated color. On which spinner is the green likely to win, unlikely to win, and equally likely to win?

Spinner A Spinner B Spinner C

Green Red Green Red

Green Red

On this spinner, the green section is the same size as the red section. On this spinner, the green section Green is equally likely to win. is smaller than the red section. Green is unlikely to win.

On this spinner, the green section is larger than the red section. Green is likely to win.

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Probability is a measure of how likely it is that an event will happen. A probability is indicated by a number between 0 and 1. Some events are certain to happen, while others are impossible. In most cases, the probability of an event happening is somewhere between certain and impossible. For example, consider a bag that contains only red cubes. If you were to select one cube from the bag, you are certain to pick a red one. We say that an event that is certain to happen has a probability of 1. If we were to reach into the same bag of cubes, it is impossible to select a yellow cube. An impossible event has a probability of 0. Description Example Explanation

You have a bag with two green There is no way to select a blue Some events are impossible. These cubes, and you select one at cube if there are no blue cubes in events have a probability of 0. random. Selecting a blue cube is the bag. an impossible event.

You have a bag with two green You will always get a green cube if Some events are certain. These cubes, and you select one at there are only green cubes in the events have a probability of 1. random. Selecting a green cube is bag. a certain event.

Since exactly half of the bag is made up of blue cubes and You have a bag with one blue cube exactly half of the bag comprises Some events are classified as equally and one red cube, and you red cubes, there is a 50/50 likely to occur or to not occur. These randomly pick one. Selecting a chance (equally likely) of selecting events have a probability of or 0.5. blue cube is equally likely to occur a blue cube and a 50/50 chance 1 or not to occur. 2 (equally likely) of NOT selecting a blue cube.

Some events are more likely to Even though it is not certain that If you have a bag that contains occur than not to occur. These you will get a blue cube, a blue eight blue cubes and two red cubes events have a probability that is cube would be selected most of and you select one at random, it is greater than 0.5 or . These events the time because there are many 1 likely that you will get a blue cube. could be described as likely to occur. more blue cubes than red cubes. 2

Some events are less likely to occur If you have a bag that contains Even though it is not impossible to than not to occur. These events eight blue cubes and two red cubes get a red cube, a red cube would have a probability that is less than and you select one at random, it is not be selected very often 0.5 or . These events could be unlikely that you will get a red because there are many more 1 described as unlikely to occur. cube. blue cubes than red cubes. 2

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Your Turn! Visit bit.ly/khanprob1 for extra help!

Directions: Solve each question in the space provided. Be sure to show all work! The figure below shows the probability scale.

Probability Scale

0 1/2 1

Impossible Unlikely Equally Likely to Likely Certain Occur or Not Occur

1. Decide where each event would be located on the scale above. Place the letter for each event in the appropriate

place on the probability scale.

Event: A. It will start raining gum drops on the way home from school B. An even number will be chosen from a bag containing items numbered 1 through 20 C. I will roll a composite number on a six-sided number cube with sides numbered 1 through 6

D. A letter chosen from the alphabet is a consonant

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2. A shape will be randomly drawn (picked out) from the box shown below. Decide where each event would be located on the probability scale. Then, place the letter for each event on the appropriate place on the probability scale.

Event:

A. A circle is drawn.

B. A square is drawn.

C. A star is drawn.

D. A shape that is not a square is drawn.

3. Color the squares below so that it would be equally likely to choose a blue or yellow square

4. Color the squares below so that it 5. Color the squares below so that it would be likely but not certain to would be unlikely but not impossible to choose a blue square from the bag choose a blue square from the bag.

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6. Imagine a game with marbles in a bag. Available options for marble colors are red, blue, and green. How many green marbles should there be so that the probability of selecting a green is 0?

7. Imagine a game with marbles in a bag. Available options for marble colors are red, blue, and green. How many green marbles should there be so that the it is equally likely to pick a red or green marble?

An event that is impossible has a probability of 0 and will never occur, no matter how many observations you make. This means that in a long sequence of observations, it will occur 0% of the time. An event that is certain has a probability of 1 and will always occur. This means that in a long sequence of observations, it will occur 100% of the time.

8. What do you think it means for an event to have a probability of ? 1 2

9. What do you think it means for an event to have a probability of ? 1 4

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Exit Ticket ≤ 10 minutes

Directions: Solve the problems in the space provided. Be sure to show all work!

Decide where each of the following events would be located on the scale below. Place the letter for each event on the appropriate place on the probability scale.

The numbers from 1 to 10 are written on small pieces of paper and placed in a bag. A piece of paper will be drawn from the bag. A. A piece of paper with a 5 is drawn from the bag. B. A piece of paper with an even number is drawn. C. A piece of paper with a 12 is drawn. D. A piece of paper with a number other than 1 is drawn. E. A piece of paper with a number divisible by 5 is drawn.

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Adapted from Eureka Math 7th Grade Module 5 Lesson 2 Day Two – Estimating Probabilities by Collecting Data

Objective By the end of today’s learning, I will be able to both collect and use given data to estimate probabilities.

Opening 5 minutes

A biologist collected data to answer the question, “How many eggs do robins lay?” The following is a frequency table of the data she collected:

Number of Eggs Tally Frequency 1 | | 2 |||| |||| || 3 |||| |||| |||| ||| 4 |||| |||| 5 |

1. Complete the frequency column.

2. Draw a dot plot of the data on the number of eggs a robin lays.

Number of Robin’s Eggs

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New Learning Yesterday, we were introduced to the concept of probability and used words like impossible, unlikely, equally likely, likely, and certain to describe the chance of an event occurring.

Today, we will deepen our understanding of probability by putting the concept into practice! At the school carnival, there is a game in which students roll two dice. The die each have six equal sections numbered 1–6 . To play the game, a student rolls the two dice at the same time and adds the two numbers that the dice lands on. If the sum is greater than or equal to 7, the student wins a prize. Play this game times. Record the outcome of each roll in the table below.

If you do not have 2 dice, cut out𝟏𝟏𝟏𝟏 the number strips below and keep them in two separate piles. Then, randomly draw one number from each pile. Put the numbers back after each turn.

First Dice Second Dice Use this website for an Turn Sum interactive dice! Result Result 1 bit.ly/interactivedice 2 3 4 5 6 7 8 9 10

1 2 3 4 5 6 1 2 3 4 5 6

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This answer will be different depending on the game! Your results may be different than another person playing 10 times Dice game follow up questions:

1. Out of the 10 turns, how many times was the sum greater than or equal to 6?

Only you can 2. What sum occurred most often? answer this!

And this! 3. What sum occurred least often?

4. Name a sum that would be impossible to get while playing the game.

The highest number you can get on each dice is 6 and 6 + 6 =12. Anything higher is impossible!

5. What event is certain to occur while playing the game?

Think about this in terms of a range. For example, all sums are between 2 and 12. That is certain!

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When you were rolling the dice and recording the outcomes, you were performing a chance experiment. You can use the results from a chance experiment to estimate the probability of an event. In the game, you rolled the dice 10 times and counted how many times the sum was greater than or equal to 6. An estimate for the probability of a sum greater than or equal to 6 is

Probability Number of observed occurrences of the event (sum 6) = . Total number of observations 𝑃𝑃 ≥ Based on your experiment of playing the game, what is your estimate for the probability of getting a sum of 6 or more?

(sum 6) = 𝑃𝑃 ≥

Based on your experiment of playing the game, what is your estimate for the probability of getting a sum of exactly 5? How many times did you get exactly 5?

(sum 5) =

You did the game a 𝑃𝑃 total of 10 times

Key Takeaway

( ) =

𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁𝑁 𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜 𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 𝑃𝑃 𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒𝑒 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇 𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛𝑛 𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜

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Example

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Visit bit.ly/khanprob2 for extra help! Your Turn!

A student brought a very large jar of animal crackers to share with students in class. Rather than count and sort all the different types of crackers, the student randomly chose 20 crackers and found the following counts for the different types of animal crackers. You can give your answer as a fraction, decimal, or percent.

Number Animal Selected Lion 2 Camel 1 Monkey 4 Elephant 5 Zebra 3 Penguin 3 Tortoise 2 Total 20

If a student randomly selected a cracker from a large jar: 1. What is your estimate for the probability of selecting a lion?

2. What is your estimate for the probability of selecting a monkey?

3. What is your estimate for the probability of selecting a rabbit?

4. Is there the same number of each kind of animal cracker in the jar? Explain your answer.

5. If the student randomly selected another 20 animal crackers, would the same results occur? Why or why not?

6. If there are 500 animal crackers in the jar, how many elephants are in the jar? Explain your answer. (Hint: You will need to multiply the number of elephants by 25)

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7. A student played a game using one of the spinners below. The table shows the results of 15 spins. Which spinner do you think the student used? Give a reason for your answer.

Spin Results Spinner A 1 1 2 1 1 2 3 2 4 3

5 1 3 6 2 7 3 Spinner B 8 2 9 2 3 10 1 11 2 1

12 2 2 13 1 14 3

15 1 Spinner C 8.

1 Think about your 3 results and which numbers are occurring the most,

least, etc.

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9. A seventh-grade student surveyed 25 students at her school. She asked them how many hours a week they spend playing a sport or game outdoors. The results are listed in the table below.

Number of Hours Tally Frequency 0 | | | 3 1 | | | | 4 2 | | | | 5 3 | | | | | | 7 4 | | | 3 5 0 6 | | 2 7 0 8 | 1 9. a. Draw a dot plot of the results.

0 1 2 3 4 5 6 7 8 Number of Hours

Suppose a student will be randomly selected. Write your answer as a fraction, decimal, or percent. b. What is your estimate for the probability of that student answering 3 hours?

c. What is your estimate for the probability of that student answering 8 hours?

This includes 6! d. What is your estimate for the probability of that student answering 6 or more hours?

e. What is your estimate for the probability of that student answering 3 or fewer hours?

f. If another 25 students were surveyed, do you think they would give the exact same results? Explain your

answer.

g. If there are 200 students at the school, what is your estimate for the number of students who would say they

play a sport or game outdoors 3 hours per week? Explain your answer.

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Exit Ticket ≤ 10 minutes Directions: Answer the following questions in the space provided. Be sure to show all work! In the following problems, round all of your decimal answers to three decimal places. Round all of your percents to the nearest tenth of a percent (one decimal place). A student randomly selected crayons from a large bag of crayons. The table below shows the number of each color crayon in a bag. Now, suppose the student were to randomly select one crayon from the bag.

Color Number Brown 10 Blue 5 Yellow 3 Green 3 Orange 3 Red 6

1. What is the estimate for the probability of selecting a blue crayon from the bag? Express your answer as a fraction, decimal, or percent (you choose!).

2. What is the estimate for the probability of selecting a brown crayon from the bag?

3. What is the estimate for the probability of selecting a red crayon or a yellow crayon from the bag?

4. What is the estimate for the probability of selecting a pink crayon from the bag?

5. Which color is most likely to be selected?

6. If there are 300 crayons in the bag, how many red crayons would you estimate are in the bag? Justify your answer.

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Adapted from Eureka Math 7th Grade Module 5 Lesson 3 Day Three – Chance Experiments with Equally Likely Outcomes

Objective By the end of today’s learning, I will determine the sample space and outcomes of simple chance experiments. I will also examine chance experiments with equally likely v. not equally likely outcomes.

Opening 5 minutes Directions: Solve each question in the space provided. Be sure to show all work!

Did you recognize these problems? Go back to Day 1 to check your answers! District of Columbia Public Schools | SY 2019-2020 Page 19 of 35

New Learning

In today’s lesson, you will learn more about probability and use new vocabulary to describe the probability of an event. Let’s use flipping a penny as our experiment to learn new vocabulary. Flipping a penny has two possibilities of how it will land: heads or tails. Each possibility is called an outcome. The outcomes, (heads, tails), form the sample space of the experiment.

Since the probability of each outcome is equal, , each outcome is equally 1 likely to occur. 2

Vocabulary

Outcome: The result of an experiment (event). For example, when someone rolls a 1 on a number cube (die), the outcome of that simple experiment is 1.

Sample space: The set of all possible outcomes. For example, the sample space when rolling a number cube is the set {1, 2, 3, 4, 5, 6}.

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Example 1: Identify the sample space For each of the following chance experiments, list the sample space (i.e., all the possible outcomes). The first one is done for you.

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Example 2 – Equally Likely

Explain your reasoning where there are blanks.

Yes, because ______

No, because ______

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Example 3 – Impossible to Equally Likely to Certain

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Visit bit.ly/khanprob3 for extra help! Your Turn!

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Exit Ticket ≤ 10 minutes The numbers 1–10 are written on note cards and placed in a bag. One card will be drawn from the bag at random. 1. List the sample space for this experiment.

2. There are two events: selecting an even number and selecting an odd number. Are these two events equally likely? Explain your answer.

3. There are two events: selecting a number divisible by 3 and selecting a number divisible by 5. Are these two events equally likely? Explain your answer.

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Adapted from Eureka Math 7th Grade Module 5 Lesson 4 Day Four – Calculating Probabilities for Chance Experiments with Equally Likely Outcomes

Objective By the end of today’s learning, I will calculate probabilities of events for chance experiments that have equally likely outcomes.

Opening 5 minutes You will need (optional): Markers/colored pencils, scissors, bag or bowl to put squares in Cut (or fold and tear) out the following squares to use for today’s learning. Color the squares before cutting them, if you would like.

Yellow Yellow Yellow Yellow Yellow Yellow Yellow Yellow Yellow Yellow

Blue Blue Blue Blue Blue Blue Blue Blue Blue Blue

Red Red Red Red Red Red Red Red Red Red

Green Green Green Green Green Green Green Green Green Green

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This page was left blank intentionally

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New Learning Let’s conduct a chance experiment using the squares you cut out to learn about theoretical probability. Place the squares in a bag. You will draw squares at random and with replacement. After you pull out a square, you will record the outcome in the table. Before beginning the experiment, let’s review:

What does it mean to draw a square out at random?

What does it mean to draw a

square with replacement?

Random means that all items, squares in this case, have an equal chance of being

selected.

Replacement means that the square is put back before you pick again.

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Without looking, draw a square out of the bag. In the table below, record the outcome of each draw. Since you are drawing squares with replacement, remember to return the square to the bag after each draw.

Trial Outcome 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

7. Based on the 20 trials, estimate for the probability of a. Choosing a yellow cube

b. Choosing a green cube

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c. Choosing a red cube

d. Choosing a blue cube

8. Find the fraction of each color of cubes in the bag.

Yellow

Green

Red

Blue

Each of the fractions you just found is the theoretical probability of choosing a particular color of cube when a cube is randomly drawn from the bag. Notice how the theoretical probability is similar to the results of your experiment. When all the possible outcomes of an experiment are equally likely, the probability of each outcome is 1 (outcome) = . Number of possible outcomes 𝑃𝑃 An event is a collection of outcomes, and when the outcomes are equally likely, the theoretical probability of an event can be expressed as Number of favorable outcomes (event) = . Number of possible outcomes 𝑃𝑃 The theoretical probability of drawing a blue cube is Number of blue cubes 10 (blue) = = . Total number of cubes 40 𝑃𝑃

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Visit bit.ly/khanprob4 for extra help! Your Turn!

9. Consider a chance experiment of rolling a six-sided number cube with the numbers 1–6 on the faces. a. What is the sample space? List the probability of each outcome in the sample space.

b. What is the probability of rolling an odd number?

c. What is the probability of rolling a number less than 5?

10. Consider an experiment of randomly selecting a letter from the word number. a. What is the sample space? List the probability of each outcome in the sample space.

b. What is the probability of selecting a vowel?

c. What is the probability of selecting the letter z?

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11. Consider an experiment of randomly selecting a square from a bag of 10 squares. 1 a. Color the squares below so that the probability of selecting a blue square is 2.

4 b. Color the squares below so that the probability of selecting a blue square is 5.

12. Students are playing a game that requires spinning the two spinners shown below. A student wins the game if both spins land on red. What is the probability of winning the game? Remember to first list the sample space and the probability of each outcome in the sample space. There are eight possible outcomes to this chance experiment.

Red Blue

Green Yellow

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Exit Ticket ≤ 10 minutes An experiment consists of randomly drawing a cube from a bag containing three red and two blue cubes. 1. What is the sample space of this experiment?

2. List the probability of each outcome in the sample space.

3. Is the probability of selecting a red cube equal to the probability of selecting a blue cube? Explain.

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Distance Learning Plan

Grade 7 Science Week 4 (April 13-17)

Student Name Teacher Name

District of Columbia Public Schools | SY 2019-2020

Science Distance Learning Plan

Introduction

Dear Students and Families,

We hope you have found a routine for distance learning and taking care of yourself. Beginning with Week 4, you will notice some changes in how the distance learning plans are organized.

For week 4, we will continue to review previously learned content. In some weeks, you will still see the mission logs and action plans. We have guessed where most classes are, but your class may have left off at a different place.

In terms of changes, we are separating math and science into different packets. The recommendation of 40 to 60 minutes per day per subject, four times per week continues. More information regarding math is noted below.

Week 4: Unit 4 Mission Log, Action Plan & Math Connections During Week 4, you will review content from Unit 4: Evidence of Common Ancestry & Diversity and apply it to a mission. Read the Mission Briefing at the front of your packet and work through the Class Mission Log. You can refer to your notes or online STEMscopedia (details below) to complete the Information Gained column. Then use what you know to complete the Connection to Mission column.

After you complete the Mission Log, you should move on to the Action Plan. The Action Plan summarizes what you should know and invites you to apply your science knowledge and skills to a new situation. In most cases, you will need to use some imagination and creativity to create your plan. There is no single correct answer! Questions are included to guide your work.

Math Connections for each topic are also included. You may not have time to complete all of the Math Connections. We recommend that you spend 40 minutes per day working on the Mission Log and Action Plan and 20 minutes per day on Math Connections, but you can decide how best to organize your work and spread it out across the week.

District of Columbia Public Schools | SY 2019-2020

Science Distance Learning Plan

Repeating Prior Work In some cases, your science teacher may have already assigned the Mission Log, Action Plan, or Math Connections activity earlier in the year. • If you have done the Mission Log before, challenge yourself to complete as much as possible without looking at your notes. • If you have done the Action Plan already, come up with an alternative solution. There is more than one correct way to respond! • If you have done a Math Connections activity, skip it and do the activities you have not yet done.

Your teacher may also share specific expectations for you. Instructions on accessing optional extension activities are included below.

Accessing the STEMscopedia The STEMscopedia is the primary text within STEMscopes, your science curriculum resource. You have likely been reading excerpts from it all year. You can access the STEMscopedia on STEMscopes via Clever. Sections relevant to this week are also posted online at http://bit.ly/DCPSscienceathome.

Using STEMscopes via Clever By default, the STEMscopedia is turned on for all units. Your teacher does not need to assign it to you. You can access STEMscopes online through Clever. • Go to https://clever.com/in/dcpsk12 • As your username, use your DCPS student ID number. • As your password, use your date of birth (mmddyy). • Find the “STEMscopes” icon to get started. • Select “Learning Resources” at the top of the page. • Search for the name of the topic you are reviewing (e.g., Structures of Matter). The topics are included as subtitles on the Mission Log.

Optional Extended Learning Opportunities (Science) You can also explore a list of science learning activities that you can complete at home. These Science Extensions can be found at http://bit.ly/DCPSscienceathome in the Grade 7 folder.

District of Columbia Public Schools | SY 2019-2020

Evidence of Common Ancestry and Diversity Bundle 5

Mission Briefing

Anchoring Phenomena How do we know that organisms existed millions of years ago?

Mission Briefing You are the head curator at the Natural Science Museum. Recently, a visitor of the museum began challenging the legitimacy of one of the exhibits: the fossil exhibit. News reporters have started calling you and asking if the museum has falsified any of its artifacts. Write a press release defending the accuracy of the exhibit by providing evidence from the fossil record, evolutionary relationships, and embryonic similarities.

● What layer of Earth would you find the oldest fossils? ● How do the skeletons of modern animals compare to the skeletons of their extinct ancestors? ● Why do many animals look so similar as developing embryos? ● How can scientists document the change of a species over time?

Evidence of Common Ancestry and Diversity Bundle 5

Class Mission Log

Information Gained Connection to Mission

Fossil Record Fossil Record

What makes up the fossil record? Brainstorm fossil record evidence you can provide about the fossils located in your museum exhibit.

What layer of Earth would you find the oldest fossils?

Evidence of Common Ancestry and Diversity Bundle 5

Class Mission Log

Information Gained Connection to Mission

Evolutionary History and Relationships Evolutionary History and Relationships

What anatomical similarities exist between modern Create a cladogram of organisms you believe share mammals, birds, and reptiles? the dinosaur as a common ancestor.

What tool do scientists use to track common ancestors?

Evidence of Common Ancestry and Diversity Bundle 5

Class Mission Log

Information Gained Connection to Mission

Embryonic Similarities Embryonic Similarities

What is an embryo? As head curator, you are expected to analyze specimen. Identify at least three differences you see between these two different embryos.

What can a comparison of embryological development of different species reveal?

Evidence of Common Ancestry and Diversity Bundle 5

Write a press release defending the accuracy of the fossil exhibit by providing evidence from the fossil record, evolutionary relationships, and embryonic similarities.

Here’s what we know:

● Scientists have many ways of studying organisms that died out well before humans existed. ● The fossil record provides evidence of the existence, diversity, and extinction of organisms from the past. ● Modern animals have similar bone structures to various living species as well as extinct species. ● Embryos of different animals share similarities that are not evident once the organisms are born.

Evidence of Common Ancestry and Diversity Bundle 5

A visitor of the Natural Science Museum posts a message online that reads: “Fake ‘fossils’ on display at the museum. Lies on all the information plaques. Total waste of time. Tired of so-called scientists calling things facts when they can’t know for sure.”

Brainstorm scientific evidence that you can share with the public explaining how you and other scientists know about animals that went extinct millions of years ago.

Evidence of Common Ancestry and Diversity Bundle 5

Take Action

Write your press release. Make sure it is scientifically accurate, concise, and written with the correct audience in mind.

Fossil Record

Radioactive dating is a technique used to date specimens of igneous rock. Elements vary in form based on the difference in the number of neutrons in the atom’s nucleus. These various forms are called isotopes. Some isotopes are radioactive and can be used to date rocks using their known half-life, the amount of time for the original number of atoms to fall to half its original value. Different minerals contain different radioactive isotopes. Once the rock has cooled, radioactive decay begins, and the original, or parent, atoms begin to decay and form daughter atoms. The parent-to-daughter proportion of atoms in a substance can tell us how many half-lives have occurred. The number of half-lives is multiplied by the length of one half-life, and the age of the substance is revealed. The chart below shows the parent isotopes, daughter isotopes, and the half-life of the parent isotopes.

Parent Isotope Daughter Isotope Half-Life of Parent

Rubidium 87 Strontium 87 48.8 billion years

Thorium 232 Lead 208 14 billion years

Uranium 238 Lead 206 4.74 billion years

Potassium 40 Argon 40 1.25 billion years

Carbon 14 Nitrogen 14 5,730 million years

Uranium 235 Lead 207 700 million years 1. A rock sample from an area in southern Canada contained the mineral muscovite with a ratio of potassium 40 to argon 40 proportional to 0.058 of a half-life. What is the age of the specimen? (Use scientific notation to simplify the problem.)

2. A sandstone rock sample from western Australia was found to contain zircon crystal with a ratio of uranium 238 to lead 206 proportional to 0.89 of a half-life. What is the age of the specimen? (Use scientific notation to simplify the problem.)

Fossil Record

The parent-to-daughter proportion of atoms in a substance can tell us how many half-lives have occurred. To calculate the fraction of original parent material left in a specimen, you can use the number of half-lives. y = ½x, in which y is the fraction of original material and x is the number of half-lives Use the equation above to calculate how much of a parent isotope is left based on the number of half-lives experienced. Assume that there are 100 parent atoms in the original specimen.

# Parent Atoms # Daughter # of Half-Lives Fraction of Original Atoms Material Left

100 0 0 1

75 25 0.4 ¾

50 50 1 ½

3. 2

4. 3

5. 4

6. 5

7. 6

Fossil Record

8. Plot on the graph below the relationship of: ● Number of Parent Atoms vs. Number of Half-Lives ● Number of Daughter Atoms vs. Number of Half-Lives

Use a different color and label each line.

100 Key

s 75

m Parent

Ato 50 Daughter

Number

Number of Half-Lives

9. Describe the relationships on the graph. Are they linear?

10. How does the number of parent atoms compare to the number of daughter atoms?

Evolutionary History and Relationships

As environments and climates change, living things adapt accordingly. Sometimes the genetic adaptations and mutations result in a new species. When a new species is discovered, the science of assigning a scientific name, description, and identification to that species is known as taxonomy. Use the taxonomy classification to figure out the scientific names for each of the animals listed below.

Number Common Name Scientific Name

1 American robin

2 Leopard frog

3 Great horned owl

4 Mallard duck

5 Jack rabbit

Ruby-throated 6 hummingbird

7 Red-sided garter snake

8 Little brown bat

9 Harbor seal

10 Red kangaroo

Evolutionary History and Relationships

Look at the animal. Decide whether or not it flies, and solve the equation next to that characteristic. Next, find the answer to the equation in column 1. Choose from the two characteristics in the category. You will either end at the scientific name or continue to solve equations and choose characteristics until you arrive at the scientific name.

Ability to Fly a. Flying x - 21 = 36 **Begin Here** b. Not Flying x -7 = -12

Body Covering a. Feathered x ÷ 7 = 15 x = 57 b. Not feathered Myotis lucifugus

Type of Feet a. Web-footed, water living Anas platyrhynchos x = 105 b. Not-web footed, not water living -8x = 104

Type of Flight a. Hovering flight, very small Archilochus colubris x = -13 b. Not hovering flight x ÷ -4 = -22

Type of Food a. Mouse eater, nocturnal Bubo virginianus x = 88 b. Insect eater, diurnal Turdus migratorius

Body Covering a. Hairy or furred (mammalian) 9x - 7 = -7 x = -5 b. Not furred (not mammalian) 2(x + 5) = -2

Type of Legs a. Legs present Rana pipiens x = -6 b. Legs absent Thamnophis sirtalis parietalis

Habitat a. Aquatic mammal Phoca vitulina x = 0 b. Terrestrial mammal (5 + x) / 6 = -1

Type of Locomotion a. Hopping or jumping locomotion -9x + 1 = -80 x = -11 b. Not hopping or jumping locomotion 8x + 7 = 31

Type of Tail a. Large with large tail used for balance Macropus rufus x = 9 b. Small with small bobbed tail Lepus townsendii

Embryonic Similarities

A cladogram is a diagram that depicts evolutionary relationships among groups. It is based on the study of evolutionary relationships. Biologists have discovered patterns of evolution and grouped organisms according to their evolutionary classification. The following cladogram shows the embryonic similarities among organisms in the phylum Chordata. The names associated with each type of chordate are missing. Simplify the equations into the y-intercept form, y = mx + b. Then use the reference table to find the matching formula and figure out where the names are correctly located. Write the subphylum or class on the line below each equation.

Endothermic

All respire with lungs Amnion Tetrapods Three-chambered heart Bony endoskeleton

Paired appendages Jaws Ectodermic Vertebrae Two-chambered heart

Post-anal tail Pharyngeal gill slits Dorsal hollow nerve cord Notochord Reference Table

y = -6x + 3 y = x + 2 y = 5x + 3 y = 3x + 2 y = 2x + 1 y= 1/3x + 2 y= 1/2x - 1/3 Subphylum Vertebrata Subphylum Subphylum Class Reptilia, Class Class Class Class Cephalochordata Urochordata Aves, Osteichthyes Amphibia Agnatha Chondrichthyes and Mammalia

Tunicates, Lancelets, Lizards, birds, Frogs, Lampreys, Sharks, rays, Bony fishes ascidians amphioxus mammals toads hagfishes skates

7th Grade Ancient World History Unit 6: Of Governments and Men: Ancient Greece What makes a good citizen?

Social Studies Distance Learning Plan: Week 4

Page 1

7th Grade Ancient World History Distance Learning Plan: Week 4 What makes a good citizen? Dear students and families,

Student We hope you are continuing to stay safe and healthy while we engage in distance learning. Over the Directions two weeks, you will have the opportunity to learn about Ancient Greece so that you can answer the question – What makes a good citizen? The table below outlines what sources and tasks you should complete each day and the pages in the packet to find the materials you need to complete each task. 7.8.3: Trace the transition from tyranny and oligarchy to early democratic forms of government and Learning back to dictatorship in ancient Greece, including the significance of the invention of the idea of Standards citizenship (e.g., from Pericles’ Funeral Oration).

Week 4 (This Week) Supporting Question 1: What were the different forms of government in ancient Greek city-states? Day Sources/Tasks Pages Read and annotate Sources A on early Greek governments and complete the word maps to define 1 “monarchy,” “oligarchy,” and “tyranny.” Then, complete the appropriate rows of the Summary 3-5, 9 Comparison Chart on pg. 9. Complete a See, Think, Wonder of two images (Source B). Then, read an annotate Source C to 2 complete the word map to define “democracy.” Then, complete the appropriate rows of the 6-10 Summary Comparison Chart on pg. 9 and answer the Compare and Contrast Questions on pg. 10. Supporting Question 2: What did democracy look like in ancient Greece? Day Sources/Tasks Pages Read and annotate Sources D, E, F, and G and answer the questions that accompany each source. 3-4 11-17 Then, complete a Concept Web of what life was like for citizens in a democracy in ancient Greece. Week 5 (Next Week) Supporting Question 3: How does democracy in ancient Greece compare to democracy today? Day Sources/Tasks Pages Read and annotate Source H to complete a Venn Diagram and make a claim about the extent to 5 n/a which Ancient Greece was democratic. Read and annotate Source I to define what a good citizen looks like today to inform your 6 n/a performance task. Performance Task: What makes a good citizen? Day Sources/Tasks Pages Write/create a Public Service Announcement (PSA) for your school or community, informing your audience about what makes a good citizen, drawing on examples from Greek democracy, including 7-8 n/a a plan for how your audience (your school or community) might take actions to be better citizens. This might take the form of a written script, a video, or a print ad.

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Supporting Question 1 – Day 1 Read and annotate the source below, and answer the questions as you read. Directions Then, complete the word maps on page 5. Featured Source Source A: Early forms of Greek Government, Discovery Education Techbook This source is accessible through Clever on the Discovery Education Techbook: World History (Prehistory-Present), Chapter 9, Concept 9.2: Greek Political Digital Extension Systems. Click on the “Explore” tab to read the text below on page 1. The digital version also features images.

Source A: Early Forms of Greek Government Text: Early Forms of Greek Government Analysis Questions What physical features on the map may have contributed to the development of different governments? ______

Explain. ______

https://edsitement.neh.gov/edsitements-persian-wars-resource-pages

Because of the unique geography of Greece, many of its cities were established Why did different city-states on islands, or separated by the hills and mountains of the mainland. For this develop different governments in ancient Greece? reason, ancient Greeks formed independent city-states, rather than one united ______civilization like those in ancient Egypt or Rome. The systems of government used ______to rule these city-states went through many changes over time. ______Monarchy ______During the Mycenaean period (c. 1400–1150 BCE), most city-states were ruled ______by monarchies, a system of government where one person—the king or queen— ______has the power to rule. Monarchy comes from the Greek mono-, meaning one,

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Text: Early Forms of Greek Government Analysis Questions and archos, meaning leader. Monarchies in Greece were hereditary. When a king How did someone acquire power in a monarchy in ancient Greece? died, his son or, rarely, his daughter would inherit power and become the new ______king or queen. Kings often had many advisers and officials from the upper class ______to help them make decisions. Depending on the city-state, the king’s advisers ______had varying amounts of power. ______Oligarchy ______The natural isolation of the Greek city-states meant they each developed ______independently. Still, they often followed the same general trends. As the power of the kings grew, the people they ruled became more discontented. Eventually, How did oligarchies develop? ______the people overthrew the kings and established oligarchies, or governments ______where only a few people hold power. Oligarchies usually consisted of members ______of the upper classes, those with the most wealth and property. They lived ______extravagant lives, while the working people produced most of the city-state’s ______resources. The governments passed unpopular laws they implemented by force. ______Although some city-states remained oligarchies well after the Persian Wars, by ______the 600s BCE, people in many city-states disliked the oligarchies enough to seek What were some problems with another form of government. oligarchies? ______Tyranny ______Many Greeks sought the help of powerful individuals to remove the members of ______the oligarchies from power. Usually, these powerful individuals were people in ______the military. These men used a variety of means to gain control, from political ______tactics to violence. After removing the oligarchs from power, many of these men ______established themselves as the absolute rulers of their respective city-states. This How did tyrannies develop out of oligarchies? meant they had complete control of all aspects of government. This type of ______government is known as a tyranny. Although today the word tyrant, the leader ______of a tyranny, has a negative connotation, in ancient Greece the term was used to ______describe any leader who had taken power by overthrowing the previously ______established government. Many tyrants in ancient Greece were popular leaders ______who improved life for many Greeks. However, in some Greek city-states, tyrants ______did abuse their power.

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Supporting Question 1 – Day 1 After reading Source A and answering the questions, complete the word maps Directions below.

Definition Definition in your own words

Image monarchy Example or Connection

Definition Definition in your own words

Image oligarchy Example or Connection

Definition Definition in your own words

Image tyranny Example or Connection

Page 5

Supporting Question 1 – Day 2 Directions Complete a See, Think, Wonder based on the images below. Featured Source Source B: Images: Sparta vs. Athens

Source Background: The two images below are of two statues, one from ancient Sparta (Image 1) and one from ancient Athens (Image 2). Sparta and Athens were Greek city-states (see the map on page 3). Sparta was famous for its tyranny, and Athens was famous for its democracy, which is the next form of government you will learn about. Source B: Images: Sparta vs. Athens

Image 1: Statue of King Leonidas in Sparta. Image 2: A statue of Socrates outside of the Academy of Athens. IMAGE 1 (Sparta) IMAGE 2 (Athens) SEE What do you see in each image?

THINK Based on these images, what do you think is important in each of these city- states? WONDER Write 3 questions 1. ______

that you have about government in 2. ______

ancient Greece based on these two images. 3. ______

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Supporting Question 1 – Day 2 Read and annotate the source below, and answer the questions as you read. Directions Then, complete the word map on page 8. Featured Source Source C: The Beginnings of Democracy, Discovery Education Techbook This source is accessible through Clever on the Discovery Education Techbook: World History (Prehistory-Present), Chapter 9, Concept 9.2: Greek Political Digital Extension Systems. Click on the “Explore” tab to read the text below on page 2. The digital version also features vocabulary definitions, images, and video segments.

Source C: The Beginnings of Democracy Text Analysis Questions The Beginnings of Democracy In 510 BCE, the tyrant Hippias, who ruled Athens, was removed from power by a Spartan. This Spartan hoped to establish an oligarchy that would give Sparta some 1. In your own words, what is a democracy? control over Athens. However, the Athenians resisted ______the leaders the Spartans tried to install. The aristocracy battled for control for a few years, but around 508 BCE, ______Athens established a new form of government. ______The new government of Athens was known as a ______democracy. The word democracy comes from the Greek ______demos, meaning people, and kratos, meaning power. In democracies, all citizens, or members of the city-state, share the power of ruling. Athenian democracy developed slowly, as a series of statesmen, or political 2. List at least three examples of rights that leaders, made reforms, or changes, over time that Athenians had as a result of their democratic allowed citizens greater participation in the government. form of government: These reforms gave individuals some fundamental rights. They protected the freedom of Athenians against being a. ______enslaved because of debt. They allowed anyone to seek b. ______damages on behalf of a wronged person. They even provided people with the right to appeal against the c. ______decisions of officials. In addition, these reforms also broke down the aristocratic monopoly of office-holding. Now the offices were open to people from the top three classes. Several other Greek city-states also developed democracies during this time, but the government of

Athens had the greatest influence on modern democratic governments around the world.

Athens established an assembly that created its laws. Officeholders, or members of the government, were Page 7

Text Analysis Questions paid a set salary so that any citizen could pursue 3. In your own words, what is a “citizen”? governmental positions—public office—regardless of his ______economic status. The salary received by public officials meant citizens could leave their regular jobs to ______participate in government without worrying about losing ______money. Any Athenian citizen could speak, vote in the ______assembly, or serve in public office.

4. What similarities does Athenian democracy The type of democracy that was used in ancient Athens have to our government today? List at least can still be seen in modern times in town-hall meetings. two. At town-hall meetings, all of the residents of a particular area are invited to come and discuss a certain issue. The a. ______input of the group is then used to make the final ______decision. Although modern democracy is different from that established by the Greeks, the roots of Athenian b. ______democracy can still be seen today. ______

SUMMARIZE: Complete the word map below.

Definition Definition in your own words

Image democracy Example or Connection

Page 8

Supporting Question 1 – Days 1 & 2 Use the information from Sources A-C to compare the forms of government in ancient Greece in the chart below. Directions Then, answer the Compare and Contrast questions that follow on page 10.

Monarchy Oligarchy Tyranny Democracy Who is the leader, or head of government?

______

______How does that person (or people) ______get power? ______

______

______What is the role of ordinary people in ______this system? In other words, what ______does “citizenship” look like under this ______system? ______

Page 9

Use the information from Sources A-C to compare the forms of government in ancient Greece in order to answer the Directions Compare and Contrast questions below.

1. How is democracy similar to the earlier types of government in ancient Greece (monarchy, oligarchy, tyranny)?

Democracy is similar to monarchy because both systems______

Democracy is similar to oligarchy because both systems______

Democracy is similar to tyranny because both systems______

2. How is democracy unique and different from the other forms of government?

Democracy is unique because it is the only form of government that______

______

3. Which type of government is most similar to our government in the United States today? Explain your reasoning.

______

4. If you lived in ancient Greece, which form of government would you prefer to have? Why?

______

Page 10

Supporting Question 2 – Days 3-4 Read and annotate each source D-G for characteristics of what makes a good citizen in Athens’ democracy. Answer Directions the questions as you read. Then, complete the word web on page 17. Featured Source Source D: Pericles’ Funeral Oration, c. 400 B.C.E.

Source Background: This famous speech was given by the Athenian leader Pericles after the first battles of the Peloponnesian war. Funerals after such battles were public rituals and Pericles used the occasion to make a classic statement of the value of democracy.

Source D: Pericles’ Funeral Oration Text: Pericles’ Funeral Oration Analysis Questions According to Pericles, who has power in a democracy? For our system of government does not copy the systems of ______our neighbors: we are a model to them, not they to us. Our constitution is called a democracy, because power rests in ______the hands not of the few, but of the many. Our laws In your own words, what does this mean? guarantee equal justice for all in their private disputes; and as for the election of public officials, we welcome talent to ______every arena of achievement, nor do we make our choices on ______the ground of class but on the grounds of excellence alone. According to Pericles, could a poor person become a public official (leader)? Why And as we give free play to all in our public life, so we carry or why not? the same spirit into our daily relations with one another. ______We have no black looks or angry words for our neighbor if ______he enjoys himself in his own way, and we even abstain [avoid] from little acts of churlishness [meanness] that, ______though they do no mortal damage, leave hurt feelings in According to Pericles, what are the ideal qualities of someone living in a their wake. democracy? ______

______

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Supporting Question 2 – Days 3-4 Read and annotate each source D-G for characteristics of what makes a good citizen in Athens’ democracy. Answer the Directions questions as you read. Then, complete the word web on page 17. Featured Source Source E: The Athenian Constitution, by Aristotle, c. 300 BCE. London, UK: G. Bell, 1914. Web.

Source E: The Athenian Constitution by Aristotle Text Vocabulary Analysis Questions Part 43: All the magistrates that are concerned with the ordinary Magistrates: a civil officer 1. What are the main structures in the or judge routine of administration are elected by lot, except the Military Athenian government? List them here:

Treasurer, the Commissioners of the Theoric fund, and the ______Panathenaic festival: a Superintendent of Springs. These are elected by vote, and hold office festival celebrated every ______from one Panathenaic festival to the next. All military officers are June in honor of the ______goddess Athena in Athens also elected by vote. The Council of Five Hundred is elected by lot, ______fifty from each tribe. . .. The Council they convene every day, unless it Convene: call together is a holiday, the Assembly four times in each prytany. It is also their Prytany: the period during duty to draw up the [program] of the business of the Council and to which a section of the senate held the office of decide what subjects are to be dealt with on each particular day, and president where the sitting is to be held. They also draw up the [program] for the meetings of the Assembly.

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Supporting Question 2 – Days 3-4 Read and annotate each source D-G for characteristics of what makes a good citizen in Athens’ democracy. Answer the Directions questions as you read. Then, complete the word web on page 17. Featured Source Source F: Excerpts from “A Day in Old Athens: A Picture of Athenian Life”, by William Stearns Davis, 1914

Source F: Excerpts from “A Day in Old Athens: A Picture of Athenian Life” Text Vocabulary Analysis Questions 127. The Rule of Democracy in Athens. — The Ecclesia, or Public Assembly, Organ: a sub- 1. What characteristics of Athens make it a section, or smaller “true democracy,” according to Davis? of Athens is something more than the chief governmental organ in the state. group, of a larger Explain in your own words. It is the great leveling engine which makes Athens a true democracy, despite organization ______the great differences in wealth between her inhabitants, and the marked Leveling: equalizing ______social pretensions of "the noble and the good"—the educated classes. At Pretensions: a claim ______this time Athens is profoundly wedded to her democratic constitution. or right to honor Founded by Solon and Clisthenes, developed by Themistocles and Pericles, it because of merit ______was temporarily overthrown at the end of the Peloponnesian War; but the ______evil rule then of the "Thirty Tyrants" has proved a better lesson on the evils Rhetoricians: a 2. According to Davis, why is Athens also master writer or “very far from being a pure of oligarchic rule than a thousand rhetoricians’ declamations upon the speaker democracy”? Explain in your own advantages of the “rule of the many” as against the “rule of the few.” Attica words. Declamations: now acknowledges only one Lord—KING DEMOS— “King Everybody”—and speeches ______until the coming of bondage to Macedon there will be no serious danger of ______Attica: state where an aristocratic reaction. Athens lies ______

130. The Voting Population of Athens. — Nevertheless when we ask about ______this "whole folk," and who the voters are, we soon discover that Athens is ______very far from being a pure democracy. The multitudes of slaves are of course ______

Page 13

Text Vocabulary Analysis Questions without votes, and so is the numerous class of the important, cultivated, and 3. Who was not considered a citizen in Athens? List as many groups or kinds of often wealthy metics. To get Athenian citizenship is notoriously hard. For a people that you can think of. stranger (say a metic who had done some conspicuous public service) to be ______given the franchise, a special vote must be passed by the Ecclesia itself; even ______then the new citizen may be prosecuted as undeserving before a dicastery, ______and disfranchised. Again, only children both of whose parents are free Athenian citizens can themselves be enrolled on the carefully guarded lists in ______the deme books.

Page 14

Supporting Question 2 – Days 3-4 Read and annotate each source D-G for characteristics of what makes a good citizen in Athens’ democracy. Answer the Directions questions as you read. Then, complete the word web on page 17. Featured Source Source G: Excerpts from The Polity of the Athenians and the Lacedaemonians by Xenophon, c. 400s-300s BCE

Source Background: Born in 431 BCE, Xenophon was a student of the great Athenian philosopher, Socrates. An accomplished philosopher and historian in his own right, Xenophon was likely born into an upper-class Athenian family. However, he was exiled from Athens after he became involved in Spartan affairs, including military service with Sparta. The following is an excerpt from a section of his written work about the Polity [Political Organization] of the Athenians.

Source G: Excerpts from The Polity of the Athenians and the Lacedaemonians by Xenophon Text Vocabulary Analysis Questions In the first place, I maintain, it is only just that the poorer classes and the Fleet: group of ships 1. According to Xenophon, do the or the navy poorer people in Athens have a People of Athens should be better off than the men of birth and wealth, seeing Girdle: belt significant role in how the city is that it is the people who man the fleet, and put round the city her girdle of run? Explain in your own words. Boatswain: ship’s power. The steersman, the boatswain, the lieutenant, the look-out-man at the officer ______prow, the shipwright-these are the people who engird the city with power far Prow: the front of a ______rather than her heavy infantry and men of birth of quality. This being the case, it ship ______seems only just that offices of state should be thrown open to everyone both in Engird: surround, ______encircle the ballot and the show of hands, and that the right of speech should belong to ______anyone who likes, without restriction. Ballot: the process of voting ______In the next place, in regard to what some people are puzzled to explain—the

fact that everywhere greater consideration is shown to the base, to poor people

and to common folk, than to persons of good quality—so far from being a matter

of surprise, this, as can be shown, is the keystone of the preservation of the Riffraff: undesirable democracy. It is these poor people, this common folk, this riffraff, whose people

Page 15

Text Vocabulary Analysis Questions prosperity, combined with the growth of their numbers, enhances the 2. Does Xenophon believe that democracy is a good idea or a bad democracy. Whereas, a shifting of fortune to the advantage of the wealthy and idea? Use evidence from the text the better classes implies the establishment on the part of the [commonality] of a to support your answer. strong power in opposition to itself. In fact, all the world over, the cream of ______society is in opposition to the democracy. . . The objection may be raised that it Deliberation: careful ______was a mistake to allow the universal right of speech and a seat in council. These consideration or decision making should have been reserved for the cleverest. . . But here, again, it will be found ______Baser: of lower morals that they are acting with wise deliberation in granting to even the baser sort the or of low class ______right of speech, for supposing only the better people might speak, or sit in ______council, blessings would fall to the lot of those like themselves, but to the Base: without morals, [commonality] the reverse of blessings. Whereas now, [any-one] who likes, any low class ______base fellow, may get up and discover something to the advantage of himself and ______his equals. It may be retorted: "And what sort of advantage either for himself or ______for the People can such a fellow be expected to hit upon?" The answer to which is, that in their judgment the ignorance and baseness of this fellow, together with Animosity: strong ______his goodwill, are worth a great deal more to them than your superior person's hostility or hatred virtue and wisdom, coupled with animosity. . .

Page 16

Supporting Question 2 – Days 3-4 Using the information in Sources D-G, summarize what democracy in ancient Greece was like by writing words or Directions phrases that describe citizenship in an ancient Greek democracy in the word web below.

Citizenship in Ancient Greece

Page 17

Middle School General Music – Distance Learning – Week 4 Task 1: Directions: Contact your interviewee from last week. Ask them to share 1-3 songs that they mentioned during their interview (They may share a CD, a YouTube link, or you may search on a music streaming platform like Spotify). Write the title and artist of each song in column one, and the reason the interviewee selected this song in column two.

In column three, describe the songs you were shared using the terms in the word bank.

Rhythm: The organization of music in respect to time; the regular occurrence of beat. Tempo: The speed of the rhythm or song. Harmony: The way in which chords are arranged in a musical composition. Melody: A tune; a succession of tones comprised of mode, rhythm, and pitches so arranged as to achieve musical shape, being perceived as a unity by the mind. Instrumentation: Generally used to mean orchestration, the art of writing music for instruments, or, alternatively, the actual scoring of a particular composition. Dynamics: The levels of sound, loud or soft, in a piece of music. Texture: A term that refers to how the melodic, rhythmic, and harmonic materials are woven together in a piece of music Genre: Style, manner Form: The master plan for holding together melody, rhythm, tempo and harmony to make a musical composition

List the name and artist of the song Why did your interviewee choose this Use 1-2 terms from above to describe below. song? this song.

Task 2: Below are several examples of graphic notation. Graphic notation is the representation of music using visual symbols outside the realm of traditional music notation.

• Optional viewing: Example of Graphic Notation.

Directions: Practice graphic notation! Draw a symbol or picture of the dynamics of a song from Task 1.

Imagine the melody of the song flying around like a bird. What would this song’s melody look like as a picture?

Bound Conflict Cornerstone (6-8)

Week 4 is a continuation of Weeks 1-3 of the Bound Conflict Cornerstone. The activities described below should be spread out throughout the week, but you can decide how best to organize your work. The time per day or week will depend on the materials used and draft process. Parents or guardians should guide and assist the students to obtain different objects to complete the tasks

Summary: Students will demonstrate their understanding of conflict by examining the ways in which artists and photojournalists capture and communicate ideas about conflict in unconventional ways and creating an artist book that communicates interpretations of conflict on a global, national, local, school, and/or personal level. Because conflict often stems from diverse audiences being bound together, book making is an ideal medium through which students can explore this relevant topic.

Week 4: Final Project Compile the images, stories and words into a bound book that represents levels of conflict you have studied and contemplated resolution. Depending on the supplies you have at home you can compile your stories, and artwork together with: • decorative cover • pasted into a notebook or altered book • view these tutorials on beginner book binding crafts: o 5 book making techniques o Rubber band book binding(see below)

This book will be turned into your teacher when you return to school.

Subject: Health Title: Mental/ Emotional Health Grade: 7th

Standards Analyze how unhealthy social environments influence personal health. 7.1.3

Demonstrate the ability to access valid mental health information from schools and community 7.2.1 resources. Analyze how societal messages from all media influence adolescents’ perceptions and behaviors 7.4.2 related to sexual activity, diet and body image, alcohol, drug use and violence. Design a purposeful health goal, evaluate how family and peers might support or hinder its 7.6.1 achievement, and evaluate progress towards it achievement.

Essential Questions How do societal messages influence the perceptions and behaviors of young people? How do interpersonal relationships affect personal health?

Rationale Adolescence is a time in which peer relationships become increasingly important. Interpersonal relationships play a large role in the mental, social and emotional health of young people.

Task • The book “How to Win Friends and Influence People” by Dale Carnegie provides strategies for developing friendships. Develop a similar guide for middle school students of 10 tips for fostering positive friendships which includes: o Compare and contrast characteristics of positive and negative friendships. o Include one tip based upon a famous pair or group of friends. How are they depicted? What can be learned from these famous friends? o Describe the effects of failing to nurture friendships? What resources can one access to assist with the effects? o Write a personal goal for how to improve one friendship. It should include an action plan and suggestions for overcoming any possible barriers to achieving the goal.

1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

7th Grade: Mental/ Emotional Health

Assessment

The following rubric provides a tool for assessment of student performance

Standard Exceeds Meets Expectation Needs Expectation Improvement Analyze how Project compares Project explains Project does not unhealthy social and contrasts how unhealthy accurately explain environments characteristics of friendships can how friendships influence personal healthy and influence personal influence personal health. unhealthy health and gives health. relationships. specific examples. Project cites specific examples of how friendships can positively or negatively influence health. Demonstrate the Project Project Project does not list ability to access valid recommends and recommends or describe mental mental health evaluates mental health health resources in information from appropriate mental resources. Project the school or schools and health resources. lists school/ community. community Project lists school/ community resources. community activities that activities that foster foster the the development of development of friendships. friendships. Analyze how societal Project analyzes the Project analyzes Project does not messages from all positive and the effect the discuss the media influence negative aspects of friendship of a adolescents’ a famous friendship. famous pair may perceptions and Analyzes the effect have on the behaviors related to this famous pair behaviors or sexual activity, diet may have on the attitudes of and body image, behaviors or adolescents. alcohol, drug use and attitudes of violence. adolescents. Design a purposeful Project includes a Project includes a Project does not health goal, evaluate personal goal for personal goal for include a personal how family and peers improving improving goal for improving might support or interpersonal interpersonal interpersonal hinder its relationships. Goal relationships. Goal relationships. achievement, and includes an action includes an action evaluate progress plan and plan. towards it suggestions for

District of Columbia Public Schools | August 2014 Page 2 of 3

7th Grade: Mental/ Emotional Health

achievement. overcoming barriers.

District of Columbia Public Schools | August 2014 Page 3 of 3

Line Dance 6-8

Subject: Physical Education Title: Line Dance Grade: PE

Standards Demonstrates correct rhythm and pattern for a different dance form among folk, social, S1.M1 creative, line, and world dance.

Essential Question

How can I incorporate the features of line dancing to create my own line dance?

Rationale Line dances are a great way to engage socially, the steps are simple and are ideal for all people to enjoy.

Tasks Create an original line dance. 1. First, have a family member teach you or learn from a video at least two line dances that you don’t already know. 2. Determine the features of the line dance. How many beats occur before the move changes? How is the step incorporated when turning? What are the creative allowances for each move? 3. Find a song that has the features for a line dance and does not already have a line dance associated with it. 4. Create a line dance with 4 steps with 8 counts each that goes for 32 total counts, incorporating creative movement, locomotor movement and other dance steps. 5. Put it all together and teach it to your family! Share it with your teacher and friends!

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Rubric for dance

Criteria Exceeds Expectation Meets Expectation Needs Improvement

Dance Student has developed Student has developed Students dance doesn’t an original line dance an original line dance follow the line dance that includes key that includes key format or does not elements of rhythm elements of rhythm have a sequential flow and timing that reflects and timing that reflects to it. the 4 different moves the 4 different moves to 8 counts for a total to 8 counts for a total of 32 counts of has of 32 counts of has incorporated original incorporated original moves, and the dance moves, and the dance goes the length of the goes the length of the song. song.

Presentation Student teaches the Student teaches dance Student does not share dance to their family to at least one family the dance with their and shares it via video member and the family teacher or a family with their teacher member verifies that member. they taught the dance.

Distance Learning Plan

Middle School Seventh Grade Week 5

1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

Course: ELA 7 Unit: 4

Distance Learning Week 5 ELA 7 Unit 4 Unit Title: My Evolving Self Unit Description: This week you will continue to build on your exploration of Culminating Task: You have read “Real Heroes Inspiring True Stories of heroes in literature and myths by reading about the influence of real-world Courage, Character, and Conviction.” Using details from the text, explain heroes on society and culture. During this week, you will have the how this author defines the qualities of a real hero and the importance of opportunity to both read about and discuss what real-world heroes offer the real heroes to all of us. world compared to fictional heroes and think about what heroes you know of (real or imagined) influence you to be heroic in your day-to-day life. Addressed CCSS: Reading RI.7.1, R.I.7.2, R.7.3 Writing W.7.2, W.7.4, W.7.9 Language: L.7.4 Text(s): “Real Heroes Inspiring True Stories of Courage, Character, and Conviction” by Lawrence W. Reed and “The Hero’s Journey” comic strip excerpt from “Action Philosophers” by Fred Van Lente illustrated by Ryan Dunlavey (visual text) Day 1 Day 2 Day 3 Day 4 Learning Objective: Learning Objective: Learning Objective: Learning Objectives: By the end of Day 1, you will be able to: By the end of Day 2, you will be able to: By the end of Day 3, you will be able to: By the end of Day 4, you will be able to: • Infer the meaning of key vocabulary • Determine the central idea and • Analyze and interpret “Real Heroes • Draft an explanatory text that from the text “Real Heroes Inspiring author’s purpose in “Real Heroes Inspiring True Stories of Courage, demonstrates your understanding True Stories of Courage, Character, Inspiring True Stories of Courage, Character, and Conviction” by of key ideas in “Real Heroes and Conviction” using context clues Character, and Conviction” by gathering evidence to support Inspiring True Stories of Courage, during a first read. actively responding to text-based responses to text-dependent Character, and Conviction” in • Demonstrate understanding of key questions and using annotation questions. response to an evidence-based ideas in the text by composing an techniques. • Plan for a written response by prompt. accurate objective summary. organizing ideas and selecting • View a visual text and engage in a relevant evidence to support your discussion task. thinking/explanations. Agenda: Agenda: Agenda: Agenda: 1. Vocabulary Frayer Models 1. Second Read of “Real Heroes 1. Third Read of “Real Heroes 1. Discussion Task 2. First Read of “Real Heroes Inspiring True Stories of Inspiring True Stories of 2. Review evidence collection Inspiring True Stories of Courage, Character, and Courage, Character, and chart and Multi-Paragraph Courage, Character, and Conviction” Conviction” Outline Conviction” 2. Text-Dependent Questions 2. Evidence Collection Chart 3. Write culminating multi- 3. MPO Outline paragraph response 4. Complete a Reflection Key Vocabulary transcends proliferation ephemeral gratifications expediency

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Daily Sequence and Goals

Day 1 and First Read Day 2 and Second Read Day 3 and Third Read Day 4 and Fourth Read & Writing

Task List for Unit 7.4 My Evolving Self Week 5

Directions: At the end of each day, track your work by placing an “X” beside the assignment in the “Done” column. Alternatively, you could also write the date.

Tasks Category Points Due Done Grade

Frayer Models Practice/Application 5 Day 1

Objective Summary of “Real Heroes Inspiring True Stories of Courage, Character, and Practice/Application 5 Day 1 Conviction”

Text-Dependent Questions and Annotations Practice/Application 5 Day 2

Hochman Sentence Expansion (Because/But/So) Practice/Application 5 Day 2

Evidence Collection Chart/MPO Practice/Application 5 Day 3

Discussion Task Practice/Application 5 Day 4 Culminating Writing Task Assessment 10 Day 4

Close Reading Reflection Practice/Application 5 Day 4

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Day 1

Learning Objective: By the end of Day 1, students will be able to: Agenda: Tasks: • Infer the meaning of key vocabulary from the text “Real Heroes Inspiring True 1. Vocabulary Frayer Models  5 Frayer Models Stories of Courage, Character, and Conviction” using context clues during a 2. First Read of “Real Heroes  Objective Summary of “Real first read. Inspiring True Stories of Courage, Heroes Inspiring True Stories of • Demonstrate understanding of key ideas in the text by composing an accurate Character, and Conviction” Courage, Character, and objective summary. 3. Objective Summary Conviction”

Key Vocabulary transcends proliferation ephemeral gratifications expediency Before Reading: Do Now: Vocabulary

Directions: There are five key vocabulary words that you’ll be using throughout this close reading module. Read each word aloud in context and try to infer the definition based on the context.

Vocabulary in Context What can you infer about the meaning of this word based on the context? Jot down your best guess.

In risking everything to assert his values and uniqueness, he transcends the blob and become a hero.

Relating stories of heroic people, I hope and believe, can encourage the proliferation of the traits we admire in heroes.

Yet most of us cut corners all the time, sacrificing character for money, attention, power, or other ephemeral gratifications.

Heroes don't squander their character that way. As someone once said, they don't "borrow from integrity to pay expediency."

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transcends

Sentence Real World Examples

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Definition (look up word) Traits/Characteristics Definition (look up word) Traits/Characteristics

proliferation ephemeral

Sentence Real World Examples Sentence Real World Examples

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Definition (look up word) Traits/Characteristics Definition (look up word) Traits/Characteristics

gratification expediency

Sentence Real World Examples Sentence Real World Examples

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“Real Heroes Inspiring True Stories of Courage, Character, and Conviction” by Lawrence Reed Directions: On Day 1, complete a first read by reading the text straight through without completing the annotations/questions. Then write an objective summary. On Day 2, complete the second read and annotations/questions. Complete a third read on Day 3, an evidence collection, and a multi-paragraph outline in response to the culminating prompt. On Day 4 write the essay. Vocabulary words for the module are in bold; additional vocabulary is underlined and defined. Culminating Task: You have read “Real Heroes Inspiring True Stories of Courage, Character, and Conviction.” Using details from the text, explain how this author defines the qualities of a real hero and the importance of real heroes to all of us.

Text Annotations/Questions

“Real Heroes Inspiring True Stories of Courage, Character, and Conviction” by Lawrence Reed

Introduction What does the author ask the reader to visualize in the opening paragraph? How Just for a moment, imagine a world without heroes. does this set the reader up to think about the value of heroes to society?

Such a world could still have lots of good and decent people. Mixed in with the bad and the rotten, however, they would not stand out. And in absence of anyone who would speak truth to power no matter the consequences, the antihero just might take charge, making life almost unlivable for the rest of us.

I'm reminded of the animated 1998 DreamWorks film Antz. The setting is an How does the author contrast the ant colony to the “single ant?” ant colony in which all ants are expected to behave as an obedient blob. No heroes to challenge conventional wisdom. No exceptional ants that might inspire vision or change in the others. In the short run this is very convenient for the tyrant ants, but their selfish misrule leaves the entire society vulnerable to attack. The debilitating collectivist mind-set is shaken by a According to the author, what qualities makes this single ant a hero? single ant, who ultimately saves the colony through his individual initiative. In risking everything to assert his values and uniqueness, he transcends the blob and become a hero.

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Far more than ants, humans need heroes. It's not enough, though, to need Who is the author referring to when he says “we”? them. We must value them. And we can't just say we value them. We must recognize them and impart to others the lessons that their heroic deeds teach. What reason does the author give for why we should value heroes? Relating stories of heroic people, I hope and believe, can encourage the proliferation of the traits we admire in heroes. I would like nothing better than for heroism to become so common asked to be the norm, not the exception. What does the author hope for at the close of this paragraph? What does this tell you about how the author views the value of heroes? The Character of Heroes

What makes someone a hero?

Is it fame, power, money, creative talent, athletic ability, good looks? Despite What traits does the author dismiss as not important to the qualities of a hero? what our culture typically celebrates, it's none of those things. Yes, some heroes are famous, or powerful, or wealthy, or artistic, or athletic, or good looking. But that's not why they are heroes.

If I had to pick one term above all others as essential to heroism, it would be this: character. How does the author define character? A person's character is nothing more than the sum of his or her or her choices. Fortunately, character is something every one of us has control over. Yet most of us cut corners all the time, sacrificing character for money, attention, power, or other ephemeral gratifications.

Heroes don't squander their character that way. As someone once said, they According to the author, what “unites heroes across time periods and cultures?’ don't "borrow from integrity to pay expediency." What unites heroes across Restate what the text says in your own words. time periods and cultures is that they exemplify character through their words or actions. They embody traits like honesty, gratitude, intellectual humility, personal responsibility, self-discipline, inventiveness, entrepreneurship, vision, compassion, and optimism. And they display these

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traits continually. The heroism of the people I profile arises not from a single, momentary act but rather from a lifetime of choices. Why does the author compare “a single momentary act” to a “lifetime of choices?” Flesh and Blood Heroes Great movements, countries, moments, and achievements are marked by heroic individuals.

First, these “real heroes” deserve to be known, and their stories should inspire us all.

Second, heroism comes in many forms; it is not unique to a certain sex, race, What is the effect of the author listing all the different types of roles in society or country. Some lived in the distant past; some live and work among us heroes can play (some are statesman, others scientist; some are today. Some come from the United States; others come from the opposite athletes, others inventors; some are entrepreneurs, others theologians; some side of the globe. Some are statesman, others scientist; some are are writers, others are teachers)? athletes, others inventors; some are entrepreneurs, others theologians; some are writers, others are teachers. […]

Finally, heroes do not (or should not) stand at a far remove from the rest of us. They are not demigods who have little connection to our lives. The whole point of heroes is that they are flesh-and-blood models for all of us. We Reread this paragraph and the section heading. Why is this section called Flesh admire then, yes—but we should also learn from them so we can emulate and Blood Heroes? What point does the author make about “flesh-and-blood their heroic character, choices, and actions. models for us all?”

America is a country with a history of heroes, but at times it seems we’ve forgotten more than we’re producing. Maybe there’s a connection there. If we forget our heroes, how can their examples serve as inspiration?

Who in their right mind doesn’t yearn for a world where at least some people According to the author, does the world have heroes? And why does the world live lives worth admiring—and emulating? A world without heroes is not the need heroes? one in which we live, fortunately; nor is it one to which we should aspire.

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After Reading

What is an objective summary? What does an objective summary look/sound like? How will I know if my objective summary is complete? An objective summary is a short statement or paragraph In chapter 3 of the third part of the novel, Irene goes shopping with her that tells what something is about but does not include friend, Felise Freeland. It is a cold day, and the women unexpectedly run In an objective summary, the writer: unnecessary details or your opinions. into Clare’s husband, John Bellew. Mr. Bellew recognizes Irene, but Irene  Explains the central idea of the subject pretends not to know him and does not greet him. Although they do not (text) Objective Summary Strategy: speak, it is clear that Mr. Bellew notices that Felise and Irene are not white.  Records essential details of the text 5W Sentence Expansion. When they are away from Mr. Bellew, Felise chides Irene for “passing,” and  Moves from general description to Use question words to summarize the text. Cross out any Irene wishes that she had spoken so that Clare’s secret might also be found words that do not apply or write N/A. Then use the words out by her husband. Irene regrets her loyalty to Clare and to her race. Irene specific description you wrote next to the question words to draft your also says she intends to tell Clare about the meeting, but she never does,  Chooses exact descriptive words summary. instead praying for March to “come quickly” because that is when Clare and  Suspends his or her own beliefs and Mr. Bellew are scheduled to leave New York. feelings about the text Who? / What? / When? / How? / Where? / Why?

Objective Summary: “Real Heroes Inspiring True Stories of Courage, Character, and Conviction” Directions: Write an objective summary of the text.

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Day 2

Learning Objective: Agenda: Tasks: By the end of Day 2, you will be able to: 1. Second Read of “Real Heroes Inspiring True  Text-Dependent Questions and • Determine the central idea and author’s purpose in “Real Stories of Courage, Character, and Annotations Heroes Inspiring True Stories of Courage, Character, and Conviction”  Hochman Sentence Expansion Conviction” by actively responding to text-based questions and 2. Text-Dependent Questions (Because/But/So) using annotation techniques.

Hochman Sentence Expansion Activity (Because/But/So)

Directions: Based on your second read of the text and what you have uncovered about the central idea and key details of the passage, expand the following sentences.

We need flesh and blood heroes in the real world because…

We need flesh and blood heroes in the real world, but…

We need flesh and blood heroes in the real world, so…

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Day 3

Learning Objective: Agenda: Tasks: By the end of Day 3, you will be able to: 1. Third Read of “Real Heroes  Evidence Collection Chart • Analyze and interpret “Real Heroes Inspiring True Stories of Inspiring True Stories of Courage,  Multi-Paragraph Outline Courage, Character, and Conviction” by gathering evidence to Character, and Conviction” support responses to text-dependent questions. 2. Evidence Collection Chart • Plan for a written response by organizing ideas and selecting 3. MPO Outline relevant evidence to support your thinking/explanations.

Break Down the Prompt Culminating Task: You have read “Real Heroes Inspiring True Stories of Courage, Character, and Conviction.” Using details from the text, explain how the author defines the qualities of a real hero and the importance of real heroes to all of us.

Directions: “Attack the Prompt” - Unpack what the prompt expects from you using the process below 1. Identify the part of the prompt that provides actual instructions for writing. Cross out the rest. 2. Circle the verbs. By identifying ALL the tasks, you will avoid only partially answering the prompt. 3. Draw an arrow from each circled word to what it specifically tells you to do.

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Evidence Collection Chart: Culminating Task: You have read “Real Heroes Inspiring True Stories of Courage, Character, and Conviction.” Using details from the text, explain how the author defines the qualities of a real hero and the importance of real heroes to all of us.

Directions: Use the space below to develop an evidence collection chart that best develops your thinking about the prompt above.

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Multiple Paragraph Outline

Name ______Date: ______

Topic:______

______

Main Idea Details

Introduction

Paragraph 1

Paragraph 2

Paragraph 3

Paragraph 4

Conclusion

Paragraph 5

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Day 4

Learning Objective: Agenda: Tasks: the end of Day 4, you will be able to: 1. Discussion Task  Discussion Task • Draft an explanatory text that demonstrates your 2. Review evidence collection chart and Multi-  Culminating Writing Task understanding of key ideas in “Real Heroes Inspiring Paragraph Outline  Close Reading Reflection True Stories of Courage, Character, and Conviction” 3. Write culminating multi-paragraph response in response to an evidence-based prompt. 4. Complete close reading reflection exercise After Reading: Discussion Task

Directions: With a classmate via Microsoft Teams, phone, or other form of communication, respond to the following discussion prompts and questions about the above text and the visual text below, and jot down your thinking. If this is not feasible, have the discussion with a family member or take time to independently reflect and jot your thoughts. Using the check boxes below, please indicate the way in which you were able to complete this discussion activity:  With a classmate via technology  With a family member in my home  Independently

Do you agree with the author Lawrence Reed that character is the most important trait for being a hero? Why or why not?

What is the effect of seeing heroes from all different fictional stories (The Matrix, Star Wars, Spiderman, etc.) all featured in one journey in the comic? What point are the authors of this comic trying to get across about the hero’s journey?

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What connections can you make between the comic and this quote from the text above, “Heroism comes in many forms; it is not unique to a certain sex, race, or country. Some lived in the distant past; some live and work among us today?”

Who do you find more inspiring, the “flesh and blood heroes” that Lawrence Reed describes in the text or the imagined heroes like the ones featured in the comic of the Hero’s Journey below? Why?

How do you strive to be a hero in your local community? What have you learned from “flesh and blood heroes” and/or imagined ones?

Other questions for discussion:

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“The Hero’s Journey” comic strip excerpt from “Action Philosophers” by Fred Van Lente illustrated by Ryan Dunlavey

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Name ______Date: ______

Culminating Task: You have read “Real Heroes Inspiring True Stories of Courage, Character, and Conviction.” Using details from the text, explain how this author defines the qualities of a real hero and the importance of real heroes to all of us.

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Anchor Writing Standard Checklist Grade 7 CCSS.ELA-LITERACY.W.7.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. A. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. B. Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples. C. Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts. D. Use precise language and domain-specific vocabulary to inform about or explain the topic. E. Establish and maintain a formal style. F. Provide a concluding statement or section that follows from and supports the information or explanation presented. Target Writing Standard Checklist

 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and W.2 information

 Use precise language to inform about or explain the topic D. o Use domain-specific language to inform about or explain the topic

 Establish a formal style E. o Maintain a formal style

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Close Reading Reflection

Process Reflection What went well? What challenges did you encounter?

Learning Reflection What did you learn from this Close Read? How will you use what you’ve learned?

pg. 21 Distance Learning Plan

Seventh Grade Math Week 5

1200 First Street, NE | Washington, DC 20002 | T 202.442.5885 | F 202.442.5026 | dcps.dc.gov

Family Overview

Dear Students and Families,

Welcome to Week 5 of Distance Learning! We hope you are safe and healthy while you are out of school and learning from home.

Content Overview This week you will continue your dive into probability and chance.

We recommend that you spend 40 – 60 minutes per day working on these tasks, but you can decide how best to organize your work and spread it out across the week.

Week at a Glance

Day 1 Day 2 Day 3 Day 4 Learning Objective: Learning Objective: Learning Objective: Learning Objective: By the end of today’s By the end of today’s By the end of today’s By the end of today’s learning, I will calculate learning, I will use tree learning, I will calculate learning, I will be able to probabilities of events for diagrams to represent the probabilities of compound distinguish between chance experiments that outcomes in the sample events. theoretical probabilities do not have equally likely space. I will also calculate and estimated outcomes. probabilities of compound probabilities. I will also be events. able to take estimated probabilities using relative frequency to describe what I can expect to see after many experiment outcomes. Agenda: Agenda: Agenda: Agenda: 1. Opening 1. Opening 1. Opening 1. Opening 2. New Learning 2. New Learning 2. New Learning 2. New Learning 3. Your Turn! 3. Your Turn! 3. Your Turn! 3. Your Turn! 4. Exit Ticket 4. Exit Ticket 4. Exit Ticket 4. Exit Ticket

Look for this icon to see recommended Khan Academy videos.

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Adapted from Eureka Math 7th Grade Module 5 Lesson 5 Day One - Chance Experiments with Outcomes That Are Not Equally Likely

Objective By the end of today’s learning, I will calculate probabilities of events for chance experiments that

do not have equally likely outcomes.

Opening Let’s start this week with a brain teaser!

Kyree glances at his phone to check the time throughout the day for 24 hours. What is the probability that he will see all the digits reading the same (for example, 4:44) during any single glance? (The watch is set to a 12 hour U.S. format, not a 24 hour European or military format.)

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New Learning Last week, you learned how to find the probability of an event when the outcomes in a sample space are equally likely. You divided the number of outcomes in the event by the number of outcomes in the sample space. What if you have a situation where the outcomes in the sample space are not equally likely?

Example 1: Not equally likely outcomes with probabilities given Let’s begin with an example of Charlie training for a race.

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Example 2: Not equally likely outcomes and calculating probabilities

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Your Turn!

When Sasha goes grocery shopping, she doesn’t always buy the same number of bananas every time. The number of bananas she might buy and their probabilities are shown in the table below.

Number of Bananas 0 1 2 3 4 5 Probability 0.1 0.1 0.1 0.2 0.2 0.3

a. What is the probability that Jenna buys exactly 3 bananas?

b. What is the probability that Jenna does not buy any bananas?

c. What is the probability that Jenna buys more than 3 bananas?

d. What is the probability that Jenna buys at least 3 bananas?

e. What is the probability that Jenna does not buy exactly 3 bananas?

Reminder: Notice that the sum of the probabilities in the table is one whole (0.1 + 0.1 + 0.1 + 0.2 + 0.2 + 0.3 = 1). This is always true. When we add up the probabilities of all the possible outcomes, the result is always 1. To find the probability of something not happening, you can take 1 and subtract the probability of the event.

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2. The diagram below shows a spinner designed like the face of a clock. The sections of the spinner are colored red (R), blue (B), green (G), and yellow (Y).

Writing your answers as fractions in lowest terms, find the probability that the pointer stops on the following colors. a. Red:

b. Blue:

c. Green:

d. Yellow:

3. Complete the table of probabilities below.

Color Red Blue Green Yellow

Probability

4. Find the probability that the pointer stops in either the blue region or the green region.

5. Find the probability that the pointer does not stop in the green region.

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Exit Ticket ≤ 10 minutes

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Adapted from Eureka Math 7th Grade Module 5 Lesson 6 Day Two - Using Tree Diagrams to Represent a Sample Space and to Calculate Probabilities

Objective By the end of today’s learning, I will use tree diagrams to represent the outcomes in the sample space. I will also calculate probabilities of compound events.

Opening 5 minutes

Make a list of all of the available meal options:

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New Learning In today’s opening, you used your own method to organize all the different ways you could make a meal – all the different outcomes in the sample space. How do you know if you came up with all the different possible meals and didn’t miss any? How did you make sure that you didn’t repeat any meals? One way you can organize all the outcomes is with a tree diagram. A tree diagram can help you find all the different outcomes in a chance experiment with multiple stages in an efficient way. Using a tree diagram, you will be able to see all the outcomes quickly and more easily make computations of the probabilities.

Example: Making a tree diagram Imagine that a family decides to play a game in the evenings. They all agree to use a coin to randomly determine if they will play a board game (B) or a card game (C). The tree diagram mapping the possible overall outcomes over two consecutive nights will be developed below. To make a tree diagram, first present all possibilities for the first stage (in this case, Monday).

Monday Tuesday Outcome

Then, from each branch of the first stage, attach all possibilities for the second stage (Tuesday).

Monday Tuesday Outcome BC represents first

Here’s the playing board games,

branch! B BB and then cards

B C BC

CC represents two straight days of cards B CB

C CC

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Example 2: Using a tree diagram to calculate probability

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Visit bit.ly/khanprob5 for extra help! Your Turn!

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2. Two friends meet at a grocery store and remark that a neighboring family just welcomed their second child. It turns out that both children in this family are girls, and they are not twins. One of the friends is curious about what the chances are of having 2 girls in a family’s first 2 births. Suppose that for each birth, the probability of a boy birth is 0.5 and the probability of a girl birth is also 0.5. a. Draw a tree diagram demonstrating the four possible birth outcomes for a family with 2 children (no twins). Use the symbol B for the outcome of boy and G for the outcome of girl. Consider the first birth to be the first stage. (Refer to Example 1 if you need help getting started.)

b. Write in the probabilities of each stage’s outcome to the tree diagram you developed above. Determine the probabilities for each of the 4 possible birth outcomes for a family with 2 children (no twins).

c. What is the probability of a family having 2 girls in this situation? Is that greater than or less than the probability of having exactly 1 girl in 2 births?

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Exit Ticket ≤ 10 minutes

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Adapted from Eureka Math 7th Grade Module 5 Lesson 7 Day Three – Calculating Probabilities of Compound Events

Objective

By the end of today’s learning, I will calculate probabilities of compound events.

Opening 5 minutes Directions: Solve each question in the space provided. Be sure to show all work!

In yesterday’s exit ticket you created a sample space and found probabilities based on a mouse in a puzzle turning right or left. If the researchers add food in the simple maze such that the probability of each mouse turning left is now . , what is the probability that only one of the two mice will turn left? You may need to complete the tree to determine the answer this answer. Round your answers to the nearest hundredth. 𝟎𝟎 𝟕𝟕

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New Learning Yesterday, you created tree diagrams to organize all the possible outcomes from a chance experiment. You then used the sample space to calculate probabilities of certain events occurring. Today, we will continue with that work by looking at cases with more than two stages. Don’t worry, using a tree diagram works the same way.

Monday Tuesday Outcome Think back to yesterday’s example with family game B BB night. Instead of a coin, they all agree to use a four- sided die where each of four possible outcomes is equally likely B C BC each night to randomly determine if the game will be a board (B) or a card (C) game. The tree diagram mapping the possible B CB overall outcomes over two consecutive nights was as follows: C

C CC But how would the diagram change if you were interested in mapping the possible overall outcomes over three consecutive nights? To accommodate this additional third stage, you would take steps similar to what you did before. You would attach all possibilities for the third stage (Wednesday) to each branch of the previous stage (Tuesday). Monday Tuesday Wednesday Outcome B BBB If BBB represents three straight B nights of board games, what does BBC B C CBB represent? B BCB C

C BCC

B CBB I know that B represents a board B game and C represents a card C game. So, CBB would represent a C CBC card game on the first night and a B CCB C board game on each of the second and third nights C CCC

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In Example 1, each night’s outcome is the result of a chance experiment (rolling the four-sided die). Thus, there is a probability associated with each night’s outcome. By multiplying the probabilities of the outcomes from each stage, you can obtain the probability for each “branch of the tree.” In this case, you can figure out the probability of each of our eight outcomes. For this family, a card game will be played if the die lands showing a value of 1, and a board game will be played if the die lands showing a value of 2, 3, or 4. This makes the probability of a board game (B) on a given night 0.75. Let’s use a tree to examine the probabilities of the outcomes for the three days. For your answers, round to the nearest hundredth.

. ( . )( . ) = ______

𝟎𝟎 𝟕𝟕𝟕𝟕 𝟎𝟎 𝟕𝟕𝟕𝟕 𝟎𝟎 𝟐𝟐𝟐𝟐 . ( . )( . ) = ______

𝟎𝟎 𝟕𝟕𝟕𝟕 𝟎𝟎 𝟕𝟕𝟕𝟕 𝟎𝟎 𝟐𝟐𝟐𝟐

0.25(0.75)(0.75)=0.14

0.05

. ( . )( . ) = ______

𝟎𝟎 𝟕𝟕𝟕𝟕 𝟎𝟎 𝟕𝟕𝟕𝟕 𝟎𝟎 𝟐𝟐𝟐𝟐 0.25(0.25)(0.25)=0.0156250.02

What is the probability that there The three outcomes that contain exactly two nights of board games are BBC, BCB, and CBB. The will be exactly two nights of board probability of exactly two nights of board games games over the three nights? would be the sum of the probabilities of these outcomes, or

0.14+0.14+0.14 = 0.42

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Your Turn!

0.05 + 0.05 + 0.05 + 0.02 = District of Columbia Public Schools | SY 2019-2020 Page 18 of 28

(Continued on next page)

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A neighboring family just welcomed their third child. It turns out that all 3 of the children in this family are girls, and they are not twins or triplets. Suppose that for each birth, the probability of a boy birth is 0.5, and the probability of a girl birth is also 0.5. What are the chances of having 3 girls in a family’s first 3 births? 6. Draw a tree diagram showing the eight possible birth outcomes for a family with 3 children (no twins or triplets). Use the symbol B for the outcome of boy and G for the outcome of girl. Consider the first birth to be the first stage. (Refer to previous examples if you need help getting started.)

7. What is the probability of a family having 3 girls in this situation? Is that greater than or less than the probability of having exactly 2 girls in 3 births?

8. What is the probability of a family of 3 children having at least 1 girl?

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Exit Ticket ≤ 10 minutes

Directions: Solve each question in the space provided. Be sure to show all work!

In a laboratory experiment, three mice will be placed in a simple maze that has just one decision point where a mouse can turn either left (L) or right (R). When the first mouse arrives at the decision point, the direction he chooses is recorded. The same is done for the second and the third mouse. 1. Draw a tree diagram where the first stage represents the decision made by the first mouse, the second stage represents the decision made by the second mouse, and so on. Determine all eight possible outcomes of the decisions for the three mice. Round your answers to the nearest hundredth.

2. Use the tree diagram from Problem 1 to help answer the following question. If, for each mouse, the probability of turning left is 0.5 and the probability of turning right is 0.5, what is the probability that only one of the three mice will turn left?

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Adapted from Eureka Math 7th Grade Module 5 Lesson 8 Day Four – The Difference Between Theoretical Probabilities and Estimated Probabilities

Objective By the end of today’s learning, I will be able to distinguish between theoretical probabilities and estimated probabilities. I will also be able to take estimated probabilities using relative frequency to describe what I can expect to see after many experiment outcomes.

Opening 5 minutes Directions: Answer each question in the space provided. Be sure to show all work!

1. List the sample space (all possible outcomes) for each chance experiment.

a. Rolling a six-sided dice

b. Selecting a random season of the year

c. Selecting a random day of the week

2. A computer randomly selects a letter from the alphabet keys

a. How many different outcomes are in the sample space?

b. What is the probability the computer produces the first letter of your first name?

3. What is the probability of selecting a random month of the year and getting a month that starts with the letter “J?” Hint: If you get stuck, consider listing the sample space.

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New Learning

A coin has two different sides: a head side (heads) and a tail side (tails). The sample space for tossing a coin is {heads, tails}. If each outcome has an equal chance of occurring when the coin is tossed, then the probability of getting heads is , or 0.5. The probability of getting tails is also 0.5. 1 Note that the sum of these probabilities is . 2 𝟏𝟏 The probabilities formed using the sample space and what we know about coins are called the theoretical probabilities. Using observed relative frequencies is another method to estimate the probabilities of heads or tails.

A relative frequency is the proportion derived from the number of the observed outcomes of an event divided by the total number of 𝐑𝐑𝐑𝐑𝐑𝐑𝐑𝐑𝐑𝐑𝐑𝐑𝐑𝐑𝐑𝐑# 𝐟𝐟𝐟𝐟𝐟𝐟 𝐟𝐟𝐟𝐟𝐟𝐟𝐟𝐟𝐟𝐟𝐟𝐟 = # outcomes. Recall from earlier lessons that a relative frequency can 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇 𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 be expressed as a fraction, a decimal, or a percent. Is the estimate of a probability from this method close to the theoretical probability? Let’s investigate. Brenda tosses a coin 10 times and records her results. Here are the results from the 10 tosses:

Toss 1 2 3 4 5 6 7 8 9 10 Result H H T H H H T T T H

# Relative frequency of heads: = # = = 60% 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 6 𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇 𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 10 # = Relative frequency of tails: # = = 40% 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 4 𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇𝑇 𝑜𝑜𝑜𝑜 𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜𝑜 10

Notice how this does not match the theoretical probability of 50%. What happened?

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Brenda started to complete the following table as a way to investigate the relative frequencies. For each outcome, the total number of tosses increased. The total number of heads or tails observed so far depends on the outcome of the current toss. Help complete this table for the 10 tosses recorded in the previous table.

Relative Relative Total Frequency of Total Frequency of Tails Number of Toss Outcome Heads So Far (to Number of So Far (to the Heads So the nearest Tails So Far nearest Far hundredth) hundredth) 1 0 1 H 1 = 1 0 = 0 1 1

2 0 2 H 2 = 1 0 = 0 2 2

2 1 3 T 2 0.67 1 0.33 3 3 ≈ ≈ 3 1 4 H 3 = ______= 0.25 4 1 4

4 1 5 H 4 = 0.8 1 = ______5 5 Notice how the 5 1 denominator 6 H 5 0.83 1 0.17 6 6 changes each ≈ ≈ time to match 5 3 the number of 7 T 5 0.57 2 0.43 7 7 tosses ≈ ≈ 5 3 8 T 5 = 0.625 3 = ______8 8

5 4 9 T 5 0.55 4 0.44 9 9 ≈ ≈ 6 4 10 H 6 = 0.6 4 = 0.4 10 10

What is the sum of the relative frequency of heads and the relative frequency of tails for each row of the table? The sum of the relative frequency of heads and the relative frequency of tails for each row is 1.00.

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Brenda’s results can also be displayed using a graph. Write the values of the relative frequency of heads so far from the table in part (a) to on the graph below.

1.0 1.0

0.83

0.6

0.67

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Your Turn!

1. Brenda continued tossing the coin and recording the results for a total of 40 tosses. Here are the results of the next 30 tosses: Toss 11 12 13 14 15 16 17 18 19 20 Result T H T H T H H T H T

Toss 21 22 23 24 25 26 27 28 29 30 Result H T T H T T T T H T

Toss 31 32 33 34 35 36 37 38 39 40 Result H T H T H T H H T T

a. As the number of tosses increases, the relative frequency of heads changes. Complete the following table for the 40 coin tosses:

Relative Frequency of Heads So Number of Tosses Total Number of Heads So Far Far (to the nearest hundredth)

1 1 1 = 1 1 4 5 4 = 0.8 5 6 10 6 = 0.6 10 8 15 8 = ______15 20

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b. Use the relative frequency of heads so far from the table in part (a) to complete the graph below for the total number of tosses of 1, 5, 10, 15, 20, 25, 30, 35, and 40.

c. What do you notice about the changes in the relative frequency of the number of heads so far as the number of tosses increases?

d. If you tossed the coin 100 times, what do you think the relative frequency of heads would be? Explain your answer.

e. Based on the graph and the relative frequencies, what would you estimate the probability of getting heads to be? Explain your answer.

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Exit Ticket ≤ 10 minutes

Directions: Solve each question in the space provided. Be sure to show all work! 1. Which of the following graphs would not represent the relative frequencies of heads when tossing 1 penny? Explain your answer. Graph A Graph B

Graph ______would not represent the relative frequencies of heads when tossing 1 penny. This is because

2. Jerry observed 5 heads in 100 tosses of his coin. Do you think this was a fair coin? Why or why not?

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Distance Learning Plan

Grade 7 Science Week 5 (April 20-24)

Student Name Teacher Name

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Science Distance Learning Plan

Introduction

Dear Students and Families,

We hope you have continued a routine for distance learning and taking care of yourself. Beginning with Week 5, you will notice some more changes in how the distance learning plans are organized.

First, we will move from reviewing previously learned content to exploring new content. In some weeks, you will still see the mission logs and action plans, but you will also see activities that zoom in on specific content. We have guessed where most classes are, but your class may have left off at a different place.

Second, we are continuing to separate math and science into different packets. The recommendation of 40 to 60 minutes per day per subject, four times per week continues.

Week 5: Natural Selection During Week 5, you will explore the topic of natural selection. You will: • Reflect on the phenomena of variation of traits within a species • Infer what conditions are necessary for natural selection • Explore genetic variation and survival in three scenarios • Read the STEMscopedia about natural selection • Construct a claim-evidence-reasoning response

Activities are organized and labeled by day.

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Science Distance Learning Plan

Week 5: Day 1 – Engage: Phenomena

Why do some traits of the same species vary?

1. Generate possible answers to the question above.

2. Make your own questions about the phenomena.

As you move through the lessons you will be doing many activities to learn the information needed to describe why traits of the same species vary.

Week 5: Day 1 – Engage: Conditions for Natural Selection

Javelina and Cactus

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Science Distance Learning Plan

Observe the pictures of the javelina and the cacti on the previous page.

1. What do you observe in picture one?

2. What is the difference between picture one and picture two?

3. Why is the javelina not eating the cactus on the right?

4. What happens to the cactus the javelina was eating by picture four?

5. What is different about the cactus the javelina was not eating in picture three?

6. How do plants use flowers?

7. What is different about picture four?

8. There are three necessary conditions that must be met for natural selection to occur. The first is there must be variation in characteristics. Different individuals in a population must have different traits. What is the different trait the surviving cactus has?

9. The next condition is there must be a difference in fitness. The different traits must help the individuals survive and reproduce. How did the different trait help the one cactus survive and reproduce?

10. The last condition is that the trait that affects fitness must be inheritable. The trait must be able to be passed by genes from one generation to the next. How do you know that the different trait was passed to the next generation?

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Science Distance Learning Plan

Week 5: Day 2 – Explore: Genetic Variations & Survival

Directions 1. Read the scenarios below. 2. Draw a three-frame cartoon that illustrates each scenario. 3. Fill in the chart and answer the questions.

Scenario 1 A long time ago there was a herd of giraffes that lived on the savannah. Most of the giraffes had short necks, but some had long necks. All of the giraffes liked to eat the leaves of trees. The environment changed, and many of the trees died. The giraffes continued to eat the leaves of the trees, but after a while, only the leaves at the top of the trees were left. The giraffes with the short necks did not get enough to eat and died. The giraffes with the long necks were able to eat from the tallest trees and survive.

Scenario 2 A group of lab rats escaped from a science laboratory. Most of the rats had white fur, but some had brown fur. They set up housekeeping in a field of hay. Some hawks found the group of lab rats and began to hunt them every day. Soon, most of the white rats were eaten, and only the brown rats were in the field.

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Science Distance Learning Plan

Scenario 3 A group of moths lived on the trees in a forest. Most of the moths were gray with white spots, but some were born with black wings. The trees they lived on had gray bark. One day, a factory moved into the neighborhood and began emitting black smoke. The soot from the factory coated the bark of the trees. A flock of birds was looking for something to eat and were able to spot the moths with the gray and white spots and ate them all up. Now most of the moths have black wings.

Fill in the chart with information from the scenarios

Scenario 1 Scenario 2 Scenario 3

Trait in question

Genetic variation

Environmental change

Trait that became predominant

Trait that was suppressed

1. What advantage did the long neck give the giraffes?

2. What advantage did the brown fur give the lab rats?

3. What advantage did the black wings give the moths?

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Science Distance Learning Plan

Week 5: Day 3 – Explain: Pre-Reading Activity

What organisms do you see in the photos?

What adaptations do they have to live in these areas?

What similarities do they share?

Week 5: Days 3 and 4 – Explain: Reading Activity

Day 3: Read the first two pages of the STEMscopedia on Natural Selection and begin to fill in the graphic organizer. You will complete the reading on Day 4.

Day 4: Finish the third page of the STEMscopedia, complete the graphic organizer, and fill in the table under “What Do You Think.”

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Natural Selection

Natural selection is a popular theory proposed by Charles Darwin in the 1850s. The theory suggests that species change over time because organisms with traits well suited to their environments have greater success surviving and reproducing. Charles Darwin’s theory of evolution by natural selection changed the way we understand the diversity of life.

natural selection – theory that organisms with traits that are well suited to their environment survive and reproduce more successfully Charles Darwin

Organisms have inherited characteristics, or traits. Dogs inherit their fur color. Birds inherit their wingspan. Trees inherit their leaf type. Genes control these traits, and they are passed on to offspring by their parents. Some traits help an organism survive, find a mate, protect itself, or find food and shelter. Some factors encourage natural selection to take place.

Genetic variation: Differences among individuals within the same species are called genetic variation. Beetles in the image on the left vary in red and yellow color. Red beetles tended to get eaten by birds. Therefore, fewer red beetles stayed alive to reproduce. The genetic variation in color proved to be favorable to the yellow and not favorable to the red beetles. Traits that are more favorable to a species are more likely to be passed on from generation to generation. This increases the species’ chances of survival. There is a cause-and-effect relationship between the variation of traits and the probability that specific organisms will be able to survive and reproduce. Overproduction: If a species produces more offspring than the environment can support, many of the offspring will not survive into adulthood.

Competition: Since resources such as food, water, and space are limited, offspring must compete for the resources to survive. Individuals with a trait that gives them a competitive advantage are more likely to reproduce.

In other words, natural selection leads to the predominance of certain traits in a population and the suppression of others. When those traits change over time through many generations in response to changes in environmental conditions, scientists call that process adaptation. In the example of beetle color above, the yellow color trait supported successful survival and reproduction in the new environment. Yellow beetles became more common as the red beetles were eaten and became less common. That type of adaptation by natural selection is how the distribution of traits in a population changes.

Natural Selection

How do you respond to environmental changes? What kind of clothing would you need to go sledding on a snowy day? Maybe you only ride your bike during certain times of the year. What if you moved to a much colder part of the world? You would probably need a new set of clothes for the new environment. You would probably have to change some of your daily routines and activities.

All organisms need to adapt to changes in their environment. Sometimes the environment naturally changes, making one trait more favorable than another. But sometimes humans can trigger a change. Recall that changes in a species’ appearance or behavior over generations are adaptations. The mechanism driving these changes is natural selection. Natural selection most often works by taking advantage of genetic variation among individuals in a population. Some individuals survive better in particular environmental conditions than other individuals of the same species. Those better adapted will survive and will be able to produce offspring. They will pass on their traits to the next generation, which improves their offspring’s chances of survival. Over time, the characteristics of a whole population change.

Fossils of stickleback fish show evidence of natural selection. Stickleback fish have been around for millions of years. Sticklebacks have spines on their backs to protect them. However, growing spines requires energy and the presence of minerals in the water. Comparing ancient fossils to more recent fossils shows a decrease in the number of spines. Scientists infer that predators were rare in the ancient lakes. Therefore, fish with fewer spines survived to reproduce.

Deer Mice Camouflage Deer mice are widespread and live in a variety of North American habitats. They are active at night and eat mostly seeds. Predators include snakes, owls, and other raptors. The Sand Hills landform in Nebraska was deposited by glaciers within the last 10,000 years. The soils of the Sand Hills are much lighter than the soils in other parts of the state.

Almost all deer mice living in the Sand Hills are light colored. However, deer mice in the rest of the state are dark colored. The light color allows them to blend in with the Sand Hills soil and be less visible to predators. A small change in the genetic material of deer mice is responsible for the change in color and the successful color adaptation.

Natural Selection

A population of light-colored mice was moved from the Sand Hills to a wooded area with dark soils. What do you think would happen to this population after 10,000 years or longer?

Field mustard adapts to drought. Field mustard is an annual plant that grows wild in many regions of the world. It has small yellow flowers and is pollinated by insects. Field mustard has to flower and produce seeds to give rise to the next generation. Southern California experienced a severe drought between 2000 and 2004. Plants that flowered earlier reproduced. Those that flowered later died without producing seeds. This led to more early-flowering field mustard plants. This change in population characteristics took only a few generations.

How do you think scientists discovered that the flowering time of the field mustard had changed?

Everyday Life: Adapting to Antibiotics Natural selection also applies to microorganisms. The discovery of antibiotics in 1928 changed human medicine forever. Antibiotics are medicines that kill bacteria. Patients take antibiotics in order to treat various infections caused by bacteria. However, the overuse and misuse of antibiotics have created a problem: some bacterial populations are becoming resistant to antibiotics. In other words, the antibiotics do not destroy these bacteria as successfully as they once did.

In any given bacterial population, there may be a few individuals that have the trait for antibiotic resistance. These are called resistant bacteria. If a person does not take antibiotics, the bacteria living in that person’s body do not experience antibiotics in their environment. So, the few resistant bacteria will not have any advantages over nonresistant bacteria and will not reproduce more than others. This trait for resistance to antibiotics will not Bacteria reproduce rapidly. be favored and passed to offspring over time. In other Changes in bacterial populations words, the bacteria population will not adapt to become can occur much faster than resistant to antibiotics. changes in other populations.

Natural Selection

If a person takes antibiotics, the resistant bacteria will survive and reproduce. The nonresistant bacteria will die. If this process continues, most of the bacteria population will have the trait for antibiotic resistance. If antibiotics are taken rarely, the population will not have time to adapt, and the bacteria will die. The more often antibiotics are taken, the more chances the bacteria have to adapt and develop resistance.

People spray pesticides on crops to kill insects that eat and destroy the crops. However, these insects are becoming resistant to the pesticides. Explain how this could happen.

What do you know? Adaptation by natural selection over several generations is one important process by which species change over time in response to changes in environmental conditions. Traits that support successful survival and reproduction in the new environment become more common. Those that do not become less common. Thus, the distribution of traits in a population changes. Take a look at the table below. The left column lists examples of environmental changes. For each example, describe an adaptation that would help a plant or animal survive. Be creative but accurate; there are many possible answers!

Sample Adaptation for a Sample Adaptation for an Environmental Change Plant Animal

Persistent drought

River changing course

Air pollution

Science Distance Learning Plan

Week 5: Days 3 and 4 – Reading Graphic Organizer

Cascading Connections Complete the chart to show how natural selection impacts three factors, which in turn impact populations.

Natural Selection

Genetic Variation: Competition: Overproduction:

Populations Populations Populations

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Science Distance Learning Plan

Week 5: Day 4 – Evaluate: Claim-Evidence-Reasoning

Scenario Natural selection is a process by which organisms with favorable traits produce more successful offspring than organisms with less favorable traits, causing the favorable traits to become more common in the population. In the southern United States, two different treefrog species, green treefrogs and gray treefrogs, are an example of this. They both live in some of the same parts of the country and eat the same things. They both also live off of the ground and lay eggs in water.

External Data

Prompt Write a scientific explanation that explains why the treefrog species are different colors.

Claim

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Science Distance Learning Plan

Evidence

Reasoning

District of Columbia Public Schools | SY 2019-2020

7th Grade Ancient World History Unit 6: Of Governments and Men: Ancient Greece What makes a good citizen?

Social Studies Distance Learning Plan: Week 5

Page 1

7th Grade Ancient World History Distance Learning Plan: Week 5 What makes a good citizen? Dear students and families,

Week 4 (Last Week) Supporting Question 1: What were the different forms of government in ancient Greek city-states? Day Sources/Tasks Pages Read and annotate Sources A on early Greek governments and complete the word maps to define 1 “monarchy,” “oligarchy,” and “tyranny.” Then, complete the appropriate rows of the Summary n/a Comparison Chart on pg. 9. Complete a See, Think, Wonder of two images (Source B). Then, read an annotate Source C to 2 complete the word map to define “democracy.” Then, complete the appropriate rows of the n/a Summary Comparison Chart on pg. 9 and answer the Compare and Contrast Questions on pg. 10. Supporting Question 2: What did democracy look like in ancient Greece? Day Sources/Tasks Pages Read and annotate Sources D, E, F, and G and answer the questions that accompany each source. 3-4 n/a Then, complete a Concept Web of what life was like for citizens in a democracy in ancient Greece. Week 5 (This Week) Supporting Question 3: How does democracy in ancient Greece compare to democracy today? Day Sources/Tasks Pages Read and annotate Source H to complete a Venn Diagram and make a claim about the extent to 5 3-5 which Ancient Greece was democratic. Read and annotate Source I to define what a good citizen looks like today to inform your 6 6-7 performance task. Performance Task: What makes a good citizen? Day Sources/Tasks Pages Write/create a Public Service Announcement (PSA) for your school or community, informing your audience about what makes a good citizen, drawing on examples from Greek democracy, including 7-8 8-10 a plan for how your audience (your school or community) might take actions to be better citizens. This might take the form of a written script, a video, or a print ad.

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Supporting Question 3 – Day 5 Directions Read and annotate Source H. Then, complete the Venn Diagram on page 20. Featured Source Source H: “Democracy, Then and Now,” Discovery Techbook.

Source H: Democracy, Then and Now Democracy’s Roots in Ancient Greece In 1776, thirteen of the former British colonies in North America signed the Declaration of Independence. When the United States proclaimed its independence from King George III, the new Americans sought a departure from monarchy, or rule by one. They chose democracy, or rule by the people. The Declaration of Independence set forth democratic principles first established in Greece. Democracy was not a new form of government. It was established thousands of years earlier in Greece. Democracy is a compound Greek word. Demos means “the people,” and kratos refers to rule. Democracy was a new idea in ancient Greece, where citizens had been used to a monarchy or an oligarchy, which is rule by a few.

Democracy in the City-State of Athens Greece has many islands and is full of mountainous terrain. The rugged [broken or uneven] geography of Greece led to the development of city-states in ancient Greece. A city-state is a city which governs itself as a country would. Communication and travel between various parts of the region was difficult, which led to more independent settlements. By today’s measures, some of these city-states would barely be considered towns. Most of the ideas in regard to democracy came from the Greek city-state of Athens.

Athens in the late 500s BCE was rich from agriculture, trade, and large silver mines. Another source of wealth was the accumulation of enslaved people, mostly foreigners captured in war. Enslaved people were valuable because they could be sold for money. Some Greek people were enslaved due to unpaid financial debts. The rising gap between the rich slave owners and the poorer common Athenians caused riots and mayhem. During the late 500s BCE, Solon, a wise politician and lawmaker, tried to reduce tensions between the rich and the poor. Indebted Greek slaves were freed. Solon created four classes of citizens. Only free adult males were considered citizens in Athens. Women, children, and foreigners enslaved after war were not considered citizens. Actual citizens accounted for about percent of the total population of Athens. Class was not based on birth, where the elite rule, as in Athens’s former aristocracy. Rather, class was determined by yearly agricultural production. Members of the three highest classes of landowners—those who produced the most crops—were eligible for office.

In 508 BCE, Cleisthenes, the ruler of Athens, instituted reforms that lasted nearly two centuries. All citizens could participate in a direct democracy. That is, all free men could speak in public assemblies and take part in politics. Public debating was a form of entertainment and a skill expected of educated men. In fact, the Athenians called citizens who did not debate idiotai, a word that likely sounds familiar.

Cleisthenes made additional changes to the governing body. He expanded the 4 classes to 10 classes. Fifty men, citizens age 30 or older, from each of the 10 classes were eligible to serve on the council, or board of decision makers. Because it had 500 people, the council became known as the Council of 500. Therefore, the Council of 500 was more representative of the entire city. Each council term lasted for a year. No man could serve more than two terms. The Council determined the agenda for the public assemblies. Council members also looked after public property and determined if new facilities were needed.

All citizens—free men of Athens—were treated equally in the courts. Citizens over age 30, through a lottery, became jury members. Citizens over age 18 could vote. Voting and serving on juries were considered duties.

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Citizens who did not perform their duties were scorned. Juries of citizens had the final word over decisions made by legislators and executives.

Pericles, known as a gifted statesman, led Athens in the 400s BCE. Under Pericles, government office was the result of merit, not of birth or riches. The day-to-day running of the government of Athens was a full-time job. Pericles made sure government officials were paid for their services. The change in eligibility to elected office and payment for service allowed the landless and the poor to participate in government. Pericles also changed the citizenship requirements in Athens. Any man not born to two Athenian parents was no longer considered a citizen. Pericles hoped this change would limit alliances created between Athenian government officials and foreign leaders to help benefit some but not others. Under Pericles, democracy came to mean the equality of opportunity and of justice; however, was there really equality in this new democracy?

Democracy in Athens did not always have a positive result. Athenians also used the democratic vote to banish men from Greece. On the recommendation of a citizen, men could vote to require a man to leave Greece for 10 years. The decision was first made by an oral vote. Later, voting was done using small white or black balls or beans. A black ball was a vote to banish the person. A valid vote meant at least 5,000 citizens agreed.

Democracy in the United States Even before the United States declared its independence, democratic ideas were tested. When the Pilgrims landed at Plymouth Rock, the men had already signed the Mayflower Compact. That document relied on a Greek idea: the consent—or permission—of the governed. The Pilgrims also elected their leaders. Alice Paul worked for many years to give women the right to vote. Early on, the colonies were largely ignored by the British government, to the point of neglect. Given this lack of British authority, the colonies developed their own forms of government. In New England, town meetings open to all male citizens were common. These meetings were a form of direct democracy, similar to the democracy that the people of Athens followed. In Virginia, the House of Burgesses relied on a Roman idea: representative democracy. Here, citizens elected officials to local, state, and national government to make and enforce laws. Those officials represented the people who elected them.

The Founding Founders of the United States created a representative democracy, rather than a direct democracy. In the original Constitution, only the members of the House of Representatives were elected directly by citizens’ votes. Senators were elected by state legislatures. Some election rules have since changed. Today, senators are also directly elected by citizens. The president was, and still is, elected by members of the Electoral College. The rights of citizens have expanded during the 200-plus years of the United States. At first, the only citizens who could vote were white, land-owning men of wealth. Women, persons of color, and non-landowners were excluded. With the passage of the Fourteenth Amendment (1868) after the Civil War, all men born in the United States had citizenship rights. With the Fifteenth Amendment (1870), African American men gained the right to vote, as did all other male citizens. The Nineteenth Amendment (1920) guaranteed all American women the right to vote. Voting rights were expanded further with the passage of the Twenty-Fourth Amendment (1964). This amendment made it illegal to require payment, in the form of a poll tax, to vote. When the voting age was lowered from 21 to 18 with the Twenty-Sixth Amendment (1971), still more citizens were able to vote.

Aspects of democracy from ancient Greece are used today in the United States. The U.S. government, then and now, is made of a group of elected officials. In both cases, citizens 18 and over cast election votes. Requirements for citizenship have since expanded. Today’s citizens include women, non-landowners, descendants of enslaved people, and those from other countries who have been given citizenship rights. This range of people can all run for office and serve on juries. Trial is still conducted by jury. Today, however, it takes more than just a recommendation to banish or imprison someone. The democracy founded by the ancient Greeks provided an excellent foundation upon which the United States government was built.

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Supporting Question 3 – Day 5 Complete the Venn Diagram below using information from Source H. Then, write a claim to answer the question, “To Directions what extent was ancient Greece democratic?”

ANCIENT GREEK DEMOCRACY DEMOCRACY TODAY

MAKE A CLAIM: To what extent was ancient Greece democratic? Ex: Ancient Greece was somewhat democratic because… // Ancient Greece was not democratic because… // Ancient Greece was very democratic because…

______

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Supporting Question 3 – Day 6 Read and annotate Source I below for characteristics of what makes a good Directions citizen in a democracy today. Then, generate a list of criteria for what makes a good citizen today on page 23. Source I: “Principles of Democracy,” U.S. Dept. of State, 2005. https://web-archive- Featured Source 2017.ait.org.tw/infousa/zhtw/DOCS/prinDemocracy/citizen.html

Source I: Principles of Democracy Unlike a dictatorship, a democratic government exists to serve the people, but citizens in democracies must also agree to abide by the rules and obligations by which they are governed. Democracies grant many freedoms to their citizens including the freedom to dissent and criticize the government.

Citizenship in a democracy requires participation, civility, and even patience.

Democratic citizens recognize that they not only have rights, they have responsibilities. They recognize that democracy requires an investment of time and hard work -- a government of the people demands constant vigilance and support by the people.

Under some democratic governments, civic participation means that citizens are required to serve on juries, or give mandatory military or civilian national service for a period of time. Other obligations apply to all democracies and are the sole responsibility of the citizen -- chief among these is respect for law. Paying one's fair share of taxes, accepting the authority of the elected government, and respecting the rights of those with differing points of view are also examples of citizen responsibility.

Democratic citizens know that they must bear the burden of responsibility for their society if they are to benefit from its protection of their rights.

There is a saying in free societies: you get the government you deserve. For democracy to succeed, citizens must be active, not passive, because they know that the success or failure of the government is their responsibility, and no one else's. In turn, government officials understand that all citizens should be treated equally and that bribery has no place in a democratic government. In a democratic system, people unhappy with their leaders are free to organize and peacefully make the case for change -- or try to vote those leaders out of office at established times for elections.

Democracies need more than an occasional vote from their citizens to remain healthy. They need the steady attention, time, and commitment of large numbers of their citizens who, in turn, look to the government to protect their rights and freedoms.

Citizens in a democracy join political parties and campaign for the candidates of their choice. They accept the fact that their party may not always be in power.

• They are free to run for office or serve as appointed public officials for a time. • They utilize a free press to speak out on local and national issues. • They join labor unions, community groups, and business associations. • They join private voluntary organizations that share their interests -- whether devoted to religion, ethnic culture, academic study, sports, the arts, literature, neighborhood improvement, international student exchanges, or a hundred other different activities. • All these groups -- no matter how close to, or remote from government -- contribute to the richness and health of their democracy.

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Supporting Question 3 – Day 6 Using what you’ve learned about ancient Greek democracy and democracy Directions today, what makes a good citizen? Generate criteria for what makes a good citizen.

Generating Criteria: What are characteristics of a good citizen today?

What are actions of a good citizen today?

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Performance Task – Day 7 and 8 A Public Service Announcement (PSA) is like an advertisement for public information. For example, you may have seen a PSA on the Metro that says, “When you see something, say something,” reminding citizens to be aware of their surroundings, or a commercial about recent social distancing or handwashing to help prevent the further spread of coronavirus. Directions You will be writing a Public Service Announcement (PSA) for your school or community, informing your audience about what makes a good citizen. This might take the form of a written script, a video, or a print ad. Use the prompts below to start designing your PSA. Compelling Question What makes a good citizen?

Reflect: Looking at your list on page 23, what characteristics and/or actions are an area of growth for citizens in your school or community today? (List 2-3 characteristics or actions that you want to focus on in your PSA.)

•

Reasoning: Why is this important to your school or community?

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CALL TO ACTION: What should young citizens do in order to make a difference in your school/community?

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Performance Task – Day 7 and 8 Write/create a Public Service Announcement (PSA) for your school or community, informing your audience about what makes a good citizen, drawing on examples from Directions Greek democracy, including a plan for how your audience (your school or community) might take actions to be better citizens. This might take the form of a written script, a video, or a print ad. Compelling Question What makes a good citizen?

SS RUBRIC CRITERIA STUDENT RESPONSE ACCURACY • Did I use specific and correct evidence? ______• Do I show how some events caused others? • Does my answer show my understanding of the objective? ______• Did I use Social Studies words correctly? REAL-WORLD CONNNECTIONS ______• Connections: Personal? Past? Present? • Why does it matter to us (today)? • Did I connect the big idea to an issue today? ______• How has my understanding of and answer to the Compelling Question(s) show my ______deeper understanding? SOURCING ______• Who created this document? When? • Who was the intended audience? • What is its main point or argument? ______• What makes the source trustworthy? • Why did they write it? ______• What is the point of view? • What are the criteria for credibility? ______CONTEXTUALIZATION • What was going on when this document was created? ______• How did those events affect its creation? • What are the historical, geo, economic, ______social, and political perspectives? • How does the time period explain what happened and why? ______CORROBORATION • What other texts appear during this time? ______• Agree/Disagree? Why/not? • Reliability? DEVELOPMENT OF CLAIM ______• What was I trying to say? • Did I answer my own question? ______• Supporting evidence to my claim? • Are my ideas clear? ______ORGANIZATION AND STYLE • Does it look/sound/feel right? • Is this my best work/effort? ______• Is my writing clear? • Does my format that support my ______arguments? • Did I use specific language? CONVENTIONS ______• Did I proofread for spelling, punctuation and syntax? ______• Did I use correct capitalization, verb tense, and pronouns? • Does it sound right when I read out ______loud? ______

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Middle School General Music – Distance Learning – Week 5 Task 1: Directions: Take another listen to the songs that you were shared last week. If possible, listen to each song in a quiet place, where there is dim light and noise.

Write down any words, pictures, or thoughts that come to your mind as you listen.

Task 2: Below is an example of graphic notation to the tune “Mary Had a Little Lamb.”

What can the movement of the colors represent in the graphic notation above?

Task 3: Directions: Now it’s your turn to create! You have two options:

• Create a visual representation of one of the songs that were shared. OR • Use images, symbols, or words to notate the rhythm of a small section of this song.

Reflection: How does your visual representation connect to the stories shared by the interviewee? Did you add in your own personal interpretation, as well?

Reflection: If you chose to notate the song, why did you choose certain symbols? How did you know how to organize each picture or symbol?

Bound Conflict Cornerstone (6-8)

Week 5 is the final step of Weeks 1-4 of the Bound Conflict Cornerstone. The activities described below can be completed in one day or spread out throughout the week.

Week 5: Critique Review the book you created using the self-critique questions, add additional stories or images that may strengthen your story or artwork. Then share your book with family, a friend or classmate and ask for their feedback.

Critique questions:

1. What do you like about the artwork? 2. What do you dislike about the artwork? 3. What is the topic or meaning of this art? 3. What shifts in focus or composition could improve your artwork? 4. What other art techniques can you use to give it a different feel? Complete this sentence, “I wonder what would happen if...”